Grade 3
to State
GRADE
3 EMC 3453
Correlated Standards c on an non c on passages wee y un s nc nc u e: –teacher lesson plan –5 reproducible s u en pages irect instruction of reading strategies & skills Perfect for test prep Supports any reading program
GRADE
3
Writing: Camille Liscinsky Content Editing: Marilyn Evans James Spears Copy Editing: Carrie Gwynne Art Direction: Cheryl Puckett Cover Design: Cheryl Puckett Design/Production: Carolina Caird Arynne Elfenbein Yuki Meyer Olivia Trinidad
EMC 3453
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Contents Week
2
Strategies and Skills
Page
1
Comprehension Comprehension Strategy:
Make Connections
10
2
Comprehension Comprehension Strategy:
Visualization
16
3
Comprehension Comprehension Strategy:
Organization
22
4
Comprehension Comprehension Strategy:
Determine Important Information
28
5
Comprehension Comprehension Strategy:
Ask Questions
34
6
Comprehension Comprehension Strategy:
Monitor Comprehension
40
7
Main Idea and Details, Sequence Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Monitor Comprehension, Determine Important Information
46
8
Cause and Effect, Fact and Opinion Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Visualization, Organization
52
9
Compare and Contrast, Make Inferences Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Ask Questions, Monitor Comprehension
58
10
Character and Setting, Fantasy vs. Reality Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Make Connections, Visualization
64
11
Author’s Author’s Purpose, Pur pose, Prediction Predict ion Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Ask Questions, Make Connections
70
12
Nonfiction Text Features, Visual Information Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Determine Important Information, Organization
76
13
Main Idea and Details, Sequence Comprehension Comprehension Skills: Skil ls: Monitor Compreh C omprehension, ension, Determine Important Information Comprehension Comprehension Strategies: Monitor
82
14
Cause and Effect, Fact and Opinion Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Visualization, Organization
88
15
Compare and Contrast, Make Inferences Comprehension Comprehension Skills: Skil ls: Comprehension Comprehension Strategies: Ask Questions, Monitor Comprehension
94
Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
Week
Strategies and Skills
Page
16
Character and Setting, Fantasy vs. Reality Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Make Connections, Visualization
100
17
Author’s Author’s Purpose, Pur pose, Prediction Predict ion Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Ask Questions, Make Connections
106
18
Nonfiction Text Features, Visual Information Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Determine Important Information, Organization
112
19
Main Idea and Details, Sequence Comprehension Comprehension Skills: Skil ls: Monitor Compreh C omprehension, ension, Determine Important Information Comprehension Strategies: Monitor
118
20
Cause and Effect, Fact and Opinion Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Visualization, Organization
124
21
Compare and Contrast, Make Inferences Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Ask Questions, Monitor Comprehension
130
22
Character and Setting, Fantasy vs. Reality Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Make Connections, Visualization
136
23
Author’s Author’s Purpose, Pur pose, Prediction Predict ion Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Ask Questions, Make Connections
142
24
Nonfiction Text Features, Visual Information Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Determine Important Information, Organization
148
25
Main Idea and Details, Sequence Comprehension Comprehension Skills: Skil ls: Monitor Compreh C omprehension, ension, Determine Important Information Comprehension Strategies: Monitor
154
26
Cause and Effect, Fact and Opinion Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Visualization, Organization
160
27
Compare and Contrast, Make Inferences Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Ask Questions, Monitor Comprehension
166
28
Character and Setting, Fantasy vs. Reality Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Make Connections, Visualization
172 172
29
Author’s Author’s Purpose, Pur pose, Prediction Predict ion Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Ask Questions, Make Connections
178 178
30
Nonfiction Text Features, Visual Information Comprehension Comprehension Skills: Skil ls: Comprehension Strategies: Determine Important Information, Organization
184
© Evan-Moor Corp. • EMC 3453 • Daily Reading Reading Comprehension
3
WEEK
1
DAY DAY
1
DAY DAY
2
DAY DAY
3
DAY DAY
4 DAY DAY
5
10
Make Connections This strategy helps students put what they are reading into context context by allowing them to recognize the connections between the text and themselves, the world around them, and other things they have read or seen.
Explain to students: This week we will learn to make connections. When good readers read, they connect what they are reading to things they have read, seen, or done. This helps them to better understand the passage. It is important, though, to stay focused on what we are reading and not let the connections we make distract us. Read the passage title t itle aloud and ask students to share connections they make to dogs (e.g., they own a dog; they have read about dogs.). Have students read the passage independently and then complete the strategy practice act ivity. Allow volunteers volunteers to share their responses. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the strategy, and then explain that they will read a passage about a boy named Evan who is from the city cit y and rides a horse for the first f irst time. ti me. Ask students to predict how Evan might feel (scared, nervous, excited, etc.). etc.). Point out out that t hat students make these t hese predictions based on how they might feel or what they know about doing something such as ridi ng a horse for the first time. Say: You made a connection in i n order to better understand how Evan might feel. Have students read the passage and then complete the strategy pract ice activity. Invite volunteers to share their answers. Then direct students to complete the skill practice activity. Review the answers together. Remind students of the strategy, and have them read the passage. When students have finished, explain that t hat it is possible to make differen dif ferentt kinds ki nds of connections to a passage. Model: I don’t know much about chimpanzees, Jane Goodall, or Africa, so it was hard for me to make a connection to the first paragraph. I was able to make a connection to the second paragraph, because I know how people share their feelings. This T his connection allowed a llowed me to better understand how chimpanzees behave. Direct students to complete the activities. Rev iew the answers together. Remind students of the strategy, and read the instr uctions at the top of the t he page aloud. Ask students to share experiences they t hey may have had with someone someone who was always grouchy or grumpy. Have Have students read the passage. When students have finished, direct them to complete the activities. Review the answers together. Remind students of the strategy, and read the instr uctions at the top of the t he page aloud. Explain to students that they will read about a type of bird called a waxwing. After students have finished reading the passage, pair pai r students for the strategy practice act ivity. Then direct students to complete the skill practice activity. Review the answers together.
Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
WEEK 1
Name:
Make Connections READ THE PASSAGE
DAY 1
Think about what a real dog can do. Sparky the Wonder Dog
Bella’s dog Sparky likes to run and explore. Bella thinks that Sparky is like a magician. One moment Sparky is in the backyard and then, all of a sudden, he’s gone! Sparky escaped again last week, so Bella set out to find him. She called out Sparky’s name as she walked. Bella even shook Sparky’s bag of dog chow. “Treats! “Treats! Treats!” Treats!” yelled Bella. Sparky loved his treats, but he did not appear. Then Bella stopped. She smelled some meat grilling. She spotted a cloud of smoke from behind a house. Bella headed there and peeked in the yard. Sure enough, there was Sparky. He stood on his hind legs in front of a grill. Sparky was whistling and flipping burgers. Bella could see Sparky’s mouth drool. Bella wondered where Sparky got the apron he was wearing.
STRATEGY STRATEGY PRACTICE
Circle the word or words, and complete the sentence.
I (would (would would not) not) like to have Sparky as a pet because . SKILL PRACTICE
Read each question. Fill in the bubble next to the correct answer.
1. What can really happen? happen?
3. Which word best describes Sparky? Sparky?
A
A dog can cook burgers.
A
well-behaved
B
A dog can run away.
B
clever
C
A dog can whistle.
C
angry
D
A dog can do magic.
D
lucky
2. What W hat is make-believe make-believe in the story?
4. Which W hich one can be said about Sparky? Sparky?
A
A girl looks for a missing dog.
A
Sparky is a small dog.
B
A dog likes treats.
B
Sparky has run away before.
C
A dog cooks burgers.
C
Sparky never leaves leaves the backyard. back yard.
D
A dog stands on its back legs.
D
Sparky comes when he is called.
© Evan-Moor Corp. • EMC 3453 • Daily Reading Reading Comprehension
11
WEEK 1
Name:
Make Connections READ THE PASSAGE
DAY 2
Think about a time when you learned something new. Whoa, Boy!
Evan lived in the city. More than anything, he wanted to ride a horse. He could hardly wait to gallop as fast as the wind. Evan visited Uncle Pete at his farm. His uncle was ready to show Evan how to ride. Evan sat on a fence as his uncle walked a horse toward him. The ground seemed to shake with every step the horse took. Evan dug his fingernails into the fence. He stared at the huge beast. “Were all horses this big?” he wondered. Uncle Pete helped Evan onto the horse’s back. Then Evan tapped the horse’s sides with his heels. The horse began to trot. Evan bounced up and down like a jumping frog. “Riding a horse hurts,” said Evan. He decided to forget about galloping. For now, the speed of a merry-go-round seemed just right.
STRATEGY STRATEGY PRACTICE
Circle the word or words, and complete the sentence.
When I learned somethi something ng new, new, I (felt (felt
did not not feel) like Evan because .
SKILL PRACTICE
Read each question. Fill in the bubble next to the correct answer.
1. Where does the passage happen? A
on a farm
B
in a city
C
near a frog pond
D
at a castle
2. When Evan Evan sees the horse, horse, he feels . A very happy
12
B
a bit scared
C
quite brave
D
a little silly
3. Which of these is most most like Evan’s Evan’s experience? A
learning to write letters
B
learning to divide div ide numbers numbers
C
learning to ride a bike
D
learning how to care for a goldfish
4. What does the last sentence sentence in the passage mean? A
Evan was on a merry-go-round.
B
Evan wanted a new horse to ride.
C
Evan did not want to go faster.
D
Evan wanted to hop like a frog.
Daily Reading Comprehension • EMC 3453 • © Evan-Moor Corp.
WEEK 1
Name:
Make Connections READ THE PASSAGE
DAY 3
Look for how chimpanzees’ behavior is like human behavior. Learning About Chimpanzees
We know a lot about chimpanzees because of Jane Goodall. She studied the apes for over 30 years. She crawled through thick forests in Africa to sit still and watch them. During that time, Jane wrote down what she saw and heard. We now know that chimpanzees live in friendly groups. They greet each other with a hug and a kiss. Mother chimps tickle their babies and make them laugh. Chimpanzees play games together, and they clean each other. They show their feelings, too. Worried chimpanzees pucker their lips. Scared chimpanzees bare their teeth. Calm and happy chimpanzees c himpanzees smile. And each sound a chimpanzee makes means something. For example, chimpanzees bark when they find food. Chimpanzees also solve problems. They use sticks as tools to get food they cannot reach. They chew leaves and use them as sponges to sop up water. water.
STRATEGY STRATEGY PRACTICE
Complete the sentence.
I was surprised to read that chimpanzees SKILL PRACTICE
.
Read each question. Fill in the bubble next to the correct answer.
1. Which one is probably Jane Goodall’s job?
3. Where do chimpanzees live?
A
She raises chimpanzees.
A
only in zoos
B
She is a zoo vet.
B
in forests
C
She is a scientist.
C
in deserts
D
She trains animals.
D
in icy areas
2. Based on the passage, which which one is true about chimpanzees? A
They do not like people.
B
They act like l ike people in some ways.
C
They like to live alone.
D
They sing and dance. da nce.
© Evan-Moor Corp. • EMC 3453 • Daily Reading Reading Comprehension
4. Which one shows shows that chimpanzees act like li ke people? people? A
They show their teeth when they are scared.
B
They bark when they find food.
C
They pucker their lips when they are worried.
D
They play games together.
13
