Grade 3: Module 3A: Unit 1: Lesson 3 Reading for Details ... · GRADE 3: MODULE 3A: UNIT 1: LESSON 3 Reading for Details in a Chapter Book: Capturing a Reader’s Imagination (Chapter

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Grade 3: Module 3A: Unit 1: Lesson 3 Reading for Details in a Chapter Book: Capturing a Reader’s Imagination (Chapter 2)

GRADE 3: MODULE 3A: UNIT 1: LESSON 3

Reading for Details in a Chapter Book:

Capturing a Reader’s Imagination (Chapter 2)

Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved.

NYS Common Core ELA Curriculum • G3:M3A:U1:L3 • November 2013

CCI Enhanced Module (Williamsville Central Schools) April 2015 • 1

Long-Term Targets Addressed (Based on NYSP12 ELA CCLS)

I can identify the main message or lesson of a story using key details from the text. (RL.3.1)

I can use literary terms to describe parts of a story or poem (e.g., chapter, scene, stanza). (RL.3.5)

I can answer questions using specific details from literary text. (RL.3.1)

Supporting Learning Targets Ongoing Assessment

• I can identify the setting, characters, and events of Chapter 2 of Peter Pan.

• I can identify key details in Chapter 2 that capture my imagination.

• I can answer questions about Chapter 2 using specific details from the text.

• 5Ws recording form

• Capturing a Reader’s Imagination recording form

• Chapter 2: Text-Dependent Questions (homework)







Agenda Teaching Notes

1. Opening

A. Reading Chapter Books Anchor Chart (3

minutes)

B. Unpacking the Learning Targets (5 minutes)

2. Work Time

A. Independent Reading: Where, When, Who, and

What of Chapter 2 (20 minutes)

B. Updating the Where/When/Who/What Anchor

Chart (5 minutes)

C. Introducing the Word Buddy (7 minutes)

D. Rereading for Key Details That Capture My

Imagination (15 minutes)

3. Closing and Assessment

A. Sharing Details from Chapter 2 (5 minutes)

4. Homework

A. Lesson 3 Homework

• This lesson has a lot of transitions. Read through the lesson carefully and be secure with the lesson sequence.

This will help keep transitions smooth.

• As students begin reading the Classic Starts edition of Peter Pan, there are a few considerations for

supporting struggling readers. Throughout the module, students work in reading partnerships. For students

who need even more support, consider the following:

– Pull several partnerships together for guided support during their reading.

– Devote an instructional aide or another adult’s time to supporting students while they read the chapters

aloud. This gives students guidance with both decoding and comprehension.

– After students have done a first attempt on their own, find another time in the day to review sticking points

they had and support their comprehension.

– Provide audio recordings of the chapters being read aloud. If possible, make these recordings available for

students to use both in and out of school.

– Use guiding reading time to supplement the work and targets of the module.

• Chapter 2 will be read across parts of three lessons. This is necessary so students can be guided through the

routine of the reading cycle for each chapter and introduced to the various recording forms and support

documents. This is the second of those lessons.

• To provide all students with vocabulary support, there is a chapter document called Word Buddy that:

– Shows the word in context with page notation

– Defines the word in a student-friendly fashion

– Shows the sentence again with the student-friendly definition

There will be a Word Buddy for most every chapter of the book. Consider having all of these bound together

in a separate booklet to cut down on time distributing them during lessons. It will serve much like a glossary.







Partner Reading Structure for Unit 1

• This unit includes a structure of partner reading. For the purposes of this partner reading, students sit side-by-side with a partner, with each reader reading the text silently and independently. Partners then discuss what they read with each other. They do not read the text aloud to or with each other. Rather, they have someone next to them to support their reading if needed.

• Partner students strategically: Pair students with similar reading skills who can also work well together. This will allow you to support the struggling readers in partnerships (or even small groups) during independent reading time. It also will allow students who read at similar rates to discuss the text in similar points of the story. Plan these partnerships ahead of time.

• Students will finish their independent reading at different times, so make sure students have selected an independent reading book from the Recommended Texts lists (or from the topic of the module) to read if they finish early.







Lesson Vocabulary Materials

“capture the imagination,” setting,

characters, events, key details

As well as various words and phrases

on Chapter 2 Word Buddy

• Students’ Peter Pan journals/notebooks

• Students’ Lesson 2 Homework

• Chart paper for Things Readers Do When Reading Chapter Books anchor chart (new; using ideas from students’ Lesson 2

homework)

• Classic Starts edition of Peter Pan (book; one per student and one for teacher use)

• Chapter Reading Task Card (on card stock; one per student to keep for use with other chapters)

• Sticky notes (up to four per student)

• 5Ws recording form (one per student; from lesson 2)

• Where/When/Who/What anchor chart (from lesson 2; add a new row for Chapter 2)

• Where/When/Who/What: Sample for Chapter 2 (for teacher reference)

• Chapter 2 Word Buddy (one per student)

• Page 1 of Chapter 2 Word Buddy (to display/project)

• Capturing a Reader’s Imagination recording form (one per student and one to display/project)

• Lesson 3 Homework: Chapter 2 Text-Dependent Questions (one per student)

Supplemental Materials

• 5Ws recording form with sentence starters (for optional use)

• Alternate Homework: Chapter 2 Text-Dependent Questions (with sentence frames)

• Answers to Chapter 2 Text-Dependent Questions (for teacher reference)

• Quick Write 3 (for optional use)







Opening Meeting Students’ Needs

A. Reading Chapter Books Anchor Chart (5 minutes)

• Gather students together as a group with their Lesson 2 homework. Congratulate students on the great start reading their

Peter Pan chapter book!

• Direct students to Think-Pair-Share following question from Lesson 2 homework:

* What do thoughtful readers need to do when reading chapter books?

• Provide sentence frames to support students’ conversation: “Readers _______ when they read chapter books.”

• Cold call a few students to share their ideas and track them on the new Things Readers Do When Reading Chapter

Books anchor chart. Students may mention behaviors such as:

– Think about the gist of the chapter (what the chapter was mostly about).

– Pay attention to the chapter titles.

– Know the setting, characters, and important events of each chapter.

– Think about the previous chapter before starting a new chapter (maybe even reread the last page of the previous chapter

to refresh your memory).

– Predict about the next chapter.

• Leave the anchor chart on display and add to it as more ideas come to light. Invite students to write new ideas on sticky

notes and add to the chart at any point in the unit.

• For students needing additional

support producing language,

consider offering a sentence frame,

sentence starter, or a cloze sentence

to assist with language production

and provide the required structure.







Opening Meeting Students’ Needs

B. Unpacking the Learning Targets (3 minutes)

• Ask students to read the three learning targets and talk with a partner about their work as readers today.

• Ask students to discuss what they think they might do to reach the first target. Help students identify that they will read

Chapter 2 of Peter Pan so they can think about the setting, characters, and events of this chapter.

• Students may need more support with the second target. Pull out the phrase “capture my imagination” if students do not

identify this phrase on their own. Direct students to the module guiding question from Lesson 1: “How do writers capture a

reader’s imagination?” and make the connection between the target and the guiding question.

• Ask students to take a minute to pair share what they think “capture my imagination” means. Focus students whole group

and cold call a few responses. If necessary, guide students toward understanding that writers make specific choices to fill a

reader’s mind with questions, pictures, or interesting ideas. The author of Peter Pan worked hard to make the text

interesting to the reader. They will learn about many strategies that writers use to capture the reader’s imagination. For

example, writers often use vivid and precise words to help the readers make pictures in their minds. That is one way that a

writer captures a reader’s imagination.

• With regard to the third learning target: “I can answer questions about Chapter 2 using specific details from the text,” tell

students that their homework will be to answer the text-dependent questions.

• If there is a desire or need to

provide direct support for

answering the text-dependent

questions, look for other time within

the day for this work.

• For struggling learners, limit the

number of questions for the

homework to two or three.

• There is an alternate version of the

homework that provides sentence

starters.







Work Time Meeting Students’ Needs

A. Independent Reading: Where, When, Who, What and Words of Chapter 2 (20 minutes)

• Display the Chapter Reading Task Card (from Lesson 2) and distribute a copy to students. This task card provides

students with a focus for their independent reading of Chapter 2. Review the steps of the work. Part of the work for students

is to record unfamiliar words as they read. Students are very familiar with this from the work of the first two modules. The

other part of the work is to track the where, when, who, and what of the chapter.

• Tell student to NOT do step 2 of the partner work. They will hear more this step a bit later in the lesson.

• Students may use sticky notes if they would like to keep track of the setting, characters, or events as they read. (They do

not record the where/when/who/what on the recording form until the partner step.)

• Clarify any misconceptions about the task and direct students to begin reading. Give students 15 minutes to read the chapter.

• As students read, circulate and provide guidance and support as needed. Students may need reminders about partner

reading norms (e.g., not reading aloud to each other), and struggling readers may need an adult to read portions of the text

aloud to them. Encourage students who might struggle to follow events in a longer text to use sticky notes to track the gist as

they read.

• If students finish early, they may reread the chapter or select an excerpt from the chapter to use for fluency practice

(encourage this as a regular routine).

• After 15 minutes of independent reading, invite students to pair up with their reading partner and discuss their ideas about

the where, when, who, and what of Chapter 2 (step 1 of the partner work). As they discuss the aspects of the chapter, they

should complete their Where/When/Who/What recording forms. Tell them they should be prepared to help fill in the class

anchor chart. Remind students to hold off on step 2 of the partner work for now.

• While students read Chapter 2,

there are two possible ways to

support them:

a. Invite students to read aloud an

excerpt from wherever they are

in the text. This will allow you to

assess and coach them in their

fluency.

b. Ask students: “What is

happening in the chapter so far?

Where is this taking place? Who

are the main characters, and

what are they doing?” This will

allow you to see how students

are progressing with the

learning target.

• Consider providing a means for

students to record themselves

reading aloud to listen to and self-

reflect. (Quick Voice is a

straightforward easy voice recording

app.)

B. Updating the Where/When/Who/What Anchor Chart (5 minutes)

• Gather students together with their 5Ws recording forms and invite them to reference it as the class completes the

Where/When/Who/What anchor chart for Chapter 2. Ask students to share with the whole class their ideas for the

important characters, events, and settings for this chapter. (A sample is provided in Supporting Materials for teacher

reference.) Invite students to make adjustments to their own recording forms if needed.

• Students who have not finished the

their 5Ws recording form can be

allowed to complete the

where/when/who/what.







Work Time Meeting Students’ Needs

C. Introducing the Word Buddy (7 minutes)

• Lead students through the work of step 2 of the partner work: “Review the words you collected on your recording form.

Compare them with your partner’s. Use your Word Buddy document for the chapter to clarify the meaning of the words.”

• The intent of this step is for partners to first share with each other the words they recorded as unfamiliar while they were

reading. Following that, they will then reference a new document called a “Word Buddy” that has student-friendly

definitions of the more challenging words within a given chapter.

• Distribute the Word Buddy document for chapter 2. Display/project the first page of the Word Buddy for chapter 2.

(This is a multi-page document but only the first page needs to be projected for the purposes of this introduction.)

• Ask for a student or partnership to share a word they recorded on their 5Ws recording form. Direct students to find this

word on their Word Buddy. Read the sentence from the text. Then direct students’ attention to the box at the right that

names a student-friendly definition. Lastly, draw students’ attention to where the sentence from the text is written again but

this time with the student-friendly definition substituted within the sentence.

• Repeat this with 2-3 more words.

• Send partners off to finish the vocabulary review for 5 more minutes. Following the work, students should keep the Word

Buddy for this chapter with their other unit materials. (Starting with chapter 3, this will be independent work for the reading

partners.

• Consider assembling all of the

chapter Word Buddy documents

together in one booklet for students

to use as a reference.







Work Time (continued) Meeting Students’ Needs

D. Rereading for Key Details That Capture My Imagination (15 minutes)

• Remind students of today’s second target. They will have the job of looking for details in the text that capture their

imagination. Probe with students to insure the meaning of this phrase.

• Project or display the Capturing a Reader’s Imagination anchor chart.

• Remind students that details are the specific parts of the text that help a reader really imagine what’s happening. They are

more than just the basic where, who, and what facts that they wrote yesterday. Certain details help capture one’s

imagination and help bring the story to life because they often contain vivid and precise language that helps readers feel

like they are actually in the story.

• Ask students to watch you closely as you think about details that capture your imagination. The think-aloud might sound

like: “When I think about details in text that capture my imagination, I try to find parts of the text where the words painted a

vivid, or clear, picture in my mind. One part of Chapter 1 that really caught my attention is the last paragraph on page 5.”

• Continue with, “I love this detail: ‘Every child’s Neverland is slightly different. Some are in color and others are in black and

white. Some have ragged coral reefs with tiny smashed-up boats, lonely caves, and tiny huts on the beach. Others have

hunchbacked little old ladies, turtles laying eggs, or gnomes who like to sew.’ I can just picture all of these amazing and

unusual details in each child’s Neverland. This detail pulls me into the story and makes me want to read more to find out

about Neverland. When a writer captures a reader’s imagination, he or she gets swept up into the story.”

• Continue, “I am going to write that on my recording form.” Model for students how to write just a few words from the text

excerpt with the page number to remember the detail:

- In the first column, write “Page 5.”

- In the second column, write “Neverland, boats, caves, beach, turtles, and gnomes.”

- In the third column, write “This helped me better understand that all Neverlands are different. Each child’s Neverland

has special characteristics that make it unique.”

• Distribute the Capturing a Reader’s Imagination recording form. Tell students that they will now work with their

reading partner to review Chapter 2 and find a couple of details that capture their imagination as readers. Encourage

partnerships to search silently and then stop to talk with their partner about any details that captured their imagination.

They may then continue reading, thinking, talking, and writing until they have completed the chapter.

• Consider pre-selecting a couple of

pages with compelling details to

help narrow the search for

struggling readers. Students may

refer to the page and then choose

from a shorter amount of text.

• Provide struggling students with

support for the sharing.

• Modify the work to allow partners to

search for details that capture their

imagination together.







Work Time (continued) Meeting Students’ Needs

• As students read and talk, circulate around the room and support students as needed. Ask questions such as:

* “Why does that excerpt capture your imagination?”

* “How does that detail help you understand the events of the story?”

Closing and Assessment Meeting Students’ Needs

A. Sharing Details from Chapter 2 (5 minutes)

• Invite students to bring their Capturing a Reader’s Imagination recording form and gather together. Ask them to choose one

detail that really captured their imagination. After the students have selected their detail, ask them to stand up and find a

classmate to share with. After a minute or so, ask students to find another partner and repeat the sharing process.

•

Homework Meeting Students’ Needs

• Answer the text-dependent questions for Chapter 2.

There is an alternate homework that asks students to identify a favorite page or part of chapter 2. The alternate homework

could also be used as an exit ticket.

• There is an alternate version of the

homework that uses sentence

starters.

• Students can be directed to answer

2 or 3 questions rather than all four.

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Grade 3: Module 3A: Unit 1: Lesson 3 Supporting Materials





Reading Chapter Books Anchor Chart

Things Readers Do When Reading Chapter Books

1. Think about the gist of the chapter (what the chapter was mostly about).

2. Use the chapter titles.

3. Know the setting, characters, and important events of each chapter.

4. Think about the previous chapter before starting a new chapter (maybe even

reread the last page of the previous chapter to refresh your memory).

5. Predict about the next chapter.

6. _______________________________________________________

7. _______________________________________________________

8. _______________________________________________________





5Ws Recording Form:

Tracking Words and Where/When/Who/What

Name:

Date:

Chapter: ________

Page Word Page Word

___

___

___

___

___

__________________________

__________________________

__________________________

__________________________

__________________________

___

___

___

___

___

__________________________

__________________________

__________________________

__________________________

__________________________

Where and When does this

chapter take place?

Who are the active characters

in this chapter?

What are the most important

events in this chapter?

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

____________________

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____________________

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____________________

____________________

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Alternate 5Ws Recording Form:

Tracking Words and Where/When/Who/What

Chapter:

Page Word Page Word Page Word

___

___

___

___

_______________

_______________

_______________

_______________

___

___

___

___

_______________

_______________

_______________

_______________

___

___

___

___

_______________

_______________

_______________

_______________

Where and When does this

chapter take place?


in this chapter?



Where this chapter takes

place is _____________

___________________

___________________.

When this chapter takes

place is _____________

___________________.

The active characters in

this chapter are:

▪ __________________

▪ __________________

▪ __________________

An important event in the

chapter was __________

__________________

__________________

__________________

__________________

__________________





Chapter 2 Word Buddy

1. commonplace: page 9

Sentence in the story Meaning of the bold word or phrase

Children often find even the strangest events

rather commonplace.

“commonplace” means ordinary; not special

Children often find even the strangest events rather ordinary.

2. merely: page 10


She asked Wendy about them, but Wendy

merely replied, “Oh, Peter must have left those

leaves.”

“merely” means simply

She asked Wendy about them, but Wendy simply replied, “Oh, Peter must have left those leaves.”

3. fuss: page 11


“You are making a fuss out of nothing at all,”

Mr. Darling insisted when she told him.

“fuss” means unnecessary bother

“You are making an unnecessary bother out of nothing at all,” Mr. Darling insisted when she

told him.

4. darted: page 12


With him was a little light, no bigger than a fist,

that darted around the room like a mosquito.

“darted” means to move quickly; dash

With him was a little light, no bigger than a fist, that moved quickly around the room like a

mosquito.






5. bared: page 12


When Peter saw Mrs. Darling, he bared those

pearly white teeth at her and growled.

“bared” means uncovered; show

When Peter saw Mrs. Darling, he showed those pearly white teeth at her and growled.

6. pearly: page 12


When Peter saw Mrs. Darling, he bared those

pearly white teeth at her and growled.

“pearly” means pearl-like

When Peter saw Mrs. Darling, he bared those pearl-like white teeth at her and growled.

7. lunged: page 12


She growled, too, and lunged at Peter. “lunged” means to move suddenly; leapt; dived

She growled, too, and leapt at Peter.

8. dodged: page 12


He dodged her and jumped out the window. “dodged” means avoid by moving quickly; get

away from

He got away from her and jumped out the window.

9. nipped: page 13


Nana had nipped it with her teeth right before

Peter jumped, and the shadow had snapped off.

“nipped” means bit or pinched off

Nana had bit it with her teeth right before Peter jumped, and the shadow had snapped off.






10. matters: page 14


It didn’t help matters that Nana had brushed

up against him yesterday, getting white hair all

over his coat.

“matters” means the situation

It didn’t help the situation that Nana had brushed up against him yesterday, getting white hair

all over his coat.

11. determined: page 14


He was determined to show everyone who

was the master of the house.

“determined” means sure

He was sure to show everyone who was the master of the house.

12. protesting: page 15


“She is just protesting being chained up,”

John said.

“protesting” means objecting or fighting against

“She is just fighting against being chained up,” John said.

13. hovering: page 15


Outside, she saw a million stars, some of which

seemed to her to be hovering around the

house, as if trying to get in.

“hovering” means to stay near; to hand around

Outside, she saw a million stars, some of which seemed to her to be staying near around the

house, as if trying to get in.






14. glassy-eyed: page 16


The old stars were glassy-eyed and bored, but

the little ones were curious and full of wonder

and winks.

“glassy-eyed” means in a daze; staring

The old stars were dazed and bored, but the little ones were curious and full of wonder and winks.

15. particularly: page 16


They didn’t particularly care for Peter, who

liked to sneak up behind them and try to blow

them out…

“particularly” means especially; really

They didn’t especially care for Peter, who liked to sneak up behind them and try to blow them

out…

16. generally: page 16


…but they were generally fond of fun – and

Peter was all about fun, so they decided to help

him tonight.

“generally” means basically or mostly

…but they were mostly fond of fun – and Peter was all about fun, so they decided to help him

tonight.

17. commotion: page 16


The instant Mr. and Mrs. Darling were safely

inside the neighbor’s house, a commotion

broke out in the heavens.

“commotion” means a noisy disturbance; a

ruckus

The instant Mr. and Mrs. Darling were safely inside the neighbor’s house, a noisy disturbance

broke out in the heavens.





Capturing a Reader’s Imagination

Name:

Date:

Learning target: I can identify key details from a chapter that capture my imagination.

Page number Key words/phrases from the detail This helps me understand …

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

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Capturing a Reader’s Imagination

(Sample for Teacher Reference)

Learning target: I can identify key details in a chapter that capture my imagination.

Page Key words/phrases from the detail This helps me understand …

Page 5

Neverland, boats, caves,

beach, turtles, and gnomes

This helped me better understand

that all Neverlands are different.

Each child’s Neverland has special

characteristics that make it unique.

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

____________________________

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Where / When / Who / What

Sample for Chapter 2

Where does this chapter take

place?


in this chapter?



In the nursery (children’s room)

in the Darling house.

Over two days.

Wendy

Mrs. Darling

Peter Pan

Nana

Mr. Darling

Mrs. Darling finds out from

Wendy that Peter Pan has been

coming in to the nursery at

night.

Mrs. Darling worries about her

children’s safety and has a bad

dream about Neverland.

Mrs. Darling sees Peter Pan in

the nursery and Peter leaves

without his shadow which she

hides in a drawer.

Mr. Darling punishes Nana by

chaining her outside in her

doghouse.

Mr. and Mrs. Darling leave the

house to go to a dinner party.





Lesson 3 Homework:

Chapter 2 Text-Dependent Questions

Name:

Date:

Directions:

1. Read the questions carefully.

2. Reread the text and as you read, look for evidence that can be used to answer the questions.

3. Write the answer in a complete sentence and use specific evidence from the text to support your thinking.

1. How did Peter get inside the Darling children’s room? Use evidence from the text to

support your thinking.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

2. On page 10, the text says, “While Wendy went out for a snack, Mrs. Darling stayed

behind, still frowning about the leaves.” Why was Mrs. Darling scared about the

leaves she discovered in her children’s room? Use evidence from the text to support

your thinking.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________





3. Why does Nana get put outside in her doghouse? Use evidence from the text to

support your thinking?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

4. How did the stars help Peter at the end of the chapter? Use evidence from the text to


________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________





Alternate Lesson 3 Homework:


Name:

Date:

Directions: Read the questions. Then reread Chapter 2. As you read, be looking for

evidence that can be used to answer the text-dependent questions.

1. How did Peter get inside the Darling children’s room? Use evidence from the text to


The way Peter gets inside the Darling children’s room is ___________

__________________________________________________

__________________________________________________

2. On page 10, the text says, “While Wendy went out for a snack, Mrs. Darling stayed

behind, still frowning about the leaves.” Why was Mrs. Darling scared about the

leaves she discovered in her children’s room? Use evidence from the text to support

your thinking.

Mrs. Darling is scared about the leaves because _________________

__________________________________________________

__________________________________________________







The reason Nana gets put outside in her doghouse is because ________

__________________________________________________

__________________________________________________

4. How did the stars help Peter at the end of the chapter? Use evidence from the text to


The smallest stars in the Milky Way help Peter by ________________

__________________________________________________

__________________________________________________






(Answers for Teacher Reference)

1. How did Peter get inside the Darling children’s room? Use evidence from the text to support your

thinking.

Peter gets into the Darling children’s room through the window. The text says, “He

comes in through the window,” Wendy insisted.

2. On page 10, the text says, “While Wendy went out for a snack, Mrs. Darling stayed behind, still

frowning about the leaves.” Why was Mrs. Darling scared about the leaves she discovered in her

children’s room? Use evidence from the text to support your thinking.

Mrs. Darling was scared because the leaves looked different from leaves found in

England, so someone from another place must be bringing them in. The text says,

“She was fairly certain that they were from a tree that did not even grow in

England.”



Nana gets put outside after Mr. Darling finds out that Nana bit off Peter’s shadow.

Once again, he was worried about what the neighbors would say. This time he was

afraid they’d be sued. He was also upset because Nana had brushed up against his

coat and got her white hair all over him.

4. How did the stars help Peter at the end of the chapter? Use evidence from the text to support your

thinking.

The stars helped Peter by telling him when it was safe to go inside the house once the

Darlings had left for the dinner party. The text says, “A chorus of the smallest stars

in the Milky Way cried out, ‘Now, Peter! Now!’”





Lesson 3 Homework

(Alternate)

Name:

Date:

Read aloud your favorite page from Chapter 2 to someone at home or on your own

in front of a mirror. Be prepared to share why you chose the page you selected. Also,

practice your fluency as you are reading aloud. Pay attention to the following: accuracy,

phrasing, rate, punctuation, and expression.

My favorite page in Chapter 2 is ______. I like this page because ___________________________________________

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Quick Write 3

Name:

Date:

Why do the stars in the Milky Way decide to help Peter?

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Have you ever done something fun that ended up upsetting someone else? _____________________________________________________________________

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Documents

Grade 3: Module 3A: Unit 1: Lesson 3 Reading for Details ... · GRADE 3: MODULE 3A: UNIT 1: LESSON 3 Reading for Details in a Chapter Book: Capturing a Reader’s Imagination (Chapter