third grade - wichita usd 259€¦ · third grade week of: april 6th wichita public schools. 2nd,...

THIRD GRADE

Week of:

APRIL 6TH WICHITA PUBLIC SCHOOLS

2nd, 3rd and 4th Grades

Your child should spend up to 60 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Write down 3 activities (jumping jacks, running in place, sit ups) and do 3 rounds, timing

each round.

Each member of the family pick their favorite

song, listen to each song and have a dance party.

Write a thank you letter the mail carrier,

grandparent, or other family member.

Help make a snack for the family.

Mindful Minute: Take 3 deep breathes and

focus on the sounds in the room.

Take a Nature Walk or play an outside game

with a family member.

Draw or write about what you want to be when you

grow up.

Start your coding journey at

code.org *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage,

contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school.

The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4443 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

3/23/2020 Journeys 2017: Close Readers SE, Grade 3

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2017/na/gr3/close_readers_9780544867338_/index.html 1/4

Background Hawaii is the 50th state of the United States. The islands that make up Hawaii are located in the Pacific Ocean, far off the west coast of the United States.

Setting a Purpose Read the text to learn how volcanoes formed the islands of Hawaii.

The Land Volcanoes Built

by Patricia Ann Lynch

1 Read As you read, look for text evidence.

• Circle the title of this text. Then circle the words that tell about one section of the text.

• Underline the definition of a volcano.

The islands of Hawaii spread over many miles of ocean. Eight large islands and 124 small ones are in the chain. Each island is really the top of a mountain that pokes out of the sea. How were these islands formed? The answer is volcanoes.

What Is a Volcano?

A volcano is an opening, or vent, that goes deep into Earth. Deep within Earth it is so hot that rock melts. The melted rock is called magma.

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Copyright © 2017 by Houghton Mifflin Harcourt Publishing Company




• Circle name of the diagram.

• Underline the label that tells what happens after rock melts into magma.

erupts:

pressure: Sometimes magma is pushed up and pours out of the volcano. Then the magma is called lava. The lava cools and hardens. It builds up. Over time, it can form a tall mountain. Each of the Hawaiian Islands formed in this way.

A Volcano Erupts

Hot lava, gases,and rock flow from the volcano.

Magma pushes toward Earth’s surface through cracks.

Pressure builds, pushing magma upward. Lava cools,

hardens, and becomes part of the land.

Rock melts into magma.

3 Reread and Discuss Reread the text and diagram. What are the last two steps that happen when a volcano erupts? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence How does the diagram help you understand the main

text? Cite details from the text in your response.

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• Circle the words that tell about this section of the text.

• Underline words that name the first kind of life that arrived in Hawaii.

Life Arrives

At first, the islands were bare. Waves rippled on empty shores. Life came much later. Wind and water carried plant seeds. Sea animals such as monk seals swam there. Other animals made the voyage aboard objects floating in the sea. The arrival of birds brought song.

bare:

voyage:

5 Reread Reread the page. What are three ways animals reached Hawaii? Cite text evidence in your response.

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• Circle the words that tell how the first people got to Hawaii.

• Underline ways that one kind of plant was useful to the first people in Hawaii.

The first people paddled in canoes from other islands. The stars guided them across the Pacific Ocean. The travelers spotted the islands. They dropped anchor in a calm bay and came ashore. The new islands were good places to live. There was plenty of fresh water to drink and lots of food. The leaves of the coconut tree could be used to build thatched shelters. Coconut husks could be twisted into strong ropes. These people became the first Hawaiians.

thatched:

husks:

People from China, Japan, Samoa, the Philippines, and other countries live in Hawaii today.

7 Reread and Discuss Reread the page. According to the author, why were the islands of Hawaii good places to live? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence The photo caption says that people from many countries live

in Hawaii today. Based on this, what can you conclude about the volcanoes in Hawaii today? Cite evidence from the text in your response.

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Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt Publishing Company, Attn: Contracts, Copyrights, and Licensing, 9400 South Park Center Loop, Orlando, Florida 32819.

Printed in the U.S.A.

ISBN: 978-0-547-89019-7

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4500000000 A B C D E F G

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt Publishing Company retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Adapted as a Play by Leslie Carraillustrated by Constanza Basaluzzo

The Tale of the Ungrateful Tiger

A Korean Myth

2

NARRATOR: In a tiny village in Korea, a hungry tiger wanders through the streets. He is always ready for a meal, and the people are terrified of him. They are so frightened that they stay in their homes, glancing out their windows as the tiger looks for food.

VILLAGER 1: What are we going to do about the hungry tiger? It is becoming quite a burden to stay in our homes all day.

3

NARRATOR: The villagers argue all night, long after they get drowsy and want to go to sleep. By morning, they have agreed on a plan.

VILLAGER 2: Finally, we have come to an agreement! We’ll set a trap for the tiger by digging a deep hole in the earth.

VILLAGER 1: Exactly! We’ll leave a little bit of red meat in the hole and cover the hole with leaves and twigs. When the tiger falls into the hole, he’ll be stuck! He’ll never bother us again.

4

NARRATOR: The villagers work together to set the trap. Some of the people stand guard, waiting for the tiger. The others choose a spot by the base of a tall tree, and use their shovels to dig a huge hole.

VILLAGER 2: All right, our trap is set. Now get back to your homes! The tiger will probably come wandering by soon, looking for a meal. He’ll smell the meat in our trap and fall into the hole.

5

NARRATOR: All the villagers go to their homes to wait for the tiger. But one little boy wants to keep watch. His parents tell him to go to sleep, but he ignores them and sneaks out of the house.

LITTLE BOY (whispering): Tiger….Tiger…where are you? I dare you to come this way and try to eat me….

(Tiger enters, looking around for food.)

NARRATOR: Soon enough, the tiger appears, greedily licking his lips as he looks for food. Thinking the little boy looks tasty, the tiger grabs for him. But suddenly there is a CRASH! The tiger has fallen into the deep hole!

6

LITTLE BOY (laughing and holding his belly): We caught you, you greedy tiger! We outsmarted you this time.

TIGER (roaring): ARRRRRRR!

LITTLE BOY: Sorry, Tiger, but that was just so easy!

TIGER: Please, please, young man! Please help me. I’ll die if you leave me in here. If you help me get out of here, I promise I’ll go to another village. I won’t eat you, and I’ll never come back here again.

7

LITTLE BOY: You won’t eat me? Are you sure?

TIGER: You have my word, young man. Please, just help me out of this big hole.

NARRATOR: The little boy believes the tiger, so he grabs a long branch. Tiger grabs hold of the branch and climbs out of the hole.

8

(Tiger leaps at the little boy and growls.)

TIGER: Thank you, young man! Now I can eat you for a snack, just as I planned.

LITTLE BOY: But, Tiger, you promised you wouldn’t eat me!

TIGER (laughing): Oh, don’t be silly! You know you can’t trust a hungry tiger. And tigers are always hungry! I’ll eat you without a moment’s hesitation.

LITTLE BOY: Hold on a minute, Tiger. Before you eat me, let’s ask that cow over there for her opinion about our disagreement.

NARRATOR: Since the tiger likes games, he agrees to ask the cow her opinion.

9

LITTLE BOY: Cow, this tiger promised not to eat me if I helped him out of the trap. I helped him, but now he wants to eat me anyway! Is that fair?

(Cow chews on some grass, looking sad.)

COW: Well, everyone makes me work hard all the time. Who else has to eat grass all day, every day? No one appreciates me. Go ahead and eat him, Tiger.

TIGER: Thanks for your advice, Cow. I think I’ll have my snack now.

10

(Tiger crouches down and licks his lips.)

LITTLE BOY: Wait! Please, Tiger! I think we need a second opinion. Let’s ask the rabbit what he thinks.

TIGER (rolling his eyes): Oh, all right, young man. But hurry up because I am getting hungry!

LITTLE BOY (turning to Rabbit): Rabbit, what do you think? Should Tiger be allowed to eat me after he promised not to?

NARRATOR: The rabbit thinks about this for a moment.

11

RABBIT: Before I make my decision, I need to see exactly what happened. Show me the trap.

NARRATOR: They make their way to the big hole where Tiger had been trapped.

RABBIT: Now, Tiger, show me exactly where you were when this young boy wandered by.

TIGER: Come on, Rabbit, I’m starving! Look, I was just down here like this….(Tiger leaps into the hole.) Wait, I’m stuck again! Let me out of here!

12

RABBIT (turning to the boy): Young man, that was very careless of you. You almost ended up getting eaten for lunch. You should know better than to trust a hungry tiger!

NARRATOR: Finally, Rabbit is finished scolding the little boy.

LITTLE BOY (hanging his head): Sorry, Rabbit. It was very silly of me! My parents are going to be very upset with me.

13

NARRATOR: When he sees the boy so upset, Rabbit tries to console him.

RABBIT (patting the boy on the shoulder): Listen, young man, you learned an important lesson today—humans should not make deals with tigers!

LITTLE BOY: You’re right, Rabbit. I’ve learned my lesson today. If you hadn’t helped me out, I would have ended up in the tiger’s stomach! You’re a heroic rabbit for saving my life.

14

NARRATOR: Happy to be alive, the little boy rushes home to his parents, who are very glad to see him. Rabbit returns to his burrow for dinner. And as for Tiger…

TIGER (growling from the hole): ARRRRRRRR!

15

Text to Self Write a note to Rabbit. Tell him how you think he outsmarted the tiger.

Write About It

Responding TARGET SKILL Story Structure What

happens to the little boy after he trusts the tiger? Copy and fill in the chart below.

HMRLR_GO_StoryMap.eps HMRLR_GO_StoryMap.eps

Characters: Tiger, Little Boy, Rabbit

Setting: A village

Problem: Tiger grabs the boy and is going to eat him.Events: ?Solution: ?

16

TARGET SKILL Story Structure Name the setting, characters, and plot in a story, myth, or play.

TARGET STRATEGY Summarize Tell the important parts of a story or play in your own words.

GENRE Myth/Play A myth is a story or tale that has a message or lesson. It can be written as a story or as a play.

baseburdenconsoledrowsyglancing

greedilyheroichesitationignoresscolding

TARGET VOCABULARY

Weekly Supports for Diverse Learners

ELA K‐5

General Accommodations:

Break assignments into chunks of learning. Tackle a little at a time.

Clarify or reword directions for understanding.

Highlight directions.

Provide a dictionary to assist with spelling or have the child sound out the words.

Provide a quiet place to work without distractions.

Provide extra time to finish assignments.

Read or assist your child in reading text such as passages, questions, and answer choices. Read the text to your child a couple of times then read the text with your child. Read to your child stopping for them to read words they can independently. Allow your child to answer comprehension questions in many different ways such as orally, drawing

a picture or acting out the story showing understanding. Read the same text multiple times throughout the week. Scribe written responses for your child.

Work with your child one on one.

Provide fewer answer options for multiple choice questions (e.g., 3 answer options instead of

4).

Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz

*Use this alphabet chart to assist with letter recall and recognition when students are required to write

written responses.

*Grades K‐5 can use the below sight word dictionary provided to assist with word recall and recognition

when students are required to write written responses.

Journeys Kindergarten High Frequency Words

Aa Bb Dd for he is Mm Oo over see that to was Yy a be day from help Jj make of Pp she the too we you

all but do Gg her just me off play show their Uu went your

and by down give here Ll my on put so them up what

are Cc Ee go how like Nn one Ss some then Vv when

ask came every good Ii little new only said soon there very where

ate come Ff Hh I look now our saw Tt they Ww will

away could find have into out say take this walk with

Journeys First Grade High Frequency Words

Aa bird covers few he long off Ss teacher warm above blue cried field head look old said their was

about both Dd find hear loudly once school there wash

across boy different first heard loved one second these watch

after bring do five help Mm only seven they water

again begins does fly her make open shall think were

all bird done follow here many or she those what

almost blue don’t food high maybe our should thought where

along both door for hold me out show three who

always boy down four house minute over sing today why

and bring draw friend how more own small together window

animal brothers Ee friendship Ii most Pp soil too with

around brown earth full Idea mother paper some took work

away buy eat funny into my party sometimes toward world

Bb by eight Gg Kk myself people soon try would

baby Cc enough give kind Nn pictures sorry two write

ball call even goes know near play starts Uu Yy be car every good Ll never please stories under years

bear carry everyone great large new pull story until yellow

beautiful caught eyes green laugh night pushed studied use you

because city Ff ground learning noise put sure Vv young

been cold fall grow light nothing Rr surprised very your

before come family Hh listen now read Tt Ww

began could far happy little Oo ready take walk

begins country father have live of right talk want

Journeys Second Grade High Frequency Words

Aa behind didn’t floor hello loved Pp should talk water above being different flower help Mm paper sing tall what’s

across better doing follow high maybe part sky teacher while

afraid bird door food hold might party slowly though why

against book Ee found horse mind people someone thought window

ago boy earth friends house money pictures something through without

air brothers else from hundred morning places sometimes told woman

almost Cc enough front Ii most pushed sorry tomorrow won’t

alone called even Gg I’ll mother Rr sound took words

along car ever girl I’ve more ready started toward world

also care every gone idea move really starts town write

animals cheer everyone great Kk Nn remember stood turned Yy another children everything ground kept near river store Uu years anything city eye Hh knew never room stories until young

Bb comes Ff happened Ll next Ss story Vv

baby coming falling happy large night says studied voice

ball cried family hard learn nothing school sure Ww

bear Dd father head learning Oo second surprised walked

began dark few hear leaves other she Tt warm

begins dear field heard lived outside sheep table watch

31Operations and Algebraic Thinking GRADE 3 • NC DEPARTMENT OF PUBLIC INSTRUCTION - Adapted by USD 259 with Permission

Charlotte at the Speedway Race

1. A player takes a turn, spins the spinner and moves that many spaces.

2. Player must state (or write) one division statement using the numberfrom the board (dividend) using 2, 5, or 10 as the divisor (i.e. Player 1lands on 30 and says, "30 divided by 5 equals 6."). In the same turn,the opponent (Player 2) uses the same number from the board as aproduct (answer) of a multiplication equation. (i.e. Player 2 says,"6 x 5 = 30" - Player 2 does not have to use the same numbers Player 1 did, as long as he/she sticks to the 2, 5, 10 rule .)

3. If Player 1 (the one who flicked the spinner) is incorrect, he/she must goback to his/her previous position. If Player 2 (opponent) is incorrect, he/she must go back two spaces.

4. The winner is the first to cross the finish line.

Variation/Extension: Using any numbers, a player may tell a second factor pair to make that product and move an extra space. If this game is challenging for your child, give him/her counters (dried beans, paperclips, buttons) to help him/her make equal groups to be able to count (multiply/divide).

80 PIT STOP 24 25 15 30 18 20

START

1214

FIN

ISH 60 6 Stop for

Gas – Lose a Turn 45 12 4

2 30Trouble on the Curve –

Go Back 2 Spaces

Car Stalls – Lose a Turn

35 5010 70 20 16 Your Tire

Blows Out – Lose a Turn 35 40 8 18

22

3

3 1

1

Building Flunency: multiplication and division - focus on 2, 5, and 10Materials: gameboard, spinner (paperclip and pencil), 2 game markers (paper/pencil only if the equations are being recorded)Number of Players: 2Directions:

Lesson 2 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 3 3

1. Each has a value of 7.

Unit form: 6 sevens = ______ sevens + ______ seven

= 35 + ______

= ______

Facts: ______ × ______ = ______ and ______ x ______ = ______

Unit form: 5 ____sevens________

Facts: 5 × __7__ = 35 and __7__ × 5 = 35

Lesson 2: Apply the distributive and commutative properties to relate multiplication facts 5 × n + n to 6 × n and n × 6 where n is the size of the unit.

31

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgG3-M3-TE-1.3.0-06.2015

This is the Commutative Property.

Using facts we DO know ("fives") to help us solve more challenging facts ("sixes") is helpful.

When we decompose (break apart) one of the factors, this helps us apply the Distributive Property.

Unit form: 7 sevens = ______ sevens + ______ seven

= 35 + ______ + 7 = ______

Facts: ______ × ______ = ______ and ______ x ______ = ______

Using facts we DO know ("fives") to help us solve more challenging facts ("sixes").

or 35 + ______ = _________

(two sevens added together)

a.

b.

c.

Decompose

This is the Commutative Property.

1 seven

5 sevens

___ sevens

____sevens

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US




2. a. Each dot has a value of 8

b. Use the fact above to find 6 x 8. Draw a model (dots) to show how knowing 5 x 8 is helpful to solve 8 x 6.Then show the unit form, as well as the addition and multiplication involved. Finally, represent theCommutative Property (demonstrating that the factors can be changed and the product will remain thesame). If you need help, look back at Page 31 1b or 1c.

Unit form: 5 _____________

Facts: 5 x ______ = ______ and ______ x 5 = ______


32






3. An author writes 9 pages of her book each week. How many pages does she write in 7 weeks? Use the fivefacts to help solve this. (See page 31 for help.) Draw a model to show your thinking. Write an equation witha box for the unknown. Solve.

4. Mrs. Gonzalez buys a total of 32 crayons for her classroom. Each pack contains 8 crayons. How many packs ofcrayons does Mrs. Gonzalez buy? Draw a model to show your thinking. Write an equation with a box for theunknown. Solve.

5. Hannah has $500. She buys a camera for $435 and 4 other items for $9 each. Now Hannah wants to buyspeakers for $50. Does she have enough money to buy the speakers? Draw a model to show yourthinking. Write an equation with a box for the unknown. Explain.


33






Lesson 2 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3 3

1. Each has a value of 9.

Unit form: ____________________

Facts: 5 × ______ = ______ × 5

Total = ______

Unit form: 6 nines = ______ nines + ______ nine

= 45 + ______

= ______

Facts: ______ × ______ = ______

______ × ______ = _______


35



If you know 9 x 5, explain why you should know 45 5. Use picutres AND words to justify your answer.

1 _______

5 nines




Lesson 2 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3 3

2. There are 6 blades on each windmill. How many total blades are on 7 windmills? Use a fives fact to solve.

3. Juanita organizes her magazines into 3 equal piles. She has a total of 18 magazines. How many magazinesare in each pile?

4. Markuo spends $27 on some plants. Each plant costs $9. How many plants does he buy?


36



For each of these problems, draw a model (picture), label with numbers, words and units and write an equation with a box for the unknown. See page 31 if you need help using the "five fact strategy" to solve.





1. Each equation contains a letter representing the unknown. Find the value of the unknowns, and thenwrite the letters that match the answers to solve the riddle.

32 = s × 8 s = _____

e = _____

n = _____

21 ÷ 3 = l

l = _____

4 = 36 ÷ k

k = _____

21 = c × 7

c = _____

8 = a ÷ 3

a = _____

t = _____

t ÷ 10 = 7

24 ÷ b = 12

b = _____

i = _____

5 × 4 = e

24 ÷ i = 4

8 = 80 ÷ n

35 = 7 × h h = _____

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ 9 6 70 3 5 20 10 70 24 2 7 20 4

Which tables do you NOT have to learn?

Lesson 3: Multiply and divide with familiar facts using a letter to represent the unknown. 42



In elementary grades, many different things can represent the unknown: a letter, a shape, a line, an open box, etc.




Place Value Blocks—Ones, Tens, Hundreds, Thousands

If decomposing (breaking apart) one of the factors (numbers being multiplied together) is difficult for your child, consider having him/her cut out the tens sticks below and using them for support.

third grade - wichita usd 259€¦ · third grade week of: april 6th wichita public schools. 2nd,...

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