2014 Common Core - Curriculum Associatescasamples.com/downloads/reading_gr3_lesson2.pdf · · 2014-09-17Getting to a town could take two hours or ... Underline a sentence in paragraph

Common Core3Reading Instruction

2014

2014 Ready Comm

on Core Reading

Student Instruction—3

©Curriculum Associates, LLC Copying is not permitted.11L2: Finding Main Ideas and Details

Part 1: Introduction

The main idea of a passage is what the passage is mostly about. Details are all the facts and ideas in a passage. The most important key details in a passage support the main idea by giving more information about it.

Read the following passage about the way people lived in the American colonies.

Life in the American colonies was not easy. People had to work very hard to make a living. Some families lived on farms and made their living by selling food to people in faraway towns. Getting to a town could take two hours or more. They had to travel by horse, which was not easy on the rough terrain. Once in town they sold their goods. Then they would take the long trip back to the farm.

Underline the first sentence of the passage. This is the main idea. Then circle three details that help explain why life in the American colonies was not easy.

The table below shows you how to keep track of a main idea and key details. Complete the table by filling in the last key detail.

Main Idea

Life in the American colonies was not easy.

Key Detail Key Detail Key Detail

People had to work hard to make a living.

Getting to town could take two hours.

In the passage above, the first sentence told you the main idea. That doesn’t always happen. Sometimes, the main idea doesn’t show up until later in the passage. In this lesson, you will practice several ways to determine the main idea and key details.

Theme: World Communities

Finding Main Ideas and DetailsLesson 2 CCSS

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

Lesson 2Part 2: Modeled Instruction

©Curriculum Associates, LLC Copying is not permitted.

L2: Finding Main Ideas and Details12

Read the first part of a social studies passage about communities.

Explore how to answer this question: “What is a detail in the passage that supports the main idea?”

First, look for a sentence that tells what the passage is mostly about. What is the main thing you learn from reading this passage?

The main idea and two details that support it are shown in the chart below. Find a third detail from the passage that supports the main idea by filling in the blank in the chart.

Main Idea

“A community is a group of people who live and work in the same area.”


“A bus driver helps get you to school on time and safely.”

“A police officer makes sure that people follow the laws and stay safe.”

A city or town is a type of

.

Fill in the blank below to write about a detail that supports the main idea of the passage.

A detail that supports the main idea is that a city or town is a type of .

What Is a Community? by Clayton James

A community is a group of people who live and work in the same area. People do

different things to help make a community.

Think about the people you saw on your way to school today. Maybe you saw a bus

driver. A bus driver helps get you to school on time and safely. Maybe you saw a police

officer. A police officer makes sure that people follow the laws and stay safe. Maybe you

saw a mail carrier, a delivery person, or people on their way to work. All of these people

work together to make a community. This community is your city or town.(continued)

Genre: Social Studies

Lesson 2Part 3: Guided Instruction


L2: Finding Main Ideas and Details 13

Show Your Thinking

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

Circle the correct answer.

Which sentence best tells the main idea about what makes a town or city a type of community?

A “Once you got to school, you saw teachers, other students, parents, and the principal.”

B “You are part of your community, too.”

C “You can follow rules and laws.”

D “You and everyone around you work together to make a community.”

HintRemember: The main idea isn’t always the first sentence.

Look at the answer that you chose above. Explain which details in the last paragraph support your answer.

Pick one answer you didn’t choose. Tell your partner why this answer is a detail, not a main idea.

Once you got to school, you saw teachers, other students,

parents, and the principal. All of these people work together

to help make your school community. They help make sure

you have what you need to learn and be safe.

You are a part of your community, too. You do things to

make a difference. You can help keep your community clean.

You can follow rules and laws. You can help others in your

community who are in need. You and everyone around you

work together to make a community.

A paragraph also has a main idea. In the last paragraph, find and underline details that tell how you are part of your community.

Close Reading

(continued from page 12)

Lesson 2



Part 4: Guided Practice

The main idea isn’t always stated in the first sentence of a passage. I’m going to reread the passage to see how the details add up to a main idea.

Read this personal essay written by a Native American girl in the late 1800s. Use the Study Buddy and Close Reading to guide your reading.

Life in My Village

by Maahe, a 19th-century Cheyenne Indian

1 My name is Maahe. I am a Cheyenne Indian. I live with

my family on the plains. We work hard in my village, but we

also have fun. Each morning before the sun rises, people in

my village build a fire. Then women walk to the stream to

collect water. They use the water to make the morning meal.

2 After our morning meal, a man called the crier circles our

village on a horse. He makes announcements. We all gather

to hear the day’s news.

3 After cleaning up from our morning meal, the children

play games and swim. The women leave camp to gather

sticks and roots. They tie the sticks into bundles and carry

them back to camp on their backs.

4 We live in tipis made of buffalo hides. We can put them

up or take them down quickly. The tipis are our homes.

Because we follow the buffalo herds, we move often. We can

pack up our entire village in one hour! Dogs or horses help

pull all our belongings, including our tipis, on big sleds.

5 When we hunt buffalo, both men and women help. The

women chase the buffalo toward the men. The men use

their bows and arrows to kill the buffalo.

6 As evening falls, everyone gets ready for the evening meal.

We eat, dance, tell stories, and play music. Then, everyone

goes to sleep. We know tomorrow will be another busy day!

The essay tells what people do in the village. In paragraph 3, circle three activities that people do.

Close Reading

What is paragraph 4 mostly about? Underline a sentence in paragraph 4 that tells its main idea.

Genre: Personal Essay

Lesson 2



Part 4: Guided Practice

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

1 What is one main idea of “Life in My Village”?

A People in the village work hard but also have fun.

B People in the village build a fire each morning.

C Maahe and her family live in a village on the plains.

D Women in the village make the morning meal.

2 Which sentence from the passage best supports the answer you chose for question 1 above?

A “After our morning meal, a man called the crier circles our village on a horse.”

B “After cleaning up from our morning meal, the children play games and swim.”

C “We eat, dance, tell stories, and play music.”

D “When we hunt buffalo, both men and women help.“

3 Explain why tipis are important to the people in Maahe’s village. Use two details from paragraph 4 in your response.

Pick the choice that describes the whole passage.

Hints

Choose a sentence that gives examples of what was mentioned in the main idea.

Reread paragraph 4. What details does the author give to help explain the main idea of this paragraph?

Lesson 2



Part 5: Common Core Practice

Read the social studies passage. Then answer the questions that follow.

Living in the Cloudsby Jeanette Cannon

1 Imagine living in a place so high that clouds are everywhere. Not high in the sky, but all around! This is what life is like in the Andes. The Andes are very high mountains in South America. The Inca people have lived in the Andes Mountains in Peru for over 500 years. As you might guess, it is not easy making a living on high, rocky mountain land.

Mountain Farming

2 The mountainsides make for difficult farming in the Andes. Farmers cut giant steps into the mountain so they have a flat area to plant. They grow potatoes, corn, wheat, and grains. There are hundreds of different kinds of potatoes grown in the Andes. In other parts of the Andes, cotton, bananas, and sugarcane are grown.

3 The Incas raise sheep, llamas, guinea pigs, and alpacas. Llamas were important to the Inca people 500 years ago and still are today. They are used to carry heavy loads through the mountains. They are surefooted, which means they do not easily trip or fall. People drink llama’s milk just as many other people drink cow’s milk.

Made in Peru

4 Beautiful handmade objects come from Peru. Spinners and weavers especially like to work with the soft wool of llamas and alpacas. Spinners spin the wool into threads or yarn. People use the yarn to knit beautiful sweaters, scarves, and other cozy objects. Weavers form cloth from the threads to make blankets, handbags, and hats. Objects made in Peru are known for their bright colors.

Peru

NorthAmerica

CentralAmerica

SouthAmerica

AndesMountains

AtlanticOcean

PacificOcean

Lesson 2




Answer Form

1 A B C D

2 A B C D

3 A B C D

Number Correct 3

Ancient Cities

5 Visitors come to Peru to see things they could not see anywhere else. One of the most famous places to visit is Machu Picchu. The Incas carved this city on a mountaintop. To get there, people can walk the same trail the Incas walked 500 years ago. It is important to keep the city and trail clean. Hikers and campers have to take their trash with them. Many people come every year. It is worth the trouble and sore legs to see the ruins of this beautiful Inca city.

Peru’s Garden of Eden

6 Peru is home to Manu, one of the world’s few rain forests. Many of the trees of the rain forest were being cut down. Some people are trying to stop that from happening. Rain forests are home to animals and plants that do not live anywhere else. Many travelers visit the rain forest. People who live there hope that will show how important it is to leave the rain forest alone.

7 Though life can be hard, the Inca people have found a way to make the most of what the land offers. And more and more visitors are learning a little about what life is like near the clouds.

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

1 Read this sentence from the passage.

“Though life can be hard, the Inca people have found a way to make the most of what the land offers.”

This sentence suggests that the Incas’ way of life depends on what they can get from the land. Which sentence from the passage supports this idea?

A “They grow potatoes, corn, wheat, and grains.“

B “Beautiful handmade objects come from Peru.“

C “One of the most famous places to visit is Machu Picchu. “

D “Peru is home to Manu, one of the world’s few rain forests.“

Lesson 2




2 Which sentence about llamas best explains the main idea of paragraph 3?

A “The Incas raise sheep, llamas, guinea pigs, and alpacas.”

B “Llamas were important to the Inca people 500 years ago and still are today.”

C “They are surefooted, which means they do not easily trip or fall.”

D “People drink llama’s milk just as many other people drink cow’s milk.”

3 How do the details about handmade objects help you understand the main idea of paragraph 4?

A They describe which bright colors are used to make beautiful scarves and sweaters.

B They describe how the Inca make different things from llama and alpaca wool.

C They describe how sheep and llamas are used to make yarn for homemade objects.

D They describe how blankets, handbags, and hats are made in factories.

4 Write a paragraph telling how the Incas in Peru live. Use three details from the text in your answer.

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

Common Core3Reading Teacher Resource Book

2014

10

CCSS Focus


Lesson 2 (Student Book pages 11–18)

Finding main Ideas and DetailsTheme: World Communities

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

ADDITIONAL STANDARDS: RI.3.1; RI.3.4; RI.3.5; RI.3.8; W.3.2; W.3.7; W.3.8; SL.3.1; SL.3.2; SL.3.4; SL.3.5; L.3.1.i; L.3.4.a; L.3.5.a (See page A39 for full text.)

LeSSON ObjecTIveS

• Identify the main idea from a text.

• Recount key details and explain how they support the main idea of a text.

The LeARNINg PROgReSSION

• Grade 2: CCSS RI.2.2 requires students to identify the general topic of a text as well as the focus of each paragraph within the text.

• Grade 3: CCSS RI.3.2 builds on the Grade 2 standard by asking students to go beyond the topic and think about the main idea. This standard requires students to closely read a text to identify its main idea, and to recount and begin to explain how the key details support what the text is mostly about.

• Grade 4: CCSS RI.4.2 adds an emphasis on explaining how the main idea is supported by key details. Students will continue to practice identifying the main idea and most important details of a text, and begin to analyze the relationship between the main ideas and the details that support them.

PReReQuISITe SKILLS

To be proficient with this standard, students need to know the following skills and strategies:

• Identify the topic of a text.

• Identify the main idea of each paragraph within a text.

TAP STuDeNTS’ PRIOR KNOwLeDge

• Tell students that they are learning about identifying main ideas in informational texts. Review with students what a main idea is. (A main idea is what a passage is mostly about.)

• Then ask students about the difference between main idea and details. (A main idea tells what the whole passage or paragraph is about. A detail just tells one fact or other piece of information about the main idea.)

• Write the following sentences on the board: “Last week, James learned how to knit. He learned from his teacher. He knitted a scarf for his mom. The scarf was red.”

• Ask students to identify the sentence that states the main idea. (Last week, James learned how to knit.) Next, ask students to name two details that support the main idea. (He learned from his teacher, and he knitted a scarf for his mom.) Finally, ask students to identify the detail among the sentences that is unimportant to the main idea. (The color of the scarf does not matter to the main idea.) Discuss that this detail does not support the main idea, so it is less important.

Teacher Toolbox Teacher-Toolbox.com

✓

✓ ✓

Prerequisite Skills

RI.3.2

Ready Lessons

Tools for Instruction

Interactive Tutorials ✓

Lesson 3


Part 1: Introduction Lesson 2


AT A gLANce

Students find the main idea and details in a passage about life in the American colonies. They learn how to keep track of this information in a table.

STeP by STeP

• Read the definitions of main idea, details, and key details. Encourage students to read the passage and underline the first sentence. Then have students circle three details that help explain the main idea that is stated in the first sentence.

• Explain that the table organizes the passage’s main idea and key details. Read the main idea and have students find this main idea in the passage.

• Next, read the first two key details and ask students to compare them to two of the details they circled.

• Finally, have one or more volunteers share any details they feel should go into the last box. Have students say why they feel the detail is a key detail.

• Ask students to share the main idea of a nonfiction text they have read recently in a textbook, an encyclopedia, a web page, or a magazine article.

• Reinforce how finding the main idea and key details in a text is a valuable reading strategy by sharing the main idea and some key details in a book or article you are reading. Explain how finding this information helped you to better understand the text.

©Curriculum Associates, LLC Copying is not permitted.11L2: Finding Main Ideas and Details

Part 1: Introduction

The main idea of a passage is what the passage is mostly about. Details are all the facts and ideas in a passage. The most important key details in a passage support the main idea by giving more information about it.

Read the following passage about the way people lived in the American colonies.

Life in the American colonies was not easy. People had to work very hard to make a living. Some families lived on farms and made their living by selling food to people in faraway towns. Getting to a town could take two hours or more. They had to travel by horse, which was not easy on the rough terrain. Once in town they sold their goods. Then they would take the long trip back to the farm.

underline the first sentence of the passage. This is the main idea. Then circle three details that help explain why life in the American colonies was not easy.

The table below shows you how to keep track of a main idea and key details. complete the table by filling in the last key detail.

main Idea

Life in the American colonies was not easy.


People had to work hard to make a living.

Getting to town could take two hours.

In the passage above, the first sentence told you the main idea. That doesn’t always happen. Sometimes, the main idea doesn’t show up until later in the passage. In this lesson, you will practice several ways to determine the main idea and key details.

Theme: World Communities

Finding main Ideas and DetailsLesson 2

Traveling by horse

was not easy.

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

Informational Text: Personal essay

Tell students that, in this lesson, they will read a personal essay. Explain that a personal essay can take many different forms. The purpose of a personal essay is to inform and entertain. It is usually a short piece of writing told from the author’s point of view. Authors of essays write about a variety of topics, including details and observations of their daily life, their opinions about different subjects, and reflections on their experiences. Personal essays usually answer the questions:

• What subject about his or her life does the author write about?

• What are the author’s feelings about the subject? What meaning does the subject have to the author?

The passage “Life in My Village” is an example of a personal essay. It is told by Maahe, a 19th-century Cheyenne Indian. Maahe tells about daily life in her village and shares her observations and opinions.

Have students name other personal essays they have read. What did they like about the way the facts and ideas and feelings were presented? Ask students to discuss which topics are best suited for a personal essay.

Explain that “Living in the Clouds” is an example of an informational text. It presents details and facts about the Incas, but it is not a personal essay.

genre Focus

12 L2: Finding Main Ideas and Details

Lesson 2Part 2: Modeled Instruction


AT A gLANce

Students find the main idea in a social studies passage and then identify details to support the main idea.

STeP by STeP

• Remind students they just found the main idea and three details in a short passage about the American colonies.

• Tell students that in this lesson they will find the main idea and details in an informational text.

• Read aloud the passage “What Is a Community?”

• Then read the question “What is a detail in the passage that supports the main idea?”

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

Think Aloud: I know the main idea of a passage is often included near the beginning. I’ll reread the first paragraph and see if I can find a sentence that tells what the passage is mostly about.

• Point out that the main idea is introduced in the first sentence of paragraph 1. It answers the question posed in the title of the passage.

• Direct students to the chart and ask where they’ve seen a similar chart. Review that the chart shows a main idea and key details. Point out the main idea.

Think Aloud: Next, I will look for details that give information about the main idea that a community is a group of people who live and work in the same area.

• Have students find the names of different people and circle them. Then have students compare the details they circled with the first two details in the chart.

Think Aloud: These details support the idea that a community is a group of people. I wonder if there’s a detail that supports the idea that these people live and work in the same area?

• Work with students to locate this detail in the text and fill in the third column of the chart.

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

Lesson 2Part 2: modeled Instruction



Read the first part of a social studies passage about communities.

explore how to answer this question: “What is a detail in the passage that supports the main idea?”

First, look for a sentence that tells what the passage is mostly about. What is the main thing you learn from reading this passage?

The main idea and two details that support it are shown in the chart below. Find a third detail from the passage that supports the main idea by filling in the blank in the chart.

main Idea

“A community is a group of people who live and work in the same area.”


“A bus driver helps get you to school on time and safely.”

“A police officer makes sure that people follow the laws and stay safe.”

A city or town is a type of

.

Fill in the blank below to write about a detail that supports the main idea of the passage.

A detail that supports the main idea is that a city or town is a type of .

What Is a Community? by Clayton James

A community is a group of people who live and work in the same area. People do

different things to help make a community.

Think about the people you saw on your way to school today. Maybe you saw a bus

driver. A bus driver helps get you to school on time and safely. Maybe you saw a police

officer. A police officer makes sure that people follow the laws and stay safe. Maybe you

saw a mail carrier, a delivery person, or people on their way to work. All of these people

work together to make a community. This community is your city or town.(continued)

Genre: Social Studies

community

community

• Write the words teach and teacher on the board, and discuss with students that the ending -er was added to the verb teach to form the noun teacher. Say, “A teacher is a person who teaches.” Repeat with sing and singer.

• Carry a pile of books around the room. Tell students that you carry the books from one place to another.

• Ask students what other things might carry something. (cars and boats carry people) Write the word carry on the board. Then point out the word carrier in paragraph 2. Review the spelling change of y to an i before adding -er. Ask students what carrier means in the passage’s context. (a person who carries or moves mail) (RI.3.4; L.3.4.a)

Tier Two vocabulary: Carrier


Lesson 2Part 3: Guided Instruction


AT A gLANce

Students continue reading about communities. 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 communities.

• Close Reading instructs students to underline details that tell how they are part of their community. The Hint will help them understand that the question asks for the main idea of the last paragraph.

• Have students read the passage and underline details that tell how they are part of their community, as directed by Close Reading.

• Ask volunteers to share a detail they underlined. Discuss why that detail shows how individuals are part of their communities.

• Have students circle the answer to the question, using the Hint to help. Then have them respond to the prompt in Show Your Thinking. Place students into pairs to discuss the Pair Share prompt. Have students review the definitions of main idea and detail to help them explain their answer.

ANSweR ANALySIS

Choice A is incorrect. It includes details about different people found in a community.

Choice B is incorrect. It points out that a student is part of a community, but it does not tell what makes a town or city a type of community.

Choice C is incorrect. It also includes a detail about one of the things you can do in your community.

Choice D is correct. It is a general statement that tells what the whole passage is mostly about.

ERROR ALERT: Students who did not choose D might not have understood the difference between main idea and details. Remind them that main idea is what the whole passage is mostly about. Details give more information about the main idea.

Lesson 2Part 3: guided Instruction



Show your Thinking

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

circle the correct answer.

Which sentence best tells the main idea about what makes a town or city a type of community?

A “Once you got to school, you saw teachers, other students, parents, and the principal.”

b “You are part of your community, too.”

c “You can follow rules and laws.”

D “You and everyone around you work together to make a community.”

hintRemember: The main idea isn’t always the first sentence.

Look at the answer that you chose above. Explain which details in the last paragraph support your answer.

Pick one answer you didn’t choose. Tell your partner why this answer is a detail, not a main idea.

Once you got to school, you saw teachers, other students,

parents, and the principal. All of these people work together

to help make your school community. They help make sure

you have what you need to learn and be safe.

You are a part of your community, too. You do things to

make a difference. You can help keep your community clean.

You can follow rules and laws. You can help others in your

community who are in need. You and everyone around you

work together to make a community.

A paragraph also has a main idea. In the last paragraph, find and underline details that tell how you are part of your community.

close Reading

(continued from page 12)

Responses will vary.

• Explain to students that homophones are words that sound alike but have different meanings and spellings.

• Say the word flower to students. Some students may hear flour. Work with students to define the word they heard. As students give a definition, write it on the board. Then write the word next to the definition. For example, if students say “a plant part,” write flower next to the meaning. Repeat for the other word. (flour: “a powdery, finely ground grain used in baking”)

• Point out to students the word principal in the first sentence on page 13 and discuss its meaning. (the most important in a group; chief) Then say and write the word principle. Tell students this word means “a rule or law that explains a basic truth.” Discuss an example, such as the Golden Rule. Explain that principle is a homophone of principal. (L.3.4.a)

eLL Support: homophones

14

Part 4: Guided Practice Lesson 2

L2: Finding Main Ideas and Details


AT A gLANce

Students read a passage about life in a Native American village twice. After the first reading, ask three 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:

Who is the narrator of this passage? (Maahe, a Cheyenne Indian, is narrating the passage.)

What is Maahe describing in this passage? (Maahe is describing a typical day in her village.)

Why is it important for the people in the village to be able to move quickly and often? (The village follows the buffalo herds, which are always moving.)

• Then ask students to reread paragraph 1 and look at the Study Buddy think aloud. How does the Study Buddy help them think about a good way to look for details that give information about the main idea?

• 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 15. When students have finished, use the Answer Analysis to discuss correct and incorrect responses.

Tip: The Study Buddy notes that the main idea isn’t always stated in the first sentence of a passage. Rereading the passage is a good strategy for finding the details that lead to the main idea.

Tip: Understanding that a passage has a main idea and a paragraph has its own supporting main idea is an important distinction for students to learn. This will help students comprehend nonfiction texts as well as organize their own nonfiction writing.

Lesson 2



Part 4: guided Practice

The main idea isn’t always stated in the first sentence of a passage. I’m going to reread the passage to see how the details add up to a main idea.

Read this personal essay written by a Native American girl in the late 1800s. use the Study buddy and close Reading to guide your reading.

Life in My Village by Maahe, a 19th-century Cheyenne Indian

1 My name is Maahe. I am a Cheyenne Indian. I live with

my family on the plains. We work hard in my village, but we

also have fun. Each morning before the sun rises, people in

my village build a fire. Then women walk to the stream to

collect water. They use the water to make the morning meal.

2 After our morning meal, a man called the crier circles our

village on a horse. He makes announcements. We all gather

to hear the day’s news.

3 After cleaning up from our morning meal, the children

play games and swim. The women leave camp to gather

sticks and roots. They tie the sticks into bundles and carry

them back to camp on their backs.

4 We live in tipis made of buffalo hides. We can put them

up or take them down quickly. The tipis are our homes.

Because we follow the buffalo herds, we move often. We can

pack up our entire village in one hour! Dogs or horses help

pull all our belongings, including our tipis, on big sleds.

5 When we hunt buffalo, both men and women help. The

women chase the buffalo toward the men. The men use

their bows and arrows to kill the buffalo.

6 As evening falls, everyone gets ready for the evening meal.

We eat, dance, tell stories, and play music. Then, everyone

goes to sleep. We know tomorrow will be another busy day!

The essay tells what people do in the village. In paragraph 3, circle three activities that people do.

close Reading

What is paragraph 4 mostly about? underline a sentence in paragraph 4 that tells its main idea.

Genre: Personal Essay

• Ask students whether they would like a plain birthday cake or a decorated birthday cake. Explain that the word plain describes something that doesn’t have anything extra on it.

• Tell students that the word plain also means “a large area of land that is mostly flat, with few trees.” Ask, “Why do you think this type of land is called a plain?” (It doesn’t have many things on it; in other words, it’s “plain” or lacking visual interest.)

• Ask students to find the word plains in paragraph 1 of the passage. Which meaning of plain is used here? Does it describe what something is like, or does it tell what something is? If necessary, guide students to understand that plains tells where Maahe lives, so it defines the type of geographical feature described above: “a large area of land that is mostly flat, with few trees.” Also note for students that the plains cited in this passage refer to the Great Plains of the western United States. (RI.3.4; L.3.4.a)

Tier Two vocabulary: Plains


Part 4: Guided Practice Lesson 2


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. It states the main idea,

describing the contents of the whole text. The other answer choices are details from the text.

2 The correct choice is B. This sentence shows examples of both work and fun activities, which support the statement in the answer to question 1. Choice A shows a job, but not a leisure activity. Choice C shows only the fun villagers have, and choice D shows people working.

3 Sample response: The tipis are homes for people in the village. They can be taken down and moved quickly. This is important because the people follow the buffalo herds, which they hunt for food. These details show the importance of tipis to the people in the village.

ReTeAchINg

Use a graphic organizer to verify the correct answer to question 3. 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.

main Idea Tipis are important to the people in Maahe’s village.

Key Detail 1 Key Detail 2 Key Detail 3

They can be put up and taken down quickly.

“The tipis are our homes.”

The people move often, and they can pack up the entire village in one hour.

Tip: Make sure students read paragraph 4 carefully before answering question 3. The text does not explicitly state why tipis are important. Students will need to infer this information based on what Maahe says they are used for.

Lesson 2



Part 4: guided Practice

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

1 What is one main idea of “Life in My Village”?

A People in the village work hard but also have fun.

b People in the village build a fi re each morning.

c Maahe and her family live in a village on the plains.

D Women in the village make the morning meal.

2 Which sentence from the passage best supports the answer you chose for question 1 above?

A “After our morning meal, a man called the crier circles our village on a horse.”

b “After cleaning up from our morning meal, the children play games and swim.”

c “We eat, dance, tell stories, and play music.”

D “When we hunt buff alo, both men and women help.“

3 Explain why tipis are important to the people in Maahe’s village. Use two details from paragraph 4 in your response.

Pick the choice that describes the whole passage.

hints

Choose a sentence that gives examples of what was mentioned in the main idea.

Reread paragraph 4. What details does the author give to help explain the main idea of this paragraph?

See sample response.

Use these questions to further students’ understanding of “Life in My Village.”

1 How do the Cheyenne Indians find out what is going on in their village? Provide details from the text. (RI.3.1)

The Cheyenne Indians find out what is going on in their village because they listen to the crier who circles the village on a horse every morning and makes announcements.

2 What do the women do after the morning meal? Explain the sequence of events. (RI.3.8)

Maahe says that the women leave camp to gather sticks and roots. Then they tie them into bundles. Finally, they carry the bundles back to the village.

Integrating Standards

16

Part 5: Common Core Practice Lesson 2



AT A gLANce

Students independently read a longer social studies passage 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 finding the main idea and details to read the passage on pages 16 and 17.

• Remind students to underline the main idea and circle the supporting details.

• Tell students to answer the questions on pages 17 and 18. 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 and the reasons for them. Have students fill in the number correct on the Answer Form.

ANSweR ANALySIS1 Choice A is correct. It states what some people in

Peru grow on the land. Choice B describes what some people in Peru make, not what they get from the land. Choice C describes a city but does not say what some people in Peru get from the land. Choice D talks about the land but does not describe what some people get from it. (DOK 2)

Lesson 2



Part 5: common core Practice

Read the social studies passage. Then answer the questions that follow.

Living in the Cloudsby Jeanette Cannon

1 Imagine living in a place so high that clouds are everywhere. Not high in the sky, but all around! � is is what life is like in the Andes. � e Andes are very high mountains in South America. � e Inca people have lived in the Andes Mountains in Peru for over 500 years. As you might guess, it is not easy making a living on high, rocky mountain land.

Mountain Farming

2 � e mountainsides make for di� cult farming in the Andes. Farmers cut giant steps into the mountain so they have a � at area to plant. � ey grow potatoes, corn, wheat, and grains. � ere are hundreds of di� erent kinds of potatoes grown in the Andes. In other parts of the Andes, cotton, bananas, and sugarcane are grown.

3 � e Incas raise sheep, llamas, guinea pigs, and alpacas. Llamas were important to the Inca people 500 years ago and still are today. � ey are used to carry heavy loads through the mountains. � ey are surefooted, which means they do not easily trip or fall. People drink llama’s milk just as many other people drink cow’s milk.

Made in Peru

4 Beautiful handmade objects come from Peru. Spinners and weavers especially like to work with the so� wool of llamas and alpacas. Spinners spin the wool into threads or yarn. People use the yarn to knit beautiful sweaters, scarves, and other cozy objects. Weavers form cloth from the threads to make blankets, handbags, and hats. Objects made in Peru are known for their bright colors.

Peru

NorthAmerica

CentralAmerica

SouthAmerica

AndesMountains

AtlanticOcean

PacificOcean

Lesson 2




Answer Form

1 A B C D

2 A B C D

3 A B C D

Numbercorrect 3

Ancient Cities

5 Visitors come to Peru to see things they could not see anywhere else. One of the most famous places to visit is Machu Picchu. � e Incas carved this city on a mountaintop. To get there, people can walk the same trail the Incas walked 500 years ago. It is important to keep the city and trail clean. Hikers and campers have to take their trash with them. Many people come every year. It is worth the trouble and sore legs to see the ruins of this beautiful Inca city.

Peru’s Garden of Eden

6 Peru is home to Manu, one of the world’s few rain forests. Many of the trees of the rain forest were being cut down. Some people are trying to stop that from happening. Rain forests are home to animals and plants that do not live anywhere else. Many travelers visit the rain forest. People who live there hope that will show how important it is to leave the rain forest alone.

7 � ough life can be hard, the Inca people have found a way to make the most of what the land o� ers. And more and more visitors are learning a little about what life is like near the clouds.

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

1 Read this sentence from the passage.

“Though life can be hard, the Inca people have found a way to make the most of what the land offers.”

This sentence suggests that the Incas’ way of life depends on what they can get from the land. Which sentence from the passage supports this idea?

A “They grow potatoes, corn, wheat, and grains.“

B “Beautiful handmade objects come from Peru.“

C “One of the most famous places to visit is Machu Picchu. “

D “Peru is home to Manu, one of the world’s few rain forests.“

Theme connection

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

• What facts did you find the most interesting?


Part 5: Common Core Practice Lesson 2


2 Choice B is correct. This detail describes how llamas have remained important to the Incas for hundreds of years. Choice A is a detail that lists the different animals Incas raise. It does not emphasize llamas. Choice C is a description of llamas that shows why llamas are useful in Peru’s mountainous terrain, but it is too specific to best explain the main idea. Likewise, choice D describes a benefit that the llamas provide to people, but it is a minor detail in this paragraph. (DOK 2)

3 Choice B is correct. The details in paragraph 4 describe several different things that Incas make with llama and alpaca wool. Choice A is untrue. The details only mention that the objects have bright colors. They do not describe which colors. Choice C is untrue. Sheep are not mentioned in the paragraph. Choice D is also untrue. The details in paragraph 4 describe how the objects are handmade, not made in factories. (DOK 2)

4 Sample response: Incas in Peru work hard to make a living. Farmers grow different crops on the mountainsides. The Incas also raise several types of animals, including llamas and alpacas. Skilled spinners and weavers create clothing and other objects. (DOK 3)

Lesson 2




2 Which sentence about llamas best explains the main idea of paragraph 3?

A “The Incas raise sheep, llamas, guinea pigs, and alpacas.”

B “Llamas were important to the Inca people 500 years ago and still are today.”

C “They are surefooted, which means they do not easily trip or fall.”

D “People drink llama’s milk just as many other people drink cow’s milk.”

3 How do the details about handmade objects help you understand the main idea of paragraph 4?

A They describe which bright colors are used to make beautiful scarves and sweaters.

B They describe how the Inca make different things from llama and alpaca wool.

C They describe how sheep and llamas are used to make yarn for homemade objects.

D They describe how blankets, handbags, and hats are made in factories.

4 Write a paragraph telling how the Incas in Peru live. Use three details from the text in 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 “Living in the Clouds.”

1 Why are the Incas described as living in the clouds? Provide details from the text that support your answer. (RI.3.1)

The Inca people live high in the Andes Mountains of South America. The mountains are so high that they are covered in clouds, so the Incas are described as living in the clouds.

2 Which part of the passage is about crafts the Incas make by hand? Use text features to support your answer. (RI.3.5)

Paragraph 4 includes details about handmade objects, such as sweaters, blankets, and scarves, that are made in the Andes. This paragraph comes after the heading “Made in Peru.”

3 What does the author mean when she says that it is “worth the trouble” to see Machu Picchu? What does this phrase mean? (L.3.5.a; RI.3.4)

If something is worth the trouble, then it is good enough or important enough for people to put in extra time and effort to see or do that thing. The author says that Machu Picchu is difficult to get to, but it is so beautiful and important that people should still go.

4 Write an informative text about the Incas, explaining how they have adapted to life in the Andes Mountains. Include key details that support the main idea. (W.3.2)

Informative texts will vary. Responses should include key details from the passage about ways the Incas have adapted to life in the Andes Mountains.

5 Discuss in small groups: What are some other groups of people who have lived in the same place for hundreds of years? (SL.3.1)

Discussions will vary. Encourage students to consider people or countries they already know or have read about. Examples include Native American, Chinese, and Greek people and communities.

Integrating Standards

Lesson 2

18

Additional Activities



Writing Activities

LISTeNINg AcTIvITy (SL.3.2; SL.3.4)

Listen closely/Retell the main Idea

• Have small groups of students read individual paragraphs from “Living in the Clouds” aloud.

• Each student must listen closely and say the main idea of the paragraph. They should also be able to name at least one supporting detail they heard.

DIScuSSION AcTIvITy (SL.3.1)

Talk in a group/Talk About communities

• Ask students to recall facts and details about life in Maahe’s Cheyenne village. What is the main idea of that passage? Then have them recall the facts and details about the Incas in “Living in the Clouds.” What is the main idea of this passage?

• Have students form small groups to compare and contrast the Cheyenne village with the way of life described in “Living in the Clouds.” Students should make a list of similarities and differences.

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

meDIA AcTIvITy (SL.3.5)

be creative/make a Diorama

• Show students examples of dioramas from the Internet or a craft book. Explain that a diorama is a miniature model of a place that can include animals, people, buildings, or natural settings.

• Tell students they will make dioramas of Maahe’s village based on details in “Life in My Village.” Provide students with small boxes and art supplies to make their dioramas. Remind them to use at least two details from the passage in the diorama.

• Have students display their dioramas in the classroom.

ReSeARch AcTIvITy (SL.3.4; W.3.7)

Research and Present/give a Presentation

• Review paragraph 5 of “Living in the Clouds.” Arrange students in small groups and give them access to print and electronic resources to research Machu Picchu.

• Each group should produce a visual display, such as a map, photos, or drawings, to accompany the presentation.

• Students should take notes and write a brief report for their oral presentations.

Personal essay (W.3.2; W.3.8)

• Review with students “What Is a Community?” on pages 12 and 13. Ask them to think about the communities to which they belong.

• Have students write a personal essay about their community. Remind them to include a main idea, support it with facts and details, and include their feelings about the main idea and supporting details. To help them get started, tell students to begin their essay with a sentence starter from “What Is a Community?” such as “I live with . . .” or “We live in . . . .”

complex Sentences (L.3.1.i)

• Have students reread the first sentence of the passage on page 13. Explain to students that sentences can be simple, compound, or complex. Ask students to identify which type of sentence this is. (complex) Complex sentences have one complete thought, joined to one or more incomplete thoughts. Point out that “once you got to school” by itself is a sentence fragment.

• Encourage students to find other complex sentences in this lesson’s reading passages. Ask students to explain how different sentence types make writing more interesting.

• Have students write three complex sentences.

2014 Common Core - Curriculum Associatescasamples.com/downloads/reading_gr3_lesson2.pdf · · 2014-09-17Getting to a town could take two hours or ... Underline a sentence in paragraph

Documents