Lesson 1 Part 1: Introduction CCSS Asking Questions About

©Curriculum Associates, LLC Copying is not permitted.3L1: Asking Questions About Key Ideas

Part 1: Introduction

We ask questions to get information about something. A question often begins with who, what, where, when, why, or how. When you answer a question, it’s important to show how and where you found the answer.

In the picture, make four question marks next to things you want to ask about.

Prairie Dog Home

Now read the table below to see how you can ask questions to get information. Fill in the last row with one of your own questions, a detail from the picture that helps you answer the question, and your answer.

Question Details from Picture Answer

What are most of the animals in the picture called?

The title of the picture is “Prairie Dog Home”

The animals in the picture are prairie dogs.

Where do these animals live?The picture shows the animals in underground tunnels.

They live underground.

Why do these animals live underground?

It looks like bigger animals might try to hurt them.

They can be safe from bigger animals.

Good readers ask questions when they read because good questions lead to good answers! Questions help you pay closer attention to what you read. And they also help you get unstuck when you run into something confusing.

Theme: Animal Homes

Asking Questions About Key IdeasLesson 1 CCSS

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.

Lesson 1Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L1: Asking Questions About Key Ideas4

Read the first part of a science passage about beaver homes.

Explore how to answer this question: “What do beavers use to build their homes? Include details from the text in your answer.”

Underline details in the paragraphs above to find out what beavers use to build their homes.

Some details from the passage are shown in the chart below. Write another detail on the lines. Put quote marks around text taken from the passage.

Question Details from Passage Answer

What do beavers use to build their homes?

• “Beavers build these homes from branches and rocks.”

•

Some things beavers use to

build their homes are branches,

.

Fill in the blank below to write about the answer you just found.

I found the answer to the question in paragraph number of the passage.

Beaver Lodges By Bryan Davis

Do you know the saying “busy as a beaver”? People say this because beavers are always

working. These crafty creatures spend a lot of time building their homes.

Beaver homes are called lodges. They are found along streams, rivers, ponds, and lakes.

Beavers build these homes from branches and rocks. They use mud to hold them together.

When they can, beavers build their homes into the banks along the water. Other times,

they first build a dam from logs, branches, and mud. They get the logs by gnawing at trees

until they fall down. A dam is like a wall that blocks water. It then forms a pond. Once the

dam is built, beavers can get to the business of building their lodge.(continued)

Genre: Science

Lesson 1Part 3: Guided Instruction


L1: Asking Questions About Key Ideas 5

Show Your Thinking

Continue reading about beaver homes. Use the Close Reading and the Hint to help you answer the question.

Circle the correct answer.

Which question can be answered by reading the paragraphs above?

A Where in the world can you find beavers?

B How long does it take beavers to build a lodge?

C Why do beaver lodges have underwater openings?

D What do beavers like to eat?

HintWhich choice is a question that is answered by a detail in the passage?

Look at the answer that you chose above. Explain the answer to the question by using information in the passage.

Pick one detail from an answer you did not choose. Tell your partner what information would need to be in the paragraph above to answer the question.

Beaver lodges are shaped like a dome. They are usually

about 10 feet high and 20 feet across. Most lodges have at least

one underwater opening. To get inside, the beavers must swim

underwater. These “secret” openings keep out unwanted

predators.

Inside the beaver lodge are different “rooms.” There is an

eating room and a nesting room. The floor of the lodge is built

up out of the water. It is also made from rocks, branches, and

mud. It is covered with plants and other soft materials.

A family of beavers lives in a lodge. Two parents and two

sets of their offspring often live together.

Beavers have an interesting way of getting into their homes. Find and underline the sentence that tells why they have secret openings to their homes.

Close Reading (continued from page 4)

Lesson 1



Part 4: Guided Practice

After I read this passage, I’ll write down some questions I have. For example, why do some animals like to turn termite mounds into their homes?

Read the science passage. Use the Study Buddy and Close Reading to guide your reading.

Termite Mounds by Madeline Clark

1 Some termites are called mound builders. They work

together to build a nest from mounds of clay. Some of these

mounds are more like towers. They stand almost 35 feet tall!

2 Mound builders are found in Africa, Australia, and parts

of South America. Other animals in these areas also use

termite mounds. Some wait until the termites move away.

Others ignore the termites and use the mound anyway.

3 Termite mounds are usually the highest point on a plain.

Cheetahs often climb to the top and use the mound as a

lookout point. Cheetahs keep an eye out for their next meal

from high atop the mound.

4 When the termites move on to a new nest, they leave their

tall mounds behind. That’s good news for animals that

know how to put an empty termite mound to good use.

5 Some animals take over a termite mound and make it

their home. Mongooses are small animals in Africa. They

make a hole in the mound to get inside. The termite mound

keeps them safe from other animals. Snakes also use an

empty termite mound as a home.

6 Termite mounds also come in handy for large animals.

Elephants and rhinos use them as scratching posts. Bug

bites and dry mud can make any creature itchy. These

large animals stand near a mound and rub against them.

Sometimes they even stand over a mound to scratch

their bellies!

What small animals use termite mounds? Underline the different animals mentioned in paragraph 5.

Close Reading

Why do some large animals like termite mounds? Underline a sentence that tells how large animals use them.

Genre: Science

Lesson 1



Part 4: Guided Practice

Use the Hints on this page to help you answer the questions.

1 Why do cheetahs like to climb up termite mounds?

A They can look far to see animals to hunt.

B They can sleep safely on top of termite mounds.

C They use termite mounds as scratching posts.

D They can call to each other more easily.

2 Which question can be answered by reading paragraph 5?

A How tall is a termite mound?

B Why do mongooses move into termite mounds?

C What large animals use termite mounds?

D What animals are mound builders?

3 Describe how rhinos and elephants use termite mounds. Use two details from the passage to support your answer.

What animals does paragraph 5 describe? What do those animals do?

Reread paragraph 6. What do you learn about larger animals and termite mounds?

What do you find out about cheetahs in paragraph 3?

Hints

Lesson 1



Part 5: Common Core Practice

Read the science article. Then answer the questions that follow.

Teeny Tiny Tardigradesby Mary Reina, Highlights

1 What would you say if someone asked you to name Earth’s toughest survivor? Camels can go a week without drinking. A cockroach can survive more radiation than a person. But there is a teeny tiny creature that can go without food or water for years. It is so small that it can be seen only under a microscope. Its real name is tardigrade. Most people call it a water bear.

Surviving Everything

2 Water bears look like soft, squishy bugs. People call them bears because they walk the way bears do. Most water bears are smaller than the period at the end of this sentence. Don’t let their size fool you. They are found in places that would kill most living things.

3 Some water bears survive in the boiling water found in hot springs. Others live miles below the ocean surface. They survive with tons of water pressing down on them.

4 Not all water bears live in extreme places. They can be found in parks, forests, and gardens. They thrive in damp, woody areas where mosses and other plant life grow. Many feed by sucking juices out of plants. Others eat creatures that are smaller than they are.

Drying Up

5 Water bears must have water to stay active. It helps them eat, move, and breathe. So what happens when the water around one of these tiny creatures dries up? First, it pulls in its eight legs. Then, it curls its body into a barrel shape called a tun. It loses 99 percent of its water. Then every single life function of the water bear stops.

6 When conditions get better, the water bear stretches its little legs and starts moving and eating again.

A tardigrade, photographed under a microscope

Lesson 1




7 Water bears can survive the extreme cold and radiation of outer space. Scientists sent some water bears into space as part of an unmanned mission. They came back fine!

8 Not so long ago, most scientists believed life did not exist beyond Earth. Now, many think it is possible. If water bears can survive a visit to outer space, who knows what other creatures might live there?

Answer the questions. Mark your answers to questions 1–3 on the Answer Form to the right.


A How long can a camel go without water?

B Why do people call tardigrades water bears?

C Where do water bears live?

D How do water bears eat?

2 Which sentence from the text shows what happens when a tardigrade doesn’t have any water?

A “Then every single life function of the water bear stops.“

B “They thrive in damp, woody areas where mosses and other plant life grow.“

C “When conditions get better, the water bear stretches its little legs and starts moving and eating again.“

D “But there is a teeny tiny creature that can go without food or water for years.“

Answer Form

1 A B C D

2 A B C D

3 A B C D

Number Correct 3

Lesson 1




3 Read these sentences from the article.

Water bears must have water to stay active. It helps them eat, move, and breathe.

Which question can be answered after reading these sentences?

A How long can a water bear survive without water?

B What food do water bears eat?

C Where do water bears get their water?

D Why is water important to water bears?

4 The article says that if alien life exists, it might be like tardigrades. Write a paragraph telling why this idea might be correct. Use two details from the article to support your answer.

Go back and see what you can check off on the Self Check on page 1.Self Check

1

CCSS Focus


Lesson 1 (Student Book pages 3–10)

Asking Questions About Key IdeasTheme: Animal Homes

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.

ADDITIONAL STANDARDS: RI.3.2; RI.3.4; RI.3.5; RI.3.7; W.3.2; W.3.7; SL.3.1; SL.3.1.c; SL.3.4; L.3.1.a; L.3.4; L.3.4.a; L.3.5.a (See page A39 for full text.)

LeSSON ObjecTIveS

• Show understanding of a text by asking and answering questions.

• Refer to the text to support the answers to questions formulated about the text.

The LeARNINg PROgReSSION

• Grade 2: CCSS RI.2.1 requires students to answer questions such as who, what, where, when, why, and how to demonstrate an understanding of a text.

• Grade 3: CCSS RI.3.1 builds on the Grade 2 standard by expanding the types of questions students must formulate and answer, and by emphasizing that students need to closely read the text to take away meaning. By asking questions and answering them with direct evidence from the text, students learn to demonstrate comprehension of a text’s key ideas and details.

• Grade 4: CCSS RI.4.1 requires students to move beyond asking and answering questions to making inferences.

PReReQuISITe SKILLS

• Understand how answering questions about the text, such as who, what, when, where, why, and how, clarifies understanding of the text.

• Use specific details and examples from the text to answer questions about the text.

TAP STuDeNTS’ PRIOR KNOwLeDge

• Tell students they will be learning to ask and answer questions about informational text.

• Explain that when you come up with questions as you are reading a text and then search the text for answers, you’ll learn more about what you are reading.

• Present a short informational passage students have read recently. Use the passage to demonstrate the process of asking questions about the content and then finding answers to those questions in the text.

• Explain that facts are pieces of real information that can be checked, and ideas are thoughts about a topic. Facts and ideas often provide the answers to questions about a text. Now look at the informational text. What facts does the text include? What ideas are given? Challenge students to ask as many questions as they can about the text. If needed, explain that questions often begin with the words who, what, when, where, why, and how. Encourage students to think of at least one question that starts with each of these words.

• Then have the class answer and discuss several of the questions together. Remind them that the answers to the questions come from the text.

• Asking and answering questions can help students learn new things. When students ask questions about a text, it helps them to better understand it.

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Prerequisite Skills

RI.3.1

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Interactive Tutorials


Part 1: Introduction Lesson 1


AT A gLANce

Students will use an illustration to explore the idea of asking and answering questions. They will learn to use this strategy as they read a text.

STeP by STeP

• Read the explanation of asking and answering questions about a text. Encourage students to study the illustration and think of five questions about it. Have students place a question mark next to each place in the picture they have a question about.

• Explain that the table includes three questions and answers about the illustration. Read the first column, and ask students to point to places in the picture that might help answer those questions. Then read the second column and see if students identified the same places and details. Read the third column and discuss the answers to the questions.

• Ask students to write one of their own questions in the blank row. Then have them write a detail in the illustration that helps them answer the question. Finally, tell them to write their answer in the third column.

• Reinforce how asking and answering questions is a valuable reading strategy by sharing some questions you asked yourself while reading an article. Then describe how you used details from the text to answer those questions. Explain how this strategy helped you to better understand the article.

©Curriculum Associates, LLC Copying is not permitted.3L1: Asking Questions About Key Ideas

Part 1: Introduction

We ask questions to get information about something. A question often begins with who, what, where, when, why, or how. When you answer a question, it’s important to show how and where you found the answer.

In the picture, make four question marks next to things you want to ask about.

Prairie Dog Home

Now read the table below to see how you can ask questions to get information. Fill in the last row with one of your own questions, a detail from the picture that helps you answer the question, and your answer.

Question Details from Picture Answer

What are most of the animals in the picture called?

The title of the picture is “Prairie Dog Home”

The animals in the picture are prairie dogs.

Where do these animals live?The picture shows the animals in underground tunnels.

They live underground.

Why do these animals live underground?

It looks like bigger animals might try to hurt them.

They can be safe from bigger animals.

Good readers ask questions when they read because good questions lead to good answers! Questions help you pay closer attention to what you read. And they also help you get unstuck when you run into something confusing.

Theme: Animal Homes

Asking Questions About Key IdeasLesson 1

Responses will vary. Responses will vary. Responses will vary.

ccSS RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.

Informational Text: Science Article

Tell students that in this lesson they will read informational texts relating to science.

Explain that an informational text is a piece of writing that provides information about a topic. The purpose of an informational text is to inform (tell about) or to explain.

The opening of an informational text usually engages the reader’s attention, and the body of the text gives facts, examples, details, and so on. It answers the questions who, what, when, where, why, and how. Articles may also contain subheadings, which signal to the reader what’s coming next.

Based on these characteristics, ask students to think of and name other informational texts they have read. What were they about, and what information did they learn from them? Discuss that knowing a text is informational helps readers know to look for facts and ideas that answer questions about the given topic.

Explain that “Beaver Lodges” and “Termite Mounds” are both examples of science texts. They give facts about a specific kind of animal and its home. Point out that “Teeny Tiny Tardigrades” is a science article and includes several subheadings, which help organize the information. These subheadings can also help readers locate information when they are looking for the answer to a question.

genre Focus


Lesson 1Part 2: Modeled Instruction


AT A gLANce

Students use details from a science passage to answer a question about it.

STeP by STeP

• Remind students they just asked questions about an illustration and used details in the picture to answer those questions.

• Tell students that in this lesson they will ask and answer questions as they read a science passage.

• Read aloud the passage “Beaver Lodges.”

• Then read the question: “What do beavers use to build their homes? Use details from the text in your answer.”

• Now tell students you will perform a Think Aloud to demonstrate a way of answering the question.

Think Aloud: In order to find the things that beavers use to build their homes, I need to look for details or facts about beaver homes. The third sentence in the second paragraph begins with, “Beavers build these homes.” That’s probably a good place to begin. This sentence and the next, which begins, “They use,” list materials that beavers use to build their homes. I’ll underline these materials to help me remember them.

• Have students underline the words branches and rocks.

• Direct students to the chart and ask them where they’ve seen a chart like this before. Point out that this chart includes the question they are trying to answer, details from the text that help answer the question, and the answer to the question.

Think Aloud: I have some details to answer the question, but I’m going to continue reading to make sure I have them all. Once I have all the details, I can answer the question.

• Ask students to continue reading and underlining relevant details in the text, including the word mud in the fourth sentence of paragraph 2. Have them record this detail in the second column of the chart.

• Have students fill in the third column of the chart.

• Finally, have students complete the activity at the bottom of the page. Invite volunteers to share their answers with the class.

Lesson 1Part 2: modeled Instruction



Read the first part of a science passage about beaver homes.

explore how to answer this question: “What do beavers use to build their homes? Include details from the text in your answer.”

underline details in the paragraphs above to find out what beavers use to build their homes.

Some details from the passage are shown in the chart below. write another detail on the lines. Put quote marks around text taken from the passage.

Question Details from Passage Answer

What do beavers use to build their homes?

• “Beavers build these homes from branches and rocks.”

•

Some things beavers use to

build their homes are branches,

.

Fill in the blank below to write about the answer you just found.

I found the answer to the question in paragraph number of the passage.

Beaver Lodges By Bryan Davis

Do you know the saying “busy as a beaver”? People say this because beavers are always

working. These crafty creatures spend a lot of time building their homes.

Beaver homes are called lodges. They are found along streams, rivers, ponds, and lakes.

Beavers build these homes from branches and rocks. They use mud to hold them together.

When they can, beavers build their homes into the banks along the water. Other times,

they first build a dam from logs, branches, and mud. They get the logs by gnawing at trees

until they fall down. A dam is like a wall that blocks water. It then forms a pond. Once the

dam is built, beavers can get to the business of building their lodge.(continued)

Genre: Science

“They use mud to hold

them together.”

two

rocks, and mud

• Tell students that the word craft has several meanings. As a verb, “to craft” means to make something with skill. As a noun, a craft is something made with a special skill by hand.

• Ask students to name some kinds of crafts. (woodworking, jewelry making) What kinds of crafts have they done in the past?

• Have students find the word crafty in paragraph 1 and read the sentence in which it appears. Explain that the suffix “y” makes crafty an adjective, or describing word. Given the context of the sentence where the word appears and what students know, what does crafty mean in the passage? (“skillful at making something”) Ask what other words would make sense in place of crafty. (skillful, talented) Also mention that crafty can be used to describe someone who is tricky. For example, the wolf in “Little Red Riding Hood” is crafty because he tries to trick others. (RI.3.4; L.3.4.a)

Tier Two vocabulary: Crafty

4

Lesson 1Part 3: Guided Instruction

L1: Asking Questions About Key Ideas


AT A gLANce

Students continue reading about beaver lodges. They answer a multiple-choice question and analyze the details that helped them select the correct answer.

STeP by STeP

• Tell students that they will continue reading about beaver homes, or lodges.

• Close Reading will help students identify the detail in this passage that helps them answer the question. The Hint phrases the question for them in a different way to help them understand what the question is asking.

• Have students read the passage and underline the sentence as directed by Close Reading that tells why beavers have secret openings to their homes. If necessary, direct students to find the word secret.

• Ask volunteers to share the sentence they underlined. Discuss how that sentence answers the question. If necessary, ask: “What does secret mean? What happens because the openings are secret?”

• After students have answered the multiple-choice question, have them respond to the question in Show Your Thinking. Place students into pairs to discuss the Pair Share question. Point out that their answers should be general. They do not, for example, need to know what a beaver eats. Ask students to discuss what sources they might use to find the answers to these questions.

ANSweR ANALySIS

Choice A is incorrect. This passage does not include details about where beavers are found in the world.

Choice B is incorrect. There are no details in this passage about how long it takes beavers to build a lodge.

Choice C is correct. This passage includes details about “secret” openings and why beavers build them.

Choice D is incorrect. This passage does not include details about what beavers like to eat.

ERROR ALERT: Students who did not choose C might not have understood the question. Remind them to look for details in the passage that answer the question. Although all four questions are about beavers, only C is answered in the passage.

• Share with students a picture of a building that has a dome shape, such as a sports stadium or the U.S. Capitol building, and say that the shape of the roof is like half of a sphere.

• Then show students a picture of a beaver lodge and ask them how the shapes of the buildings are similar to the beaver lodge. Work with students to give another example of something that is shaped this way. (an igloo)

• Direct students to the word dome in paragraph 3. Work with them to determine that it means “a structure that has a rounded shape” in this context. (RI.3.4; L.3.4.a)

Tier Two vocabulary: Dome

Lesson 1Part 3: guided Instruction



Show your Thinking

continue reading about beaver homes. use the close Reading and the hint to help you answer the question.

circle the correct answer.

Which question can be answered by reading the paragraphs above?

A Where in the world can you find beavers?

b How long does it take beavers to build a lodge?

c Why do beaver lodges have underwater openings?

D What do beavers like to eat?

hintWhich choice is a question that is answered by a detail in the passage?

Look at the answer that you chose above. Explain the answer to the question by using information in the passage.

Pick one detail from an answer you did not choose. Tell your partner what information would need to be in the paragraph above to answer the question.

Beaver lodges are shaped like a dome. They are usually

about 10 feet high and 20 feet across. Most lodges have at least

one underwater opening. To get inside, the beavers must swim

underwater. These “secret” openings keep out unwanted

predators.

Inside the beaver lodge are different “rooms.” There is an

eating room and a nesting room. The floor of the lodge is built

up out of the water. It is also made from rocks, branches, and

mud. It is covered with plants and other soft materials.

A family of beavers lives in a lodge. Two parents and two

sets of their offspring often live together.

Beavers have an interesting way of getting into their homes. Find and underline the sentence that tells why they have secret openings to their homes.

close Reading (continued from page 4)

Responses will vary.


Part 4: Guided Practice Lesson 1


AT A gLANce

Students read a passage about termite mounds twice. After the first reading, ask four questions to check your students’ comprehension of the passage.

STeP by STeP

• Have students read the passage silently without referring to the Study Buddy or Close Reading text.

• Ask the following questions to ensure student comprehension of the text:

Why are some termites called mound builders? (They build tall nests that look like towers.)

Where in the world are mound builder termites found? (They are found in Africa, Australia, and parts of South America.)

When are termite mounds empty? (Termite mounds are empty when the termites move on to a new nest.)

How do mound builders help other animals? (Both small and large animals use empty termite mounds for many different uses.)

• Then ask students to reread paragraph 2 and look at the Study Buddy think aloud. What does the Study Buddy help them think about?

• Have students read the rest of the passage. Tell them to follow the directions in the Close Reading.

• Finally, have students answer the questions on page 7. Use the Answer Analysis to discuss correct and incorrect responses.

Tip: Explain to students that readers ask questions about a text when a fact or detail in the text causes them to be curious. Good readers then go back and reread a section of text to look for an answer to their question.

Tip: Rereading is a useful strategy that helps readers answer their questions or check that they have understood what they just read.

Lesson 1



Part 4: guided Practice

After I read this passage, I’ll write down some questions I have. For example, why do some animals like to turn termite mounds into their homes?

Read the science passage. use the Study buddy and close Reading to guide your reading.

Termite Mounds by Madeline Clark

1 Some termites are called mound builders. They work

together to build a nest from mounds of clay. Some of these

mounds are more like towers. They stand almost 35 feet tall!

2 Mound builders are found in Africa, Australia, and parts

of South America. Other animals in these areas also use

termite mounds. Some wait until the termites move away.

Others ignore the termites and use the mound anyway.

3 Termite mounds are usually the highest point on a plain.

Cheetahs often climb to the top and use the mound as a

lookout point. Cheetahs keep an eye out for their next meal

from high atop the mound.

4 When the termites move on to a new nest, they leave their

tall mounds behind. That’s good news for animals that

know how to put an empty termite mound to good use.

5 Some animals take over a termite mound and make it

their home. Mongooses are small animals in Africa. They

make a hole in the mound to get inside. The termite mound

keeps them safe from other animals. Snakes also use an

empty termite mound as a home.

6 Termite mounds also come in handy for large animals.

Elephants and rhinos use them as scratching posts. Bug

bites and dry mud can make any creature itchy. These

large animals stand near a mound and rub against them.

Sometimes they even stand over a mound to scratch

their bellies!

What small animals use termite mounds? underline the different animals mentioned in paragraph 5.

close Reading

Why do some large animals like termite mounds? underline a sentence that tells how large animals use them.

Genre: Science

• Share the idiom “all ears.” Have students describe what being all ears would look like. Discuss that this phrase does not actually mean there is a creature that is only ears. Instead, it tells that you are very eager to listen to what someone has to say. (e.g., “He was all ears when it came to hearing about his aunt’s adventures in skydiving.”)

• Explain to students that this is an example of an idiom. An idiom is an expression that means more than its individual words. Share a few more common idioms with students. (“ants in your pants,” “go round in circles”)

• Have students find the idiom “come in handy” in paragraph 6. Work with students to write a definition for this idiom. (“to be useful or helpful”)

• Ask students to use the idiom “come in handy” in a sentence of their own. (L.3.5.a)

eLL Support: Idioms

6

Part 4: Guided Practice Lesson 1



STeP by STeP

• Have students read questions 1–3, using the Hints to help them answer those questions.

• Discuss with students the Answer Analysis below.

ANSweR ANALySIS1 The correct choice is A. The third paragraph

includes details about cheetahs, which use termite mounds as lookout points for their next meal. The passage does not support choices B and D because it does not include details about animals that use mounds to sleep on or to call to each other. choice C explains how elephants and rhinos use termite mounds as scratching posts, but it does not support why cheetahs climb up the mounds.

2 The correct choice is B. Paragraph 5 includes details about mongooses and how they use termite mounds. The questions in choices A and D can be answered by the details in paragraph 1. Choice C can be answered by the details about large animals that use termite mounds in paragraph 6.

3 Sample response: These large animals rub against termite mounds to scratch bug bites. Paragraph 6 states that they use the mounds “as scratching posts.” It also states that they “stand near a mound and rub against them.”

ReTeAchINg

Use a graphic organizer to verify the correct answer to question 1. Draw the graphic organizer below, leaving the boxes blank. Work with students to fill in the boxes, using information from the passage. Sample responses are provided.

Question Detail Answer

Why do cheetahs like to climb up termite mounds?

“Cheetahs often climb to the top and use the mound as a lookout point.”

Cheetahs can see far into the distance from the top of termite mounds.

Tip: If students are having trouble answering question 3, have them reread the last paragraph and tell about it in their own words. Review that when they use details to support their answers, they should cite the text’s exact words by using quotation marks.

Lesson 1



Part 4: guided Practice

use the hints on this page to help you answer the questions.

1 Why do cheetahs like to climb up termite mounds?

A They can look far to see animals to hunt.

b They can sleep safely on top of termite mounds.

c They use termite mounds as scratching posts.

D They can call to each other more easily.


A How tall is a termite mound?

b Why do mongooses move into termite mounds?

c What large animals use termite mounds?

D What animals are mound builders?

3 Describe how rhinos and elephants use termite mounds.Use two details from the passage to support your answer.

What animals does paragraph 5 describe? What do those animals do?

Reread paragraph 6. What do you learn about larger animals and termite mounds?

What do you find out about cheetahs in paragraph 3?

hints

See sample response.

Use these questions to further students’ understanding of “Termite Mounds.”

1 What is the main idea of “Termite Mounds”? Provide one detail from the text that supports this main idea. (RI.3.2)

Termite mounds have different uses for different animals. After termites move away from a mound, some animals “take over a termite mound and make it their home.”

2 When do snakes use termite mounds? What clues in the text suggest that this is when snakes use the mounds? (RI.3.3)

The passage says that snakes “use an empty termite mound as a home,” so they must use termite mounds after the termites have moved away to build a new mound.

Integrating Standards


Part 5: Common Core Practice Lesson 1


AT A gLANce

Students independently read a longer article and answer questions in a format that provides test practice.

STeP by STeP

• Tell students to use what they have learned about reading closely and asking and answering questions to read the passage on pages 8 and 9.

• Remind students to underline important details and facts.

• Tell students to answer the questions on pages 9 and 10. For questions 1–3, they should fill in the correct circle on the Answer Form.

• When students have finished, use the Answer Analysis to discuss correct responses. Have students fill in the number correct on the Answer Form.

ANSweR ANALySIS1 Choice B is correct. Paragraph 2 includes the

following detail: “People call them bears because they walk the way bears do.” Choice A is about camels, which are only mentioned in paragraph 1. Choice C is a question about where water bears live. Details that answer this question can be found in paragraphs 3 and 4. Choice D asks about how water bears eat, which is discussed in paragraph 4. (DOK 1)

Lesson 1



Part 5: common core Practice

Read the science article. � en answer the questions that follow.

Teeny Tiny Tardigradesby Mary Reina, Highlights

1 What would you say if someone asked you to name Earth’s toughest survivor? Camels can go a week without drinking. A cockroach can survive more radiation than a person. But there is a teeny tiny creature that can go without food or water for years. It is so small that it can be seen only under a microscope. Its real name is tardigrade. Most people call it a water bear.

Surviving Everything

2 Water bears look like so� , squishy bugs. People call them bears because they walk the way bears do. Most water bears are smaller than the period at the end of this sentence. Don’t let their size fool you. � ey are found in places that would kill most living things.

3 Some water bears survive in the boiling water found in hot springs. Others live miles below the ocean surface. � ey survive with tons of water pressing down on them.

4 Not all water bears live in extreme places. � ey can be found in parks, forests, and gardens. � ey thrive in damp, woody areas where mosses and other plant life grow. Many feed by sucking juices out of plants. Others eat creatures that are smaller than they are.

Drying Up

5 Water bears must have water to stay active. It helps them eat, move, and breathe. So what happens when the water around one of these tiny creatures dries up? First, it pulls in its eight legs. � en, it curls its body into a barrel shape called a tun. It loses 99 percent of its water. � en every single life function of the water bear stops.

6 When conditions get better, the water bear stretches its little legs and starts moving and eating again.

A tardigrade, photographed under a microscope

Lesson 1




7 Water bears can survive the extreme cold and radiation of outer space. Scientists sent some water bears into space as part of an unmanned mission. � ey came back � ne!

8 Not so long ago, most scientists believed life did not exist beyond Earth. Now, many think it is possible. If water bears can survive a visit to outer space, who knows what other creatures might live there?

Answer the questions. Mark your answers to questions 1–3 on the Answer Form to the right.


A How long can a camel go without water?

B Why do people call tardigrades water bears?

C Where do water bears live?

D How do water bears eat?

2 Which sentence from the text shows what happens when a tardigrade doesn’t have any water?

A “Then every single life function of the water bear stops.“

B “They thrive in damp, woody areas where mosses and other plant life grow.“

C “When conditions get better, the water bear stretches its little legs and starts moving and eating again.“

D “But there is a teeny tiny creature that can go without food or water for years.“

Answer Form

1 A B C D

2 A B C D

3 A B C D

Numbercorrect 3

Theme connection

• How do all the passages in this lesson relate to the theme of animal homes?

• Which home is most interesting to you? Why?

8

Part 5: Common Core Practice Lesson 1



2 Choice A is correct. The article explains that without water, the tardigrade curls up and shuts down, waiting for water to appear. Choice B is incorrect because it shows what happens when tardigrades have plenty of water. Choice C is incorrect because it describes what happens when the lack of water is over. Choice D is incorrect because it does not explain how the tardigrade survives without water. (DOK 1)

3 Choice D is correct. These sentences provide facts about why water bears must have water. These facts help answer the question about why water is important to water bears, such as to breathe. Choice A asks about the length of time water bears can survive without water. Choice B is about what water bears eat. Choice C is about where water bears get water. The two sentences do not include details that answer these questions. (DOK 1)

4 Sample response: Scientists did not think there could be life in space. Then the tardigrades survived a space trip. That showed scientists there could be other creatures that can survive radiation and extreme cold, just like the tardigrades. (DOK 3)

Lesson 1




3 Read these sentences from the article.

Water bears must have water to stay active. It helps them eat, move, and breathe.

Which question can be answered after reading these sentences?

A How long can a water bear survive without water?

B What food do water bears eat?

C Where do water bears get their water?

D Why is water important to water bears?

4 The article says that if alien life exists, it might be like tardigrades. Write a paragraph telling why this idea might be correct. Use two details from the article to support your answer.

Go back and see what you can check off on the Self Check on page 1.Self check

See sample response.

Use these questions and tasks as opportunities to interact with “Teeny Tiny Tardigrades.”

1 Look at the photo of the tardigrade. How does it help you to better understand the text? (RI.3.7)

The photo helps me understand what tardigrades look like and why they are called water bears.

2 Which paragraphs discuss what happens to tardigrades when they are not in water? How do you know this? (RI.3.5)

Paragraphs 5 and 6 include details about what happens to tardigrades when they have no water. These paragraphs come after the heading “Drying Up.”

3 What does the author mean when she mentions the “extreme cold” of outer space? What are examples of “extreme places”? (RI.3.4; L.3.4.a)

Extreme cold means temperatures that are so cold, they cannot get much colder. Extreme places include outer space because of its extreme cold and the bottom of the ocean because of its extreme darkness.

4 Write the main idea of this article, including two key details that support this main idea. (RI.3.2; W.3.2)

Tardigrades are animals that can survive conditions that most other living things could not. Tardigrades “survive in the boiling water found in hot springs.” They can also live miles below the ocean surface “with tons of water pressing down on them.”

5 Discuss in small groups: What are other examples of animals that live in extreme environments or have adapted to life in an extreme place? (SL.3.1)

Discussions will vary. Encourage students to consider animals they already know, have read about, or have seen on television or in a movie. Examples include deep-sea angler fish, penguins, and camels.

Integrating Standards


Lesson 1

9

Additional Activities


Writing Activities

LISTeNINg AcTIvITy (SL.3.1.c)

Listen closely/Ask and Answer Questions

• After reading “Beaver Lodges,” ask small groups of students to ask one another questions about the passage.

• Each student must listen closely to the questions that other students ask. They should be able to use details and facts from the passage to answer the questions.

DIScuSSION AcTIvITy (SL.3.1)

Talk in a group/Talk About Animal homes

• Ask students to recall facts and details about termite mounds that made the mounds useful for different animals.

• Have students form small groups to compare and contrast termite mounds with beaver lodges. Students should make a list of similarities and differences.

• Appoint one member of each group to take notes, and allow 10–15 minutes for discussion. Then have each group share its results with the class.

meDIA AcTIvITy (SL.3.5)

be creative/create captions

• Have students review the photo of a tardigrade on page 8. Remind them that water bears are able to live in places most animals cannot.

• Invite students to find photos of other animals that live in places where most living things cannot, such as very hot or cold places. Have students write a brief caption for each photo that names the animal and describes where it lives.

• Have students exchange photos and captions and describe what they see.

ReSeARch AcTIvITy (SL.3.4; W.3.7)

Research and Present/give a Presentation

• Ask students to use information in “Termite Mounds” to plan an oral presentation about the homes that termites build.

• Students should produce a visual display, such as a detailed picture, to accompany the presentation.

• Ask students to research additional information to include, such as nests, caves, and underground tunnels. Students should take notes and write a brief report for their oral presentations.

Informative Text (W.3.2)

• Ask students to think about the passages in this lesson. They are all about animal homes. What are other types of animal homes?

• Have students write a short informational text about an animal’s home. Students can write about any animal they choose. Have them use “Termite Mounds” as a model. Remind them to introduce the topic, develop the topic with facts and details, and include a concluding statement. Encourage students to include a drawing.

Adjectives (L.3.1.a)

• Have students reread the first paragraph on page 4. Remind students that adjectives are words that describe or give more information about nouns. Ask students to identify adjectives in this paragraph (hard, crafty, special) and explain how those adjective help create a better picture as they read.

• Encourage students to find other adjectives in this lesson’s passages and explain how these words improve the writing.

• Have students write three descriptive sentences that use adjectives.

Documents

Lesson 1 Part 1: Introduction CCSS Asking Questions About