Unit 3 Packet and Practice Test.pdf

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NAME_______________

Benchmark

Literacy

Comprehension

Packet

Unit 3

Comprehension Strategy: Visualize

Metacognitive Strategy: Make Inferences

Learning Targets Unit 3

LT I can visualize what I am reading.

LT I can make inferences while reading.

LT I can read and spell words with the vowels au, aw, and al

LTI can read and spell words with the r-controlled a

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Week 1/Day 1

Read aloud (10 min.)

Mini-Lessons (20 min.)

Introduce the Comprehension Strategy:

Bluebirds have nested in a tree beside Mari's back door, and Mama bluebird has been sitting on the nest for weeks. This morning, Mari hears little peeping noises coming from the nest.

 What could you infer, or figure out, about what has happened?

Good readers know how to make inferences in fiction and nonfiction texts. We're going to practice making inferences this week.

Think Aloud and Use the Metacognitive Strategy:

When we look at the picture below, the first thing we need to do is figure out what it is trying to show us about the woman. One way we can do that is by visualizing. We imagine what the woman is feeling by visualizing, or making pictures in our minds of, what she is doing. Let me show you how I do it.

 My inference about the woman is _________.

 The clues that help me make this inference are ________.

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Word Work (10 min.)

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Figurative Language Practice (10 min)

IDIOMS

1.

2.

3.

4.

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Week 1/Day 2

Read aloud (10 min.)

Mini-Lessons (20 min.)

Review the Metacognitive Strategy:

Yesterday when we looked at “The Trouble with Spring” poster, We visualized the woman and others sneezing to help us understand. We can also visualize by imagining what people are feeling or what places are like based on what the characters think, say, and do. I'll show you how I do this.

In the first paragraph, I learn that Cameron is looking at the Washington Monument from a car. I can visualize Cameron sitting in the car as the family arrives in Washington, D.C. I can see Cameron excitedly looking up at the Washington Monument and wanting to go in it as he thinks about the view from the monument. Visualizing the scene helps me understand Cameron's excitement about the trip to Washington, D.C.

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Use the Comprehension Strategy:

Make Inferences



Now think about the content of this passage and what

the author wants readers to know but didn't write. What

clues help you make inferences about how Cameron is

feeling and what he wants to do?



Let's look closely to find a clue that shows how Cameron

feels about what he is seeing. What is the first clue?



Did we find the first clue? Let's compare sentences.

Clues help us make inferences.

1. What inference can you make about what Cameron

feels about the Washington

Monument?

___________________________________

Let's look for other clues in the passage that help us

infer how Cameron feels.

2. What clues suggest how Cameron feels about where

they are going?

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Word Study Workshop (10 min.)

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Day 2 Independent Practice: (20 min.)

Read the story, That’s My Kitten! Then answer the question below.

1. Does Jacy like cats? Yes or No

How do you know this?_______________________________________

2. What sentence or clue lets you know that mom is a responsible person?

__________________________________________________________________

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Week 1/Day 3

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Extend the Comprehension Strategy:

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Greek and Latin: tele, phon, photo, graph

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Day 3 Independent Practice (20 min.)

Read the passage below and then answer the questions.

1. What grade do you think Pablo is in?___________________

2. Why made you think of that grade?____________________________________

3. How can you tell Pablo is probably a well behaved student?

_______________________________________________________________

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Week 1/Day 4

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Read and Summarize

Answer Text-Dependent Comprehension Questions:

 Sometimes you need to answer questions about a passage you've read. Some questions require you to make inferences. Today we're going to read and answer questions. Some of the questions will ask you to make inferences.

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Greek and Latin: tele, phon, photo, graph

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Week 1/Day 5

Read-Aloud- (10 Min.)

Mini-Lessons (20 Min.)

Constructed Written Response

 Think about a food you have helped prepare at home and how you made sure it was safe to eat. In the Inference column, you should make an inference about the food or the method of preparing it. In the Evidence column, you can note the clues that support the inference.

 Then write a paragraph explaining how to prepare the food safely, using notes from the graphic organizer.

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Week 2/Day 1

Read aloud (10 min.)

Mini-Lessons (20 min.)

Introduce the Genre:

Last week, we learned that strong readers visualize as they read. We also learned that some texts require us to make inferences about information, characters, and events. This week, we'll use those strategies as we read and analyze historical fiction stories. Today we'll review our current

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Read and Analyze Historical Fiction:

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Word Study Workshop (15-20 Min.)

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Figurative Language (10 min.)

Look at the idiom. Write what you think it means.

Last night’s rain came in buckets. _____________________________

Independent Practice Day 1 (20 min.)

1. How does David feel about missing the festival? ___________________

2. Write a sentence from the passage that supports your answer for #1

___________________________________________________________________

3. David’s mom knows what’s going to happen with parade. Which sentence lets

you know this?_________________________________________

4. In paragraph 7 what does the word

detour

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Week 2/Day 2

Read-Aloud (10 min.)

Mini Lesson (20 min.)

Review the Genre:

Read and Analyze a Historical Fiction Story:

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Integrate Knowledge and Ideas:

We can compare and contrast historical fiction stories to see how they are alike and different. We can analyze the narrator's point of view, setting, main characters, and problem and solution. To compare and contrast the stories, we will look for evidence in both texts.

Figurative Language (5 min.)

Write the letter of the figurative language example on the line next to the type of figurative language.

1. ______Metaphor

a.

Splat

, the bug hit the window.

2. ______Simile

b. He is a bear when he wakes up.

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Independent Work Day 2 (20 min.)

It was Sunday April 23, 1860 I believe after church, and all my chores were done. I

was sitting on the stoop of our home trying to think what to do. It was that time of day

when the birds were getting ready to be quiet and the toady-frogs were starting to get

louder with that

chirpity

sound they make most the night. I wondered if it would be

worth it to go fishing for a hour afore it got dark. I got that question answered when

Cooter came riding his horse up the road waving at me.

"Evening, Eli,” Cooter said taking off his cowboy hat.

"Evening, Cooter."

"What you doing, Eli?"

"I was thinking 'bout getting Old Flapjack the mule and rindin’ her so I could go fishing.

You wanna come?"

"Uh-uh. I got something that's more interesting than watching you fish, I got a

mystery to solve."

This might not be so good. I ain't trying to be dis-respectful 'bout my best friend, but

there're lots of things that Cooter sees as being mysterious that most folks understand

real easy. Cooter don’t do to well in school and I bet he don’t make it past 6

_grade

before his quits. I asked him anyway, "What's the mystery?"

"I was cutting through M'deah's truck patch and seen some tracks that I ain't never

seen afore."

"What kind of tracks? Were they big?"

"Uh-uh, they's long and wiggly. I followed 'em but they disappeared in the grass."

Cooter's pretty good at tracking so maybe this was a mystery after all.

"Let's go."

We got to Cooter's home, opened the gate, and went 'round back to his mother's truck

patch. Cooter was right! There among the rows of his ma's beets and corn and green

peas were some of the strangest markings I'd ever seen.

1. What time of day does this passage take place?_____________________________

2. Write a sentence from the passage that supports your answer in number 1.

_________________________________________________________________________

3. Write down three things from the passage that shows it is an example of Historical

Fiction. A.______________________________________

B.______________________________________

C.______________________________________

4. Does Eli think Cooter is smart? YES or NO

5. Give an example that supports your answer in number 4.

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Week 2/Day 3

Read-Aloud (10 min.)

Mini-Lessons

Read and Summarize a Longer Historical Fiction Story:

Today's reading is a longer historical fiction story. As you read, visualize to better understand the setting, characters, and events. After reading, we will summarize some of the key details in the story together to make sure we understand the text.

1. In paragraph 1 what are gardinaias and hibiscus? ____________________________

2. In paragraph 1 what does the word balmy mean?_______________________________________________

3. In paragraph 2 give an example that shows Jimmie so nervous?_____________________________________

4. Using paragraphs 1-4 describe the scene. Use at least two details from the these paragraphs that help you visualize the scene.

1______________________________________________________________________________________

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4. After reading paragraph 5 what would be one word to describe Doreen?_____________________

5. In paragraph 6 what does the word flaunt mean? A. show off B. give C. stumble D. sing

6. In paragraph 7 the word discreetly means ____________________________.

7. In paragraph 11 the word inert means __________________________________.

8a. Circle the inference you could make about the USS Utah’s age:

Newer Same age as the other ships Older

b. Write a sentence from paragraph 11 to support your answer.

______________________________________________________________________________________

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10. What does the word nonplussed mean in paragraph 15?__________________________________

11. After reading paragraph 16 you can infer that Jimmy feels ______________________________.

12. In paragraph 18 the word BOOM is an example of ___________________________________.

13. In paragraph 20 what does the word capsizing mean?___________________________________________

14. Describe the scene when the Japanese started to bomb Pearl Harbor. Use at least two details from the passage that help you visualize the scene.

1_________________________________________________________________________________________

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Greek and Latin: geo, therm, scope, meter, ology

Figurative Language (5 min.)

Write the letter of the figurative language example on the line next to the type of figurative language.

1. ______Metaphor a. That hat costs an arm and a leg. 2. ______Simile b. He is a bear when he wakes up. 3. ______ Onomatopoeia c. The sun is a ball of lava.

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Week 2/Day 4

Read-Aloud (10 min.)

Mini-Lessons

Reread and Analyze the Historical Fiction Story:

In this historical fiction story, the author uses many sensory details to describe key events. Remember that sensory details are things the characters see, hear, smell, touch, or taste.

15. In paragraph 28 what does the word careening mean?____________________________________________________________

16. In paragraph 29 the work, Splash! is an example of ________________________________________.

17. Using paragraph 30 describe the scene of the Utah’s deck. Use at least two details from this paragraph that helped you visualize the scene.

1.________________________________________________________________________________________________

2.________________________________________________________________________________________________

18. In paragraph 31 you can infer that a barnacle is a good thing or bad thing?____________________________

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20. In paragraph 35 what does the word gunk mean?_____________________________________________

21. In paragraph 21 write the examples of onomatopoeia down. ______________________________________

_______________________________________________________________________

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23. Using paragraph 46 who were making the groans and murmuring sounds?___________________________

24. In paragraph 47 it says,Doreen’s eyes were puffy with dark circles underthem. This indicates Doreen has been __________________ and is very ________________________.

25. In paragraph why doesn’t it matter to Jimmy if the ring is

lost?__________________________________________________________________________

26. Write the paragraph in the white box where the feather of Historical Fiction can be found.

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Greek and Latin: geo, therm, scope, meter, ology

Figurative Language: Give an example of each type below.

Figurative Language (5 min.)

Write the letter of the figurative language example on the line next to the type of figurative language.

1. ______Metaphor a. She is like a frog when she hops up on the beam. 2. ______Simile b. Stan is a bright ray of sunshine.

3. ______ Onomatopoeia c. The car went screeching down the hill.

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Week 2/Day 5

Read-Aloud (10 min.)

Mini-Lessons (20 min.)

Reflect on Genre Knowledge:

Turn to a neighbor. Tell him or her one feature of the genre you did not know before and that you found interesting. When we come back together, I am going to ask some of you to report on what your partner told you.

Write to Sources:

Amelia Boynton in “March to Freedom!” and Richard Oakes in “Bury My Heart at

Alcatraz” were real people. Jimmy and Doreen in “Mere Moments” are fictional

characters. Which approach do you like best when reading historical fiction?

Characters that were real or characters that are not real, or fictional.

Write down three things you liked better about the one you chose in the three boxes

below.

You are going to be writing a paragraph telling your opinion. Make sure you have a

topic sentence to start your paragraph.

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Week 3/Day1

Read-Aloud (10 min.)

Mini Lesson (20 min.)

Introduce Fluency Skills:

When we read, we pause briefly between some words. Pausing divides our sentences into meaningful parts and makes our reading easier to understand. Punctuation helps us figure out when to pause. There are certain punctuation marks that help us know when to come to a full stop, or take a longer pause. What are these marks called?

 What do you do when you see a period while reading?

 What other punctuation marks show readers when to come to a full stop?

 What's the difference between pausing for a period and pausing for a comma?

The author uses periods, question marks, and exclamation points to show us when to come to a full stop at the end of a sentence. Coming to a full stop helps our reading sound right and make sense.

Model the Skill

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Word Study Practice (10 min.)

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Figurative Language (5 min.)

Write the letter of the figurative language example on the line next to the type of figurative language.

1. ______Metaphor a. The wrestler is as strong as an ox. 2. ______Simile b. The boy had a chip on his shoulder.

3. ______ Onomatopoeia c. The bark, bark, bark of the dog angered the man. 4. ______ Idiom d. The sick girl was a warrior.

Independent Practice Day 1

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Week 3/Day2

Read-Aloud (10 min.)

Mini Lesson (20 min.)

We are going to read the passage below a couple of times today. The first time we are going

to choral read it as a class. Half of you will be Idioms and the other half will be the Meaning.

We will then all answer the meanings together.

Word Study Practice (10 min.)

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Independent Practice Day 2

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Week 3/Day3

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Guided Poetry Practice Day 3

March is Nearly Spring

March is nearly spring 1

Not present all the year winter is almost over When leprechauns appear

A greenish color stands alone 5

On single, lonely hills

That blackness cannot overtake, But the human spirit feels.

I wait upon awakening grass; 9

I begin to see the furthest green Upon the furthest forest we know; Its tiny leaves speak softly to me.

Below afternoon’s horizon 13

Light begins to sneak away, Without as much light it darkens, as we wish the sun to stay.

It’s dark and becoming cooler 17

effecting all our moods.

It’s almost March, spring and warmth So delightful stays our attitudes. 20

1. How many stanza’s are there in this poem?_______

2. How many lines are in this poem?_______

3. What is the rhyming pattern of this poem?

4. In stanza 2 what does “greenish color” symbolize in line 5?______________________

5. In stanza 2 what does “blackness” symbolize in line 7?__________________________

6. In stanza 3, line 9 “awakening grass” symbolizes?____________________________

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Poem March is Nearly Spring What the poet means?

March is nearly spring 1

Not present all the year winter is almost over When leprechauns appear4

A greenish color stands alone 5

On single, lonely hills

That blackness cannot overtake, But the human spirit feels.8

I wait upon awakening grass; 9

I begin to see the furthest green Upon the furthest forest we know; Its tiny leaves speak softly to me.12

Below afternoon’s horizon 13

Light begins to sneak away, Without as much light it darkens, as we wish the sun to stay. 16

It’s dark and becoming cooler 17

effecting all our moods.

It’s almost March, spring and warmth So delightful stays our attitudes. 20

Stanza 1: The poet is saying winter is almost over and march is the beginning of spring.

Stanza 2: The poet uses green to show new life and uses the color of black (blackness) to show things that have died during the winter. Even things that died do in the winter can’t make people sad as spring is close.

Stanza 3: The poet talking about new life that is starting to happen with the warmer winds of spring.

Stanza 4: It’s starting to become evening and without the sun out it the chill of winter is returning if only for the night.

Stanza 5: In the evening people are sad because it is not as warm, but they know that spring and march are near so that cheers them up.

Figurative Language (5 min.)

Write the letter of the figurative language example on the line next to the type of figurative language.

1. ______Metaphor a. The pots and pans clanged and clinged down the stairs. 2. ______Simile b. His attitude rubbed the boss the wrong way.

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Week 3/Day4

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Greek and Latin Roots (10 min.)

Independent Practice Day 4

Read each short passage and answer the questions.

1. Alice was carrying a large clothes basket from the bedroom down the stairs to the laundry room. She struggled under the weight of the basket. She wished her younger brothers would help her. Instead, they were playing. She had heard them throwing a baseball in the house earlier. She had told them to go outside. They had gone to the backyard, but they had left the baseball on the stairs. What is probably going to happen to Alice?

a. Alice will thank her brothers for going outside. b. Alice may trip on the baseball on the stairs. c. Alice will call her mom for help

d. Alice will go back to her room to get more clothes.

2. Winston stood at the store counter. It was hard to make a decision. On the one hand, he had just enough money to buy the new game he wanted so badly. However, he had come to the store to buy his mother’s birthday present. If he bought her present, he would have to wait another week to have enough money for the game. As he looked at the game, he remembered that his mother made his favorite soup when he was sick. He also thought about how proud she was when he won the relay race. His mind was made up.

What can you infer what Winston will do?

a. He will probably by his game.

b. He won’t buy anything and save his money.

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Week 3/Day5



Test Day

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ANSWERS: