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Grade 3 Module 1

The Sea Student Edition

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Student Edition

GRADE 3 MODULE 1

Lesson Handouts

Handout 1A: “The Sea Wind,” Sara Teasdale

Handout 1B: Independent Reading Log Handout 1C: Multiple-Meaning Chart Handout 2A: Boxes and Bullets for Art Handout 3A: Evidence Organizer Handout 4A: Fluency Homework Handout 4B: Analyze a Sentence Handout 5A: The Lion and the Mouse Handout 5B: Speaking and Listening Process Checklist Handout 5C: Story Map Handout 5D: Words with the –ly Suffix Handout 6A: Word Choices and Illustrations

Handout 8A: Socratic Seminar Participation Guidelines Handout 8B: Socratic Seminar Self-Assessment 1 Handout 9A: Focusing Question Task 1 Checklist Handout 9B: Root and Affix Word Web Handout 10A: Fluency Homework Handout 10B: Bullseye Graphic Organizer Handout 11A: Mid-Module Vocabulary Study Guide Handout 12A: Boxes and Bullets Organizer Handout 13A: Fluency Homework Handout 15A: The Words of Jacques Cousteau Handout 16A: Using the Simple Past Handout 17A: Socratic Seminar 2 Self-Assessment Handout 17B: Writing Planner

Handout 18A: Focusing Question Task 2 Checklist Handout 19A: Fluency Homework Handout 19B: Frayer Model Handout 20A: Reverse Writing Planner Handout 21A: Text Feature Hunt Handout 22A: Dangers, Equipment, and Benefits Handout 22B: Frayer Model

Handout 24A: Fluency Homework

Handout 28A: Evidence Organizer

Handout 29A: Evidence Collection Organizer

Handout 29B: Writing Planner

Handout 30A: Focusing Question Task 3 Checklist

Handout 31A: Writing Planner

Handout 31B: End-of-Module Task Vocabulary Study Guide

Handout 32A: End-of-Module Task Checklist

Volume of Reading Reflection Questions

Wit & Wisdom Family Tip Sheet

Name Handout 1A:

“The Sea Wind,” Sara Teasdale

Directions: Read and annotate the text below.

I am a pool in a peaceful place,

I greet the great sky face to face, I know the stars and the stately moon

And the wind that runs with rippling shoon—

But why does it always bring to me

The far-off, beautiful sound of the sea? The marsh-grass weaves me a wall of green, But the wind comes whispering in between,

In the dead of night when the sky is deep

The wind comes waking me out of sleep—

Why does it always bring to me

The far-off, terrible call of the sea?

Teasdale, Sara. “The Sea Wind.” PoemHunter.com, 3 Jan. 2003, www.poemhunter.com/poem/the-sea-wind/. Accessed 20 Sept. 2022.

Date Started Literature (L) or Informational (I) Text Title and Author Pages Read

Name Handout 1C: Multiple-Meaning Chart

Directions: Write the multiple-meaning word you are defining in the oval. Write each of the two different meanings of this word in the two boxes. On the blank lines beneath the boxes, write a context clue sentence.

Name

Handout 2A: Boxes and Bullets for Art

Directions: In the column on the left, record what you notice about composition, line, and color. In the column on the right, explain how each element adds meaning to the work. In the box titled “Central Message,” explain an important idea that the piece of art conveys through the elements you noticed.

Central Message: Explanation: How do the elements of art support the central message? (What does the detail make you think?)

What I notice about composition:

What I notice about line:

What I notice about color:

Name Handout 3A: Evidence Organizer

Directions: Write the title of the painting you are observing. In the middle column, record what you notice about composition, figures, line, and color in the painting. In the third column, record what you infer about the painting based on what you observe.

Title: Art Element What I Notice What I Think Composition

Name Handout 4A: Fluency Homework

Directions:

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a √+, √, or √– in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and to evaluate your fluency.

3. Last day: Fill out the reflection box at the end.

One night, in a phosphorescent sea, he marveled at the sight of some whales spouting luminous water; and later, lying on the deck of his boat gazing at the immense, starry sky, the tiny mouse Amos, a little speck of a living thing in the vast living universe, felt thoroughly akin to it all. Overwhelmed by the beauty and mystery of everything, he rolled over and over and right off the deck of his boat and into the sea.

Steig, William. Amos & Boris. Square Fish, 2009, p. [9].

Student Performance Checklist

Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume.

Day 1 Day 2 Day 3 Day 4

You You Listener* You Listener* You Listener* Listener*

*Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try to do differently next time?

Name Handout 4B: Analyze a Sentence

Directions: Read the sentence below, and then complete steps 1–4.

The mouse explored the ocean.

1. Circle the noun(s) in the sentence.

2. Underline the verb(s) in the sentence.

3. Draw a line between the subject and the predicate.

4. Which statement below is true?

a. Explored is a noun that explains what Amos did.

b. Explored is a noun that explains what the sentence is about.

c. Explored is a verb that explains what Amos did.

d. Explored is a verb that explains what the sentence is about.

Name Handout 5A: The Lion and the Mouse

Directions: Read and annotate the fable below.

Once, long ago and far away, a Lion was asleep when a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. “Pardon, O King,” cried the little Mouse, “forgive me this time. I shall never forget it. Who knows but what I may be able to do you a turn some of these days?” The Lion was so tickled at the idea of the Mouse being able to help him that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters, who desired to carry him alive to the King, tied him to a tree while they went in search of a wagon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts.

“Was I not right?” said the little Mouse.

Little friends may prove great friends.

(http://witeng.link/0645)

“Aesop’s Fables (84 Fables) by Aesop.” Translated by George Fyler Townsend, African American Literature Book Club, aalbc.com/authors /article.php?id=1843. Accessed 26 Sept. 2022.

Name Handout 5B:

Speaking and Listening Process Checklist

Directions: Use the checklist below to monitor how well you used your speaking and listening skills. Then ask a classmate to evaluate how well you used the skills. Your teacher will complete the third column, based on what they observe.

Grade 3 Speaking and Listening Process Checklist

Self +/ Δ Peer +/ Δ Teacher +/ Δ

I took turns speaking and listening.

I followed all the rules for working in a small group.

I linked my comments to comments from other people.

I agreed and disagreed respectfully.

• I used a polite tone of voice throughout the discussion.

• I used a sentence stem to help me agree or disagree respectfully.

• I used a nonverbal cue to show that I agreed or disagreed with a speaker.

My comments showed that I am curious about what we are learning.

Name Handout 5C: Story Map

Directions: Use the organizer below to record the basic story elements. Then think about the story, and decide how the elements support a central message. Record at least two details that support the central message you identified. Characters

Name Handout 5D: Words with the –ly Suffix

Directions: Choose a word ending with –ly that you notice in the text. Record the root word, its part of speech, and its definition. Use the root word to fill in the blank, and create a definition for the –ly word. Write the sentence in which you noticed the word, and draw a sketch that illustrates the meaning of the word.

WORD: = + Root word:

Handout 6A: Word Choices and Illustrations

Directions: Identify important, interesting, or confusing words from the passage. Record the selected words and the page numbers where you found the words. Then define each selected word, and explain how it helps you understand Amos’s feelings about the ocean. Finally explain how the illustration for the selected passage helps you understand the text.

How Illustrations Support or Add Meaning

How Word Choices Explain Amos’s Feelings about the Ocean

Definitions

Page Words

Name Handout 8A: Socratic Seminar

Participation Guidelines

• Take turns speaking.

• Listen carefully to others by tracking the speaker.

• Speak at least once.

• Speak to each other, not to the teacher, by turning your eyes and bodies toward one another.

• Ask questions.

Ways to Participate in a Socratic Seminar

• Take a risk.

• Ask a question.

• Ask a follow-up question.

• Practice active listening.

• Provide evidence.

• Smile and have fun.

• Stay focused.

Name Handout 8B: Socratic Seminar Self-Assessment 1

Directions: Think about your work in the Socratic Seminar, and then complete the self-assessment below.

A = I always did that. S = I sometimes did that. N = I’ll do that next time.

Expectation Evaluation

(A, S, N)

Why did you choose that rating?

I came to the seminar prepared and used my work as I participated in the seminar.

I followed our class rules for the seminar.

I referred to evidence in the text when asking and answering questions.

I used evidence from the text to elaborate on my ideas.

I spoke in complete sentences.

I used at least three domain-specific vocabulary words.

Evidence

Name Handout 9A:

Focusing Question Task 1 Checklist

Directions: After you finish your response, use the checklist below to review your work.

Grade 3 Informative/Explanatory Writing Checklist

Self +/ Δ Peer +/ Δ Teacher +/ Δ

Reading Comprehension

• I identified the central message of a text.

• I used key details from the text to explain the main idea.

Structure

• I responded to all parts of the prompt.

• I included a clear topic statement.

• I grouped related information logically.

Development

• I supported the topic statement using evidence from one text.

• I explained how the evidence develops the topic.

Style

• I used at least two words from the Word Bank.

Conventions

• I used nouns and verbs to create complete simple sentences.

Writing Process

• I used a Writing Planner to organize my ideas.

• I provided thoughtful feedback in peer revision.

• I used feedback in peer revision.

Word Bank

stanza composition figure focal point setting line color object character solution

Styles and Conventions Assessment

Use a separate piece of paper to answer questions 2–4.

1. Write your topic statement:

2. Draw a line between the subject and predicate of your sentence.

3. Circle the noun(s) in your sentence. What information do the nouns provide?

4. Underline the verb in your sentence. What information does the verb provide?

Handout 9B: Root and Affix Word Web

Directions: In the first column, list words that begin with the prefix re–. In the middle column, list words that use the root vis or vid. In the last column, list words that end in –ion. Based on the words you list, determine the meaning of each word part, and record your idea in the box labeled “meaning.”

meaning –ion meaning

Name Handout 10A: Fluency Homework

Directions:

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a √+, √, or √– in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and to evaluate your fluency.

3. Last day: Fill out the reflection box at the end.

My light cannot reach deeper than the ocean’s thin, top layer, so that is where the phytoplankton have to live. The deep cold waters underneath are pitch black dark—darker than the darkest, moonless, starless night. Phytoplankton cannot live there. But lots of animals do! Where do these animals get their food? Some use their glowing lights to lure animals and eat them. Some eat each other. Some swim up at night to feed on phytoplankton.

Bang, Molly, and Penny Chisholm. Ocean Sunlight: How Tiny Plants Feed the Seas. The Blue Sky Press, 2012.

Student Performance Checklist

Accurately read the passage three to five times. Read with appropriate phrasing and expression. Read articulately at a good pace and an audible volume.

Day 1 Day 2 Day 3

You Listener* You Listener* You Listener*

*Adult or peer Self-reflection: What choices did you make when deciding how to read this passage, and why? What would you like to improve on or try differently next time?

10B: Bullseye Graphic Organizer

Handout

Directions: Write a word relating to a central idea in the middle of the bullseye.

Then write words that are related to that word in the outer circles, grouping words that are related to one another in each outer circle. Rank each group of words by how closely they are related to the central idea.

Name Handout 11A:

Mid-Module Vocabulary Study Guide

Vocabulary Word Meaning

explore To try to understand something by looking at it in detail. immense Very big. luminous Giving off light; glowing. desperately With a sense of extreme urgency, need, or despair. vast Very large in size or area. colossal Very big. revise To change or make different. loomed To have appeared or come into view, often as a very large, dim, or twisted shape. nonfiction Written works that are not fiction. summary A short and usually comprehensive statement of what has been previously stated. nutrient Element found in food that helps living things grow and stay healthy. flexible Easily changed or adapted. overwhelmed To be loaded or burdened with too much of something. speck Small piece of matter.

Name Handout 12A: Boxes and Bullets Organizer

Directions:

1. Identify at least three key details in the text you have selected, and record ideas in the left column. Be sure to put the ideas in your own words.

2. Using the key details, write the main idea in the box above the details.

3. In the right column, explain how the details support the main idea.

Main Idea: Explanation: How do the key details support the main idea?

Key Detail:

Key Detail:

Key Detail:

Key Detail:

Key Detail:

Name Handout 13A: Fluency Homework

Directions:

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a √+, √, or √– in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and to evaluate your fluency.

3. Last day: Fill out the reflection box at the end.

Cousteau wanted to stay underwater longer to see even more. The diving suits of his day were heavy and bulky. They didn’t allow much freedom of movement, and an air hose tethered the diver to a boat.

So Jacques set about tinkering, fashioning snorkels from things like inner tubes and garden hoses. But they weren’t good enough.

Cousteau and his engineer friend Emile Gagnan created a breathing apparatus they called the Aqua-Lung. It was the first machine that would let a diver breathe underwater for long periods of time.

Now Cousteau was free to truly explore. A silent world opened up to him.

Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. New York: Dragonfly Books, 2012.

Student Performance Checklist

Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume.

Day 1 Day 2 Day 3 Day 4

You Listener* You Listener* You Listener* You Listener*

*Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try to do differently next time?

Name Handout 15A: The Words of Jacques Cousteau

I flew without wings [10].

The best way to observe a fish is to become a fish [17].

There is much to see and be seen by [19].

We must move on deeper [21].

I am a believer in today—and tomorrow [25].

We protect what we love [31].

The sea, once it casts its spell, holds one in its net of wonder forever [2].

Man has only to sink beneath the surface and he is free. Buoyed by water, he can fly [4].

Always I rebelled against the limitations imposed by a single breath of air [8].

It fascinated me to do something that seemed impossible [13].

What is a scientist after all? It is a curious man looking through a keyhole, the keyhole of nature, trying to know what’s going on [15].

May this continent, the last explored by humankind, be the first one to be spared by humankind [22].

There was wildlife, untouched, a jungle at the border of the sea [28].

Sometimes we are lucky enough to know that our lives have been changed. It happened to me that summer’s day when my eyes opened to the world beneath the surface of the sea [7].

When one man, for whatever reason, has the opportunity to lead an extraordinary life, he has no right to keep it to himself [27].

If we were logical, the future would be bleak indeed. But we are more than logical. We are human beings, and we have faith, and we have hope, and we can work [32].

Yaccarino, Dan. The Fantastic Undersea Life of Jacques Cousteau. New York: Dragonfly Books, 2012.

Name Handout 16A: Using the Simple Past

1. When Jacques Cousteau was little, doctors encourage / encouraged him to swim.

Explain how you chose the correct word:

2. In 1930, Cousteau enters / entered France’s naval academy. Explain how you chose the correct word:

3. Cousteau’s film The Silent World wins / won an award in 1956. Explain how you chose the correct word:

4. In 1963, five divers live / lived in an undersea colony. Explain how you chose the correct word:

5. Cousteau writes / wrote The Living Sea in 1963. Explain how you chose the correct word:

Write a sentence of your own using the simple past verb tense:

How does using the simple past verb tense affect the meaning of a sentence?

Name Handout 17A:

Socratic Seminar 2 Self-Assessment

Directions: Think about your work in the Socratic Seminar, and then complete the self-assessment below.

A = I always did that. S = I sometimes did that. N = I’ll do that next time.

Expectation Evaluation (A, S, N)

I came to the seminar prepared and used my work as I participated in the seminar.

I followed our class rules for the seminar.

I referred to evidence in the text when asking and answering questions.

I used evidence from the text to elaborate on my ideas.

I spoke in complete sentences.

I used at least three domainspecific vocabulary words.

I agreed and disagreed respectfully.

Evidence: Why did you choose that rating?

Name Handout 17B: Writing Planner

Directions: For each paragraph, draft a topic sentence. For each sentence, choose two pieces of supporting evidence. Then elaborate by explaining how each piece of evidence supports the topic sentence.

Paragraph 1: Why?

Topic Statement

Evidence (Fact, Definition, or Detail)

Elaboration

Evidence (Fact, Definition, or Detail) E Elaboration

or Detail)

Name Handout 18A:

Focusing Question Task 2 Checklist

Directions: After you finish your response, use the checklist below to review your work.

Grade

3 Informative/Explanatory Writing Checklist

Reading Comprehension

• My writing shows I understand the main ideas in the text.

• I used key details from the text to explain the main idea.

Structure

• I responded to all parts of the prompt.

• I included a clear topic statement.

• I used paragraphs to organize related information into groups.

Development

• I explained my topic using facts, definitions, or details from the text.

• I explained how the evidence develops the topic.

• I included an illustration that aids comprehension of an important idea in my essay.

Style

• I used at least two words from the Word Bank.

• My writing is appropriate for the purpose and audience of the task.

Conventions

• I used complete sentences.

• I used correct spelling for verbs that use –ed or –d to form the simple past tense.

Writing Process

• I used a Writing Planner to organize my ideas.

• I provided thoughtful feedback in peer revision.

• I used feedback in peer revision.

Total number of +’s:

Word Bank

Name Handout 19A: Fluency Homework

Directions:

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a √+, √, or √– in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and to evaluate your fluency.

3. Last day: Fill out the reflection box at the end.

Rodney didn’t want to go out and kill sharks—he wanted to go out and learn more about the mysterious creature that had nearly killed him. And he began a lifelong search to find out more about these silent hunters of the deep.

Only a few months after the attack, Rodney was diving again. So he could study sharks up close, Rodney designed and built the first shark cage.

A shark cage is about the size of a small elevator car. It is made of very strong metal bars, which are placed close enough together to keep a shark from biting the divers inside but still allow the divers a good view of the shark. Floats at the top keep the cage from sinking.

Today many people use shark cages. They allow divers and scientists to study and photograph sharks close up—but not quite as close as Rodney once came!

Dubowski, Cathy East. Shark Attack. DK Publishing, 2015, pp. 12–13.

Student Performance Checklist

Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume.

Day 1 Day 2 Day 3 Day 4

You Listener* You Listener* You Listener* You Listener*

*Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try to do differently next time?

Name Handout 19B: Frayer Model

Directions: Complete the Frayer Model by following the steps below.

1. Write the name of the word you are analyzing in the circle.

2. Write the meaning of the word in the box labeled “Definition.”

3. Write what you know about the word in the box labeled “Characteristics.”

4. List things that demonstrate or explain the word in the box labeled “Examples.”

5. Give examples of things that someone who does NOT know the meaning of the word might think are examples in the box labeled “Nonexamples.”

Name Handout 20A: Reverse Writing Planner

Directions: Reread the assigned passage, and identify the main idea. Look for a topic statement, and record the statement on the planner below. Review the text, and find one fact, one definition, and one detail. Record each on the planner below. Finally look for a concluding statement in the passage, and record it on the planner.

Name Handout 21A: Text Feature Hunt

Directions: Use Shark Attack to complete the chart below.

Question Answer Page Text Feature That Helped Me

1. What is a popular method in South Africa and Australia for keeping swimmers safe?

2. What is one method that makes sharks turn away from the beach?

3. What is one method you can use to stay safe in a shark zone?

4. What is a chemical repellent?

Name Handout 22A:

Dangers, Equipment, and Benefits

Directions: In your group, review Shark Attack, and use text features to locate information that helps answer the following questions:

• Dangers: How and why are sharks dangerous?

• Equipment: What equipment do people use to study sharks and stay safe?

• Benefits: How does studying sharks help people?

Use the organizer on the back of this page to record notes, including the page numbers on which you found your information. In the third column, explain what text feature helped you locate the information. Use the back of this sheet and additional paper if necessary.

Topic Notes (Page) How I Located the Information

Dangers: How and why are sharks dangerous?

Equipment: What equipment do people use to study sharks and stay safe?

Benefits: How does studying sharks help people?

Name Handout 22B: Frayer Model

Directions: Complete the Frayer Model by following the steps below.

1. Write the name of the word you are analyzing in the circle.

2. Write the meaning of the word in the box labeled “Definition.”

3. Write what you know about the word in the box labeled “Characteristics.”

4. List things that demonstrate or explain the word in the box labeled “Examples.”

5. Give examples of things that someone who does NOT know the meaning of the word might think are examples in the box labeled “Nonexamples.”

Name Handout 24A: Fluency Homework

Directions:

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a √+, √, or √– in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and to evaluate your fluency.

3. Last day: Fill out the reflection box at the end.

How Scientists Solve Mysteries

Scientists make observations that lead to an idea they want to test (a hypothesis). To test the idea, they collect information or gather clues (data) by observing nature or by designing an experiment. Then, like detectives, they try to figure out what all the clues mean. Often more answers lead to more questions. Scientists don’t give up if the answer is difficult to find. Unlike TV detectives who can solve a case in an hour, it sometimes takes a lifetime—or longer—to solve a scientific mystery.

Cerullo, Mary M., and Clyde F. E. Roper. Giant Squid: Searching for a Sea Monster. Capstone Press, 2012, p. 17.

Student Performance Checklist

Accurately read the passage three to five times. Read with appropriate phrasing and pausing. Read with appropriate expression. Read articulately at a good pace and an audible volume.

Day 1 Day 2 Day 3 Day 4

You Listener* You Listener* You Listener* You Listener*

*Adult or peer

Self-reflection: What choices did you make when deciding how to read this passage, and why?

What would you like to improve on or try to do differently next time?

Name Handout 28A: Evidence Organizer

Directions: With the other members of your group, review the assigned pages of Giant Squid. Record information about Dr. Roper’s questions, efforts to answer his questions, and conclusions in the chart below.

What Dr. Roper Wondered

How Dr. Roper Tried to Answer His Question

What Dr. Roper Learned

Name Handout 29A: Evidence Collection Organizer

Directions: Choose either sharks or squids as your topic. Review the texts we have read in class to find facts, definitions, or details about the selected animal. Organize your information below.

I will write about . (selected animal)

Page Fact, Definition, or Detail

Page

Page Fact, Definition, or Detail G3 M1 Handout 29A • WIT & WISDOM® Page 1 of 2 © 2023 Great Minds PBC

Fact, Definition, or Detail Page(s)

Name Handout 29B: Writing Planner

Directions: For each paragraph, draft a topic sentence. For each sentence, choose two pieces of supporting evidence. Then elaborate by explaining how each piece of evidence supports the topic sentence.

Paragraph 1:

Evidence (Fact, Definition, or Detail)

Name Handout 30A: Focusing Question Task 3 Checklist

Grade 3 Informative/Explanatory Writing Checklist

Reading Comprehension

• My writing shows I understand the main ideas in the text.

• I used key details from the text to explain the main idea.

• I used information gained from illustrations.

Structure

• I responded to all parts of the prompt.

• I included a clear topic statement.

• I used paragraphs to organize related information into groups.

• I used linking words and phrases to connect ideas.

Development

• I explained my topic using facts, definitions, or details from the text.

Grade 3 Informative/Explanatory Writing Checklist

• My evidence is related to the topic.

• I elaborated upon evidence by explaining it.

• I included an illustration that aids comprehension of an important idea in my essay.

Style

• I used at least two words from the Word Bank.

• My writing is appropriate for the purpose of the task and the audience.

• I used simple and compound sentences.

Conventions

• I used complete sentences.

• I capitalized titles correctly.

• I used correct spelling for verbs that use –ed or –d to form the simple past tense.

Writing Process

• I used a Writing Planner to organize my ideas.

• I provided thoughtful feedback in peer revision.

• I used feedback in peer revision.

Grade

3 Informative/Explanatory Writing Checklist

Styles and Conventions Assessment

Use the back of this sheet or a separate piece of paper to answer questions 1–2.

1. Circle one adjective that you use in your response. What information does the adjective provide?

Name Handout 31A: Writing Planner

Directions: For each paragraph, draft a topic sentence, and identify two pieces of evidence. Provide elaboration by explaining how the evidence supports the topic sentence. Then choose linking words to introduce each piece of evidence.

Paragraph 1: First Reason People Explore the Sea

Name Handout 31B: End-of-Module Task

Vocabulary Study Guide

Vocabulary Word Meaning

observe To watch with care. habitat The natural environment of an animal or plant. illuminate To bring light to or shine light on. biography Account of a person’s life. tinker Experiment with making, changing, or fixing something. fantastic Having imaginative or unusual features. fascinating Capable of capturing one’s intense interest and attention; enchanting; spellbinding. bulky Of large volume.

predator Animal that kills and eats other animals. prey Animal that other animals hunt. species

A group of living things that are the same in many important ways. Members of a species can produce young together.

Vocabulary Word Definition

biodiversity Range of life forms in a stated location.

ecosystem A specific environment and the living things in the environment.

captivity Bondage; imprisonment.

bioluminescent Giving off light naturally by certain kinds of insects, fish, or bacteria.

thrust To push or drive with force.

Name Handout 32A:

End-of-Module Task Checklist

Directions: After you finish your response, use the checklist below to review your work.

Grade 3 Informative/Explanatory Writing Checklist

Reading Comprehension

• My writing shows I understand the main ideas in the text.

• I used key details from the text to explain the main idea.

• I used information gained from illustrations.

Structure

• I responded to all parts of the prompt.

• I included a clear topic statement.

• I used paragraphs to organize related information into groups.

• I used linking words and phrases to connect ideas.

Development

• I explained my topic using facts, definitions, or details from the text.

• My evidence is related to the topic.

Grade 3 Informative/Explanatory Writing Checklist

• I elaborated upon evidence by explaining it.

Style

• I used vocabulary words that are appropriate to the topic.

• I used and circled at least three new vocabulary words.

• My writing is appropriate for the purpose of the task and the audience.

• I used simple and compound sentences.

Conventions

• I used complete sentences.

• I capitalized titles correctly.

• I used correct spelling for verbs that use –ed or –d to form the simple past tense.

• I used coordinating conjunctions (and, but) correctly.

Writing Process

• I used a Writing Planner to organize my ideas.

• I provided thoughtful feedback in peer revision.

• I used feedback in peer revision.

Total number of +’s:

Name Volume of Reading Reflection Questions

Text: Author: Topic: Genre/Type of Book: Directions: Share your knowledge about the ocean, its creatures, and exploration by answering one question in each category (wonder, organize, reveal, distill, know) below.

1. Wonder: Why did you choose this book or text about the sea, its creatures, or ocean exploration? What do you notice and wonder about this text?

2. Wonder: What questions do you have about the ocean, its creatures, or exploration that you think this book might explain?

3. Organize: Pick one interesting topic that the author presents about the ocean, its creatures, or people who study the ocean. How is the information organized to make it easier to understand?

4. Organize: What parts of the text were difficult to understand? What vocabulary did you find tricky or confusing?

5. Reveal: What are two important points the author makes about the ocean, people who explore the ocean, or the creatures who live in the ocean?

6. Reveal: Find the words or illustrations in the text that help you to better understand the ocean or made an idea or fact about the ocean easier to understand. Why was this text feature helpful?

7. Distill: How does the information in this text compare to what you have already learned about the ocean, its creatures, or ocean exploration? Provide at least two examples of information that is the same and any information that is different.

8. Distill: How does the author present the information in the book to make it interesting? What other information would you like to know about the topic you read about in this book?

9. Know: How has this book changed the way that you think about the ocean or the creatures that live in the ocean? What has changed?

10. Know: Would you recommend this book to a friend who is interested in the ocean or the exploration of the creatures in the ocean? Why or why not?

WIT & WISDOM FAMILY TIP SHEET

WHAT IS MY THIRD GRADE STUDENT LEARNING IN MODULE 1?

Wit & Wisdom is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics:

Module 1: The Sea Module 2: Outer Space Module 3: A New Home

Module 4: Artists Make Art

In this first module, The Sea, we will study why people explore the sea. Poets and writers explore the sea through words and images. Scientists use technology to discover new species. We will explore literature, informational text, and art as we ask the question: Why do people explore the sea?

OUR CLASS WILL READ THESE BOOKS:

Picture Books (Informational) ƒ

The Fantastic Undersea Life of Jacques Cousteau, Dan Yaccarino

Giant Squid: Searching for a Sea Monster, Mary M. Cerullo and Clyde F. E. Roper

Shark Attack, Cathy East Dubowski

Picture Book (Literary) ƒ

Amos & Boris, William Steig

Poetry

“The Sea Wind,” Sara Teasdale

Story ƒ

“The Lion and the Mouse,” Aesop

OUR

CLASS WILL EXAMINE THESE WORKS OF ART:

Under the Wave off Kanagawa, Katsushika Hokusai ƒ

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The Boating Party, Mary Cassatt ƒ

The Gulf Stream, Winslow Homer

OUR CLASS WILL WATCH THESE VIDEOS: ƒ

“Cousteau’s Silent World: Shipwreck Excerpt” ƒ

“Quest for the Giant Squid,” Smithsonian Institution ƒ

“Sperm Whale Encounter,” Howard Hall ƒ

“Why the Ocean Matters”

OUR

CLASS WILL ASK THESE QUESTIONS:

How do artists explore the sea? ƒ

Why and how do scientists explore the sea? ƒ

Why and how do scientists explore sea creatures? ƒ

Why do people explore the sea?

QUESTION TO ASK AT HOME

As you read with your third grade student, ask: ƒ

What do you notice and wonder?

BOOKS TO READ AT HOME

Extreme Oceans, Seymour Simon ƒ

National Geographic Little Kids First Big Book of the Ocean, Catherine Hughes ƒ

Down, Down, Down: A Journey to the Bottom of the Sea, Steve Jenkins ƒ

A Life in the Ocean: The Story of Oceanographer Sylvia Earle, Claire A. Nivola ƒ

Shark Lady: True Adventures of Eugenie Clark, Ann McGovern ƒ

Manfish: A Story of Jacques Cousteau, Jennifer Berne ƒ

Tentacles! Tales of the Giant Squid, Shirley Raye Raymond ƒ

Surprising Sharks: Read and Wonder, Nicola Davies ƒ

Sharks, Seymour Simon

National Geographic Readers: Weird Sea Creatures, Laura Marsh ƒ

Giant Squid, Candace Fleming ƒ

Narwhal: Unicorn of the Sea, Janet Halfmann

PLACES YOU CAN VISIT TO TALK ABOUT THE SEA

Visit the local zoo or aquarium. Ask: ƒ

What do you notice about the environment? ƒ

What do you wonder about the animals?

CREDITS

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds® for proper acknowledgment in all future editions and reprints of this module.

ƒ All material from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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All images are used under license from Shutterstock.com unless otherwise noted.

For updated credit information, please visit http://witeng.link/credits.

ACKNOWLEDGMENTS

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum.

Karen Aleo, Elizabeth Bailey, Ashley Bessicks, Sarah Brenner, Ann Brigham, Sheila Byrd-Carmichael, Catherine Cafferty, Lauren Chapalee, Emily Climer, Rebecca Cohen, Elaine Collins, Julia Dantchev, Beverly Davis, Shana Dinner de Vaca, Kristy Ellis, Moira Clarkin Evans, Marty Gephart, Mamie Goodson, Nora Graham, Lindsay Griffith, Lorraine Griffith, Christina Gonzalez, Emily Gula, Brenna Haffner, Joanna Hawkins, Elizabeth Haydel, Sarah Henchey, Trish Huerster, Ashley Hymel, Carol Jago, Mica Jochim, Jennifer Johnson, Mason Judy, Sara Judy, Stephanie Kane-Mainier, Lior Klirs, Shelly Knupp, Liana Krissoff, Sarah Kushner, Suzanne Lauchaire, Diana Leddy, David Liben, Farren Liben, Brittany Lowe, Whitney Lyle, Liz Manolis, Jennifer Marin, Maya Marquez, Audrey Mastroleo, Susannah Maynard, Cathy McGath, Emily McKean, Andrea Minich, Rebecca Moore, Lynne Munson, Carol Paiva, Michelle Palmieri, Tricia Parker, Marya Myers Parr, Meredith Phillips, Eden Plantz, Shilpa Raman, Rachel Rooney, Jennifer Ruppel, Julie Sawyer-Wood, Nicole Shivers, Danielle Shylit, Rachel Stack, Amelia Swabb, Vicki Taylor, Melissa Thomson, Lindsay Tomlinson, Tsianina Tovar, Sarah Turnage, Melissa Vail, Keenan Walsh, Michelle Warner, Julia Wasson, Katie Waters, Sarah Webb, Lynn Welch, Yvonne Guerrero Welch, Amy Wierzbicki, Margaret Wilson, Sarah Woodard, Lynn Woods, and Rachel Zindler

Colleagues and Contributors

We are grateful for the many educators, writers, and subject-matter experts who made this program possible.

David Abel, Robin Agurkis, Sarah Ambrose, Rebeca Barroso, Julianne Barto, Amy Benjamin, Andrew Biemiller, Charlotte Boucher, Adam Cardais, Eric Carey, Jessica Carloni, Dawn Cavalieri, Janine Cody, Tequila Cornelious, David Cummings, Matt Davis, Thomas Easterling, Jeanette Edelstein, Sandra Engleman, Charles Fischer, Kath Gibbs, Natalie Goldstein, Laurie Gonsoulin, Dennis Hamel, Kristen Hayes, Steve Hettleman, Cara Hoppe, Libby Howard, Gail Kearns, Lisa King, Sarah Kopec, Andrew Krepp, Shannon Last, Ted MacInnis, Christina Martire, Alisha McCarthy, Cindy Medici, Ivonne Mercado, Brian Methe, Patricia Mickelberry, Jane Miller, Cathy Newton, Turi Nilsson, Julie Norris, Tara O’Hare, Galemarie Ola, Tamara Otto, Christine Palmtag, Dave Powers, Jeff Robinson, Karen Rollhauser, Tonya Romayne, Emmet Rosenfeld, Mike Russoniello, Deborah Samley, Casey Schultz, Renee Simpson, Rebecca Sklepovich, Kim Taylor, Tracy Vigliotti, Charmaine Whitman, Glenda Wisenburn-Burke, and Howard Yaffe

Early Adopters

The following early adopters provided invaluable insight and guidance for Wit & Wisdom:

Bourbonnais School District 53 • Bourbonnais, IL

Coney Island Prep Middle School • Brooklyn, NY

Gate City Charter School for the Arts • Merrimack, NH

Hebrew Academy for Special Children • Brooklyn, NY

Paris Independent Schools • Paris, KY

Saydel Community School District • Saydel, IA

Strive Collegiate Academy • Nashville, TN

Valiente College Preparatory Charter School • South Gate, CA

Voyageur Academy • Detroit, MI

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