TEACHER GUIDE 3 IN
ISBN: 978-0-8294-5732-2 Copyright © 2024 Loyola Press All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. “Our Puppies” is part of the Public Domain. Image Credits Teacher Guide Cover car (c) © I LOVE PNG/AdobeStock; beach background © Peter Wollinga/Getty Images. Common Art Border © cherezoff/Getty Images. Step 2 Printable Dictionary icon © Gannet77/E+/Getty Images. Step 3 Printable Partners Work icon © Don Mason/Tetra Images/Getty Images; Fluency icon, Grammar icon, Writing icon © bubaone/DigitalVision/Getty Images. Step 4 Printable Question Mark icon © NicoElNino/iStock/Getty Images. Book Covers © Sundance Newbridge Publishing. i, iii © I LOVE PNG/AdobeStock. ii © Rido/Shutterstock.com. iv © Nadzeya_Dzivakova/iStock/ Getty Images Plus. vii, 24 Step 1 Printable (tr) ©SDI Productions/E+/Getty Images. ix © skegbydave/iStock/Getty Images Plus. 25 Step 5 Printable (tr) © Nazar Abbas Photography/Getty Images. 37 Step 5 Printable (tr) © Nazar Abbas Photography/Getty Images. www.voyagesinenglish.com/reading 24 25 26 27 28 29 30 31 TPS 10 9 8 7 6 5 4 3 2 1
TEACHER GUIDE 3
Program Overview See pages iv–ix to learn more about how you can empower your student’s learning through Reading in Action. Welcome to Reading in Action! You are in the right place to connect reading, writing, and grammar with a spirit of independent learning. Encountering and working with grammar and writing concepts within the context of reading helps children master important reading skills as well as provides excellent opportunities for reallife grammar- and writing-skill acquisition and application. The flexible format enhances already established literacy instruction. The Explorations in this guide build key reading skills (vocabulary, fluency, and comprehension) and reinforce grammar and writing concepts taught through the Voyages in English program. As part of the Loyola Press family of literacy products, Reading in Action provides the tools necessary for students to develop as effective, powerful communicators. In addition to Reading in Action, the following programs work together in any literacy block to crystallize student success. • Voyages in English (grammar and writing) • Phonics in Action (phonological and phonemic awareness and phonics) • Vocabulary in Action (vocabulary) • English Skills in Action (English Language Learning and English Language Development) • Exercises in English (grammar) students’ learning Reading in Action • Program Overview ii
Table of Contents Answer Keys No Room!/World of Water .................... 38 Benjy’s Toy Room/Mattie on the Trail .........39 Skeletons/Venomous Snakes .................40 America the Beautiful/Johnny Appleseed . . . . . 41 Keeping Time/Life on a Rocky Shore .......... 42 Dear Annie/Book Reports ..................... 43 Spending Choices/The Fledgling .............44 Sound Inventions/Blizzards ...................45 Lights On, Mr. Edison/Poetry .................46 Implementation ............................iv Program Components .....................vi Explorations No Room! ..................................... 2 World of Water ................................ 4 Benjy’s Toy Room .............................. 6 Mattie on the Trail ............................. 8 Skeletons ..................................... 10 Venomous Snakes ............................ 12 America the Beautiful ........................ 14 Johnny Appleseed ............................ 16 Keeping Time ................................. 18 Life on a Rocky Shore ......................... 20 Dear Annie ................................... 22 Book Reports ................................. 24 Spending Choices ............................ 26 The Fledgling ................................. 28 Sound Inventions ............................. 30 Blizzards ..................................... 32 Lights On, Mr. Edison ......................... 34 Poetry ........................................ 36 iii www.voyagesinenglish.com/reading • GRADE 3
Implementation STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 BASIC FIVE-STEP EXPLORATION STRUCTURE Start and end the Exploration in conjunction with the start and end of your Voyages in English grammar section or writing chapter. Expect to keep each learning center “open” for as long as you take to complete your Voyages in English grammar section or writing chapter. TEACHER-LED Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SELF-MONITORED Reading Vocabulary and Grammar or Writing Concept One WITH A PARTNER Reading Fluency and Grammar or Writing Concept Two SELF-MONITORED Reading Comprehension and Grammar or Writing Concept Three TEACHER-LED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. INDEPENDENT LEARNING THROUGHOUT Learning Center Instruction Designate an area in the classroom to be your Reading in Action learning center, such as near your classroom library. Rotate materials in the learning center with each new Exploration. For each Exploration, stock the learning center with the designated books, copies of the Printable for each step, writing paper, pencils, and any additional materials as described in this guide. Be sure to post the Step 3 Printable for partner work. Exploration Pacing Steps 1 and 5 for each Exploration require some limited guided instruction from the teacher. Steps 2, 3, and 4 are self-guided and self-paced. When beginning a new section or chapter of Voyages in English, introduce each book as described. Once introduced, follow your normal Voyages in English pacing and allow students to complete the Exploration during independent work time in your literacy block. There is no need to match formal instructional dates or times with concepts taught through the book—self-pacing allows for skill building through natural encounters with reading, grammar, and writing concepts. When students complete an Exploration, have them take the Online Vocabulary and Comprehension Assessment and email the results. (Grammar and writing assessments are conducted through the Voyages in English program.) iv Reading in Action • Implementation
Alternate Implementation Models STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. WHOLE GROUP Reading Vocabulary and Grammar or Writing Concept One WHOLE GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two WHOLE GROUP Reading Comprehension and Grammar or Writing Concept Three WHOLE GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. WHOLE GROUP Introduce Book and Main Grammar Concept or Writing Genre in conjunction with first Voyages in English lesson. SMALL GROUP Reading Vocabulary and Grammar or Writing Concept One SMALL GROUP WITH PARTNER WORK Reading Fluency and Grammar or Writing Concept Two SMALL GROUP Reading Comprehension and Grammar or Writing Concept Three SMALL GROUP AND SELF-MONITORED Review Reading and Grammar or Writing Concept in conjunction with last Voyages in English lesson. Students take online assessment. STEP 1 STEP 2 STEP 3 STEP 4 STEP 5 Whole-Group Instruction The flexible format of Reading in Action also allows each Exploration to be used during whole-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials. Also have enough books available for each student in your class (to be purchased separately in six packs). When beginning a new section or chapter of Voyages in English, introduce each book as described in Step 1 during the whole-group portion of your literacy block. For each Exploration, have students read the book independently prior to each step or read it together in round-robin style, page by page, or paragraph by paragraph. Use the Printable to guide the class through each step. For Step 3, have students work with a partner to practice fluency and the designated grammar or writing concept. Circulate around the classroom and listen as each pair reads aloud. To wrap up the Exploration, complete the review activity with the whole class, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. Small-Group Instruction Reading in Action can also be used for small-group instruction. For each Exploration, make copies of the Printable for each step and any additional materials as described in this guide. When beginning a new section or chapter of Voyages in English, introduce each book to the whole class as described in Step 1. Once introduced, follow your normal Voyages in English pacing. For Steps 2, 3, 4, and 5, meet with students during your small-group instruction block. Have students read the book before you meet with them or conduct your typical round-robin reading sessions. Once the book is read, use the Printable to guide students through each step. Step 3 is for partner work, so have students work together to practice fluency and the designated grammar or writing concept. For fluency, listen as each pair reads and provide guidance as needed. To wrap up the Exploration, complete the review activity with each small group, have students work independently on the Step 5 Printable, and have them take the Online Vocabulary and Comprehension Assessment. v www.voyagesinenglish.com/reading • GRADE 3
Program Components Each grade contains a thoughtfully curated collection of books for students. They are designed to align and integrate with corresponding Voyages in English lesson concepts. Teachers will appreciate a straightforward and easy-to-use five-step instructional process that allows educators the flexibility to implement this program. The Materials specify required items for the learning center or for teacher-led activities. The Action Plan lists the outcomes of each step. The corresponding Voyages in English section or chapter is clearly noted. Lead students in the Step 5 review activity or game. Access all the resources for an Exploration through the Digital Library. An at-a-glance overview of the Exploration is provided. During Step 1, introduce the book and main concept from Voyages in English. Teacher-Led STEP 1 Access all the resources for this Exploration through the Digital Library. Sel -Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read World of Water on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 INTRODUCE THE BOOK Display the cover of World of Water. Ask students to share what they think the text will be about. Prompts can include: What do you see on the book’s cover? What do you think the title of book means? Show students some of the interior pictures. Ask: What are the names of different bodies of water? What do you notice about these bodies of water? Record all the nouns you hear on the board. INTRODUCE THE TOPIC: NOUNS Point to the nouns that you wrote on the board. Tell students: Nouns are words that name people, places, or things. Ask: Now look around the room. What kind of people, places, and things do you see? Then guide students through the first Voyages in English Grammar Lesson in Grade 3, Section 2: Nouns. Explain to students that they will practice using nouns as they read World of Water. INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and common and proper noun practice MATERIALS World of Water Copies of Step 2 Printable Answer Key, p. 38 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Grammar: Identify nouns in context. STEP 2 Sel -Monitored Reading: Build vocabulary skills using context. Grammar: Identify common and proper nouns. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Grammar: Identify plural and singular nouns in context. STEP 4 Sel -Monitored Reading: Answer questions to demonstrate understanding. Grammar: Demonstrate understanding of singular possessive nouns. STEP 5 Teacher-Led Grammar: Demonstrate understanding of nouns. Reading: Recall and explain key details from nonfiction writing. ASSESS Sel -Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce nouns MATERIALS World of Water Voyages in English Grade 3, Section 2 NOUNS For use with Voyages in English Grade 3 • Section 2 2 STEP COMMON AND PROPER NOUNS Underline the nouns in each sentence. Write C above the common nouns. Write P above the proper nouns. 1. The Nile River in Africa is the longest river in the world. 2. Many lakes in North America, Europe, and Asia were formed by glaciers long ago. Reread page 11 of World of Water. Identify two common nouns and two proper nouns. Write them on the lines. 3. common nouns 4. proper nouns On a separate sheet of paper, write one or two sentences to explain the dierence between common and proper nouns. Dear , Yours truly, VOCABULARY Write a letter to a friend or family member about an imaginary adventure to explore the landforms in World of Water. Use all the words in your letter. World o Water canyon delta lake river waterfall www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4328 Reading in Action • Grade 3 4 Reading in Action • World of Water With a Partner STEP 3 Sel -Monitored Teacher-Led STEP 4 STEP 5 Play a Game Assign partners. Ask partners to write three clues that describe a common, proper, singular possessive, or plural noun on note cards. After they have written their clues, have students identify themselves as Partner A and Partner B. Partner A reads the clues, and Partner B has an opportunity to guess the type of noun. Then have students switch roles, with Partner B reading the clues and Partner A guessing the noun. Play several rounds as time allows. Review Using the Step 5 Printable, have students review the noun concepts from Steps 2–4 and then write a book review for World of Water. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete noun and book reviews Introduction Read the Step 4 Printable directions to the class. Tell students to read World of Water on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the grammar activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS World of Water Copies of Step 5 Printable Note cards Answer Key, p. 38 ACTION PLAN Read the book to check comprehension Recognize and practice using singular possessive nouns MATERIALS World of Water Copies of Step 4 Printable Answer Key, p. 38 ACTION PLAN Read the book to build fluency Complete grammar practice with a partner MATERIALS World of Water Step 3 Printable Blank paper Answer Key, p. 38 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Plural nouns name more than one person, place, or thing. The plural of most nouns is formed by adding -s to a singular noun. Some nouns that end in -y are different. To form the plural of a noun ending in a consonant followed by -y, change the -y to -i and add -es. FLUENCY TIP When you read aloud a nonfiction book, pretend you are teaching a friend about the topic. Make each sentence sound interesting. If you come to a fact that is surprising, change your voice so you sound excited! GRAMMAR PRACTICE 1. Read the sentences below. On a separate sheet of paper, write the plural nouns. a. The longest rivers in the world flow across thousands of miles of land. b. The Nile River in Africa is 4,145 miles long—it is the longest river in the world. c. It flows through three countries and passes through rain forests, mountains, savannas, and deserts. d. Like all rivers, the Nile flows from higher ground to lower ground. 2. Next open World of Water to pages 19–20. Find five singular nouns and write them on your paper. 3. Change each singular noun that you found to a plural noun. 4. Compare your answers with your partner’s. If your answers are different, discuss your thinking. FLUENCY PRACTICE 1. First reading: Read World of Water together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 4–7 with your partner for fluency. Alternate paragraphs. Practice reading with your natural voice, as if you are speaking to a friend. 3. After the second reading, discuss the answer to this question with your partner: In World of Water, what examples of proper nouns can we find? How do we know they are proper nouns? World o Water PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4329 Reading in Action • Grade 3 4 STEP SINGULAR POSSESSIVE NOUNS Circle the singular possessive noun in each sentence. Underline who or what belongs to each noun. 1. The Nile is the world’s longest river. 2. Earth’s largest river system is the Amazon River in South America. 3. The rocks at the Grand Canyon’s base are billions of years old. 4. Hidden water helps to create two of nature’s most spectacular sights. 5. Most of the planet’s freshwater is frozen in ice sheets and glaciers. Rewrite each item as a possessive noun. 6. the jagged edges of the Matterhorn 7. the warm water of the lake 8. the wide rim of the volcano 9. the steep walls of the canyon 10. the salty water of the ocean COMPREHENSION Read World of Water. Then answer the questions. 1. How much of the earth is covered by water? (page 5) 2. What are some things that can be a river source? (page 7) 3. What makes the ocean floor similar to land above water? (page 19) 4. What is groundwater? (page 20) World o Water www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4330 Reading in Action • Grade 3 5 STEP NOUNS REVIEW Write a sentence that includes each noun listed below. Then circle the noun(s) in the sentence. 1. singular possessive noun 2. plural noun 3. common noun 4. proper noun 5. proper noun and common noun World o Water Boo Review What did you think about World of Water? Write a review. Then share your review with others. World of Water is a book about One fact from the book that surprises me is The body of water that I would like to visit is because Rating: I gave this book stars because Title: World of Water Author: William T. Ryan Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4331 Reading in Action • Grade 3 5 www.voyagesinenglish.com/reading • GRADE 3 Grade 3 Teacher Guide Grade 3 Books • 16 full-color books provided in packs of six • Realistic fiction, humorous fiction, and informational texts • High-interest topics ground each Exploration vi Reading in Action • Program Components
Step 2 Printable During Step 2, students practice newly acquired vocabulary words and Grammar or Writing Concept One from Voyages in English. All vocabulary words appear in the book. The grammar or writing concept is clearly labeled and is introduced in Voyages in English. The activities in Reading in Action allow for students to build upon the grammar or writing concept in a natural way. Step 1 Printable For the Book Reports Exploration, students get to select the book they want to read! To help students work through the Exploration, they use a Step 1 Printable. For the Poetry Exploration, students read a poem provided on a Step 1 Printable. For all other Explorations, students will be provided a book to read. Accessing the Printables The Digital Library is the key to managing the resources that accompany Reading in Action. With an access code provided by your administrator, the Digital Library eliminates the hassle of juggling printed worksheets and accessing assessments. 2STEP COMMON AND PROPER NOUNS Underline the nouns in each sentence. Write C above the common nouns. Write P above the proper nouns. 1. The Nile River in Africa is the longest river in the world. 2. Many lakes in North America, Europe, and Asia were formed by glaciers long ago. Reread page 11 of World of Water. Identify two common nouns and two proper nouns. Write them on the lines. 3. common nouns 4. proper nouns On a separate sheet of paper, write one or two sentences to explain the dierence between common and proper nouns. Dear , Yours truly, VOCABULARY Write a letter to a friend or family member about an imaginary adventure to explore the landforms in World of Water. Use all the words in your letter. World o Water canyon delta lake river waterfall www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4328 Reading in Action • Grade 3 Boo� Reports 1 STEP CHOOSING A BOOK FOR YOUR BOOK REPORT Have you ever told someone about a book that you liked or a book you didn’t like? Writing a book report is a way to tell many people about a book. In a book report, you share what you thought about the book. If you really enjoyed a book, this is a way to tell other people how much you enjoyed it. STUDENT MODEL Cady is a third grader who wrote a book report for class. Cady needed to choose a book before she could write her book report. She wanted to pick her book carefully and plan her book report before she started writing. Cady wanted to write a book report about a fiction book that she enjoyed. She thought about the books that she had recently read. Cady wanted to pick a book that no one else in her class had read. She also wanted to pick one that she remembered well. Cady remembered reading Dawn Undercover by Anna Dale. Dawn, the main character, feels invisible. She becomes a spy and has many adventures. Cady thought she would do well writing about this book because she enjoyed thinking about it. YOUR TURN 1. Think about the fiction books that you have read recently at home or school. List four titles. a. b. c. d. 2. Now think about books that you haven’t read but you would like to read. List two titles. Be sure the books are fiction and have characters. a. b. 3. Review your two lists. Pick one book that you remember well or that you would like to write about. List the author and title. Title: Author: www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4368 Reading in Action • Grade 3 vii www.voyagesinenglish.com/reading • GRADE 3
Program Components, continued Step 4 Printable During Step 4, students practice reading comprehension and Grammar or Writing Concept Three from Voyages in English. Page references are provided as a guide, so students can spend their time efficiently. Open-ended questions challenge students and show them that their opinions, thoughts, and feelings are important. For learning continuity, the grammar and writing concepts and the way they are defined are the same as Voyages in English. Step 3 Printable The Step 3 Printable should be displayed in the learning center. All Step 3 practice is completed with a partner. During Step 3, students practice their fluency skills and Grammar or Writing Concept Two from Voyages in English. The tips and notes in the side column not only provide support to students as they work on Step 3 but also can be applied by students outside the Exploration. 4STEP SINGULAR POSSESSIVE NOUNS Circle the singular possessive noun in each sentence. Underline who or what belongs to each noun. 1. The Nile is the world’s longest river. 2. Earth’s largest river system is the Amazon River in South America. 3. The rocks at the Grand Canyon’s base are billions of years old. 4. Hidden water helps to create two of nature’s most spectacular sights. 5. Most of the planet’s freshwater is frozen in ice sheets and glaciers. Rewrite each item as a possessive noun. 6. the jagged edges of the Matterhorn 7. the warm water of the lake 8. the wide rim of the volcano 9. the steep walls of the canyon 10. the salty water of the ocean COMPREHENSION Read World of Water. Then answer the questions. 1. How much of the earth is covered by water? (page 5) 2. What are some things that can be a river source? (page 7) 3. What makes the ocean floor similar to land above water? (page 19) 4. What is groundwater? (page 20) World o Water www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4330 Reading in Action • Grade 3 Print and display this poster in your Reading in Action learning center for partner work. 3STEP GRAMMAR REVIEW Plural nouns name more than one person, place, or thing. The plural of most nouns is formed by adding -s to a singular noun. Some nouns that end in -y are different. To form the plural of a noun ending in a consonant followed by -y, change the -y to -i and add -es. FLUENCY TIP When you read aloud a nonfiction book, pretend you are teaching a friend about the topic. Make each sentence sound interesting. If you come to a fact that is surprising, change your voice so you sound excited! GRAMMAR PRACTICE 1. Read the sentences below. On a separate sheet of paper, write the plural nouns. a. The longest rivers in the world flow across thousands of miles of land. b. The Nile River in Africa is 4,145 miles long—it is the longest river in the world. c. It flows through three countries and passes through rain forests, mountains, savannas, and deserts. d. Like all rivers, the Nile flows from higher ground to lower ground. 2. Next open World of Water to pages 19–20. Find five singular nouns and write them on your paper. 3. Change each singular noun that you found to a plural noun. 4. Compare your answers with your partner’s. If your answers are different, discuss your thinking. FLUENCY PRACTICE 1. First reading: Read World of Water together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 4–7 with your partner for fluency. Alternate paragraphs. Practice reading with your natural voice, as if you are speaking to a friend. 3. After the second reading, discuss the answer to this question with your partner: In World of Water, what examples of proper nouns can we find? How do we know they are proper nouns? World o Water PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4329 Reading in Action • Grade 3 viii Reading in Action • Program Components
Step 5 Printable For Explorations that focus on writing concepts, students demonstrate their understanding by writing a particular genre. When the focus is grammar, students complete a variety of tasks to show what they have learned. At the end of each Exploration, students complete a book review that allows them to summarize the book and synthesize what they learned or would like to learn more about. Then students rate each book and are encouraged to share their review with the rest of the class. Assessment After Step 5, access the book’s Online Vocabulary and Comprehension Assessment in your Digital Library. Each interactive assessment includes five vocabulary questions and five comprehension questions. Depending on the implementation model chosen, the assessment link may be emailed directly to students (individually, in groups, or as a class) and completed in class or at home. Students then complete and return the assessment results. Boo� Review 5STEP EXPOSITORY WRITING WORKSHOP Choose a type of weather you know a lot about. Use a reference book or the internet to confirm your ideas. Imagine you are explaining it to someone who wants to learn more about it. On a separate sheet of paper, write an expository article about that type of weather. Remember Write an introduction that grabs the reader’s attention and introduces the topic. Use linking words and phrases to connect facts and ideas. Include a conclusion that sums up the main idea and supporting information or gives your reader something to think about. Blizzards A fact I learned about a meteorologist’s job is One thing everyone should know about blizzards is If our local meteorologist predicted a blizzard, I would Rating: I gave this book stars because Title: Blizzards Author: Lisa Benjamin Fiction or Nonfiction (circle one) What did you think about Blizzards? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4388 Reading in Action • Grade 3 5STEP NOUNS REVIEW Write a sentence that includes each noun listed below. Then circle the noun(s) in the sentence. 1. singular possessive noun 2. plural noun 3. common noun 4. proper noun 5. proper noun and common noun World o Water Boo Review What did you think about World of Water? Write a review. Then share your review with others. World of Water is a book about One fact from the book that surprises me is The body of water that I would like to visit is because Rating: I gave this book stars because Title: World of Water Author: William T. Ryan Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4331 Reading in Action • Grade 3 5STEP NOUNS REVIEW Write a sentence that includes each noun listed below. Then circle the noun(s) in the sentence. 1. singular possessive noun 2. plural noun 3. common noun 4. proper noun 5. proper noun and common noun World o Water Boo Review What did you think about World of Water? Write a review. Then share your review with others. World of Water is a book about One fact from the book that surprises me is The body of water that I would like to visit is because Rating: I gave this book stars because Title: World of Water Author: William T. Ryan Fiction or Nonfiction (circle one) www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4331 Reading in Action • Grade 3 ix www.voyagesinenglish.com/reading • GRADE 3
Teacher-Led STEP 1 Self-Monitored STEP 2 Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Dear Annie on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. INTRODUCE THE BOOK Display the cover of Dear Annie. Ask: Who do you think is on the cover, and what is she doing? Introduce the text by explaining to students that it is a fictional text about a real bus boycott that happened in the 1950s. Then ask students to share what they know about the topic. Ask: What do you know about boycotts? What do you know about Dr. Martin Luther King Jr. and Rosa Parks? Explain that you will use the book to learn important elements of writing personal letters. INTRODUCE THE TOPIC: PERSONAL LETTERS Tell students: We write and send personal letters to people we know. People write letters for different reasons. What are some reasons someone might write a personal letter? Invite volunteers to describe times when they have sent or received personal letters. Then guide students through the first Voyages in English Writing Lesson in Grade 3, Chapter 4: What Makes a Good Personal Letter? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. ACTION PLAN Read the book to build vocabulary Complete vocabulary and purpose of a personal letter practice MATERIALS Dear Annie Copies of Step 2 Printable Answer Key, p. 43 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of a personal letter. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify the purpose of a personal letter. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Demonstrate understanding of organization in personal letters. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Write sentences with compound subjects. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in a personal letter. Reading: Recall and explain key events from fiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. ACTION PLAN Introduce the book Introduce personal letters MATERIALS Dear Annie Voyages in English Grade 3, Chapter 4 PERSONAL LETTERS For use with Voyages in English Grade 3 • Chapter 4 Access all the resources for this Exploration through the Digital Library. 2STEP PURPOSE OF A PERSONAL LETTER Read the following statements about personal letters. Write whether each statement is true or false. 1. A personal letter is written to someone the writer knows. 2. A personal letter contains formal language, as if you are writing to the mayor. 3. A personal letter can be used to tell about the writer’s life or to thank someone. 4. A personal letter includes a date, greeting, body, and closing. Reread pages 2–4 of Dear Annie. Do you think the letters have a clear purpose? Why or why not? 5. 1. There are rules to make sure everyone has an chance to win prizes. 2. A city’s protect citizens and tell them what they can and cannot do. 3. It is that there aren’t enough treats for all the pets. 4. Students decided to the school cafeteria until they got healthier lunch choices. 5. We need to protect our , or the freedoms that we can expect in our country. Dear Annie VOCABULARY Choose the word from Dear Annie that best completes the sentence. Then on the second line, write a new sentence using the word. rights boycott laws equal unfair www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4364 Reading in Action • Grade 3 22 Reading in Action • Dear Annie SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Dear Annie on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Review Activity Assign partners. Then on a sheet of paper, have partners create a list of people to whom they might write personal letters and a topic they could tell each person about in a letter. Ask partners to choose a person and a topic from their list and write three or four sentences for the body of a letter. Encourage students to use compound subjects where it makes sense. Ask volunteers to share the body of their letter with the class. Review Using the Step 5 Printable, have students write a personal letter from Annie to Lila and then write a book review for Dear Annie. Ask volunteers to share their reviews with the class. ACTION PLAN Complete a review activity Complete a book review Write a personal letter STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the organization activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Dear Annie Copies of Step 5 Printable Blank paper Answer Key, p. 43 ACTION PLAN Read the book to check comprehension Practice using compound subjects MATERIALS Dear Annie Copies of Step 4 Printable Answer Key, p. 43 ACTION PLAN Read the book to build fluency Complete organization practice with a partner MATERIALS Dear Annie Step 3 Printable Blank paper Answer Key, p. 43 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP Personal letters use informal or friendly language. When reading aloud a personal letter, use your natural voice, as if you’re talking to a friend. Think about how the person writing the letter was feeling when he or she wrote it. Try to make your reading sound the way the writer was feeling. ORGANIZATION PRACTICE 1. Read the sentences below. They are from a personal letter about the book Dear Annie, but they are out of order. Think about the way the sentences should be organized to help make the order clear. This book is about a girl who takes part in a bus boycott that changed the lives of African Americans. I’m writing to tell you about a book I read called Dear Annie. You need to read it! Dear Oscar, She writes letters to her cousin that explain the events that happened during that time. In the end, they proved that people can change things when they work together. Your friend, Cece She talks about Dr. King, Rosa Parks, and what it was like to walk instead of taking the bus and how that helped show that they were going to stand up for what they believed in. 2. On a separate sheet of paper, rewrite the sentences to organize the letter. 3. Switch papers with your partner. Compare your letters. If you chose a different order, discuss your thinking. FLUENCY PRACTICE 1. First reading: Read Dear Annie together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 6–12 with your partner for fluency. Alternate paragraphs. Practice using intonation and expression. As you read, think about how Lila is feeling when she writes each letter. 3. After the second reading, discuss the answer to this question with your partner: In Dear Annie, how does the author organize each letter to Annie? Dear Annie PERSONAL LETTER WRITING TIP When you write a personal letter to tell about a story or series of events, use time order to organize your letter. Time order words, such as first, next, then, and after that, can help make the order of the events in your letter clear. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4365 Reading in Action • Grade 3 4STEP COMPOUND SUBJECTS Combine each pair of sentences into one sentence with a compound subject. 1. Dr. King said all people are equal. Rosa Parks said all people are equal. 2. Lila stopped riding the bus. Her dad stopped riding the bus. 3. Dr. King believed in fairness for everyone. Rosa Parks believed in fairness for everyone. 4. Dr. King helped change unfair laws. Many other people helped change unfair laws. 5. My friends can do good things for people. I can do good things for people. COMPREHENSION Read Dear Annie. Then answer the questions. 1. Why did the bus boycott start? (page 3) 2. Why do you think Lila didn’t want to tell her mama that she was tired of the boycott? (page 9) 3. How did Lila participate in the bus boycott? (pages 6–10) 4. How can reading personal letters, like Lila’s, help us learn about history? Dear Annie www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4366 Reading in Action • Grade 3 Boo Review 5STEP Dear Annie PERSONAL LETTERS WORKSHOP Pretend that you are Lila’s cousin and you have read all of Lila’s letters. On a separate sheet of paper, write a personal letter back to Lila. Remember Think about the purpose of the letter. Pretend you are writing to someone you know. Organize the letter to help make the purpose clear. Include at least one sentence with a compound subject. The main problem in this book is Lila and others help solve the problem by It is important to learn about this bus boycott because Rating: I gave this book stars because Title: Dear Annie Author: Lisa Shulman Fiction or Nonfiction (circle one) What did you think about Dear Annie? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4367 Reading in Action • Grade 3 23 www.voyagesinenglish.com/reading • GRADE 3 SAMPLE
Teacher-Led STEP 1 INTRODUCE THE BOOK Have a volunteer to read aloud the back cover of Blizzards. Ask: What makes a blizzard? Have you experienced a blizzard or a strong snowstorm? What was it like? Then display the front cover. Ask: Is this photograph a good example of a blizzard? Why or why not? Tell students: You’ll be working with this book to learn important elements of expository writing. INTRODUCE THE TOPIC: EXPOSITORY WRITING Say: Books like Blizzards use expository writing to inform readers about different topics. Expository writing uses facts, definitions, and details to describe real things, places, people, and events. What are other types of expository writing that you know about? Explain that news articles, encyclopedia entries, and biographies are other examples of expository writing. Then guide students through the first Voyages in English Writing Lesson in Grade 3, Chapter 9: What Makes Good Expository Writing? INTRODUCE THE LEARNING CENTER Point out the learning center. Tell students that they should complete Steps 2–4 during independent work time. Explain that Steps 2 and 4 have worksheets. Add that in Step 3 they will work with a partner and follow the directions on the poster displayed in the center. If you wish to introduce all steps at once, take time on this first day to present the directions for Steps 2–4 by following the Introduction directions that follow on this page and the next. Self-Monitored Introduction Read aloud the Step 2 Printable directions to the class. Tell students to read Blizzards on their own and complete the worksheet during independent work time. Remind students to return books and materials to their proper location when finished. STEP 2 ACTION PLAN Read the book to build vocabulary Complete vocabulary and introduction practice MATERIALS Blizzards Copies of Step 2 Printable Answer Key, p. 45 ACTION PLAN Introduce the book Introduce expository writing MATERIALS Blizzards Voyages in English Grade 3, Chapter 9 EXPOSITORY WRITING For use with Voyages in English Grade 3 • Chapter 9 STEP 1 Teacher-Led Reading: Build background for reading; tap prior knowledge. Writing: Identify elements of expository writing. STEP 2 Self-Monitored Reading: Build vocabulary skills using context. Writing: Identify elements of an effective introduction. STEP 3 With a Partner Reading: Read familiar text to develop fluency. Writing: Recognize and use linking words and phrases. STEP 4 Self-Monitored Reading: Answer questions to demonstrate understanding. Writing: Demonstrate understanding of an effective conclusion. STEP 5 Teacher-Led Writing: Demonstrate understanding of key elements used in expository writing. Reading: Recall and explain key details from nonfiction writing. ASSESS Self-Monitored After Step 5, distribute the URL for the online assessment and have each student complete it independently. Access all the resources for this Exploration through the Digital Library. 2STEP EXPOSITORY WRITING: INTRODUCTION Reread the introduction to Blizzards on page 4. Then answer the questions. 1. Does the introduction grab your attention? Why or why not? 2. Does the introduction make the topic clear? Why or why not? Think about other kinds of extreme weather. Write a sentence that introduces one type of weather and grabs the reader’s attention. 3. Blizzards VOCABULARY Imagine you are a weather reporter telling people about an upcoming blizzard. Write a paragraph using the words from Blizzards listed below. Then circle the words in your paragraph. instruments meteorologist predict satellite plains blustery www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4385 Reading in Action • Grade 3 32 Reading in Action • Blizzards SAMPLE
With a Partner STEP 3 Self-Monitored Teacher-Led Introduction Read the Step 4 Printable directions to the class. Tell students to read Blizzards on their own and then complete the worksheet during their independent work time. Remind students to return books and materials to their proper location when finished. Play a Game Play a variation of “Heads Up, Seven Up.” Invite seven volunteers to come to the front of the room and have them state a fact from Blizzards. Have the other students cover their eyes or put their heads down on their desks. Instruct the volunteers to walk around the room and tap one student on the shoulder. After all seven have tapped a student, say “Heads up, seven up!” Have students who were tapped take turns guessing who tapped them. If they guess correctly, have them state a fact they learned from the book before they take their turn at the front. Review Using the Step 5 Printable, have students write an expository article about a type of weather and then write a book review for Blizzards. Ask volunteers to share their reviews with the class. ACTION PLAN Play a review game Complete a book review Write an expository article STEP 4 STEP 5 Introduction Post the Step 3 Printable in the learning center and read aloud the fluency instructions. Then demonstrate how to complete the linking words and phrases activity. Assign partners and have them complete the activity during independent work time. Remind students to return books and materials to their proper location when finished. MATERIALS Blizzards Copies of Step 5 Printable Answer Key, p. 45 ACTION PLAN Read the book to check comprehension Recognize and analyze conclusions MATERIALS Blizzards Copies of Step 4 Printable Answer Key, p. 45 ACTION PLAN Read the book to build fluency Complete linking words and phrases practice with a partner MATERIALS Blizzards Step 3 Printable Blank paper Answer Key, p. 45 Print and display this poster in your Reading in Action learning center for partner work. 3STEP FLUENCY TIP As you read aloud, look for phrases or groups of words that can be read together. Use your finger to track under each phrase and pause when you come to the end of it. Looking for phrases helps you know where to pause so your reading sounds more natural. LINKING WORDS PRACTICE 1. Read the sentences below. Think about how they are related. With your partner, discuss where you could add linking words and phrases to bring the ideas together. A snowstorm usually means several days of sledding and snowball fights. If there is a blizzard, it’s better to wait to play until it’s over. Blizzards are powerful storms. They can last for many hours. The wind in a blizzard is very strong. The whirling snow gets so thick, it is hard to see. These conditions are dangerous. It is important to learn how to prepare for a blizzard. 2. On a separate sheet of paper, rewrite the sentences as a paragraph using linking words and phrases. Combine or revise sentences as needed. 3. Read aloud your paragraph to your partner. Discuss the linking words you chose and why. FLUENCY PRACTICE 1. First reading: Read Blizzards together with your partner. Take turns reading every other page. This may take more than one reading session. 2. Second reading: Reread pages 4–9 with your partner for fluency. Alternate paragraphs. As you read with your partner, pay attention to the groups of words that form different phrases. Practice pausing briefly at the end of each phrase to make your reading easier to understand. 3. After the second reading, discuss the answer to this question with your partner: In Blizzards, how does the author use linking words to help explain facts about blizzards to the reader? Blizzards EXPOSITORY WRITING TIP In expository writing, facts, definitions, and details are connected to explain a topic. Linking words bring the ideas together to keep the reader’s attention. Use linking words, such as also and in the same way, to connect similar ideas. To link ideas that are different, use words such as but and although. Using linking words helps keep your writing organized and interesting. PARTNER WORK www.voyagesinenglish.com/reading © Loyola Press. All rights reserved. W4386 Reading in Action • Grade 3 4STEP EXPOSITORY WRITING: CONCLUSION Read each statement about the conclusion of an expository text. Write true or false on the line. 1. The conclusion should sum up the main idea. 2. The conclusion should give the reader something to think about. Reread page 22 of Blizzards. Is this a good conclusion for the book? Why or why not? 3. COMPREHENSION Read Blizzards. Then answer the questions. 1. What three things must happen to make a real blizzard? (page 6) 2. How is a “ground blizzard” different from a regular blizzard? (page 7) 3. Why are blizzards a problem for people who live far out in the country? (page 13) 4. How do scientists use weather balloons to predict the weather? (page 17) 5. How does knowing about past blizzards help you understand these storms? (page 20–21) Blizzards www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4387 Reading in Action • Grade 3 Boo Review 5STEP EXPOSITORY WRITING WORKSHOP Choose a type of weather you know a lot about. Use a reference book or the internet to confirm your ideas. Imagine you are explaining it to someone who wants to learn more about it. On a separate sheet of paper, write an expository article about that type of weather. Remember Write an introduction that grabs the reader’s attention and introduces the topic. Use linking words and phrases to connect facts and ideas. Include a conclusion that sums up the main idea and supporting information or gives your reader something to think about. Blizzards A fact I learned about a meteorologist’s job is One thing everyone should know about blizzards is If our local meteorologist predicted a blizzard, I would Rating: I gave this book stars because Title: Blizzards Author: Lisa Benjamin Fiction or Nonfiction (circle one) What did you think about Blizzards? Write a review. Then share your review with others. www.voyagesinenglish.com/reading Name Date © Loyola Press. All rights reserved. W4388 Reading in Action • Grade 3 33 www.voyagesinenglish.com/reading • GRADE 3 SAMPLE
languagearts.loyolapress.comRkJQdWJsaXNoZXIy OTQ3NzU=