G3M1U3_ModuleLessons_HomeworkResources-0419

© 2016 EL Education Inc. Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/. Licensed third party content noted as such in this curriculum is the property of the respective copyright owner and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third party content rests with parties desiring to use such content. For example, certain third party content may not be reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those permissions or remove the applicable content before reproduction or distribution. Homework Resources Grade 3: Module 1: Unit 3 Overcoming Learning Challenges Near and Far Language Arts Curriculum

Module Lessons Grade 3: Module 1: Unit 3 Homework Unit 3: Writing to Inform: Overcoming Learning Challenges—Reading Common Core State Standards addressed: RL.3.1, RL.3.2, RL.3.3, RL.3.10, RF.3.4b, W.3.2, W.3.4, W.3.5, W.3.10, and SL.3.5 Guiding Questions and Big Ideas  Why are education, books, and reading important?  Education, books, and reading are important because they help us learn about and make sense of the world, and escape into the lives of other people and other worlds.  How can I overcome learning challenges?  I can overcome learning challenges by being an effective learner: taking initiative and responsibility, persevering, and collaborating. What will your student be doing at school? In Unit 3, students read and write about reading challenges and how to overcome those reading challenges. As a class, they read More Than Anything Else by Marie Bradby 1 in order to consider a challenge of access to education and reading in a historical context in the United States, and Thank You, Mr. Falker by Patricia Polacco, in order to analyze the reading challenges of the main character and how those challenges were overcome. They then use The Painted Essay ® structure to write a reading contract describing two reading challenges they face with strategies they intend to follow to overcome those challenges. At the end of the unit, students create a reading strategies bookmark that lists their reading challenges and strategies to overcome those challenges, for quick reference when reading. Throughout this unit, students also work on reading fluently in preparation for recording an audiobook in a small group at the end of the unit. Working to become an effective learner is a habit of character that is emphasized in this unit. These are the specific effective learning skills students will focus on: 1 More Than Anything Else by Marie Bradby is a book about the reading challenges Booker T. Washington faced when he was nine years old. In order to provide the context of Booker’s lack of access to education, some of the issues of slavery will be carefully and sensitively discussed to give students context as they hear the book read aloud. This may be something you want to speak with your student about at home both before and after reading the book. Raise any concerns with your student’s teacher. | Language Arts Curriculum 2

Module Lessons Grade 3: Module 1: Unit 3 Homework  I take initiative. This means I see what needs to be done and take the lead on making responsible decisions.  I take responsibility. This means I take ownership of my ideas, my work, my goals, and my actions.  I persevere. This means I challenge myself. When something is difficult or demanding, I keep trying and ask for help if I need it.  I collaborate. This means I work effectively with others. The Painted Essay® Introduction Catches the readers’ attention Gives some background information FOCUS STATEMENT Point 1 Point 2 Proof Paragraph 1 Gives evidence and reasons to support point 1 Proof Paragraph 2 Gives evidence and reasons to support point 2 Conclusion What? So What? © Diana Leddy and The Vermont Writing Collaborative The Painted Essay ® is a registered trademark. Permission is granted for classroom use only. For more information about the Painted Essay ® and other teacher-created tools | Language Arts Curriculum 3

Module Lessons Grade 3: Module 1: Unit 3 Homework for teaching writing, visit www.vermontwritingcollaborative.org . | Language Arts Curriculum 4

Module Lessons Grade 3: Module 1: Unit 3 Homework How can you support your student at home?  Talk to your student about the reading challenges he or she faces and strategies to overcome those challenges.  Talk to your student about his or her reading contract and the elements of an effective informative text.  Read narrative books, if possible about characters that overcome challenges, and talk to your student about the message or lesson of the stories. Unit 3: Homework In Lessons 1, 2, and 10–14, homework focuses on research reading. In Lessons 3–9, homework focuses on research reading and practicing reading aloud an excerpt from either Rain School or Nasreen’s Secret School in preparation to record an audiobook for the end of unit assessment in Lesson 10. Research reading: Your student is expected to independently research the topic by reading topic-related books of his or her choice for approximately 20 minutes each day and responding to a prompt of choice in the front of the independent reading journal. These are usually books your student will bring home from school; however, they may be topic-related books chosen by the student at the public or home library. Prompts for independent reading can be found in the homework materials provided. Choice reading: If your student would also like to independently read and respond to a book of free choice, he or she may use the back of the independent reading journal. Prompts for independent reading can be found in the homework materials provided. Vocabulary logs:  In the front, students record new academic vocabulary: words you might find in informational texts on many different topics. For example, the words challenges , questions , and explain are words that could be found in books on any topic.  In the back, students record new topical vocabulary: words about a particular topic. For example, the words tadpoles , frogspawn , and amphibian are words that would be found on the topic of frogs. | Language Arts Curriculum 5