totalmotivationELA - Mentoring MindsTo introduce the unit passages “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores,” read a folktale with students

ELA | LEVEL 1Teacher Edition Sample Page

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Unit 1

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mentoringminds.com totalmotivationELA™LEVEL 1 ILLEGAL TO COPY 115

Getting Started: Unit 12 student edition pages 114–116

GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.

6 Instructional Activities Use the following activities to provide instruction and practice for the GSE Focus Standard.

Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

ELA | LEVEL 3Teacher Edition Table of Contents

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totalmotivationELA™

Table of Contents

How to Use Total Motivation ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX

Unit 1 The Hare and the Coconut Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1LITERARY: Adapted Folktale – GSE Focus ELAGSE3RL4

Unit 2 What’s the Matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE3RI7

Unit 3 S’more Help for the Little Gray Mouse and The Lesson of the S’mores . . . . . . . . . . . . . . . . 23LITERARY: Adapted Fable / LITERARY: Drama – GSE Focus ELAGSE3RL2

Unit 4 The Soldier’s Angel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39INFORMATIONAL: Biography – GSE Focus ELAGSE3RI8

Unit 5 A Royal Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49LITERARY: Fiction with Embedded Poetry – GSE Focus ELAGSE3RL1

Unit 6 From Tadpoles to Frogs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE3RI7

Unit 7 Shark Tooth Soup . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71LITERARY: Adapted Fable – GSE Focus ELAGSE3RL2

Unit 8 The Greatest Game and The Winning Track . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81LITERARY: Fiction / LITERARY: Fiction – GSE Focus ELAGSE3RL9

Unit 9 Uncle Wiggly Wings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97INFORMATIONAL: Historical Text – GSE Focus ELAGSE3RI3

Unit 10 The Magic Beanstalk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107LITERARY: Adapted Folktale – GSE Focus ELAGSE3RL4

Unit 11 Making Life Sweeter for Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118INFORMATIONAL: Biography – GSE Focus ELAGSE3RI2

Unit 12 The Lesson of Narcissus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128LITERARY: Fiction with Embedded Myth – GSE Focus ELAGSE3RL7

Unit 13 Landforms Transform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE3RI4

Unit 14 Tap, Tap, Tap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149LITERARY: Fiction – GSE Focus ELAGSE3RL1

Unit 15 A Colorful World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159INFORMATIONAL: Expository – GSE Focus ELAGSE3RI5

Unit 16 John Henry: Steel-Driving Man and Paul Bunyan: Legendary Lumberjack . . . . . . . . . . . . 169LITERARY: Tall Tale / LITERARY: Tall Tale – GSE Focus ELAGSE3RL5

Unit 17 Adopt-a-Highway Today! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185INFORMATIONAL: Expository – GSE Focus ELAGSE3L4a,b,c,d


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Unit 1

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GSE Focus: ELAGSE1RI4

5 Unpacking the StandardMeanings of Words and Phrases – Students in Grade 1 are expected to use questioning strategies to determine meanings of words and phrases in a text.

Authors use words and phrases in informational texts to teach the reader ideas and concepts associated with the topics of the texts. The reader should ask and answer questions in order to determine definitions of words and phrases.

When teaching students to determine meanings of unknown words, model asking and answering questions such as the following: Do I know the meaning of this word? Have I seen this word in another text? What do I think the word means? Does my idea of the word’s meaning make sense in the sentence? Which print or digital source(s) can help me verify the meaning? Prompt students to ask and answer these questions when they encounter unknown words during independent reading.


Ask and Answer – Display the passage-specific words. Have students answer the following questions about the words.

• What words do I know?• What words have word parts I know?• What words are similar in spelling?• What words are similar in meaning?• What words have I seen in other texts?• What words can I use correctly in sentences?Guide student responses to the questions as they determine the word meanings.

Sticky Words – Lead discussions with students about habits of skilled readers. Emphasize that skilled readers acknowledge when they encounter words they do not know during reading. Provide students with informational texts and sticky notes. As students read the texts, direct them to use the sticky notes to flag words with unknown meanings. Prompt students to ask and answer questions about the flagged words and the words around them. Allow students to debrief with partners to share what they learned about the words based on their questions and answers.

7 Formative Assessment Provide students with several sentences that contain passage-specific vocabulary words and instruct students to record questions and answers that would help them determine the meanings of words. Use student responses to clarify misconceptions and to plan further instruction or interventions.

ELA | LEVEL 3Teacher Edition Table of Contents

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Unit 18 Chapter Two: The Contest and Chapter Three: The Sapphire City . . . . . . . . . . . . . . . . . . . . . 195LITERARY: Fiction / LITERATURE: Fiction – GSE Focus ELAGSE3RL9

Unit 19 Becoming an Author . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211INFORMATIONAL: Biography – GSE Focus ELAGSE3RI2

Unit 20 Daisy McFee’s Seeds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222LITERARY: Adapted Folktale – GSE Focus ELAGSE3RL3

Unit 21 Beaver Builders and Komodo Dragons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233INFORMATIONAL: Scientifi c Text / INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE3RI1

Unit 22 A Trip to Washington, D.C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249LITERARY: Fiction – GSE Focus ELAGSE3RL6

Unit 23 Swifter, Higher, Stronger and Let the Games Begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259INFORMATIONAL: Expository / INFORMATIONAL: Expository – GSE Focus ELAGSE3RI6

Unit 24 Songs the Wind Brings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273LITERARY: Fiction with Embedded Poetry – GSE Focus ELAGSE3RL5

Unit 25 Tornado Alley and The Path of a Hurricane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285INFORMATIONAL: Scientifi c Text / INFORMATIONAL: Scientifi c Text – GSE Focus ELAGSE3RI9

ELA Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301

Appendix A: Organization and Layout . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 313Parallel Correlation of Teacher Edition and Student Edition ComponentsTeacher Edition and Student Edition Unit Components

Appendix B: Instructional Practices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329Close Reading of Text Critical Analysis of Text Before, During, and After Reading Bloom’s Taxonomy/Revised Bloom’s Taxonomy Depth of Knowledge (DOK) Levels Hess Cognitive Rigor Matrix (Reading CRM) Questions/Prompts Based on Bloom’s Taxonomy/RBT Effective Practices for Writing Instruction Effective Practices for Vocabulary Instruction Effective Practices for Speaking and Listening Instruction Effective Practices for Language Instruction Graphic Organizers for ELA Instruction

Appendix C: Coding Charts for Unit Instructional Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Appendix D: Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387GSE Frequency ChartGraphic Organizers Referenced in Unit Instructional Plans Suggested Unit Content Literature Skill-Based Literature


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Unit 3


S’more Help for the Little Gray Mouse and The Lesson of the S’mores


GSE Focus: ELAGSE3RL2

1 Pre-Assessment Assign the online Pre-Assessment for Unit 3. Have students log in to Total Motivation ELATM and complete the Pre-Assessment. Access the Reports online to review student performance. Use the information to plan instruction in order to help students recount events and determine lessons conveyed in stories. Using the Think Aloud method, guide students in an item-specific discussion, considering correct/incorrect responses and addressing misconceptions and common errors.

Note: Use the card attached to the front of the teacher edition to activate your online license. After registering, create your classes and assign the Pre-Assessment for Unit 3. After students complete the Pre-Assessment, access the Grade Assignments screen to review and evaluate each student’s responses.

2 Building Background Knowledge To introduce the unit passages “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores,” read a folktale with students in which characters work together to complete a task (e.g., The Enormous Turnip). After reading, display the proverb Many hands make light work. Lead a discussion about possible meanings of the proverb, encouraging students to think beyond the literal meanings of the words. Ask students to think about how the proverb applies to the folktale. Discuss whether or not the characters in the folktale would have been able to accomplish the task alone. Have students work with partners to brainstorm tasks that students and adults complete in their daily lives. Direct partners to complete Alone/Together graphic organizers by recording tasks that are easier to complete alone in the first columns, and tasks that are easier to complete with others in the second columns. Invite partners to share their charts with the large group. Discuss with students why some tasks might be simpler to complete alone, while others are accomplished more easily with help from others.

Alone

Alone/Together

Together

Note: See graphic organizer in Appendix D: Teacher Resources.

Note: See Suggested Unit Content Literature in Appendix D: Teacher Resources.


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3 Vocabulary Focus Use the provided vocabulary activities to teach the passage-specific and GSE vocabulary.

Passage-Speci�c Vocabulary GSE Vocabulary

beautiful sandwiched central message key detailscamp�re scene convey lessoncampgrounds search culture moraldelicious smash determine mythease s’more explain recountformed toasty fable storygather tucked folktale textgraham crackers valuablenarrator wateringroast yawned

Digital Definitions – Have students use digital sources to locate definitions of passage-specific or GSE vocabulary words and write paraphrased definitions of the words. Allow students to share the paraphrased definitions with partners.

Light the Word – Provide students with Light the Word graphic organizers and print or digital sources to locate examples, non-examples, synonyms, and antonyms for assigned passage-specific vocabulary words. Instruct students to complete and post the graphic organizers. Invite students to participate in a Gallery Walk of the graphic organizers in order to gain deeper understandings of the passage-specific vocabulary words.

Note: See graphic organizer in Appendix D: Teacher Resources.

4 Suggested Formative Vocabulary Assessment Provide everyday examples or clues that identify passage-specific vocabulary words. Choosing from displayed words, have students record the correct words as clues are called (e.g., Write the word that tells what a person might do with a marshmallow while camping. [roast] Write the word that names the person who tells a story. [narrator]). Use the evidence to clarify misconceptions and to plan further instruction or interventions.

Example

Word:

De�nition:

Antonym

Non-Example

Synonym

Light the Word


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Unit 3




5 Unpacking the StandardUnderstanding Lessons in Literature – Students in Grade 3 are expected to read fables, folktales, and myths from various cultures and recount the important elements of the stories. Students should identify key details that help readers determine the lessons expressed by the stories.

Literary texts may be written as stories, fables, folktales, or myths. story: a narrative, either real or imaginary, designed to interest, amuse, or instruct the hearer or reader

fable: a story in which animals are given human characteristics; often a lesson or moral is presented through the actions of characters

folktale: a story passed orally from one generation to another by the people of a country or a region; usually contains people or animals/objects that can talk

myth: a story passed through generations that attempts to explain events in nature, beliefs, or why people act as they do

A key element of literary texts is the central message, lesson, or moral conveyed by the author. central message: the idea the author wants the reader to learn or come to understand from a literary text

lesson: a truth that can be learned from a literary text

moral: a lesson learned from a literary text

Central messages, lessons, and morals tend to be universal in nature as they transcend social and cultural boundaries and address the common experiences or challenges of humans (e.g., Treat other people as you want to be treated. Honesty is the best policy. Never give up. Don’t judge a book by its cover.). An author uses key details about characters, events, or outcomes as vehicles to express the central message, lesson, or moral. Sometimes, the central message, lesson, or moral is explicitly stated by the author. In other instances, the reader must infer the central message, lesson, or moral by reading between the lines of text or reading beyond the lines of text.


Fable Talk – Working in small groups, have students read fables. Ask students to discuss the characters and events in the fables and to use that information to determine the lessons or morals taught in the fables. After the lessons or morals are identified, have students write original fables that contain the same lessons or morals.

The Moral of the Story – Have students work in small groups and read fables or folktales. Ask students to discuss the characters and events to determine the lessons or morals of the stories. After identifying the lessons or morals, direct students to rename the stories with titles that represent the lessons or morals. Have students write the new titles on sentence strips and post. Invite small groups to perform or read aloud the fables or folktales. Have members of the audience match the new titles from the displayed sentence strips to the fables or folktales.

7 Formative Assessment Provide students with two folktales that contain the same lesson. Have students read the folktales and identify the lesson. Ask students to create visuals that represent the folktales and the shared lesson. Use the evidence to clarify misconceptions and to plan further instruction or interventions.


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8 Read the Passage“S’more Help for the Little Gray Mouse,” written in the format of a story, and “The Lesson of the S’mores,” written in the format of a drama, are adaptations of the fable “The Little Red Hen.“ Both the fable and the drama share the tale of the little gray mouse, who teaches her friends a lesson about the importance of teamwork. A character education connection for this unit might focus on cooperation.

Lexile Text Meaure 610L and Non-prose

Have students read the unit passages “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores” on pages 23–26 in the student edition.

Notes:


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Unit 3


Assessment: Unit 3 student edition pages 27–29


1 Comprehending and Analyzing Literary TextsUse the following strategies to help students comprehend and analyze paired literary texts:*

• Direct students to identify and highlight/underline/annotate evidence in texts regarding questions of who, what, when, where, why, and how. Remind students to refer to the notes when answering questions related to the story elements.

• Have students recount stories by sharing sequences of events. Guide students to answer questions that help recall at which points in the narratives particular events occur.

• Guide students to determine lessons, morals, or themes by analyzing the impacts of the settings; characters’ motivations, responses, and changes; and plot events.

• Instruct students to refer to specific sentences or parts of stories when answering questions (e.g., At the beginning of the story, the character .). Guide students to note and discuss how actions and events that occur earlier in the stories affect the outcomes (e.g., The character’s decision to

affects the end of the story because .).• Direct students to identify the points of view from which stories are told (i.e., first-person or third-person

narrator), noting the pronouns or other clues that help make the determinations.• Help students identify how photographs or illustrations add meaning to the texts and model how to use the

ideas and details within the images when answering questions.• When reading drama, direct students to identify the structural elements, including cast of characters,

dialogue, stage directions, and act or scene divisions. Remind students that dramas are written to be performed and that playwrights provide all needed information within the texts for the settings, characters, and plot events.

*After reading and analyzing each literary passage, instruct students to note the similarities and differences between plot events, characters, themes, points of view, photographs or illustrations, stylistic elements, and text structures.


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2 Assessment Items Assign students the assessment items for “S’more Help For the Little Gray Mouse” and “The Lesson of the S’mores.”

Note: If students complete the assessment online, use the progress monitoring tool to assess accuracy of responses and to monitor student understanding and growth. If students complete the assessment in print, guide students to monitor their understanding and growth using the Chart Your Success tool.

Correct answers are indicated in bold print.

1. This question has two parts. Answer Part A, andthen answer Part B.

Part AWhich word BEST describes the little gray mouse?

a brave

b careful

c friendly

d wise

Part BWhich sentence from the fable BEST supports your answer to Part A?

a The little gray mouse rubbed two sticks together and lit the camp�re.

b She found the items she needed.

c Quickly, she blew out the �aming marshmallows.

d However, the little gray mouse knew her friends had learned a valuable lesson.

2. Which of these BEST explains the meaning of this sentence from the fable?

The �re grew and began to roar.

a The �re looked hot.

b The �re looked like a lion.

c The �re became red and scary.

d The �re became large and noisy.

3. What is the lesson of the fable?

a Be prepared.

b Complete tasks slowly.

c Those who help others are rewarded.

d Those who need help should ask for it.

4. What does the little gray mouse do in Scene 1 of the drama? Choose two answers.

a makes s’mores

b builds a camp�re

c eats graham crackers

d asks for help breaking crackers

e asks for help gathering �rewood

5. What does the little gray mouse do after making the s’mores?

a shares them with her friends

b asks her friends for help

c builds a camp�re

d �nds chocolate


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Unit 3




2 Assessment Items, continued6. Which of these BEST explains why the photograph

is included in the drama?

a to show how to make a s’more

b to show the size of a marshmallow

c to show how to roast a marshmallow

d to show the number of marshmallows on a s’more

7. Which of these lines from the drama BEST shows that the friends understand the little gray mouse’s message?

a “Not I. The marshmallows might stick to my web.”

b The little gray mouse smiles as her friends lick their lips.

c “Next time, remember to help with the work.”

d The next day, they make s’mores together.

8. Which word BEST describes the friends at the beginning of the story and the drama?

a lonely

b unhappy

c unhelpful

d worried

9. How does the little gray mouse locate ingredients to make s’mores in the fable and the drama?

a She uses food left behind by campers.

b She uses food she finds in the forest.

c She borrows food from her friends.

d She borrows food from campers.

10. How is the ending of the fable different from the ending of the drama?

a The friends do not learn a lesson at the end of the drama.

b The friends do not enjoy s’mores together at the end of the fable.

c The little gray mouse shares the s’mores with her friends at the end of the drama.

d The little gray mouse teaches her friends how to make s’mores at the end of the fable.

11. What is similar about the fable and the drama?

a They use the same dialogue.

b They share the same lesson.

c They include characters that trick others.

d They have narrators who solve the problems.

3 Intervention Activities When formative assessments reveal students in need of intervention, use the following activities to provide additional instruction and practice.

Find the Message – Have students answer questions to guide the identification of central messages, lessons, or morals in stories (e.g., Who is the main character? What is the main character’s role in the story? What are the actions of the main character? What are the thoughts of the main character? What lesson does the main character learn?). Direct students to record the answers about the characters on sticky notes. Guide students to use the sticky notes to identify the central messages, lessons, or morals of stories.

Message Match – After reading a folktale with students, post several proverbs (e.g., Slow and steady wins the race. One man’s trash is another man’s treasure.). Have students work with partners to orally recount the events in the story. Guide students to think about the characters’ actions and lead a discussion about how a mistake or a poor choice might have helped the character(s) learn a lesson. Ask students to consider the posted proverbs and to determine which one best applies to the lesson learned by the character(s) in the story.


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Unit

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Constructed Response: Unit 3 student edition page 30


1 Composing Constructed Responses Have students answer the constructed-response questions/prompts using the provided checklist as a guide.

� Read the entire question/prompt. � Restate the question/prompt in your own words. � Think about your response. � Locate evidence from the passage to guide your response. � Include evidence and details from the text that support your thinking in your written response.

Note: Students may complete the Constructed Responses online or in print. If students complete the Constructed Responses in print, guide students to note the scores on the Chart Your Success tool.

2 Scoring Constructed ResponsesScore student responses for the constructed-response questions/prompts using the following rubrics.

Note: The rubrics are aligned to the GSE Focus Standard addressed in the unit. All components of the rubrics may not be applicable to each prompt.

12. How do the actions of the little gray mouse in the fable and in the drama help the reader understand the lesson? Use details from the fable and the drama to support your answer. Write your answer on the lines provided.

Points Description

2The response achieves the following:• Expresses a clear and accurate expression of the central message, lesson, or moral of the text• Includes a thorough explanation of how the theme is conveyed through key details

1The response achieves the following:• Expresses a vague expression of the central message, lesson, or moral of the text• Includes a limited explanation of how the theme is conveyed through key details

0The response achieves the following:• Expresses no central message, lesson, or moral of the text• Lacks an explanation of how the theme is conveyed through key details

13. What might the little gray mouse say if she were to give a speech about the lesson shared by the fable and the drama? Use details from the fable and the drama to support your answer. Write your answer on the lines provided.

Points Description

2The response achieves the following:• Expresses a clear and accurate expression of the central message, lesson, or moral of the text• Includes a thorough explanation of how the theme is conveyed through key details

1The response achieves the following:• Expresses a vague expression of the central message, lesson, or moral of the text• Includes a limited explanation of how the theme is conveyed through key details

0The response achieves the following:• Expresses no central message, lesson, or moral of the text• Lacks an explanation of how the theme is conveyed through key details


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Unit 3


Extended Constructed Response: Unit 3 student edition page 31

GSE Focus: ELAGSE3W3

1 Composing an Extended Constructed Response Have students answer the extended constructed-response prompt using the provided checklist as a guide.

� Introduce the characters, setting, and well-organized plot events. � Use dialogue and description. � Include effective language and transition words. � Provide a logical conclusion. � Proofread for errors.

Note: Students may complete the Extended Constructed Response online or in print. If students complete the Extended Constructed Response in print, guide students to note the score on the Chart Your Success tool.

2 Scoring an Extended Constructed ResponseScore student responses for the extended constructed-response prompt using the following rubric.

Note: The rubric is aligned to the GSE Focus Standard for a narrative response. All components of the rubric may not be applicable to the prompt.

14. Rewrite the fable from the point of view of either the snake, the raccoon, or the spider. Be sure to include details from the fable that support that animal’s viewpoint. Write your fable on the lines provided.

Points Description

4

The response is a well-developed narrative that fully establishes a real or imagined experience based on text that has been read. • Introduces and clearly describes a situation, narrator and/or characters, and setting• Includes a well-organized sequence of events • Uses dialogue and description effectively to develop plot and to explain characters’ responses• Utilizes a variety of time-order transition words and phrases that effectively signal the sequence of events• Includes effective language, including sensory language, that precisely conveys meaning• Provides a logical conclusion to the events• Integrates multiple ideas and details from the passage(s)• Contains few or no errors in conventions that interfere with meaning

3

The response is a developed narrative that partially establishes a real or imagined experience based on text that has been read.• Introduces and describes a situation, narrator and/or characters, and setting• Includes a sequence of events• Uses some dialogue and description to develop plot and to explain characters’ responses• Utilizes time-order transition words and phrases to signal the sequence of events• Includes adequate language to convey meaning• Provides a conclusion to the events• Integrates ideas and details from the passage(s)• Contains few errors in conventions that interfere with meaning

2

The response is an incomplete narrative based on text that has been read.• Introduces a vague situation, narrator and/or characters, and setting• Includes a sequence of events that may lack clarity• Uses little dialogue or description to develop plot and to explain characters’ responses• Utilizes few time-order transition words and phrases to signal the sequence of events• Includes language that inconsistently conveys meaning• Provides a vague or unclear conclusion to the events• Integrates few ideas and details from the passage(s)• Contains several errors in conventions that may interfere with meaning

1

The response is an attempt at a narrative based on text that has been read.• Introduces a minimal or unclear situation, narrator and/or characters, and setting• Includes a sequence of events that lacks clarity• Uses no dialogue or description to develop plot or to explain characters’ responses• Utilizes few or no time-order transition words and phrases to signal the sequence of events• Includes language that distracts from meaning• Provides a minimal or unclear conclusion to the events • Integrates few or no ideas and details from the passage(s)• Contains many errors in conventions that interfere with meaning

0The response will receive a conditional code based on �aws.• Is blank, copied, not in English, or otherwise inappropriate


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Unit

3


Extended Writing Response: Unit 3 student edition pages 32–34


1 Composing an Extended Writing Response Have students compose the extended writing response using the provided checklist as a guide.

� Consider the prompt and determine your topic that addresses the prompt. � Decide on an appropriate structure. � Locate evidence from the passages to support your topic. � Provide an interesting introduction and conclusion. � Proofread for errors.

Note: Students may complete the Extended Writing Response online or in print. If students complete the Extended Writing Response in print, guide students to note the score on the Chart Your Success tool.

2 Scoring an Extended Writing ResponseScore student responses for the extended writing response using the rubric on the following pages.

15. Now that you have read “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores,” create a plan for and write your opinion essay.

WRITING TASK

Some families go camping in beautiful settings to enjoy fun outdoor activities. In the fable and in the drama, the little gray mouse builds a campfire and makes s’mores at a state park.

Imagine that you want your family to go on a camping trip. Then write an essay that gives your opinion and convinces your family to go on a camping trip. Describe activities that will support your opinion.

Be sure to use information from BOTH the fable and the drama in your opinion essay. Write your essay on the lines provided.

Be sure to:

• Begin your essay with an interesting introduction that states your opinion. • Provide support for your opinion with reasons and details from the passages.• Organize your reasons and details in a logical order.• Plan and develop your ideas and use your own words to express your thinking, except when quoting

directly from the passages.• Identify the passages by title when directly quoting from the passages.• Use transition words, phrases, and clauses to connect your ideas.• Use precise language to express your ideas.• End your essay with an interesting conclusion that supports your opinion.• Proofread for errors in usage, grammar, spelling, capitalization, and punctuation.


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Unit 3




2 Scoring an Extended Writing Response, continued

Points Description

Idea Development, Organization, Coherence

4

The response is a well-developed opinion piece that successfully explores a topic and substantiates a viewpoint, with reasons, based on a text that has been read.• Effectively introduces a topic and clearly states the opinion• Establishes a clear purpose• Creates an effective organizational structure with logically grouped ideas and reasons • Provides clear reasons supported by facts and claims• Uses linking words and phrases that effectively connect opinions and reasons• Provides a strong concluding statement or section related to the opinion

3

The response is a developed opinion piece that partially explores a topic and substantiates a viewpoint, with reasons, based on a text that has been read.• Introduces a topic and states the opinion • Establishes an adequate purpose• Creates some organizational structure with grouped ideas and reasons • Provides reasons supported by facts • Uses some linking words that connect opinions and reasons• Provides a concluding statement or section related to the opinion

2

The response is a partial opinion piece that explores a topic and to a limited extent substantiates a viewpoint, with reasons, based on a text that has been read.• Attempts to introduce a topic and state the opinion • Fails to communicate a purpose• Employs an organizational structure that impedes understanding of the opinion • Attempts to provide reasons supported by facts • Uses few linking words that connect opinions and reasons, but connections are not clear• Provides a weak concluding statement or section that may not be related to the opinion

1

The response is an attempt at an opinion piece based on a text that has been read.• May not introduce a topic or state the opinion • May not have any organizational structure • Neglects to provide reasons supported by facts • May not use any linking words that connect opinions and reasons• Provides a minimal or no concluding statement or section that may not be related to the opinion

0The response will receive a conditional code based on �aws.• Is blank, copied, not in English, too limited to score, or off topic or task

Note: Rubric continued on next page.


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Unit

3




2 Scoring an Extended Writing Response, continued

Points Description

Language Usage and Conventions

3

The response exhibits a full command of usage and conventions.• Includes mostly clear and complete sentences• Demonstrates knowledge of written language and its conventions• Contains minor errors that do not interfere with meaning

2

The response exhibits a limited command of usage and conventions.• Includes mostly complete sentences• Demonstrates some knowledge of written language and its conventions• Contains several errors that do not signi�cantly interfere with meaning

1

The response exhibits an ineffective command of usage and conventions.• Includes sentence errors such as fragments, run-ons, or other errors• Demonstrates little knowledge of written language and its conventions• Contains frequent errors that interfere with meaning

0The response will receive a conditional code based on errors.• Is blank, copied, not in English, too limited to score, or off topic or task


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Unit 3


Revising/Editing: Unit 3 student edition page 41

GSE Focus: ELAGSE3L1i, ELAGSE3L2d, ELAGSE3L2f

1 Explanation of Standards Sentence Structures (ELAGSE3L1i) – Students in Grade 3 are expected to apply their knowledge of grammar conventions when speaking and writing. Students should be able to distinguish between simple, compound, and complex sentences and should be able to produce each type of sentence when writing.

Possessive Nouns (ELAGSE3L2d) – Students in Grade 3 are expected to correctly apply punctuation conventions in their writing. Students should understand that possessives show a relationship of belonging between one noun and another. Students should be able to form singular (e.g., spider’s, friend’s) and plural possessives (e.g., spiders’, friends’) by correctly placing the apostrophe and the letter s in the words.

Spelling Patterns (ELAGSE3L2f) – Students in Grade 3 are expected to apply their knowledge of spelling when writing words independently. Students should consider spelling patterns, such as word families, syllable patterns, and ending rules as they spell words.

2 Revising/Editing Assessment After providing appropriate instruction in the assessed standard(s), assign students the revising/editing assessment items.

Note: If students complete the assessment online, use the progress monitoring tool to assess accuracy of responses and to monitor student understanding and growth. If students complete the assessment in print, guide students to monitor their understanding and growth using the Chart Your Success tool.

Correct answers are indicated in bold print.

16. Which sentence uses a possessive noun correctly?

a The little gray mouses’ friends learn a lesson.

b The marshmallows stick to the lazy spiders’ web.c The friends use the campfire’s flames to toast marshmallows.

d The supplies for making s’mores were found in the garbage can’s.

17. Which sentence has an error in spelling?

a The little gray mouse convinces her friends to help.

b The little gray mouse decides to eat the s’more by herself.c The little gray mouse wondurs where she might find chocolate.

d The little gray mouse hopes her friends will join her at the campfire.

18. Which of these is a compound sentence?

a We slept in our new sleeping bags inside the tent.

b The state park near our house has many campsites.c We roasted marshmallows, and we went for a hike.

d While on the camping trip, I saw an interesting bird.


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Unit

3


Critical Thinking: Unit 3 student edition page 36


1 Guiding Critical Thinking Critical thinking questions/prompts often require readers to:

Analysis/Analyze

• break information into parts for careful examination.• find relationships within the text.• combine text evidence with prior knowledge to communicate comprehension of text and to reach

conclusions.

Evaluation/Evaluate

• make judgments.• choose between two or more options.• rank items in order of importance or preference.• use text evidence to support personal views.

Synthesis/Create

• combine information from within a source, or from different sources, to create something new.• compose alternate conclusions to texts.• design original products that relate to the texts.

2 Critical Thinking Prompts Ask students to read and respond to the critical thinking questions/prompts.

Note: Students may complete the Critical Thinking prompts online or in print.

Suggested responses are indicated in bold print.

Analysis/Analyze – Why do the authors of the fable and the drama have the snake, the raccoon, and the spider repeat the words “Not I”?

Answers may vary. Student responses might include: to create a pattern so the reader can predict future events; to show that the friends are unwilling to help; to help the reader understand that the friends need to learn a lesson.

Evaluation/Evaluate – In your opinion, should the little gray mouse have shared her s’mores with her friends when they did not help make them? Support your thinking using evidence from the fable and the drama.

Answers may vary. Student responses should include an answer to the question if the little gray mouse should have shared her s’mores with her friends with reasonable support for the opinion using evidence from the fable and the drama.

Synthesis/Create – Explain the steps for making an original tasty treat that might be enjoyed during a camping trip.

Answers may vary. Student responses should include steps for making an original tasty treat that might be enjoyed during a camping trip.


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Unit 3


Motivation Station: Unit 3 student edition page 37

GSE Focus: ELAGSE3L1f

1 Explanation of Standard Subject-Verb and Pronoun-Antecedent Agreement – Students in Grade 3 are expected to apply their knowledge of grammar conventions when speaking and writing. Students should understand that subjects and verbs must agree in number (e.g., The sisters clean their room. Emily cleans her room.) and that pronouns must agree with their antecedents in gender and number (e.g., The boy hung his jacket. The girls hung their jackets.).

2 Motivation Station Activity After providing appropriate instruction in the assessed standard(s), assign students the Motivation Station activity.

Note: Students may complete the Motivation Station activity online or in print.

Correct answers are indicated in bold print. Answers may vary. Student responses should include an original sentence that contains a singular subject and a singular verb and an original sentence that contains a plural subject and a plural verb.

When writing sentences, subjects and verbs must agree in number.

Singular subjects need singular verbs. (My sister likes soccer.)

Plural subjects need plural verbs. (My brothers like soccer.)

1. Sandy enjoys helping others.

2. Megan and Sandy write e-mails to their friends.

3. Mr. Harris teaches writing.

4. The boys play football after school.

Write a sentence that uses a singular subject and a singular verb.

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Write a sentence using a plural subject and a plural verb.

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Home ConnectionShare the following activities to create learning opportunities for children and their families.

Note: The activities can be accessed online or in print.

1. Help your child follow the steps to make a favorite treat. 2. With your child, brainstorm a list of tasks that are easier with help from others. 3. Help your child use the Web to research animals that help each other.


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Unit

3


Performance Task Assessment: Unit 3 student edition page 38


1 Performance Task OverviewThe Performance Task Assessment requires students to create a product that integrates multiple research, writing, and speaking standards within a real-world context. The task, which relates to the unit topic, allows students to reason using higher-order thinking skills while demonstrating their learning in a variety of ways.

Note: Students may complete the Performance Task Assessment online or in print. Online, text boxes are provided for each question/prompt. Teachers have the option to assign written or oral responses as they guide students through the process of completing the Performance Task Assessment.

2 Performance Task Direct students to read the Performance Task.

Create a brochure designed to attract families to visit a vacation site. Include illustrations in your brochure. Present your vacation brochure to an audience.

3 Performance Task StepsGuide students to use the following steps to complete the Performance Task Assessment.

1. Read “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores.” 2. Use the Web to research vacation sites that families might enjoy together. 3. Select the activities at the vacation site you will advertise in your brochure. 4. Answer the following questions about your task.

• What activity do the little gray mouse and her friends enjoy together?• Why might family members enjoy vacationing together?• What caused you to select the activities you will highlight in your brochure?• How will you describe and illustrate the activities to attract visitors?

5. Write and illustrate your vacation brochure. 6. Present your brochure to an audience.

4 Scoring CriteriaUse a rubric with the following criteria for student self-assessment and teacher scoring: Clarity of Activity Descriptions, Organization of Brochure, Visual Appeal of Brochure, Quality of Presentation.

ELA | LEVEL 3Student Edition Sample Page

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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Passage

Read the fable “S’more Help for the Little Gray Mouse” and the drama “The Lesson of the S’mores” and answer questions 1–15.

S’more Help for the Little Gray Mouse an adaptation of the fable “The Little Red Hen”

Once upon a time, a little gray mouse lived on the campgrounds of a beautiful state park.

She was a friend to a sneaky snake, a noisy raccoon, and a lazy spider. One day, the little gray

mouse found a bag of marshmallows on the ground that was left by campers. She decided to

make s’mores.

“Who will help me gather wood for a campfire?” asked the little gray mouse.

“Not I,” said the sneaky snake.

“Not I,” said the noisy raccoon.

“Not I,” said the lazy spider as she crawled into her web to take a nap.

“Then I will do it myself,” said the little gray mouse. She gathered the wood. The little gray

mouse rubbed two sticks together and lit the campfire.

While the fire was building, the little gray

mouse went in search of graham crackers and

chocolate bars. She found the items she needed.

They were tucked inside a garbage can near

the lake.

“Who will help me break the chocolate bars

and crackers? They should be square-shaped

for making s’mores,” explained the little gray

mouse.

“Not I,” said the sneaky snake.

“Not I,” said the noisy raccoon.


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24 ILLEGAL TO COPY totalmotivationELA™LEVEL 3 mentoringmindsonline.com

Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Passage

“Not I,” said the lazy spider as she yawned and hung from her web.

“Then I will do it myself,” said the little gray mouse. She formed perfectly square pieces of

crackers and chocolate.

The fire grew and began to roar. The little gray mouse asked her friends, “Who will help

me roast marshmallows?”

“Not I,” said the sneaky snake. “The fire is too hot for my rattles.”

“Not I,” said the noisy raccoon. “The light is too bright.”

“Not I,” said the lazy spider. “The marshmallows might stick to my web.”

“Then I will do it myself,” said the little gray mouse. She pushed the marshmallows on a

stick. The little gray mouse turned the marshmallows over the fire. She saw they were toasty

brown. The little gray mouse held the marshmallows over the fire again. Quickly, she blew out

the flaming marshmallows. They were just as the little gray mouse liked them.

The little gray mouse placed the chocolate on a cracker. She used another graham cracker

to ease the marshmallows off the stick. She placed them on top of the chocolate. The little gray

mouse sandwiched the treats together to make delicious s’mores. She smiled as she looked at

her friends. Their mouths were watering.

“Now, who will help me eat these s’mores?” asked the little gray mouse.

“I will!” said the sneaky snake.

“I will!” said the noisy raccoon.

“I will!” said the lazy spider.

“Only I will!” said the little gray mouse. She ate the s’mores by herself. However, the little

gray mouse knew her friends had learned a valuable lesson. The next day, the little gray

mouse and her friends made and enjoyed s’mores by the campfire.


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Name __________________________________________


Unit 3 Passage

The Lesson of the S’mores a dramatic adaptation of the fable “The Little Red Hen”

Cast of Characters

Narrator Little Gray Mouse Sneaky Snake Noisy Raccoon Lazy Spider

Scene 1

(One day at a campsite at a state park.)

Narrator: A little gray mouse lives on the campgrounds of a state park. She is a friend to a sneaky snake, a noisy raccoon, and a lazy spider. One day, the little gray mouse finds a bag of marshmallows and decides to make s’mores.

Little Gray Mouse: Who will help me gather wood for a campfire?

Sneaky Snake: (Slithering into a hollow log.) Not I.

Noisy Raccoon: (Scratching her claws on the bark of a tree.) Not I.

Lazy Spider: (Crawling up her web to take a nap.) Not I.

Little Gray Mouse: Then, I will do it myself.

Narrator: The little gray mouse builds a campfire. She finds graham crackers and chocolate bars inside a garbage can near the lake.

Scene 2

(A short time later.)

Little Gray Mouse: Who will help me break the chocolate bars and crackers?

Sneaky Snake: (Hissing.) Not I.

Noisy Raccoon: (Screeching.) Not I.


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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Passage

Lazy Spider: (Yawning.) Not I.


Narrator: The little gray mouse stacks the crackers and chocolate.

Scene 3

(Several minutes later near the campfire.)

Little Gray Mouse: Who will help me roast marshmallows?

Sneaky Snake: Not I. The fire is too hot for my rattles.

Noisy Raccoon: Not I. The light is too bright.

Lazy Spider: Not I. The marshmallows might stick to my web.


Narrator: The little gray mouse pushes the marshmallows on a stick. She turns the marshmallows over the fire until they are toasty brown.

Little Gray Mouse: (Talking to herself.) Now, take the graham cracker and add the chocolate. Smash the marshmallows between two crackers. Delicious!

Narrator: The little gray mouse smiles as her friends lick their lips.

Little Gray Mouse: Now, who will help me eat these s’mores?

Sneaky Snake, Noisy Raccoon, Lazy Spider: (Speaking together.) Your s’mores look tasty, but we did not help make them.

Little Gray Mouse: (Smiling at her friends.) I will share with you. Next time, remember to help with the work.

Narrator: The little gray mouse and her friends eat the s’mores. The next day, they make s’mores together. She is happy her friends have learned a lesson.


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Name __________________________________________


Unit 3 Assessment

1. This question has two parts. Answer Part A, and then answer Part B.

Part A

Which word BEST describes the little gray mouse?

a brave

b careful

c friendly

d wise

Part B

Which sentence from the fable BEST supports your answer to Part A?

a The little gray mouse rubbed two sticks together and lit the campfire.

b She found the items she needed.

c Quickly, she blew out the flaming marshmallows.

d However, the little gray mouse knew her friends had learned a valuable lesson.

2. Which of these BEST explains the meaning of this sentence from the fable?

The fire grew and began to roar.

a The fire looked hot.

b The fire looked like a lion.

c The fire became red and scary.

d The fire became large and noisy.

3. What is the lesson of the fable?

a Be prepared.

b Complete tasks slowly.

c Those who help others are rewarded.

d Those who need help should ask for it.

Use “S’more Help for the Little Gray Mouse” to answer questions 1–3.


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Name __________________________________________


Unit 3 Assessment

6. Which of these BEST explains why the photograph is included in the drama?

a to show how to make a s’more

b to show the size of a marshmallow

c to show how to roast a marshmallow

d to show the number of marshmallows on a s’more

7. Which of these lines from the drama BEST shows that the friends understand the little gray mouse’s message?

a “Not I. The marshmallows might stick to my web.”

b The little gray mouse smiles as her friends lick their lips.

c “Next time, remember to help with the work.”

d The next day, they make s’mores together.

4. What does the little gray mouse do in Scene 1 of the drama? Choose two answers.

a makes s’mores

b builds a campfire

c eats graham crackers

d asks for help breaking crackers

e asks for help gathering firewood

5. What does the little gray mouse do after making the s’mores?

a shares them with her friends

b asks her friends for help

c builds a campfire

d finds chocolate

Use “The Lesson of the S’mores” to answer questions 4–7.


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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Assessment

8. Which word BEST describes the friends at the beginning of the fable and the drama?

a lonely

b unhappy

c unhelpful

d worried

9. How does the little gray mouse locate ingredients to make s’mores in the fable and in the drama?

a She uses food left behind by campers.

b She uses food she finds in the forest.

c She borrows food from her friends.

d She borrows food from campers.

10. How is the ending of the fable different from the ending of the drama?

a The friends do not learn a lesson at the end of the drama.

b The friends do not enjoy s’mores together at the end of the fable.

c The little gray mouse shares the s’mores with her friends at the end of the drama.

d The little gray mouse teaches her friends how to make s’mores at the end of the fable.

11. What is similar about the fable and the drama?

a They use the same dialogue.

b They share the same lesson.

c They include characters that trick others.

d They have narrators who solve the problems.

Use “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores” to answer questions 8–11.


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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Constructed Response

12. How do the actions of the little gray mouse in the fable and in the drama help the reader understand the lesson? Use details from the fable and the drama to support your answer. Write your answer on the lines provided.

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13. What might the little gray mouse say if she were to give a speech about the lesson shared by the fable and the drama? Use details from the fable and the drama to support your answer. Write your answer on the lines provided.

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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Extended Constructed Response

14. Rewrite the fable from the point of view of either the snake, the raccoon, or the spider. Be sure to include details from the fable that support that animal’s viewpoint. Write your fable on the lines provided.

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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Extended Writing Response

15. Now that you have read “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores,” create a plan for and write your opinion essay.

WRITING TASK

Some families go camping in beautiful settings to enjoy fun outdoor activities. In the fable and in the drama, the little gray mouse builds a campfire and makes s’mores at a state park.

Imagine that you want your family to go on a camping trip. Then write an essay that gives your opinion and convinces your family to go on a camping trip. Describe activities that will support your opinion.

Be sure to use information from BOTH the fable and the drama in your opinion essay. Write your essay on the lines provided.

Be sure to:

• Begin your essay with an interesting introduction that states your opinion.

• Provide support for your opinion with reasons and details from the passages.

• Organize your reasons and details in a logical order.

• Plan and develop your ideas and use your own words to express your thinking, except when quoting directly from the passages.

• Identify the passages by title when directly quoting from the passages.

• Use transition words, phrases, and clauses to connect your ideas.

• Use precise language to express your ideas.

• End your essay with an interesting conclusion that supports your opinion.

• Proofread for errors in usage, grammar, spelling, capitalization, and punctuation.


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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Extended Writing Response

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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Extended Writing Response

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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Revising/Editing

16. Which sentence uses a possessive noun correctly?

a The little gray mouses’ friends learn a lesson.

b The marshmallows stick to the lazy spiders’ web.

c The friends use the campfire’s flames to toast marshmallows.

d The supplies for making s’mores were found in the garbage can’s.

17. Which sentence has an error in spelling?

a The little gray mouse convinces her friends to help.

b The little gray mouse decides to eat the s’more by herself.

c The little gray mouse wondurs where she might find chocolate.

d The little gray mouse hopes her friends will join her at the campfire.

18. Which of these is a compound sentence?

a We slept in our new sleeping bags inside the tent.

b The state park near our house has many campsites.

c We roasted marshmallows, and we went for a hike.

d While on the camping trip, I saw an interesting bird.


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Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Critical Thinking

Why do the authors of the fable and the drama have the snake, the raccoon, and the spider repeat the words “Not I”?

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Analysis

Analyze

In your opinion, should the little gray mouse have shared her s’mores with her friends when they did not help make them? Support your thinking using evidence from the fable and the drama.

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Evaluation

Evaluate

Explain the steps for making an original tasty treat that might be enjoyed during a camping trip.

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Synthesis

Create


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When writing sentences, subjects and verbs must agree in number. Singular subjects need singular verbs. (My sister likes soccer.) Plural subjects need plural verbs. (My brothers like soccer.)

Read each sentence. Circle the verb that best completes each sentence.

1. Sandy helping others.

enjoy enjoys

2. Megan and Sandy e-mails to their friends.

write writes

3. Mr. Harris writing.

teach teaches

4. The boys football after school.

play plays

Write a sentence that uses a singular subject and a singular verb.

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Write a sentence using a plural subject and a plural verb.

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1. Help your child follow the steps to make a favorite treat.

2. With your child, brainstorm a list of tasks that are easier with help from others.

3. Help your child use the Web to research animals that help each other.

Home Connection

Motivation Molly says, “The theme of a story expresses a truth that is shared through key details in a text.”

Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’mores Unit 3 Motivation Station/Home Connection


mentoringminds.com


Performance Task

Create a brochure designed to attract families to visit a vacation site. Include illustrations in your brochure. Present your vacation brochure to an audience.

Performance Task Steps

1. Read “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores.”

2. Use the Web to research vacation sites that families might enjoy together.

3. Select the activities at the vacation site you will advertise in your brochure.

4. Answer the following questions about your task.

• What activity do the little gray mouse and her friends enjoy together?

• Why might family members enjoy vacationing together?

• What caused you to select the activities you will highlight in your brochure?

• How will you describe and illustrate the activities to attract visitors?

5. Write and illustrate your vacation brochure.

6. Present your brochure to an audience.

Scoring Criteria

Your Performance Task will be evaluated using the following criteria: Clarity of Activity Descriptions, Organization of Brochure, Visual Appeal of Brochure, Quality of Presentation.

Name __________________________________________

S’more Help for the Little Gray Mouse and The Lesson of the S’moresUnit 3 Performance Task Assessment

Documents

totalmotivationELA - Mentoring MindsTo introduce the unit passages “S’more Help for the Little Gray Mouse” and “The Lesson of the S’mores,” read a folktale with students