jefferson county public schools third grade guided ... 3 - teacher...jefferson county public schools...

Jefferson County Public Schools Literary and Informational REVIEW

Jefferson County Public SchoolsThird Grade Guided Practice (GP) #9 REVIEW

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King Midas and the Golden TouchWinter WanderingHow Seeds Travel

Supporting ELA Standards:RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

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

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

SL.3.1c Ask questions to check understanding of the information presented, stay on topic, and link their comments to the remarks of others.

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.1b Follow agreed upon rules for discussions (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.3.1d Explain their own ideas and understanding in light of the discussion.

RF.3.4a Read on-level text with purpose and understanding.

RF.3.4c Use a context to confirm or self-correct word recognition and understanding, rereading as necessary.

L.3.1i Produce simple, compound, and complex sentences.

Review Standards:RL.3.2 • Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message,

lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3 • Describe characters in a story (their traits, motivations, or feelings) and explain how their actions contribute to the

sequence of events.RL.3.4• Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.5• Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections.RL.3.6• Distinguish their own point of view from that of the narrator or those of the characters.RI.3.2 • Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3 • Describe the relationship between a series of historical events, scientific ideas or concepts or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI 3.5• Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given

topic efficiently.



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Review Guided Practice

Possible Learning Targets:I can use strategies to answer multiple-choice and constructed-response questions accurately.• I can use the scoring guide and self-assessment tool to help me craft a written response to a • SAQ.I can reflect on my work and determine my next steps for demonstrating my learning.•

Overview/Objectives:During this guided practice, teachers coach students to integrate the strategies they have learned about test as a genre, as well as attend to the time it takes to complete a section of the assessment. Students should take the majority of the responsibility during this guided practice with limited teacher support initially. This guided practice is intended to build students’ confidence, and teachers should choose the parts of the practice most relevant to their students’ needs. Teachers should support students in analyzing and assessing their own work, while teachers reinforce the students’ efforts. See suggestions below. For additional information refer to lessons #7 and #8.

ClosureandReflection:What strategies did you use that were the most helpful? Why were they helpful? How did using the Self-Assessment tool help you improve your written response? Reflect on the posted learning targets.

Instructional Plan:Introduce learning targets that address your students’ needs.• Tell students that they will be working on the guided practice independently, but you will coach them • through to remind them of their strategies and help them be aware of the time it takes for them to complete the practice. Review any posted anchor charts.• Direct students to begin the guided practice. As they are working, coach them as needed.• Give students the self-assessment form when they are finished. Remind students of how to complete • the checklist, as well as how to score themselves. Review the guided practice as a whole class. • (See engagement activities below.)Make note of and chart the successful strategies students used to complete the guided practice • effectively, especially those that allowed them to move efficiently through the practice.

Engagement activities for reviewing the guided practice:For Multiple-Choice:Agreement Circle: Students stand in a circle as the teacher reads the multiple-choice answer choices. If the student agrees with the answer choice, they step to the center. The students then find another student who disagrees with that answer choice. Students discuss their reasoning and evidence. Continue with each answer choice.Four Corners: Read the multiple-choice question stem. Students move to a corner or space in the room with their answer choice. For Constructed Response:Quick Talk: Number students off 1 and 2. Number 1’s get 30 seconds to tell their partner what they know about ___________ (the SAQ or the ERQ). Once 30 seconds have gone by, signal to the group that it is time for the 2’s to take their turn. After students have shared, give them time to revise written responses based on their conversation.For Either:Move-Freeze-Pair: Have students move around the room while you play music. When the music stops, they freeze and pair up with someone a neighbor to give or receive information.



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Question Standards1 C

RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2 D RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

3 ARL.3.3: Describe characters in a story (e.g. , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

4 CRL.3.3: Describe characters in a story (e.g. , their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

5 B RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

6 SAQRL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

7 A RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

8 C RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

9 C RL.3.6:Distinguish their own point of view from that of the narrator or those of the characters.

10 ARL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

11 C RI.3.2:Determine the main idea of a text; recount the key details and explain how they support the main idea.

12 B RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficently.

13 A RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

14 C RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

15 ARI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedure in a text, using language that pertains to time, sequence, and cause/effect.

16 SAQ RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.



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King Midas and the Golden Touch 1 Long ago there lived a king by the name of Midas. He had everything that anyone could ever desire. His only child was a beautiful daughter whom he loved very much. He lived in a splendid palace that sparkled like a jewel in the sunlight. Beautiful rose gardens surrounded the palace. But even with all the good things he enjoyed, King Midas was never truly happy.

2 One day a visitor appeared at the palace door. This visitor was a trusted servant of an important Greek god. Knowing this, King Midas made up his mind to treat the man very well. When the visit was over, the servant returned to the Greek god. King

Midas went with him.

3 "Good King Midas, you have treated my servant very well. I shall grant whatever wish you may have," said the god.4 King Midas was delighted. "I want everything I touch to turn to bright, shining gold," he quickly answered.

5 The Greek god shook his head in dismay to hear such a silly wish. But he kept his promise.

6 King Midas returned to his palace. He walked through his gardens, touching the lovely roses. They were immediately turned to gold. King Midas's joy knew no limits. "Gold, gold, look at it shine! A world of gold will soon be mine!" shouted the king, clapping his hands in delight.

7 King Midas called to his servants "Bring me my dinner!" Of course, he expected to dine from dishes of pure gold. But when he brought each piece of food to his lips, it turned to gold at once. He was unable to eat a single bite.

8 Just then the king's young daughter ran into the room to greet her father. As soon as she threw her arms around his neck, she was turned into a beautiful golden statue.

9 King Midas could not believe his eyes. "What have I done?" he cried sadly. "I should have held my tongue. I should never have wished for something so foolish. Then I would have my daughter and all the other good things I enjoyed."

10 Overhearing this, the god decided that King Midas had learned his lesson. He took back the wish he had granted the king. And for the first time, King Midas was truly happy and satisfied.



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They are curious about the world.

They solve problems with their cleverness.

They find that getting their wishes brings sadness.

They treat others unkindly and are punished.

A.

B.

C.

D.

He should have put a hand in his mouth.

He should not have tasted the golden food.

He should have smiled at the god.

He should not have asked for the wish.

A.

B.

C.

D.

How do King Midas’ words, “Gold, gold, look at it shine!” make it easier to understand the story?

What is the most likely reason King Midas treats the Greek god’s servant so well?

3. 4.

They help the reader imagine what the gold looks like.

They tell the reader how much the gold is worth.

They show the reader that King Midas owns much gold.

They tell the reader that all of the gold is new.

He knows it is the right thing to do.

He thinks the servant is a good person.

He believes he will be rewarded.

He is afraid the servant will not visit him again.

A.

B.

C.

D.

A.

B.

C.

D.

Which best describes characters like King Midas?

1. In paragraph 9, what does King Midas mean when he says, “I should have held my tongue?”

2.



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Do not write outside this box.

Read this sentence from the story. King Midas could not believe his eyes.This means

5.

A.

B.

C.

D.

his eyes had gotten larger from looking around.

he couldn’t believe how beautiful his daughter looked.

he couldn’t believe what he was seeing.

he couldn’t believe how shiny the gold looked.

Write your answer to the short-answer question in the space provided on this page.

6. What lesson does King Midas learn? Support your thinking with key details from the story.



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Winter Wandering

When the temperature drops and the snow piles high, Some people prefer to stay in. I’d rather be out in the winter light With fresh, crisp air on my skin.

5 The wind is like a sheet of ice, The sky is blue and gray, I bundle in my coat and gloves, And wander for the day.

Along my street, icicles hang 10 From branches of every tree-- They shine like diamonds in the sun, A sight for all to see!

My feet sink into smooth white snow, They make a crunch and crack. 15 Side by side, they leave behind A long and winding track.



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To show that the wind is very cold

To show that the wind hurts the speaker’s face

To show that the speaker can see ice in the wind

To show that the speaker likes wind

A.

B.

C.

D.

Because the icicles are worth a lot

Because of the shape of the icicles

Because of the way the icicles sparkle

Because the icicles look blue and gray

A.

B.

C.

D.

How does the author feel about the snow?

The stanzas of this poem fit together to

9. 10.

The speaker does not like the sound it makes.

The speaker does not like the way it looks.

The speaker loves how it feels to be in it.

The speaker loves the diamonds in the sun.

describe what the author likes about wandering in the snow.

tell a story about what the author did as a child.

explain how easy it is to walk in the snow.

show the reader how to make a snow angel.

A.

B.

C.

D.

A.

B.

C.

D.

In line 5, why does the author say “the wind is like a sheet of ice?”

7. In stanza 3, why does the author say that the icicles are like diamonds?

8.



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Read the following and answer the questions below:

How Seeds Travel 1 Plants make seeds at the end of the growing season each year. Seeds grow into new trees, vegetables, fruits, and flowers. People love to see these plants grow!

2 The seeds of some trees are heavy and fall to the ground. Pinecones fall to the ground from pine trees. They hide big seeds inside them. It is fun to try to see the seeds in pine-cones. The seeds inside the cones grow right where they fall.

3 Acorns are seeds that fall to the ground from oak trees. Squirrels bury the acorns in the fall. During the winter, the squirrels don't find all the acorns they buried. Some of the covered acorns grow into new oak trees. People enjoy the shade of big oak trees.

4 Apple, pear, and cherry trees drop their fruit to the ground with the seeds still inside them. Small animals and insects sometimes eat the fruit that falls to the ground. People like the fruit too. The seeds that are left on the ground grow into new trees.

5 Some seeds travel far away from the plant. These seeds are so light that they float in the air when the wind blows. Milkweed plants have pods that break open. The seeds come out of the pods and float away. Dandelion seeds are also very light. They move like spinning tops when the wind lifts them into the air. It's fun to watch them travel with the wind. Other plants and trees pro-duce light seeds that look very different. The seeds of some elm trees look as if they have tiny airplane wings. When the wind stops blowing, the light seeds fall slowly to the ground. In the spring, the seeds from all these plants begin to grow in the spots where they fell.

Milkweed pod releasing the seeds



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6 Sometimes the wind stops blowing when the seeds are over a river or a lake. Then the seeds begin to fall into the water. Some seeds float until they reach land. Then they begin to grow.

7 Some light seeds cling to animal fur. These seeds fall to the ground when an animal rubs its fur against the trunk of a tree or a rock. Light seeds also stick to people's clothing when they walk through the woods. People are usually surprised to see seeds sticking to their clothes. The light seeds fall slowly to the ground and begin to grow when people brush the seeds off their clothes.

8 People help seeds travel in another way too. Farmers and gardeners buy seeds that they plant in the ground. That’s how people grow trees, vegetables, fruits, and flowers right where they want them. People are really glad they can take seeds with them.

9 Seeds can travel a long way or a short way. Animals, people, wind, and water help seeds find new places to grow. Seeds that travel are amazing!



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Which detail best completes the chart.

Use the chart, Some Ways that Seeds Travel.

What kinds of seeds travel by animals?

11.

Are buried by squirrels

Are planted by farmers

Float on the water

Are hidden inside cones

A.

B.

C.

D.

12.

red spruce, milkweed, silver maple

white oak, bur oak, cherry

dandelions, oak, cherry

coconut, maple, oak

A.

B.

C.

D.

What is this passage mainly about?

According to the passage, people help seeds travel by

13. 14.

the different ways seeds travel

which seeds travel by people

how seeds grow from trees

why animals eat some seeds

giving them to their pets.

eating them for a snack.

carrying them on their clothing.

floating them in water.

A.

B.

C.

D.

A.

B.

C.

D.

Light Seeds

Are carried by the wind

Cling to animals’ fur

Stick to people’s clothing



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A.

B.

C.

D.

animals eat the fruit and leave the seed to grow there.

the fruit floats along lakes and rivers.

people plant the fruit next to the tree.

the wind carries the fruit until it reaches land.

When some trees dropped their fruit to the ground

15.

Write your answer to the short-answer question in the space provided on this page.

16. According to the passage, seeds travel in many ways. Choose one way seeds travel and explain how they travel.

Do not write outside of this box.



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Score Point 0

Score Point 1

Score Point 2

• You complete all components of the question and

communicate ideas clearly. • You demonstrate understanding of the concepts and/or

processes. • You provide a correct answer using an accurate

explanation.

• You provide a partially correct answer to the question

and/or address only a portion of the question. • You demonstrate partial understanding of the concepts

and/or processes.

• Your answer is totally incorrect or irrelevant.

Blank • You did not give any answer at all.

Kentucky Short-Answer QuestionGeneral Scoring Guide

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