Third Grade - ELA
1: Environment
Unit 1: Tornado
Lesson 1
Weather on the Farm
Students are asked to read the book Tornado (a narrative) and to make predictions about events in a story (cover-up-the-title activity). Students identify and describe the story setting (farm), draw and write factual sentences about tornadoes, and complete written responses (paragraph, journal schedule, Venn diagram) that require comprehension and interpretation of the text. The skills list explicitly includes making predictions, locating information, and reading for answers to specific questions, which prompt students to extract meaning from a literary text.
Lesson 2
The Storm
Students are asked to read Chapter 1 of the book and answer comprehension questions that require summarizing, identifying problem and characters, and describing setting. Students practice vocabulary in context (word match, dictionary use) and complete main idea and time-transition activities to support comprehension and summary writing. Students are prompted to write a three- to four-sentence chapter summary in a reading journal and to read independently as a listed skill.
Lesson 3
The Tornado
Students listen to Chapter 2 read aloud and are asked to verbally summarize the chapter and answer comprehension questions. The lesson lists skills such as producing a summary, drawing and discussing visual images from text, and examining author's decisions and word choice, which students practice in activities. In Activity 2 students read the author's description and the simple description, underline descriptive words, and generate their own sensory language; in Activity 3 students write descriptive paragraphs using paragraph organizers to demonstrate understanding and expression of text meaning.
Lesson 4
A Card Trick
Students are instructed to read Chapter 3 independently and then answer seven comprehension questions that ask them to describe events, infer motives, and connect to personal experience. The Skills section explicitly lists "Produce a summary of a text," and Activity 1 asks students to write and illustrate a chapter summary in their journal. Activities ask students to locate and discuss sentence types in the chapter and to read sentences aloud, supporting close reading of the text.
Lesson 6
The Best Pet Award
Students read Chapter 5 aloud and answer specific comprehension questions (Q1–Q7) that require recall of facts (e.g., How did Five-Thirty get his name?) and inference (e.g., Why does Tornado dig more dirt out of the hole?). Students practice vocabulary in context by writing sentences, ordering words alphabetically, and filling blanks, and they write a journal summary of the chapter. Students also produce written text defending why Tornado is a good pet, citing examples from the story in the award badge activity.
Lesson 7
Conflict
Students are asked to read Chapter 6 and answer specific comprehension questions about Pete's experience and emotions, which practices literal and inferential understanding. Students write a chapter summary and create an illustration in a journal, producing a concise synthesis of text events. Students complete a Story Conflict activity in which they describe two conflicts from the book, label conflict types (character vs. character, character vs. nature, character vs. self), and connect conflict types to other stories per the Skills list.
Lesson 8
The End of the Storm
Students read Chapter 7 aloud and answer specific comprehension questions that require citing textual details (e.g., how Pete felt and evidence for that feeling). Students produce a summary by writing and illustrating a chapter summary in their journal and practice oral reading fluency as listed under Skills. Students reread Chapters 1 and 7 to compare mood and environment and complete a "Mood and the Environment" chart, and they analyze the author's word choices for describing feelings.
Lesson 9
Plot
Students read picture books and a chapter book (Tornado) and are asked to identify the problem, rising action, climax, falling action, and resolution using a Story Plot Diagram. Students retell or act out the order of important events, cut and arrange event strips, and reread chapter summaries to determine major events and the climax. Students are directed to represent text information in story maps, charts, and graphs and to recall main ideas, facts, and details from texts.
Final Project
Think-Tac-Toe
Students are asked to produce multiple comprehension responses about the book Tornado, including writing a paragraph that explains how the environment or weather affects characters' feelings or actions, composing letters and journal entries from a character's perspective, and choosing and reworking key events (e.g., imagining alternate outcomes). Students create objects representing major events and write sentences linking each object to the story, and the wrap-up questions ask students to explain what they learned and whether they would recommend the book. The Hamburger Paragraph Organizer is provided to help students plan and produce a topic sentence, supporting details, and a conclusion for written responses.
Unit 2: Sarah, Plain and Tall
Lesson 1
Getting Started
The lesson prompts students to prepare to read Sarah, Plain and Tall by making predictions about the story and by having them read the book title and study the cover illustration. Skills listed include making predictions about a text, demonstrating understanding of informational text, and discussing the effect of an author's choices for nouns, verbs, modifiers, and specific vocabulary to help the reader comprehend a narrative or expository text. Activities ask students to read related informational material about Kansas and Maine and to discuss differences in environment, which practices reading-to-learn strategies.
Lesson 2
Story Elements
Students read a selected story (Sarah, Plain and Tall or a picture book) and are prompted to think about and explain setting, characters, theme, and plot as they read. Students practice comprehension skills such as making predictions, recalling main ideas/facts/details, and answering targeted questions on the activity sheet about their favorite books. Students produce work showing comprehension by creating a story pyramid, describing problem/events/solution, and writing a creative short story that includes plot events, transitions, and a theme (with an option to dictate if writing is difficult).
Lesson 3
The News
The Skills section instructs students to "Read independently for extended periods of time" and to "Retell written messages by clarifying or summarizing," which requires sustained reading and comprehension. The lesson has students read Chapter 1 of Sarah, Plain and Tall and answer specific comprehension questions (who tells the story, setting clues, why a character acted a certain way) that require literal recall and simple inference. Activities ask students to write journal entries in first person as Anna and to create an advertisement, requiring students to use textual details and infer characters' needs and feelings. Vocabulary activities require students to look up words, use context, and apply descriptive language to environment descriptions, supporting comprehension of literary language.
Lesson 4
The Letters
The lesson directs the child to read (or be read) Chapter 2 of Sarah, Plain and Tall and then verbally summarize the chapter, which practices comprehension of a literary text. Students answer specific comprehension questions about characters, setting, and plot and complete a prediction task that asks them to support an opinion with evidence. Students also produce written responses (a journal entry from Anna's point of view and a descriptive paragraph about the environment) that require understanding and using details from the chapter.
Lesson 5
The Arrival
Students are asked to read Chapter 3 independently and answer comprehension questions in complete sentences, including locating specific details (e.g., what Papa does and what Sarah brought). They make a Venn diagram comparing the coast of Maine and the Kansas prairie using examples from the text (geography, plants, animals, transportation). They write a journal entry from Anna's point of view and make predictions, practicing summarizing, perspective-taking, and inference.
Lesson 6
Life on the Prairie
Students are asked to read Chapter 4 independently and are explicitly given the skill goal to "Read independently for extended periods of time." After reading, students answer comprehension questions, summarize or retell events in a journal entry, and discuss interpretations using personal experience. The lesson also includes reading and discussing songs/poetry ("Home on the Range" and "Summer Is Icumen In") and asks students to write a new song reflecting setting and daily life.
Lesson 7
The Dune
Students are asked to read Chapter 5 independently (Skills: "Read independently for extended periods of time") and then answer specific comprehension questions about character actions, motivations, and events. The question set includes inferential items (e.g., why Caleb gets excited when Sarah says "our dune") and summary/retelling prompts that require students to clarify and summarize what they read. Activities ask students to write a journal reflection and to predict outcomes, which practice comprehension and textual response in writing and discussion.
Lesson 8
Work and Play
Students are asked to read Chapter 6 independently and answer comprehension questions in a journal or discussion, practicing literal and inferential understanding (e.g., why Sarah asks about winter, why Papa teaches Sarah to plow). Students write a journal entry retelling Anna's experiences and compare fiction vs. nonfiction by listing factual and nonfactual elements from the historical fiction text, which practices analysis of text content and perspective. Students also read aloud descriptive passages, discuss similarities/differences between environments across time, and present dramatic interpretations by acting out scenes, supporting comprehension and oral expression.
Lesson 9
Writing
Students are asked to identify the problem of the story and explain what characters (Caleb and Anna) have been worried about, which requires comprehension of the narrative. Students are instructed to record three reasons and to support each reason with examples from the book, prompting them to cite textual details. Students discuss sample persuasive paragraphs and decide which is most convincing, practicing evaluation of author purpose and supporting evidence from a story.
Lesson 10
Neighbors
The child is asked to read Chapter 7 aloud and then answer targeted comprehension questions about characters, setting, events, and emotions (e.g., why Maggie and Matthew visit, what chores are done, why Sarah cries). Activities require the child to explain and describe the setting using text details (draw the setting from textual clues) and to write a journal entry in the voice of a character, practicing summarizing and perspective-taking. The "Missing Home" activity asks the child to connect text ideas to personal experience by listing things they would miss and creating a written or poetic response.
Lesson 11
Squall
Students are asked to read Chapter 8 and answer text-dependent questions (e.g., why Sarah wants to learn to drive the wagon, clues that Anna misses her mother), which requires literal and inferential comprehension. Students practice character analysis and comparison through the Character Line-Up activity where they draw and write words or phrases describing the four main characters. Students write a journal entry from a character's perspective, which requires synthesis of character motivation and events. The lesson also asks students to explain differences in environment and how it affects people, linking comprehension to contextual understanding.
Lesson 12
The End of the Storm
Students are asked to read Chapter 9 independently and answer targeted comprehension questions about details, character motivations, and personal connections (Questions 1–4). Students write a journal entry about Anna's feelings and complete a plot diagram identifying problem, events, climax, and resolution, practicing summarizing and sequencing. Students analyze theme by writing the central theme and recording supporting examples from characters' actions, words, thoughts, and events in a theme web, and they discuss recommendations and lessons learned.
Unit 3: Who Was Helen Keller?
Lesson 2
Helen's Childhood
Students are asked to read Chapter 2 independently and to make predictions about Helen Keller before reading. They answer several comprehension questions about the chapter, compare their childhoods to Helen's, and complete a timeline to show understanding of events. Students also work on vocabulary (definitions, synonyms/antonyms, syllables) and read aloud sentences that contain target words.
Lesson 3
Helen's Challenges
Students are asked to read Chapter 3 and answer specific comprehension questions about events, how Helen got information, skills she learned, and where her parents took her. Students add an event from the chapter to a timeline and discuss how Helen relied on smell and touch, then write a sensory-only descriptive paragraph, read it aloud, revise it, and check sentence-level conventions. Students choose between writing song lyrics about Helen's experience or drawing and writing about a gift for Helen using a hamburger paragraph organizer, practicing composition, organization, and revision.
Lesson 5
Annie
The lesson asks the child to read Chapter 5 and then answer five comprehension questions that require recalling feelings, motives, and details (e.g., why the doll caused problems, why Helen loved being outside). Activities ask students to add events to a timeline and to draw and write before-and-after adjectives and sentences about Helen, practicing character analysis and sequencing. The wrapping-up prompts ask the child to describe the relationship between Annie and Helen and to predict future events, which practices inference and comprehension.
Lesson 6
Helen Leaves Home
Students read Chapter 6 aloud and answer specific comprehension questions about plot details (e.g., what Helen enjoyed at Cape Cod, why she loved the ocean, and what happened after her accusation). Students make predictions before reading and practice reading aloud with fluency and expression, as listed in the skills. Students create and analyze timelines of Helen's life and their own, and discuss how events and environment influence people, showing comprehension and synthesis of narrative events.
Lesson 8
All Grown Up
Students read Chapters 9 and 10 of a Helen Keller biography and answer specific comprehension questions (e.g., What was college like for Helen? What was the name of Helen's first book?). Students read and discuss Helen Keller's own quotations, underlining phrases, discussing figurative language and advanced vocabulary, and comparing voice across selections. Students practice writing with voice by selecting a personal event from a timeline and producing a piece that focuses on word choice, tone, and engaging the reader.
2: Change
Unit 1: Morning Girl
Lesson 1
Background Information
Students read, sing, and memorize a short poem/song about Columbus ("Columbus sailed the ocean blue, In 1492") and are asked to write an acrostic poem about the Taino, which provides direct engagement with poetry and poetic composition. Students also read informational web pages and reference materials about the Bahamas and the Taino and summarize that information in a short report, showing practice in reading for meaning.
Lesson 2
Point of View
Students read full short books (Morning Girl; Voices in the Park) and answer specific comprehension questions about who is narrating, character differences, setting, and character voice. Students practice identifying first-person narration, record character thoughts/important events in a journal, and reread Voices in the Park using different voices to notice differing perspectives. Students compare multiple narrators' accounts using a four-part Venn diagram and write descriptions of each character's personality and perspective.
Lesson 3
The News
Students are asked to read Chapter 3 and answer comprehension questions aloud and in their journal, directly practicing literal and inferential understanding of a story. Students retell and summarize events and characters through journal prompts and oral responses, and they discuss similarities and differences in events and characters. Students practice vocabulary in context and use new words in their own short island story, supporting word-level comprehension tied to the text.
Lesson 4
The Rock
Students are asked to read Chapters 4 and 5 of Morning Girl and answer specific comprehension questions aloud or in a journal, practicing literal and inferential comprehension (e.g., why Star Boy pretends to be a rock; how the environment changes). Students record feelings, phrases, and events in character and rewrite sentences using pronouns, which requires them to summarize, retell, and attend to language in context. Students analyze character change (asking how Star Boy changed and what caused it), compare similarities/differences with family members, and role-play or present dramatic interpretations to demonstrate understanding.
Lesson 6
The Storm
Students read Chapters 6 and 7 and answer specific comprehension questions in complete sentences, either in writing or verbally. Students record character feelings, thoughts, words, and events in a journal and identify words or phrases that describe the setting before and after the storm. Students draw before/after pictures of the island, list positive and negative effects of the storm, and explain the cultural significance of names, demonstrating literal and inferential comprehension.
Lesson 7
Visitors
Students are asked to read Chapters 8 and 9 (and the epilogue) and to answer detailed comprehension questions in complete sentences, practicing literal recall. Students write journal entries recording characters' feelings, actions, and words and complete a point-of-view journal to describe Morning Girl's and an explorer's thoughts and feelings. Students complete activities that require making inferences, drawing conclusions, analyzing characters and changes, and responding to the story through writing and poetry. Students use the Name Poem organizer to reflect on character development and their own change, linking textual events to personal interpretation.
Final Project
Poetry Night
Students are asked to read the short book Encounter aloud and to listen as an adult reads, then answer guided comprehension questions about characters, events, and perspectives. Students compare Encounter with Morning Girl and use text details to discuss similarities and differences. Students gather evidence from the Encounter text and an informational activity page to create a mini-fold book categorizing positive, negative, and mixed effects of contact. Students write two before-and-after poems (one from a Native perspective and one from Columbus's perspective) and practice reading them aloud, recording and revising for fluency.
Unit 2: Communities and Culture
Lesson 2
Where Are We?
Students are asked to read pages 4–15 of Hot on the Trail in Ancient Egypt and answer ten comprehension questions in complete sentences, practicing recall of main ideas, facts, and details (Questions #1–#10). Students complete activities that require distinguishing fact from fantasy, locating the Nile on a world map, describing homes/food/drink, and recording how natural resources meet needs on a student activity page. The skills list directs students to make predictions, read expository materials for specific answers, and connect and compare information across selections (fiction, nonfiction, poetry, and drama).
Lesson 3
The King
Students are instructed to read pages 16–27 of Hot on the Trail in Ancient Egypt and to answer five comprehension questions about setting, character actions, and details (Questions #1–#5). Students make predictions about the story outcome, complete a Venn diagram comparing a king and a president, and write a journal paragraph stating a preference about forms of government. Students look up and use vocabulary words in sentences and a short original story, then read their story aloud to check comprehension and usage.
Lesson 4
Back Home
The Skills section explicitly lists "Read and comprehend text by recognizing text structure." The lesson asks the child to finish reading Hot on the Trail in Ancient Egypt and answer detailed comprehension questions about plot events, facts (e.g., pyramid functions, what a mummy is), and character actions. The Plot Pyramid activity has students record five events leading to the climax and three events after, and to identify the story's problem and solution, practicing plot structure and comprehension.
Lesson 5
A Day in Egypt
Students are asked to refer back to the book Hot on the Trail in Ancient Egypt and the "What I have learned" page to brainstorm and record a daily schedule, encouraging them to check whether questions posed before reading were answered by the story. Students must list events from the text (work, meals, entertainment) and provide brief descriptions, and then write a paragraph comparing ancient Egyptian life to their own using a paragraph organizer. The skills section explicitly lists connecting and comparing information within and across selections (fiction, nonfiction, poetry, and drama) to experience and knowledge.
Lesson 6
Middle Ages
Students read pages 1-15 of Adventures in the Middle Ages and answer specific comprehension questions (e.g., why characters act a certain way, describe peasant homes). The skills list and activities ask students to read and comprehend text by making inferences and drawing conclusions and to connect and compare information within and across selections (fiction and nonfiction). Students write a first-person journal entry as a peasant and complete compare/contrast and diagram activities that require locating information in text for specific purposes.
Lesson 8
Return Home
Students are asked to finish reading the story and answer targeted comprehension questions that require recalling events (who has the book), describing features (castle defenses), and making reasoned choices (Would you like to be a knight?; how to attack a castle). Students analyze characters by recording adjectives supported by actions, thoughts, dialogue, and illustrations, and they compare two texts/cultures (Middle Ages vs Ancient Egypt) to identify similarities and differences. The activities require students to locate information in text, use new vocabulary in context, and produce written responses (vocabulary sentences, artifact labeling, plural-noun sentences).
Lesson 9
Writing About History
Students are asked to read pages from the unit books and to read aloud the "Fact or Fantasy?" section, and they discuss the difference between factual and fictional text. Students are prompted to "Discuss an author's structural decisions and word choice" in the Skills list and to compare the voice and details of factual versus fantasy paragraphs. Students practice reading for meaning as part of composing drafts and use discussion of author choices to analyze text.
Unit 3: American Heroes
Lesson 3
Heroes of Freedom
Students read the poem "My Childhood Home I See Again" aloud and are asked to interpret the words and discuss how language from the past differs from today. Students read chapters on Abraham Lincoln and Harriet Tubman and answer multiple comprehension questions about character traits, actions, and impacts. Students complete related activities (hero cards, timeline, and mapping the Underground Railroad) that require them to extract and record information from the texts.
3: Cycles
Unit 1: Poppy
Lesson 1
Preparing for Poppy
Students read the novel Poppy and engage in comprehension-focused activities such as listing fantasy elements in a journal, identifying protagonist and antagonist, and summarizing the author's idea. Students practice vocabulary by writing unfamiliar words on note cards, locating the words in chapters, and recording sentences that show context. Students map the story setting and trace Poppy's journey, and they conduct background research on mice and owls to support understanding of character traits and the story's circle-of-life context.
Lesson 2
Mr. Ocax
Students are asked to read Chapters 1 and 2 of Poppy and answer comprehension questions that require recalling main ideas, facts, and details. Students write a paragraph comparing themselves to a character with textual evidence and complete activities (setting map, puppets, combining sentences) that require rereading and using text details. The skills list explicitly names recalling main idea, drawing connections between literature and personal experience, and discussing similarities and differences in events and characters.
Lesson 3
The Emergency Meeting
Students are asked to read Chapters 3 and 4 of Poppy and then answer explicit comprehension and journal questions in complete sentences. Students write a short summary of what occurred in the chapters and recall main ideas, facts, and details through targeted questions and a summary task. Students practice text structure skills by identifying paragraph boundaries, underlining topic/concluding sentences, and determining central ideas for paragraphs.
Lesson 4
Standing Before Mr. Ocax
Students are asked to read Chapters 5 and 6 and to generate three or four discussion questions, then answer scripted comprehension questions in complete sentences. Students chart and label Poppy and Lungwort's journey on a setting map, which requires comprehension of events and setting. Students identify quotation marks and who is speaking in a dialogue, reenact the scene with puppets, and write a conversation and a speech based on the text, practicing comprehension and interpretation of character motives.
Lesson 5
Poppy and Poppa
Students are directed to read Chapters 7 and 8 independently and to answer comprehension questions in complete sentences, including inferential questions about character motives (e.g., why Poppy told the mice, what Mr. Ocax's refusal allowed him to do). Students analyze character actions and consequences through explicit activities (cause-and-effect graphic organizer, questions about character decisions) and make predictions and journal connections to real-world events. Students practice comprehension and written expression by completing journal entries, discussing ways Poppy might break the cycle of power, and responding to text-dependent questions.
Lesson 6
Dimwood Forest
Students are asked to read Chapters 9 and 10, indicating independent reading of a chapter-level text. Students write in a journal describing a decision Poppy made, explaining the decision, its effects, and whether it was good or bad, which practices comprehension and analysis. Students chart Poppy's journey on a Setting Map, discuss theme (good vs. evil), and reread specific pages to point out words and phrases that create mood, practicing close reading and text-based evidence. Students also analyze character opposites and write a diamante poem using nouns, adjectives, and -ing words, practicing character comparison and vocabulary use.
Lesson 7
Ereth
Students read Chapters 11 and 12 of Poppy and answer comprehension questions in complete sentences, identifying who Poppy met and describing Ereth's traits. Students select three important quotes from the chapters and record why each quote is important, practicing textual evidence and interpretation. Students analyze language by locating examples of alliteration, discuss an author's word choices (nouns, verbs, modifiers, vocabulary), and organize character information on a circle map or other graphic organizers.
Lesson 8
On the Way to New House
Students are asked to read Chapters 13 and 14 and write a summary of the two chapters, practicing recall of main ideas and details. Students answer specific comprehension questions about point of view, character descriptions, and motivations, requiring text-based responses. Students create puppets and act out dialogue or present dramatic interpretations, and they practice vocabulary through a crossword and using words in original sentences.
Lesson 9
The Truth at Last
Students read Chapters 15 and 16 of a narrative and answer specific comprehension questions (e.g., identifying plot details, character feelings, and truths discovered by Poppy). Students make inferences and draw conclusions through guided questions and a journal task that asks them to summarize motivations and outcomes (Poppy wanted...But...So...). Students identify textual evidence by recording examples that show Mr. Ocax losing power and Poppy gaining power, and they locate words in the text to practice vocabulary and structural cues (prefixes/suffixes).
Lesson 10
The Battle
Students are asked to read Chapters 17 and 18 and make predictions about how Poppy will get the salt, which requires them to use text information to anticipate events. A set of comprehension questions asks students to explain character motivations, actions, and outcomes and to answer in complete sentences, promoting understanding and written recounting of the story. Activities require students to describe how Poppy defeated Mr. Ocax, to write a personal journal about a time they showed bravery, and to read their writing aloud, all of which practice comprehension and oral/written expression tied to the text.
Lesson 11
Writing Project
Students are asked to explain the cycle of power between the mice and Mr. Ocax and how Poppy broke that cycle, requiring comprehension of story events and character actions. The paragraph organizer and directions require students to plan and write three focused paragraphs describing the cycle of power, how it was broken, and how life will be different for the mice. The rubric and revision/editing steps require students to provide supporting evidence, use vocabulary from a previous lesson, and include elements such as dialogue and combined sentences, which requires understanding and using text details.
Lesson 12
A New Beginning
Students answer comprehension and inferential questions about Chapters 19–20 (e.g., why Poppy did not feel joy; what Ereth meant by 'salt of the earth') and are prompted to respond in complete sentences. Students map Poppy's journey and trace setting and plot details using a setting map with a page reference. Students analyze literary elements by completing a Story Tree (identifying theme, protagonist, antagonist, conflict, resolution) and write four- to five-line epitaphs (brief poetic descriptions) for characters.
Final Project
Poppy
Students identify and fill in a plot diagram (problem, rising action, climax, falling action, resolution) using details from Poppy. Students write a paragraph describing a character and explaining supporting story elements and plot, and they produce responses such as a journal entry as Poppy, acrostic poems, and a song that require understanding of characters, events, and mood. The skills list asks students to recall main idea, facts, and details, interpret messages using personal knowledge, and explain new concepts in their own words.
Unit 2: Charlotte's Web
Lesson 1
Getting Started
Students are directed to read chapters of Charlotte's Web (for example, reading the first three chapters) and to answer discussion and written questions about those chapters. Students complete comprehension tasks such as writing major events in a Plot Flow Chart, filling Character Descriptions for Fern, Charlotte, and Wilbur, and answering specific comprehension questions in complete sentences. Students preview and record vocabulary on note cards, locate and highlight words in the text, and use definitions to write or say sentences, supporting word-level comprehension while reading the story.
Lesson 2
Charlotte
Students are asked to read Chapters 4, 5, and 6 and respond to specific comprehension questions that require recalling events, character traits, and the life cycle (Questions #1–#8). Students complete activities that require describing plot and major events (Plot Flow Chart), writing character descriptions, and recalling main ideas and details as listed in the Skills section. Students conduct spider research and synthesize information into a poem from Wilbur's point of view, using text evidence and external informational sources.
Lesson 3
Bad News
Students are asked to read Chapters 7–9 independently and respond to comprehension and journal questions (e.g., questions about plot, characters, and events). The skills list explicitly includes recalling main idea, facts, and details, and describing plot, major events, and characters in their own words. Activities require students to create a plot flow chart, write character descriptions, identify sensory language in the text, and write a descriptive paragraph using specific word choice, all of which practice literary comprehension.
Lesson 4
Some Pig
Students are asked to read Chapters 10–12 of Charlotte's Web and answer targeted discussion/journal questions that require recall and inference (for example, why Charlotte weaves words and why people view Wilbur as unusual). Students complete a plot flow chart and write character descriptions to demonstrate understanding of main events and character traits. Students identify and read aloud adverbs found in the text and discuss themes such as friendship and the author's message.
Lesson 5
Progress
Students are asked to read Chapters 13–15 of Charlotte's Web and answer comprehension questions in discussion or a journal, which practices literal and inferential understanding (questions about Farmer Zuckerman, Charlotte's word choices, and characters' beliefs). Students complete a Plot Flow Chart and Character Descriptions activity that requires identifying major events and describing characters' actions and feelings. Vocabulary and adjective activities require students to find words in context, write sentences, and use synonyms, supporting comprehension of the text.
Lesson 6
The Fair
The lesson asks the child to read Chapters 16–18 and to use the provided comprehension questions in discussion or in a journal, giving explicit comprehension prompts (Questions #1–#6). Students are directed to complete a Plot Flow Chart and Character Descriptions page to identify major events and character changes. Students also write a paragraph describing their best day and revise sentences for clarity and interest, practicing comprehension-to-writing connections.
Lesson 7
The End
Students read Chapters 19-22 of Charlotte's Web and answer specific comprehension questions about plot events, character actions, and outcomes (e.g., Charlotte's death, Wilbur fainting, Templeton retrieving the egg sac). Students complete tasks that require recalling main ideas and details, such as Plot Flow Chart, Character Descriptions, and the 'Characters Change' chart. Students compare versions of the story by creating a Venn diagram of the book and movie and reread descriptive passages aloud (seasons on the farm) to support understanding.
Final Project
Charlotte's Web
Students summarize and explain key literary elements by writing a three-paragraph book review that asks them to describe the setting, major events, the problem, main characters, and the theme of cycles. Students plan and draft an advertisement that requires them to identify setting, events, the problem, characters, and to illustrate and explain two cycles in the story. Students revise and edit their writing and use rubrics and checklists to confirm that their summaries and explanations of the story elements are clear and accurate.
Unit 3: The Family Under the Bridge
Lesson 1
Pre-Reading
Students are introduced to a novel and prompted to begin reading it (Introduction: "tomorrow he will begin reading a new novel" about a family's economic situation). Activity 3 asks students to define theme and identify themes in the novel (poverty, caring for others) and to list and discuss ways people can be in need and help others. The Skills list includes literary-related goals such as using text for literary purposes and locating information in text for specific purposes, and the Activities require students to record information and write a paragraph about the setting.
Lesson 2
The French Man
Students are instructed to read Chapter 1 of The Family Under the Bridge and to answer five comprehension questions in discussion or journal writing, practicing recall of main ideas, facts, and details. Students complete a 'Meeting Characters' organizer to record characters' thoughts, words, and physical traits based on textual information. Students complete vocabulary webs using context and a dictionary, copying sentences from the book and composing new sentences that show understanding.
Lesson 3
A Discovery
Students are asked to read Chapter 2 and respond to a set of guided reading questions that require recalling facts (e.g., why the children were under the bridge), making inferences (e.g., why Armand decided to stay), and explaining meanings (e.g., interpreting the mother's saying about families). Students complete a "Meeting Characters" page to record information learned about characters and write two diary entries from different perspectives, demonstrating comprehension through character perspective-taking and summary. The lesson lists skills that include recalling main idea, facts, and details and discussing similarities and differences in events and characters.
Lesson 4
A Day in the City
Students are directed to read Chapter 3 and answer comprehension questions that require recalling facts and interpreting character feelings (e.g., questions about Armand, the Christmas log, and being treated unfairly). The Skills list specifies that students will "Recall the main idea, facts, and details from a text" and "Discuss similarities and differences in events, characters, and concepts within texts," which students practice through the Meeting Characters activity and discussion prompts. Students also complete written responses in complete sentences and use a Venn diagram to compare cultural aspects, supporting comprehension and textual comparison.
Lesson 6
The Shoe
Students read Chapter 5 and answer explicit comprehension questions in complete sentences that ask them to recall main ideas, facts, and character motivations. Students fill in a "Meeting Characters" sheet and complete a double-bubble map comparing the Calcets and the Gypsies, practicing character identification and text-based comparison. Students locate and discuss examples of dashes, hyphens, and ellipses in the text to infer author purpose and to notice how omitted or emphasized text affects meaning.
Lesson 7
Among Friends
Students are asked to read Chapter 6 aloud with expression and to make a prediction before reading, which engages them in reading and monitoring comprehension. Students answer a set of literal and inferential questions about characters, motivations, and themes and complete a "Meeting Characters" sheet to analyze character traits and changes. Students practice vocabulary in context, use resources (dictionary, glossary, context) to build word meanings, and practice oral fluency and expression.
Lesson 8
Christmas Eve
The lesson requires students to read Chapter 7 independently (Skills: Read independently from text) and answer a series of comprehension questions that target plot and character details and invite inference (e.g., Why do you think they were hosting a Christmas Eve dinner?; Was it right for Armand to say Father Christmas was building a house?). Students also record character information on a "Meeting Characters" chart and complete a Gifts activity that asks them to use what they learned about characters to choose appropriate gifts, which practices character analysis and comparison.
Lesson 9
Saying Goodbye
Students are asked to read Chapter 8 independently and answer discussion and journal questions in complete sentences, practicing comprehension of plot, character motivations, and cause-and-effect (e.g., why characters act a certain way and consequences of stealing). Students analyze cultural information by locating and describing aspects of French culture from Chapters 1–5 on the Culture Commentary page, and they update a Meeting Characters chart to record new character information. Students also synthesize text ideas by writing quinzaine poems about characters and homelessness, applying understanding of theme and perspective.
Lesson 10
A Home at Last
Students read Chapter 9 of the book and answer specific comprehension questions in writing and discussion, practicing answering verbal and written questions in complete sentences. Students complete activities that require comprehension: filling in a "Meeting Characters" chart, creating a flip book summarizing best/funniest/saddest/most exciting parts, and rereading descriptive passages to draw rooms and write a paragraph about why homes are important. Students write a letter and a singing telegram describing choices and events from the text, demonstrating they extract details and infer character motivations.
Final Project
Reader's Theater
Students reread specific pages (60–64) from The Family Under the Bridge and follow along as an adult reads the Reader's Theater script "Meeting the Gypsies," showing direct work with story text and a dramatic adaptation. Students choose a scene from the novel, reread that event aloud, and convert events into dialogue by writing a Reader's Theater script with at least twenty lines, demonstrating comprehension of plot and character. Students practice reading their lines, use stage directions, and perform the scene, which requires them to interpret character emotions, sequence events, and compare print and dramatic forms.
4: Relationships
Unit 1: One Day in the Tropical Rain Forest
Lesson 2
Morning in the Rain Forest
Students are asked to read chapters of the novel (Encourage your child to read Chapter 1) and answer specific comprehension questions (Questions #1–#5) that require recalling details and main ideas. Students complete Activity 1 by classifying animals from each chapter on a Rain Forest Animals Chart and describing relationships among animals, which practices extracting and organizing information from the text. Activity 2 asks students to locate vocabulary words in context, record definitions, and use words in sentences, supporting word-level comprehension. The listed skills explicitly include recalling main ideas and details, retelling/summarizing, and discussing similarities and differences in events and characters.
Lesson 3
The Tree
Students read Chapter 2 and answer specific comprehension questions that require recalling main ideas, facts, and details (Questions #1–#4). Students locate and match nouns and adjectives from the text and discuss the effect of the author's word choices, and an advanced option has students record the author's adjective and generate their own. The lesson's listed skills explicitly include 'Comprehend and examine an author's decisions and word choice,' 'Recall the main idea, facts, and details from a text,' and 'Locate and discuss examples of an author's use of specific word choice.'
Lesson 4
Butterfly Search
Students are asked to read Chapter 3 and respond to comprehension questions (Questions #1–#7) and journal prompts, which require recalling main ideas, facts, and details. The Skills section explicitly lists "Recall the main idea, facts, and details from a text" and "Increase oral and written vocabulary by listening, discussing, and composing texts when responding to literature that is read and heard." Activities require students to write a paragraph about which type of animal scientist they would be and to write about relationships involving a newly invented butterfly, demonstrating written response to a story.
Lesson 5
Rain Forest Relationships
Students read Chapters 4 and 5 and answer targeted comprehension questions about specific details (e.g., the butterfly description, how plants battle, sloth and moth relationship). The skills list and activities require students to recall main ideas, facts, and details, increase vocabulary through discussion and composition, and recognize plot and story problems. Students sequence events using cut-and-paste or unlabeled timeline activities, and describe how relationships help or harm organisms, demonstrating inferencing and synthesis of information from the text.
Lesson 6
Law of the Jungle
Students read Chapter 6 and are prompted to make predictions before reading, supporting comprehension monitoring. Students answer seven targeted comprehension questions about plot, character actions, and theme (for example, explaining the Law of the Jungle and how characters avoid danger). Students use context clues and a dictionary to determine vocabulary meanings and write sentences using each vocabulary word. Students reread a specific page aloud, illustrate three examples of a theme from the text, and write a 5–10 line free-verse poem to demonstrate understanding.
Lesson 7
Helping a Friend
Students are instructed to read Chapter 7 and answer seven specific comprehension questions that require recall and inference (e.g., why Dr. Rivero feared climbing, how the ladder was raised). Students retell and record major events on a Daily Activities page and add animals/relationships to a Rain Forest Animals Chart, practicing comprehension and synthesis. Students rehearse and dramatize pages 49–52, write or organize script lines, and include stage directions, which requires them to interpret character actions, tone, and sequence of events.
Unit 2: The Whipping Boy
Lesson 1
Medieval Times
The lesson has students read The Whipping Boy and asks them to identify the setting, discuss similarities and differences in events and characters, and relate story details to historical facts. Students are asked to illustrate major events chapter-by-chapter in a comic strip, use an activity page to record what they learn about the Middle Ages, and to act out scenes (Option 2) which practices dramatic interpretation. The Skills list explicitly includes 'Identify the setting of a story' and 'Discuss similarities and differences in events, characters, and concepts within a text.'
Lesson 2
Jemmy and Prince Brat
Students read Chapters 1-3 and answer targeted comprehension questions that ask them to recall main ideas, describe relationships, and summarize events (e.g., summarizing Chapter 3 and identifying main ideas of Chapters 1 and 2). Students create a comic-strip scene for each chapter, illustrating important events and composing captions/dialogue, which requires them to identify and condense key story events. Students complete vocabulary work by locating words in the text, writing definitions, and producing context-appropriate sentences, and they write diary entries from two characters' perspectives to reflect on relationships and character motivations.
Lesson 3
The Plot Thickens
Students read Chapters 4–6 of The Whipping Boy and answer comprehension questions in a journal, practicing recall of facts and details (questions about where Jemmy planned to hide, what happened in the foggy woods, and why the kidnappers believed they had the prince). Students discuss similarities and differences in characters and events (compare Jemmy and Prince Brat) and create products that show comprehension (a comic strip retelling scenes and crests that require choosing symbols/colors to represent character traits). Students practice interpreting figurative language and idioms by matching idioms from the book to their meanings and using idioms in new sentences.
Lesson 4
A Note to the King
Students are asked to read Chapters 7–9 aloud and to answer comprehension questions in a journal or discussion, practicing recall of main ideas, facts, and details. The lesson's skills list explicitly includes recognizing and comprehending figurative language and recalling main ideas and details, and activities require students to identify idioms and record similes from the text. Students also summarize story events by filling in a comic-strip box and discuss relationships shown in the feudal system chart, applying comprehension to interpret diagrams.
Lesson 5
Disagreements
Students are instructed to read Chapters 10–12 independently and then answer comprehension questions in a journal or discuss them aloud, practicing literal and inferential comprehension (who was sent back, why the prince refused, character comparisons). Students complete activities that require summarizing (comic strip), explaining character traits in their own words, and discussing similarities and differences in events and characters. Students practice vocabulary in context by choosing and placing words from a word bank and locate those words in the text, and they identify and rewrite hyperboles to demonstrate understanding of figurative language.
Lesson 6
In the Woods
Students are asked to read Chapters 13–15 and answer specific comprehension questions in a journal (recall how Jemmy escaped, identify the bear, explain characters' feelings and motives). Students identify similes, retell events, compare and contrast main and supporting characters, and complete activities (comic strip, character bags, friendship list) that require comprehension and interpretation of the text. Discussion prompts ask students to infer character feelings and changes in relationships, requiring higher-level thinking about the story.
Lesson 7
The Rescue
Students are instructed to read Chapters 16-18 and answer journal questions that check comprehension of plot, character change, and setting. Students read a ballad about Hold-Your-Nose Billy, identify rhyming words, and are asked to sing and write their own ballad (poetry). Students read pages about a medieval town, discuss details, and produce responses such as a comic strip, a five-sentence paragraph (with an advanced option), and a performance that require comprehension and synthesis of the text.
Lesson 8
Friends
Students are asked to read Chapters 19-20 and answer specific comprehension questions in a journal and class discussion, requiring them to recall plot details and infer motivations. Students are directed to reread Chapters 1-2 and list four behaviors from the beginning and end of the book, comparing how the prince changed, which requires cross-text comparison and analysis of character development. Students write a poem about the prince's changes and compose diary entries from Jemmy's and Prince Horace's perspectives, practicing interpretation, perspective-taking, and written demonstration of comprehension.
Final Project
A Monologue
Students reread specific pages (68–70, 65–66, 79) to gather details about Prince Brat and Jemmy and locate figurative language in the book. Students write and revise character monologues that require them to explain character feelings, relationship changes, and include similes, idioms, or hyperboles. Students practice reading aloud with fluency and expression and present dramatic interpretations of the characters to an audience.
Unit 3: Iggie's House
Lesson 1
The Move
The lesson asks the child to read Chapter 1 independently and to answer targeted comprehension questions in a journal, practice summarizing important events, and complete a reactions chart that requires identifying events and characters' responses. The Skills section explicitly lists recalling main idea, connecting and comparing information across selections, increasing vocabulary, and analyzing characters, which students practice through vocabulary activities, character-analysis questions, and personal-response writing. Activities such as the vocabulary word search, sentence-choice task, and the Missing You writing options require students to demonstrate understanding and produce written responses to the text.
Lesson 2
Meeting the Neighbors
Students are asked to read Chapter 2 independently and answer comprehension questions in a journal or discussion. The lesson explicitly lists skills to "Recall the main idea, facts, and details from a text" and to "Analyze characters, including their traits, relationships, actions, and changes," and provides specific questions and a Reactions Chart to practice those skills. Activities like the Fact-or-Opinion worksheet and scenario responses require students to interpret events, infer motives, and reflect on character interactions.
Lesson 3
The Softball Game
Students read Chapter 3 and answer specific discussion and journal questions (Questions #1–#7) that require them to recall facts, describe characters, and respond to events. The lesson lists skills students practice such as "Respond to events and characters in stories" and "Recall the main idea, facts, and details from a text." Students complete activities that require text-based responses (a Reactions Chart) and answer comprehension logic questions tied to the story.
Lesson 4
A New Dog
Students are asked to read Chapter 4 independently and answer two or three comprehension questions in a journal and discuss the others, which gives practice in literal and inferential comprehension. The skills list explicitly includes analyzing characters (traits, relationships, actions, and changes), and activities require students to fill a Reactions Chart and summarize chapter events. The Wrapping Up section asks students to summarize events and produce sentences in different tenses, reinforcing comprehension and retelling.
Lesson 5
A Visit from Germs
Students are asked to read Chapter 5 independently and respond to specific comprehension and discussion questions that ask about plot details (why the Garbers were glum), character choices (whether Winnie's parents signed the petition), and characters' actions and motivations (what Tina did to Woozie). Students practice recalling main ideas, facts, and details and analyzing characters, their traits, relationships, actions, and changes through journal/discussion questions and the Reactions Chart activity. Students complete the Problems in Relationships activity that requires identifying and describing interpersonal conflicts and suggesting ways characters might resolve those problems.
Lesson 6
A New Petition
Students are instructed to read Chapter 6 on their own and to summarize important events from previous reading, showing independent reading and recall practice. Students answer journal and discussion questions that require recalling main ideas and details, analyzing characters (traits, relationships, actions, changes), and making inferences. Students complete vocabulary activities, character circle maps, and a reactions chart that require them to explain, support, and apply comprehension of the story.
Lesson 7
The Swim Club
Students are asked to read Chapter 7 aloud and answer specific comprehension questions about characters, events, and motives (e.g., questions about Big Red, Mr. Berger, and Winnie's petition). Students complete a Reactions Chart and write sentences describing friendships from the book in the Friendship House activity, which requires them to identify character relationships and summarize events. Students identify contractions in the chapter and write sentences or journal entries using contractions that relate to characters and events, reinforcing comprehension through writing.
Lesson 8
Moving
Students read Chapter 8 of a story and answer specific comprehension questions (e.g., feelings, motivations, actions) that require recalling main ideas, facts, and details. Students analyze characters and relationships through guided questions and by completing a Reactions Chart and double-bubble maps that compare and contrast character traits. Students also practice reading and rewriting paragraphs for verb tense and write short paragraphs, demonstrating engagement with connected text and written responses.
Lesson 9
A Letter
Students are asked to discuss the relationship between Iggie and Winnie and to use events that occurred in the story when planning and writing a three-paragraph letter from Winnie's perspective. Students plan topic sentences, supporting details, and concluding sentences for each paragraph and must describe characters (Glenn, Herbie, Tina) and neighborhood events (petition, sign) based on the story. Students draft, revise, and edit their letter using a rubric that focuses attention on accuracy of content and mechanics, requiring them to demonstrate understanding of plot points and character relationships.
Lesson 10
I Have a Dream
Students read Chapter 9 of a story and are asked to answer specific comprehension questions in their journals, including literal and inferential questions (e.g., why Winnie asked the Garbers to go on a picnic, what Glenn and Herbie told Winnie). Students complete a "Reactions Chart" for the chapter, which asks them to record and reflect on responses to the text. Students read aloud an excerpt of Martin Luther King Jr.'s "I Have a Dream" speech and answer questions that require interpretation of themes and meanings (e.g., "What was Martin Luther King Jr.'s dream?" and "What does 'all men are created equal' mean?").
Lesson 11
The End
Students answer targeted comprehension questions about character motives, plot resolution, and author's message (Questions #1–#11). Students complete a Reactions Chart to recall major events and character responses and use the Book-in-a-Bag activity to select and explain items representing protagonist, antagonist, problem, theme, setting, and relationships. Students write journal responses about character friendship that require them to analyze character traits, relationships, and themes.
Final Project
Character Interviews
Students write interview questions for specific characters and are asked to include questions about relationships and the theme of a black family moving into a white neighborhood, which requires them to recall and use story events. Students make up characters' responses using the "Reactions Chart" and their journals, and the rubric explicitly asks whether students used events in the story and whether answers reflected characters' personalities. Skills listed include recognizing plot, analyzing characters (traits, relationships, actions, changes), recalling main idea/facts/details, and presenting dramatic interpretations of stories or plays.