Pacing Guides Assessments #1

Reading/Language Arts
Grade 3 Pacing Guides and Assessments

Contents
Why, How, and When to Use National Geographic Ladders . . . . . . . . 2
Pacing Guides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Assessment Flowchart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Assess Vocabulary & Reading . . . . . . . . . . . . . . . . . . . . . . . . . .12
Assess Vocabulary & Reading PDFs (English) . . . . . . . . . . . . . . . . . 13
Assess Vocabulary & Reading Answer Keys (English) . . . . . . . . . . . . 29
Assess Vocabulary & Reading PDFs (Spanish) . . . . . . . . . . . . . . . . .33
Assess Vocabulary & Reading Answer Keys (Spanish) . . . . . . . . . . . .49
Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
© National Geographic Learning, Cengage Learning
1
Why, How, and When to Use
National Geographic Ladders
by Stephanie Harvey
© Stephanie Harvey
SOCIAL ST U DIES
al Park
Nation
NGL.Cengage.com 888-915-3276
920L
Welcome to A Tour of Volcanic Too Strange Return of

Yellowstone Yellowstone to Believe the Wolf
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National Geographic Ladders National Geographic Ladders National Geographic Ladders

Reading/Language Arts Science Social Studies
Teachers have quite a few hurdles to jump, When it comes to reading, volume is important—
obstacles to dodge, and ladders to scale these the more we read, the better we read. That’s
days. It seems as if there is an ever-increasing why I love NG Ladders. With so many titles and
influx of new initiatives, programs, and standards topics, there is something for everyone. Your kids,
every year. While all this activity can be exciting, it whether they are nonfiction nuts or story fanatics,
can also be overwhelming. At times you feel lucky will find in every book compelling text, amazing
to keep one step ahead of your students. Wouldn’t photos, interesting features, and multiple genres
it be wonderful if you could simply give yourself that will draw them in, fill them with information,
permission to let kids read without a lot of over- and keep them reading. And those hurdles,
instruction or over-testing? I’m here to tell you that obstacles, and ladders I mentioned before—while
is exactly what you should do. We all know, and I can’t remove them, I can promise you that NG
research has backed this up, that what kids really Ladders is one ladder you and your students will
need is more time to read. enjoy climbing.
2
WHY USE NATIONAL HOW TO USE NATIONAL
GEOGRAPHIC LADDERS? GEOGRAPHIC LADDERS
There are many reasons to choose NG Ladders, but There are many ways to use NG Ladders. In this
three of the most relevant ones are the following: “how-to” section, I’ll focus on a few ways I find to be
the most important and useful.
• Engaging and relevant content
• Equity
• Flexibility of use
Let’s take a closer look at each of these.

Engaging and relevant content is important
because that means this is text students will want
to read. Remember, the more we read, the better we
read, and if we want kids to read more, we have to © MBI/Alamy
provide them not only the opportunity to read more • Small Group Opportunities
but also content they will be interested in reading.
• Whole Class Opportunities
Equity plays a role in NG Ladders with the multiple • Independent Reading Opportunities
levels of text. This is important because kids should
be reading plenty of text they can read, not text
they can’t read. In addition, the equity factor in NG Let’s take a closer look at each of these.
Ladders has other unique twists. With NG Ladders, Small Group Opportunities should abound in your
everyone has access to the same concepts at their classroom. There are two different types of small
own level, but the layout, images, captions, graphics, group opportunities—small group work and small
and vocabulary are the same for all levels of each group instruction. It is important to distinguish the
title. Now that’s equity! differences between the two. Both types are useful
for distinct purposes.
Flexibility of use means that NG Ladders can be
used successfully in different settings and across Small Group Work is crucial, and NG Ladders
the curriculum. There are many, many ways to is a perfect resource for small group work. Did
use these books—small groups, whole class, and you know that students should be spending
independent reading. There are also tons of topics approximately 60% of their time in small group
in NG Ladders, which makes it easy to integrate work? Right now, in most classrooms, students
across the curriculum. You will be able to find books are only spending about 30% of their time in small
and selections that complement your English group work. That’s why it is essential to understand
language arts, reading, science, and social studies what constitutes small group work. A few types of
themes and units. small group work that would work well with
NG Ladders books include the following:
3
• Literature Circles/Book Clubs In this type of
small group work, kids have to be able to read
the same book. In traditional literature circles/
book clubs that means all group members would
have to be at approximately the same reading
level. With NG Ladders, kids are not restricted
from participating in a particular group because
of their reading level. Because there are multiple
levels of the same title, kids can read the
level that suits them and still be able to fully
© Paul Burns/Corbis
participate in discussion about the book.
Whole Class Opportunities should also be
• I nquiry Circles When kids work together in considered when determining how to use NG
inquiry circles, they choose to study topics, Ladders. Because the same titles are available at
problems, or questions that interest them. multiple levels, you do not need to shy away from
Many of the NG Ladders topics and titles, whole class instruction or whole class discussion.
especially those in the NG Ladders Science
and Social Studies programs, will work well in Whole Class Instruction With NG Ladders, the
inquiry circles. content is leveled, but the page layout, images,
captions, graphics, and vocabulary are the same
Small Group Instruction differs from small group for all levels of each title. Because of this, you can
work in that groups are arranged around particular choose to do some instruction with the whole class.
needs or interests, with instruction being the You can plan mini-lessons that include activating
driving purpose. NG Ladders would work well in and building background before reading, building
small group instruction, which could include groups background for the genre, and building vocabulary
arranged for various instructional purposes, such and concepts. You can also conduct explicit
as the following: instruction in thinking strategies for comprehension,
modeling these strategies for students so they
• Groups arranged by level for reading instruction understand that reading is thinking. Many examples
of modeling are included in the NG Ladders
• Groups arranged by comprehension need for Teacher’s Guides. But don’t forget that mini-lessons
strategy instruction should be short and targeted, and after explicit
instruction and modeling, allow students time to
• Groups arranged for topic-, theme-, or genre- practice on their own or in small groups.

based instruction
hole Class Discussion The NG Ladders check-
W
in questions at the end of each selection and the
Discuss questions at the end of each book are the
same in all levels of each title. This allows flexibility
for either whole class or small group discussion
after reading any selection or an entire book.
4
• Set aside days for content area reading. Kids need
to be spending a good deal of time reading text
they can read in the science and social studies
realms. NG Ladders programs are great for high-
interest content area reading.
READING AS A
MEANINGFUL ACT
© PhotoDisc/Getty Images
As a final note, we must always honor the concept of
reading as a meaningful act. To inform our teaching,
Independent Reading Opportunities are essential
we can’t forget why we, as adults, are drawn to
for all students. We need to provide plenty of time
reading in our daily lives. We read because it serves
for independent reading of books students can read
us, and interaction with text is at the core of our
and want to read. We need to also offer all students
reading engagement.
an element of choice in what they read. With a
multitude of topics, titles, and levels in NG Ladders,
• We read to turn information into knowledge.
it won’t be hard for students to find a
Reading is thinking, and we construct meaning
just-right book.
from our reading.
WHEN TO USE NATIONAL • We read to acquire and actively use knowledge,
GEOGRAPHIC LADDERS not to take a test.
NG Ladders is a supplemental program, so it can • We read for enjoyment, exploring things that
supplement and complement your core English interest us.
language arts, reading, science, and social studies Choice is important in reading.
themes and units. Have fun thinking of new ways to
incorporate these books into your curriculum. • We read to fuel our curiosities, stir our senses,
and create emotional connections to stories real
• Use NG Ladders Reading/Language Arts in your and imagined.
ELA or reading block. Use NG Ladders Science Reading is a meaningful, personal act.
and Social Studies in your content area blocks.
Just as we engage in reading for multiple reasons, so
• Pick a day or two a week to dub as
should our students be engaged in reading for many
“Ladders Days.” of the same reasons. NG Ladders offers students
a great opportunity for real reading. NG Ladders
• Every time you start a new unit of study, seek exemplifies reading as a meaningful act.
out NG Ladders titles that work well with the
unit and fold them into your lesson plans.
• Offer students the chance to select NG Ladders

titles for their literature or inquiry circles.
• Challenge students to reread an NG Ladders title

at a higher level than they read before.
5
Pacing Guides
A Pacing Guide and Extended Pacing Guides are provided to
help with lesson planning. Use or adapt these guides to allot the
number of days and the amount of time needed for reading,
instruction, and group work. Suggested teaching methods are
noted on the guides as well as points where formative and
summative assessments occur.
Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Extended Pacing Guide for Titles with 2 Selections . . . . . . . . . . . . . 8
Extended Pacing Guide for Titles with 3 Selections . . . . . . . . . . . . . 9
6
Pacing Guide
NG Ladders Reading/language arts
Day Time Method Teacher’s Guide Assessment Type
Day 1 20–30 min. Whole Class Overview
Content Goal
Comprehension Goal
Activate & Build Background Formative Assessment (pre-reading)
Concept Vocabulary
Days 2–3 30–40 min. Independent Reading and Students Read All Selections
each day Small Group Work Students can use “Read to Find Out” and “Check In”
at the beginning and end of each selection to guide
reading and discussion.
Selections
Provide support for students using information
from the Teacher’s Guide for each selection:
Build Background for the Genre
Build Vocabulary & Concepts
Read
Turn & Talk Formative Assessment (selections)
You may also want to provide the Write & Assess Formative Assessment (selections)
questions for each selection on the board
for students to answer either as small group
discussion questions or as independent “quick
write” activities.
Discuss
In Discuss, refer to Content & Comprehension Summative Assessment (book)
Goals for whole-book discussion ideas. Students
can use the Discuss questions in the student
edition to guide small group discussion.
Assess Vocabulary (PDF) Summative Assessment (book)

Assess Reading (PDF) Summative Assessment (book)
Day 4 20–30 min. Whole Class or Write

Small Group Instruction Genre
Mentor Text
Days 5–6 30–40 min. Independent and Write

each day Small Group Work Writing Process:
• Plan and Research
• Write
• Conference and Revise

Day 7 30–40 min. Whole Class Write
Writing Process:
• Publish and Present
Writing Rubric (PDF) Formative Assessment (genre)
7
Extended Pacing Guide
NG Ladders Reading/language arts Titles with 2 Selections
Content Goal
Comprehension Goal
Concept Vocabulary
Day 2 30–40 min. Whole Class or Selection 1

Small Group Instruction Build Background for the Genre
Read
Day 3 30–40 min. Independent Reading Students Read Selection 1

Small Group Work Turn & Talk Formative Assessment (selection)
Independent Work Write & Assess Formative Assessment (selection)

Read

Day 6 20–30 min. Whole Class or Discuss

Small Group Discussion Content & Comprehension Goals
Discuss Questions Summative Assessment (book)


Mentor Text
Days 30–40 min. Independent and Write

8 –10 each day Small Group Work Writing Process:
• Write

Writing Process:
8
Extended Pacing Guide
NG Ladders Reading/language arts Titles with 3 Selections
Content Goal
Comprehension Goal
Concept Vocabulary

Read


Read


Read

Day 8 20–30 min. Whole Class or Discuss

Small Group Instruction Content & Comprehension Goals
Discuss Questions Summative Assessment (book)


Mentor Text
Days 30–40 min. Independent and Write

10 –12 each day Small Group Work Writing Process:

• Write

Writing Process:
9
Assessment
Assessment tends to inform three different things—students’
progress, future instruction, and past instruction. Teachers assess
students’ progress continually by listening to them read, hearing
them talk, reading their work, and interacting with them on a
regular basis, both informally (formative assessment) and formally
(summative assessment). Students must make their thinking
audible and visible, so teachers can assess their learning and
understanding. NG Ladders provides multiple opportunities for
students to make their thinking audible by turning and talking and
visible by expressing themselves through writing.
10
Assessment Flowchart
National Geographic Ladders Reading/Language Arts
Activate & Build Background

Formative Assessment
Pre-reading
Turn & Talk Write & Assess

Formative Assessment Formative Assessment
by selection by selection
Discuss
Summative Assessment
by book
Assess Vocabulary &

Reading
Summative Assessment
by book
Assess Writing

Formative Assessment
by genre
11
Assess Vocabulary & Reading
Use these printable PDFs to assess students’ understanding of the vocabulary
and content of the books in NG Ladders Reading/Language Arts, Grade 3.
English Assessments Spanish Assessments
Assess Vocabulary: Make a Difference . . . . . . . . . 13 Evaluar el vocabulario: Hacer la diferencia . . . . . . 33

Assess Reading: Make a Difference . . . . . . . . . . . 14 Evaluar la lectura: Hacer la diferencia . . . . . . . . . 34
Assess Vocabulary: Dinosaurs . . . . . . . . . . . . . 15 Evaluar el vocabulario: Dinosaurios . . . . . . . . . . 35
Assess Reading: Dinosaurs . . . . . . . . . . . . . . . 16 Evaluar la lectura: Dinosaurios . . . . . . . . . . . . . 36
Assess Vocabulary: Amazing Plants . . . . . . . . . . 17 Evaluar el vocabulario: Plantas sorprendentes . . . . . 37
Assess Reading: Amazing Plants . . . . . . . . . . . . 18 Evaluar la lectura: Plantas sorprendentes . . . . . . . 38
Assess Vocabulary: All Together Now . . . . . . . . . . 19 Evaluar el vocabulario: Ahora todos juntos . . . . . . 39
Assess Reading: All Together Now . . . . . . . . . . . 20 Evaluar la lectura: Ahora todos juntos . . . . . . . . . 40
Assess Vocabulary: Mixed-Up Matter . . . . . . . . . 21 Evaluar el vocabulario: Materia confundida . . . . . 41
Assess Reading: Mixed-Up Matter . . . . . . . . . . . 22 Evaluar la lectura: Materia confundida . . . . . . . . 42
Assess Vocabulary: Birthday Celebrations . . . . . . . 23 Evaluar el vocabulario: Celebraciones de cumpleaños 43
Assess Reading: Birthday Celebrations . . . . . . . . . 24 Evaluar la lectura: Celebraciones de cumpleaños . . . 44
Assess Vocabulary: Forces of Nature . . . . . . . . . . 25 Evaluar el vocabulario: Fuerzas de la naturaleza . . . 45
Assess Reading: Forces of Nature . . . . . . . . . . . . 26 Evaluar la lectura: Fuerzas de la naturaleza . . . . . . 46
Assess Vocabulary: Onward! . . . . . . . . . . . . . . 27 Evaluar el vocabulario: ¡Adelante! . . . . . . . . . . . 47
Assess Reading: Onward! . . . . . . . . . . . . . . . . 28 Evaluar la lectura: ¡Adelante! . . . . . . . . . . . . . . 48
Answer Keys (English) . . . . . . . . . . . . . . . . . 29 Answer Keys (Spanish) . . . . . . . . . . . . . . . . . 49
12
Name Date
Assess Vocabulary: Make a Difference

Use the words from the word bank to complete the sentences. Use each word once.
Word Bank
commons invest moral produce reformer

impact justice opportunity quarrel sweatshop
1. Jane Addams was a who worked for social justice.

2. People in a worked long hours with very little pay.
3. Settlement houses gave people an to make their lives
better.
4. Fairness and make the world a better place.
5. Some people when they do not get what they want.
6. Carrots, beans, and other grow in a community garden.
7. People time and energy in community gardens.
8. A garden can have a positive on a community.
9. Some towns have a where people gather.
10. The of “Stone Soup” is about sharing.
Draw and label a picture using two or more words from the word bank.
13
Name Date
Assess Reading: Make a Difference

1. Refer to the book Make a Difference to complete the chart. Write opportunities and
impacts for each piece in the book.
Opportunity and Impact Chart
Opportunities Impacts
“Jane Addams:
Champion of
the Poor”
“Stone Soup”
“Community © National Geographic Learning, Cengage Learning
Gardens Make
a Difference”
2. What connections can you make among the opportunities and impacts in the
three pieces?
14
Name Date
Assess Vocabulary: Dinosaurs

Choose two or more words from the word bank. Use the words to draw and label a
picture. Then write a caption that uses the words.
Word Bank
carnivore herbivore omnivore predator reptile

extinct mosasaur paleontologist prey vertebra
1.
2.
3. © National Geographic Learning, Cengage Learning
15
Name Date
Assess Reading: Dinosaurs

1. Complete the chart. Refer to the book Dinosaurs as you write the purpose, main idea,
and examples of illustrations in each piece in the book.
Dinosaurs
“What Happened to “Digging Up “Extreme

the Dinosaurs?” the Past” Dinosaurs”
Purpose
What is the
purpose
of each piece?
Main Idea
What is each piece
mostly about?
Illustrations
Describe one way © National Geographic Learning, Cengage Learning
illustrations are
used in each piece.
2. Choose one of the three pieces in Dinosaurs. Explain how illustrations support
information in the text. In what ways is this information related to the main idea or
purpose?
16
Name Date
Assess Vocabulary: Amazing Plants

Use words from the word bank to complete the paragraph. Use each word once.
Word Bank
adaptation characteristics ripen
bloom habitat species
A sunny garden is a good for many

of plants. One of these is a sunflower plant. The sunflower plant has an
that helps it get sunlight. Its flower, or ,
moves to face the sun. Strawberry plants also need a sunny habitat. Sunlight helps the
berries and turn red. Rose plants grow best in a sunny place,
too. Rose plants have that people like. For example, people
like the sweet smell of the blooms. But watch out! Sharp thorns are a characteristic that
people don’t like!
17
Name Date
Assess Reading: Amazing Plants

1. Refer to the book Amazing Plants to complete the chart. Choose six plants from the
book. Write the name of each plant. Then list its characteristics or adaptations. Also list
its habitat if that information is in the book.
Amazing Plants
Characteristics or Adaptations
Plant
and Habitat (if possible)
2. Describe the plant in the book that you think is the most amazing. Explain why you
think so.
18
Name Date
Assess Vocabulary: All Together Now!

The words below are from All Together Now! Use the glossary to write the meaning of each
word. Then write a sentence that uses each word.
Word Meaning My Sentence
accomplish
affordable
collaborate
colony
coordinate
department
volunteer
19
Name Date
Assess Reading: All Together Now

1. The book All Together Now has three pieces that connect to the theme of working
together. In the chart, write the genre for each piece. Then choose a quote from each
piece that relates to the theme of working together.
All Together Now
Title Genre and Quote
Genre:
Quote:
“Together”
Genre:
Quote:
“The Argument”
Genre:
Quote:
“Helping Hands” © National Geographic Learning, Cengage Learning
2. Which piece do you think connects to the theme of working together the best? How
does it connect?
20
Name Date
Assess Vocabulary: Mixed-Up Matter

The words below are from Mixed-Up Matter. Use the glossary to write the meaning of each
word. Then write a sentence using the two words in each box.
solution combine
Sentence:
property eruption
Sentence:
experiment matter
Sentence:
21
Name Date
Assess Reading: Mixed-Up Matter

1. Complete the chart. Refer to Mixed-Up Matter as you write the sequence of events for
each piece.
Sequence of Events Chart
“Milo, Simon, and the “How to Make “Milo, Simon, and the
Barking Gloop” Gloop” Giant Eruption”
Genre: Humorous Fiction Genre: How-To Article Genre: Humorous Fiction
First
Next
Then

Last
2. Think about the two fiction pieces. Choose one event from the story that you think was
the most important. Tell why.
22
Name Date
Assess Vocabulary: Birthday Celebrations

Use words from the word bank to complete the paragraph. Use each word once.
Word Bank
batter culture ingredients occasion tradition

celebration decorate milestone symbolizes
My family will celebrate a special this year. My grandfather

will turn 80 years old. 80 years is a ! We are planning a
big birthday with a giant cake. I want to help make the
cake. The will have sugar, flour, butter, eggs, and other
. We will the cake with 80 candles.
Each candle one year. My grandfather is from Mexico, so it is a
in my family to sing two birthday songs. One song is in English
and the other is in Spanish. In my , we also play a game. We hit
a piñata!
23
Name Date
Assess Reading: Birthday Celebrations

1. Refer to the book Birthday Celebrations to complete the chart.
Birthday Celebrations
“International Birthday Bash” “How to Make a Rainbow Cake”
Text Features
List the text
features. Choose
one and tell what
information it
gives you.
Photos and
Illustrations
How do the photos
and illustrations
help you understand

the text?
2. Do you think photos are more important in “How to Make a Rainbow Cake” or
“International Birthday Bash”? Why?
24
Name Date
Assess Vocabulary: Forces of Nature

Choose two or more words from the word bank. Use the words to draw and label a
picture. Then write a caption that uses the words.
Word Bank
boast canyon erosion glacier

border deposition force landform
1.
2.

3.
25
Name Date
Assess Reading: Forces of Nature

1. The book Forces of Nature has a folk tale and a science article. Both pieces are about
how landforms were formed. Refer to both pieces to complete the chart.
Forces of Nature
Folk Tale: “Paul Bunyan and Science Article:

Landforms Babe the Blue Ox” “Water’s Might”
How did Paul Bunyan and Babe make How were the landforms really
the landforms? formed?
The 10,000 Lakes
The Great Lakes
Mississippi River
Grand Canyon
2. Choose a piece from the book. Explain how the images (illustrations, maps, or photos)
help you understand the text.
26
Name Date
Assess Vocabulary: Onward!

The words below are from Onward! Use the glossary to write the meaning of each word.
Then write a sentence that uses each word.
continent
crew
Equator
expedition
lure
onward
precipitation
27
Name Date
Assess Reading: Onward!

1. The book Onward! tells about four expeditions to Antarctica by four different explorers.
In the chart, write a quote from the book that shows a high point or a low point for
each expedition. Explain why you chose each quote.
Onward!
Explorer Quote
Quote:
Amundsen
I chose this quote because
Quote:
Scott
Quote:
Shackleton

Quote:
Evans
2. Do you think Onward! is a good title for this book? Why or why not?
28
Answer Keys
Name Date Name Date
Assess Vocabulary: Make a Difference Assess Reading: Make a Difference

Use the words from the word bank to complete the sentences. Use each word once. 1. Refer to the book Make a Difference to complete the chart. Write opportunities and
impacts for each piece in the book.
Word Bank
Opportunity and Impact Chart Sample answers
commons invest moral produce reformer
impact justice opportunity quarrel sweatshop
Opportunities Impacts
1. Jane Addams was a reformer who worked for social justice. Jane Addams believed in social Jane Addams and her
justice, or fairness for all. She friend opened Hull House,
2. People in a sweatshop worked long hours with very little pay. saw an opportunity to open a a settlement house that
settlement house in America. provided resources to help
3. Settlement houses gave people an opportunity to make their lives “Jane Addams:
immigrants better their lives.
Champion of
better. the Poor”
4. Fairness and justice make the world a better place.
5. Some people quarrel when they do not get what they want.
6. Carrots, beans, and other produce grow in a community garden.
Mr. Fox saw an opportunity Even though Mr. Fox tricked
7. People invest time and energy in community gardens. to get his next meal. the villagers into providing
vegetables for the soup,
8. A garden can have a positive impact on a community. the process of making soup
together helped them learn
9. Some towns have a commons where people gather. “Stone Soup” the benefit of sharing.
10. The moral of “Stone Soup” is about sharing.
Community gardens offer Community gardens provide
Drawings and labels will vary. an opportunity for people to many benefits, such as
grow their own produce, such personal enjoyment, making

as fruits and vegetables. friends, and a healthy diet.
“Community
Gardens Make
a Difference”
2. What connections can you make among the opportunities and impacts in the
three pieces? Answers will vary, but should include how opportunities can have impacts that
make a difference in people’s lives.
13 14
Name Date Name Date
Assess Vocabulary: Dinosaurs Assess Reading: Dinosaurs

Choose two or more words from the word bank. Use the words to draw and label a 1. Complete the chart. Refer to the book Dinosaurs as you write the purpose, main idea,
picture. Then write a caption that uses the words. and examples of illustrations in each piece in the book.
Word Bank Dinosaurs Sample answers
carnivore herbivore omnivore predator reptile “What Happened to “Digging Up “Extreme

extinct mosasaur paleontologist prey vertebra the Dinosaurs?” the Past” Dinosaurs”
The purpose is to The purpose is The purpose is to
examine different to recount the present facts about
1.
Responses will vary. types of dinosaurs fossil dig by several dinosaurs
Purpose and to examine a few paleontologist Rob and compare their
What is the extinction theories. Sula. size to a grown
purpose human.
of each piece?
The piece is about The piece is about The piece is about

the general kinds events that led to specific sizes and
of dinosaurs that a Tylosaur (a giant unique features of
2. existed and why the reptile) discovery several dinosaurs.
Main Idea
dinosaurs became by a team of
What is each piece extinct. paleontologists
mostly about? working in
Nebraska.
Illustrations Illustrations Illustrations

• show how Earth • show the • show a close-up of
looked when different types a specific dinosaur
Illustrations dinosaurs lived of mosasaurs and its unique body
3. Describe one way • show what might and their unique parts
illustrations are have happened body features • show a comparison
used in each piece. to cause dinosaur • show the map of in size between a
extinction the fossil site human and a specific
dinosaur
2. Choose one of the three pieces in Dinosaurs. Explain how illustrations support
information in the text. In what ways is this information related to the main idea or
purpose? Sample answer for “Digging Up the Past”: The illustrations show how three different
kinds of mosasaurs might have looked. This helps show how the fossil discovery in Nebraska was
15 a match for an extinct sea creature. 16
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Answer Keys
Name Date Name Date
Assess Vocabulary: Amazing Plants Assess Reading: Amazing Plants

Use words from the word bank to complete the paragraph. Use each word once. 1. Refer to the book Amazing Plants to complete the chart. Choose six plants from the
book. Write the name of each plant. Then list its characteristics or adaptations. Also list
Word Bank its habitat if that information is in the book.
adaptation characteristics ripen Amazing Plants Sample answers
bloom habitat species
Characteristics or Adaptations
Plant
and Habitat (if possible)
A sunny garden is a good habitat for many species
creosote bush Habitat: desert
of plants. One of these is a sunflower plant. The sunflower plant has an Characteristics and adaptations: It can live 200 years. The parent plant
sends out shoots that grow into new bushes. The new bushes grow in
adaptation that helps it get sunlight. Its flower, or bloom , the shape of a ring around the parent.
moves to face the sun. Strawberry plants also need a sunny habitat. Sunlight helps the
watermeal Habitat: water
berries ripen and turn red. Rose plants grow best in a sunny place, Characteristics and adaptations: the size and shape help watermeal
characteristics plants float together
too. Rose plants have that people like. For example, people
like the sweet smell of the blooms. But watch out! Sharp thorns are a characteristic that
people don’t like! Additional plants: lotus Note: the text does not provide habitats for all plants.
flower, mango tree,
rafflesia, giant sequoia,
bamboo, giant Amazon
water lily, elephant ears,
Draw and label a picture using two or more words from the word bank. bonsai tree, angel’s
trumpet, vanilla orchid,
Drawings and labels will vary. voodoo lily

2. Describe the plant in the book that you think is the most amazing. Explain why you
think so. Answers will vary but students should describe characteristics of one plant and
why it is amazing.
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Name Date Name Date
Assess Vocabulary: All Together Now! Assess Reading: All Together Now
The words below are from All Together Now! Use the glossary to write the meaning of each 1. The book All Together Now has three pieces that connect to the theme of working
word. Then write a sentence that uses each word. together. In the chart, write the genre for each piece. Then choose a quote from each
piece that relates to the theme of working together.
All Together Now
to complete a task successfully Sample answer:
We can accomplish a lot if we divide Title Genre and Quote
accomplish the work.
Genre: poetry
costing an amount of money that Sample answer: Quote: Accept reasonable responses.
most people can pay The builders need affordable but
affordable good tools to build the house. “Together”
to work with others to perform a Sample answer:

task Let’s collaborate to come up with a
collaborate new idea.

Genre: realistic fiction
Quote: Accept reasonable responses.
a community of the same kind of Sample answer:
organism living close together Ants in a colony work together. “The Argument”
colony
to make different things work Sample answer:

smoothly together The cooks and servers will
coordinate to serve the customers Genre: opinion piece
coordinate
quickly. Quote: Accept reasonable responses.
“Helping Hands”
one part of a larger organization, Sample answer:
or group, that has its own job or Each department has a different
department purpose job to do.
a person who helps with a task and Sample answer:

does not want to be paid for his or The group needs a volunteer to 2. Which piece do you think connects to the theme of working together the best? How
volunteer her help deliver meals. does it connect? Sample answer: The poem connects best to the theme because it gives more
examples of ways that people work together than the other pieces. It tells how parts of a
community work together, including businesses, construction crews, restaurants, neighborhoods,
and police and fire departments.
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Answer Keys
Name Date Name Date
Assess Vocabulary: Mixed-Up Matter Assess Reading: Mixed-Up Matter

The words below are from Mixed-Up Matter. Use the glossary to write the meaning of each 1. Complete the chart. Refer to Mixed-Up Matter as you write the sequence of events for
word. Then write a sentence using the two words in each box. each piece.
Sequence of Events Chart Sample answers
solution combine
a mixture of two or more kinds of to mix things together to make “Milo, Simon, and the “How to Make “Milo, Simon, and the
matter evenly spread out something new Barking Gloop” Gloop” Giant Eruption”
Genre: Humorous Fiction Genre: How-To Article Genre: Humorous Fiction
Milo made gloop as Simon Mix glue and water. Milo built a fake volcano. For
Sentence: looked on. Milo added lava, he combined things that
Sample answer: You make a solution when you combine sugar and water. dog hairs to the gloop. He jump along with red rocket
First
called it Silly Puppy. fuel to make it jump more.
Simon was worried.
The gloop grew. Simon Add color. Milo added baking soda to the
shaped it into a dog. Then lava. The lava shot up into the
property eruption he opened the window and air. Simon told him just to add
Next Silly Puppy jumped out. a little. “Better safe than sorry,”
something about an object that you the release of melted rock, ash, and gases he repeated. Milo added more
can observe from a volcano or an event that resembles and more baking soda.
this release
Sentence:
Silly Puppy chased Fluffball Add borax powder. More lava shot up. It carried
up a tree. Mr. Farfel and his Milo into space. When Milo
Sample answer: The properties of Milo’s fake lava caused a huge eruption.
dog came by. His dog and fell back to the ground, he
Then Silly Puppy ran around the grabbed the wood stork to
tree. He and Simon gave break his fall. Simon didn’t
them treats to get them want to go up.
under control.
Milo added hair from Knead the gloop. Milo had left the lava next
experiment matter

Fluffball to the gloop to to the stove. When his mom
a scientific procedure carried out to anything that has mass and takes up space make it more calm. The made dinner, she added it
answer a question, test an idea, or Last gloop became Silly Purry. to the pot by mistake. She
gather evidence Silly Purry saw the mouse thought it was spaghetti
and got out of the jar. sauce. The roof blew off the
house.
Sentence:
Sample answer: Milo did an experiment and made a new kind of matter.
2. Think about the two fiction pieces. Choose one event from the story that you think was
the most important. Tell why. Sample answer: The most important event from both stories is
in “Milo, Simon, and the Giant Eruption.” The event is when Milo put red rocket fuel in the fake lava.
It was important because it caused the lava to hit a plane, take Milo to space, and even blew the
roof off the house.
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Name Date Name Date
Assess Vocabulary: Birthday Celebrations Assess Reading: Birthday Celebrations

Use words from the word bank to complete the paragraph. Use each word once. 1. Refer to the book Birthday Celebrations to complete the chart.
Word Bank Birthday Celebrations Sample answers
batter culture ingredients occasion tradition “International Birthday Bash” “How to Make a Rainbow Cake”
celebration decorate milestone symbolizes
• maps • numbered steps

• pronunciation guides • headings
My family will celebrate a special occasion this year. My grandfather • bold words • bold words
milestone • captions Numbered steps tell how to make
will turn 80 years old. 80 years is a ! We are planning a • a label the cake.
celebration
Text Features • sidebars
big birthday with a giant cake. I want to help make the
List the text • headings
cake. The batter will have sugar, flour, butter, eggs, and other features. Choose Maps show the location and borders
one and tell what of each continent.
ingredients . We will decorate the cake with 80 candles. information it
gives you.
Each candle symbolizes one year. My grandfather is from Mexico, so it is a
tradition in my family to sing two birthday songs. One song is in English

and the other is in Spanish. In my culture , we also play a game. We hit
a piñata!
The illustrations and photos show • The photos in the ingredients list
how birthdays are celebrated in show what you need.
different cultures. • The numbered photos show the
Draw and label a picture using two or more words from the word bank. order of the steps.
• The photos of the batter show the
Photos and colors you can make.
Illustrations • The photo of the cake shows what
Drawings and labels will vary.
How do the photos it should look like when finished.
and illustrations
help you understand
the text?
2. Do you think photos are more important in “How to Make a Rainbow Cake” or
“International Birthday Bash”? Why? Sample answer: Photos are more important in
“How to Make a Rainbow Cake” for two reasons: 1) it relies only on photos to convey information
since it has no illustrations—“International Birthday Bash” has many illustrations that show
information; 2) the photos clarify the directions, especially steps 6 and 7.
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Answer Keys
Name Date Name Date
Assess Vocabulary: Forces of Nature Assess Reading: Forces of Nature

Choose two or more words from the word bank. Use the words to draw and label a 1. The book Forces of Nature has a folk tale and a science article. Both pieces are about
picture. Then write a caption that uses the words. how landforms were formed. Refer to both pieces to complete the chart.
Word Bank Forces of Nature Sample answers
boast canyon erosion glacier Folk Tale: “Paul Bunyan and Science Article:
border deposition force landform Landforms Babe the Blue Ox” “Water’s Might”
How did Paul Bunyan and Babe make How were the landforms really
the landforms? formed?
1.
Responses will vary. Paul and Babe wrestled all Glaciers moved, picked up
over Minnesota. This created sediment and carved holes into
landforms, such as holes and hills. the land. The glaciers melted,
The 10,000 Lakes The landforms filled with water filling the holes with water. Those
during a thunderstorm. areas are now the 10,000 lakes.
Paul and Babe dug five big holes Glaciers moved, picked up
in search of water in the Midwest. sediment and caused erosion
Paul swung his ax and struck that created low areas. The
The Great Lakes water, which flooded into the glaciers melted, filling the low
2. holes. areas with water. Those areas are
now the Great Lakes.
Paul and Babe were moving a The Mississippi River was

huge barrel. Babe tripped and the created by smaller rivers and
barrel broke. The water inside streams that empty into it. Rain
Mississippi River flowed to the sea. This created adds more water.
the Mississippi River.

Paul was so tired as he crossed Rivers cause erosion. The
3. Colorado that he dragged his ax. Colorado River eroded rock and
This created the Grand Canyon. created the Grand Canyon.
Grand Canyon
2. Choose a piece from the book. Explain how the images (illustrations, maps, or photos)
help you understand the text. Sample answer: In “Water’s Might,” the maps show the location
of landforms and glaciers. The illustrations (pages 14–15, 20–21) show how landforms changed.
The aerial photos show what the landforms look like.
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Name Date Name Date
Assess Vocabulary: Onward! Assess Reading: Onward!

The words below are from Onward! Use the glossary to write the meaning of each word. 1. The book Onward! tells about four expeditions to Antarctica by four different explorers.
Then write a sentence that uses each word. In the chart, write a quote from the book that shows a high point or a low point for
each expedition. Explain why you chose each quote.
Onward! Sample answers
any of the seven largest areas of land Sample answer:
continent on Earth North America and South America Explorer Quote
are continents.
Quote: “Amundsen and his men had won the race!” (p. 10)
a group of people working together to Sample answer:

do a job The expedition had a crew of 50 Amundsen
crew people.
I chose this quote because it tells about the high point of the race to the pole.
the imaginary line around Earth at its Sample answer: Quote: “We shall stick it out to the end, but we are getting weaker, of course, and the
widest point, halfway between the Weather in places close to the end cannot be far. It seems a pity, but I do not think I can write more.” (p. 11)
Equator North and South poles Equator is warm.

Scott
I chose this quote because it describes, in Scott’s own words, the sad end of their
a trip taken to explore a place or do Sample answer: expedition.
scientific research The expedition to the South Pole
expedition
took over two years. Quote: “The men had been away for more than two years. The expedition had failed.
But the story had a heroic end. Shackleton and his crew had endured.” (p.9)
something that attracts people or Sample answer: Shackleton

makes them want to do something The desire to be the first to the
lure South Pole was a lure for Scott and I chose this quote because it shows how difficult the expedition was, but that the
Amundsen. crew survived—a low point and a high point!
Quote: “Andrew set foot on Antarctica It was beautiful. He was happy that he had
toward something ahead; forward Sample answer: reached the seventh continent.” (p.20)
The leader urged us onward.
onward Evans
I chose this quote because I chose this quote because it tells about when Evans
achieved his goal.
water that falls to Earth as rain, Sample answer:
snow, sleet, or hail There was little precipitation, but it
precipitation was very cold. 2. Do you think Onward! is a good title for this book? Why or why not? Sample answer:
Onward! is a good title because all the pieces in the book have something to do with moving ahead,
sometimes in challenging conditions, to achieve a goal related to exploring Antarctica.
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Nombre Fecha
Evaluar el vocabulario: Hacer la diferencia

Usa las palabras del banco de palabras para completar las oraciones. Usarás cada palabra una vez.
Banco de palabras
espacio público fábrica de trabajo esclavo invertir oportunidad reformadora

moraleja impacto justicia producción agrícola reñir
1. Jane Addams fue una que luchó por la igualdad social.

2. Las personas en una trabajan horas muy largas con un
salario miserable.
3. Las casas de ayuda les dieron a las personas la de mejorar
sus vidas.
4. La igualdad y la hacen que el mundo sea un lugar mejor.
5. A algunas personas les gusta cuando no obtienen lo
que desean.
6. En un huerto comunitario se cultivan zanahorias, frijoles y otros productos de
.
7. A las personas les gusta su tiempo y energía en los
huertos comunitarios.
8. Un huerto puede tener un positivo en una comunidad.
9. Algunos pueblos tienen un en donde se reúnen las personas.
10. La de “Sopa de piedra” es sobre compartir.

Haz un dibujo y rotúlalo usando dos o más palabras del banco de palabras.
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Nombre Fecha
Evaluar la lectura: Hacer la diferencia

1. Consulta el libro Hacer la diferencia para completar la tabla. Escribe oportunidades e impactos
para cada uno de los textos que contiene el libro.
Tabla de Oportunidades e Impactos
Título Oportunidades Impactos
“Jane Addams:
Defensora de
los pobres”
“Sopa de
piedra”

“Los huertos
comunitarios
hacen la
diferencia”
2. ¿Qué conexiones puedes hacer entre las oportunidades y los impactos de los tres textos?
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Nombre Fecha
Evaluar el vocabulario: Dinosaurios

Elige dos o más palabras del banco de palabras. Haz un dibujo con base en las palabras y rotúlalo
usando esos mismos términos. Luego, escribe una leyenda con los términos del banco de
palabras.
Banco de palabras
carnívoro herbívoro omnívoro predador reptil

extinto mosasaurio paleontólogo presa vértebra
1.
2.

3.
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Nombre Fecha
Evaluar la lectura: Dinosaurios

1. Completa la tabla. Consulta el libro Dinosaurios según escribes el propósito, idea principal y
ejemplos de ilustraciones de cada parte del libro.
Dinosaurios
“¿Qué les sucedió a “Dinosaurios

“Excavar el pasado”
los dinosaurios?” extremos”
Propósito
¿Cuál es el propósito
de cada texto?
Idea principal
¿Sobre qué trata
principalmente
cada texto?
Ilustraciones

Describe una manera
en que se usan las
ilustraciones en
cada texto.
2. Elige uno de los tres textos de Dinosaurios. Explica cómo las ilustraciones respaldan la
información del texto. ¿Cómo se relaciona esta información con la idea principal o propósito
del texto?
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Nombre Fecha
Evaluar el vocabulario: Plantas sorprendentes

Usa las palabras del banco de palabras para completar el párrafo. Usarás cada palabra una vez.
Banco de palabras
adaptación especies hábitat

características florecer madurar
Un jardín soleado es un buen para muchas

de plantas. Una de estas es el girasol. El girasol tiene una
que le ayuda a obtener luz solar, o a ,
se mueve hacia la luz del sol. Las plantas de fresas también necesitan un hábitat soleado. La
luz solar ayuda a las fresas a y así se vuelven rojas. Los rosales
también crecen mejor en un lugar soleado. Los rosales tienen que
les gustan a las personas. Por ejemplo, les gusta el dulce aroma de sus flores. Pero, ¡ten cuidado!
¡Las espinas filosas son una característica que a las personas no les gusta!
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Nombre Fecha
Evaluar la lectura: Plantas sorprendentes

1. Consulta el libro Plantas sorprendentes para completar la tabla. Elige seis plantas del libro. Anota
el nombre de cada planta. Luego, anota sus características o adaptaciones. También anota cuál
es su hábitat si dicha información se encuentra en el libro.
Plantas sorprendentes
Características o adaptaciones
Planta
y hábitat (si es posible)
2. ¿Qué planta del libro crees que es más sorprendente? Explica por qué piensas esto.
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Nombre Fecha
Evaluar el vocabulario: Ahora todos juntos

Las palabras de abajo son del libro Ahora todos juntos. Usa el glosario para anotar el significado de
cada palabra. Luego, escribe una oración con cada palabra.
Palabra Significado Mi oración
colaborar
colonia
coordinar
departamento
económico
lograr
voluntario
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Nombre Fecha
Evaluar la lectura: Ahora todos juntos

1. El libro Ahora todos juntos contiene tres textos que se conectan con el tema de trabajar en
conjunto. En la tabla, anota cuál es el género de cada texto. Luego, elige una cita de cada texto
que se relacione con el tema de trabajar en conjunto.
Ahora todos juntos
Título Género y citas
Género:
Cita:
“Juntos”
Género:
Cita:
“La discusión”
Género:
Cita:
“Manos solidarias” © National Geographic Learning, Cengage Learning
2. ¿Cuál texto crees que se conecta mejor con el tema de trabajar en conjunto? ¿Cómo se conecta
con él?
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Nombre Fecha
Evaluar el vocabulario: Materia confundida

Las palabras de abajo son del libro Materia confundida. Usa el glosario para escribir el significado
de cada palabra. Luego, escribe una oración que contenga las dos palabras de las cajas.
solución combinar
Oración:
propiedad erupción
Oración:
experimento materia
Oración:
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Nombre Fecha
Evaluar la lectura: Materia confundida

1. Completa la tabla. Consulta el libro Materia confundida mientras escribes la secuencia de
sucesos para cada texto.
Tabla de secuencia de sucesos
“Milo, Simón y la “Cómo hacer esta “Milo, Simón y la

sustancia que ladraba” sustancia” erupción gigante”
Género: Ficción humorística Género: Artículo práctico Género: Ficción humorística
Primero
Luego
Después
Al final
2. Piensa en ambos textos de ficción. Elige el suceso que crees es más importante. Explica por qué.
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Nombre Fecha
Evaluar el vocabulario: Celebraciones de cumpleaños

Usa las palabras del banco de palabras para completar el párrafo. Usarás cada palabra una vez.
Banco de palabras
celebración decorar ingredientes ocasión tradición

cultura hito mezcla simbolizar
Este año, mi familia celebrará una especial. Mi abuelo cumplirá 80

años de edad. ¡Los 80 años son un gran ! Estamos planificando una
de cumpleaños en grande, con un pastel enorme. Yo quiero ayudar
a hacer el pastel. La contendrá azúcar, harina, mantequilla, huevos
y otros . Cada velita va a un año de
vida. Mi abuelo es de México, por lo que es una en mi familia que
cantemos dos canciones de cumpleaños. Una canción es en inglés y la otra es en español. En mi
, también jugamos un juego especial. ¡Golpeamos una piñata!
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Nombre Fecha
Evaluar la lectura: Celebraciones de cumpleaños

1. Consulta el libro Celebraciones de cumpleaños para completar la tabla.
Celebraciones de cumpleaños
“Fiesta de cumpleaños
“Cómo hacer un pastel arcoíris”
internacional”
Características
del texto
Lista las
características del
texto. Escoge una y
di qué información
te proporciona.
Fotos e
ilustraciones
¿De qué manera las
fotos e ilustraciones
te ayudan a

comprender el
texto?
2. ¿Crees que las fotos son más importantes en “Cómo hacer un pastel arcoíris” o en “Fiesta de
cumpleaños internacional”? ¿Por qué?
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Nombre Fecha
Evaluar el vocabulario: Fuerzas de la naturaleza

Elige dos o más palabras del banco de palabras. Usa las palabras para hacer un dibujo y rotularlo.
Luego, escribe una leyenda en que uses ambas palabras.
Banco de palabras
accidente geográfico erosión glaciar presumir

cañón fuerza límite sedimentación
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Nombre Fecha
Evaluar la lectura: Fuerzas de la naturaleza

1. El libro Fuerzas de la naturaleza contiene un cuento popular y un artículo de ciencias. Ambos
explican cómo se formaron los accidentes geográficos. Usa ambos textos para completar la tabla.
Fuerzas de la naturaleza
Accidentes Cuento popular: “Paul Bunyan y Artículo de ciencias: “El poder

geográficos Babe el buey azul” del agua”
¿Cómo Paul Bunyan y Babe formaron ¿Cómo se formaron realmente los
los accidentes geográficos? accidentes geográficos?
Los 10,000 lagos
Los Grandes Lagos
El río Mississippi
El Gran Cañón
2. Elige un texto del libro. Explica cómo las imágenes (ilustraciones, mapas o fotos), te ayudan a
comprender el texto.
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Nombre Fecha
Evaluar el vocabulario: ¡Adelante!

Las palabras de abajo son del libro ¡Adelante! Usa el glosario para anotar el significado de cada
palabra. Luego, escribe una oración con cada palabra.
adelante
continente
ecuador
equipo
expedición
precipitación
seducir
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Nombre Fecha
Evaluar la lectura: ¡Adelante!

1. El libro ¡Adelante! cuenta las historias de cuatro expediciones a la Antártida realizadas por
cuatro exploradores. En la tabla, escribe una cita del libro que muestre un punto culmine
o un punto bajo de cada expedición. Explica por qué escogiste cada cita.
¡Adelante!
Explorador Cita
Cita:
Amundsen
Escogí esta cita porque
Cita:
Scott
Cita:
Shackleton
Cita:
Evans
2. ¿Crees que ¡Adelante! es un buen título para este libro? ¿Por qué sí o por qué no?
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Answer Keys
Nombre Fecha Nombre Fecha
Evaluar el vocabulario: Hacer la diferencia Evaluar la lectura: Hacer la diferencia

Usa las palabras del banco de palabras para completar las oraciones. Usarás cada palabra una vez. 1. Consulta el libro Hacer la diferencia para completar la tabla. Escribe oportunidades e impactos
para cada uno de los textos que contiene el libro.
Banco de palabras
Tabla de Oportunidades e Impactos Ejemplos de respuesta
espacio público fábrica de trabajo esclavo invertir oportunidad reformadora
moraleja impacto justicia producción agrícola reñir
Título Oportunidades Impactos
reformadora Jane Addams creía en la justicia Jane Addams y su amiga

1. Jane Addams fue una que luchó por la igualdad social.
social, o en la igualdad para inauguraron Hull House,
2. Las personas en una fábrica de trabajo esclavo trabajan horas muy largas con un todos. Vio la oportunidad de una casa de ayuda que
abrir una casa de ayuda en los proporcionaba recursos a
salario miserable. “Jane Addams: Estados Unidos. los inmigrantes para que
Defensora de mejoraran sus vidas.
3. Las casas de ayuda les dieron a las personas la oportunidad de mejorar los pobres”
sus vidas.
4. La igualdad y la justicia hacen que el mundo sea un lugar mejor.
5. A algunas personas les gusta reñir cuando no obtienen lo
El Sr. Zorro vio una oportunidad Aunque el Sr. Zorro engañó a
que desean. para conseguir su próxima los aldeanos para que le dieran
comida. verduras para hacer la sopa,
6. En un huerto comunitario se cultivan zanahorias, frijoles y otros productos de el proceso de hacer la sopa
producción agrícola juntos les ayudó a aprender los
. “Sopa de beneficios de compartir.
invertir piedra”
7. A las personas les gusta su tiempo y energía en los
huertos comunitarios.
8. Un huerto puede tener un impacto positivo en una comunidad.
9. Algunos pueblos tienen un espacio público en donde se reúnen las personas. Los huertos comunitarios Los huertos comunitarios
10. La moraleja de “Sopa de piedra” es sobre compartir. ofrecen la oportunidad para brindan muchos beneficios
que las personas cultiven sus como, por ejemplo, el disfrute

propios alimentos, como frutas personal, hacer amigos y tener
“Los huertos y verduras. una dieta saludable.
Haz un dibujo y rotúlalo usando dos o más palabras del banco de palabras. comunitarios
hacen la
Los dibujos y los rótulos variarán. diferencia”
2. ¿Qué conexiones puedes hacer entre las oportunidades y los impactos de los tres textos?
Las respuestas variarán, pero deben incluir cómo las oportunidades pueden tener impactos que logren
una diferencia en la vida de las personas.
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Evaluar el vocabulario: Dinosaurios Evaluar la lectura: Dinosaurios

Elige dos o más palabras del banco de palabras. Haz un dibujo con base en las palabras y rotúlalo 1. Completa la tabla. Consulta el libro Dinosaurios según escribes el propósito, idea principal y
usando esos mismos términos. Luego, escribe una leyenda con los términos del banco de ejemplos de ilustraciones de cada parte del libro.
palabras.
Dinosaurios Ejemplos de respuesta
Banco de palabras
“¿Qué les sucedió a “Dinosaurios
“Excavar el pasado”
carnívoro herbívoro omnívoro predador reptil los dinosaurios?” extremos”
extinto mosasaurio paleontólogo presa vértebra
El propósito es examinar El propósito es El propósito es
los distintos tipos de contar la historia presentar hechos
dinosaurios y examinar de la excavación de sobre varios
1.
algunas teorías de la fósiles hecha por el dinosaurios y
Las respuestas variarán. Propósito extinción. paleontólogo Rob comparar sus
¿Cuál es el propósito Sula. tamaños con los de un
de cada texto? ser humano adulto.
El texto trata sobre los Este texto trata sobre Este texto trata
principales tipos de los acontecimientos sobre los tamaños

dinosaurios que existieron que llevaron al específicos
Idea principal y sobre por qué se descubrimiento del y peculiares
2. extinguieron. Tylosaurio (un reptil características de
¿Sobre qué trata gigante) por un equipo varios dinosaurios.
principalmente
de paleontólogos en
cada texto?
Nebraska.
Ilustraciones: Ilustraciones: Ilustraciones:

• muestran cómo lucía la • muestran los • muestran un
Tierra cuando vivían los distintos tipos acercamiento de
Ilustraciones dinosaurios. de mosasaurios un tipo específico
• muestran qué podría y sus peculiares de dinosaurio y sus
Describe una manera

en que se usan las haber pasado que características peculiares partes
3. ilustraciones en causó la extinción de físicas. del cuerpo.
cada texto. los dinosaurios. • muestran el mapa • muestran una
del área de los comparación en
fósiles. tamaño entre un ser
humano y un dinosaurio.
2. Elige uno de los tres textos de Dinosaurios. Explica cómo las ilustraciones respaldan la
información del texto. ¿Cómo se relaciona esta información con la idea principal o propósito
del texto? Ejemplo de respuesta de “Excavar el pasado”: Las ilustraciones muestran cómo podrían haber
lucido tres tipos diferentes de mosasaurios. Esto ayuda a mostrar cómo el descubrimiento de fósiles en
Nebraska coincidía con una criatura marina extinta.
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49
Answer Keys
Evaluar el vocabulario: Plantas sorprendentes Evaluar la lectura: Plantas sorprendentes

Usa las palabras del banco de palabras para completar el párrafo. Usarás cada palabra una vez. 1. Consulta el libro Plantas sorprendentes para completar la tabla. Elige seis plantas del libro. Anota
el nombre de cada planta. Luego, anota sus características o adaptaciones. También anota cuál
Banco de palabras es su hábitat si dicha información se encuentra en el libro.
adaptación especies hábitat Plantas sorprendentes Ejemplos de respuesta

características florecer madurar
Características o adaptaciones
Planta
y hábitat (si es posible)
hábitat
Un jardín soleado es un buen para muchas arbusto de creosota Hábitat: desierto
especies Características y adaptaciones: Puede vivir hasta 200 años. La planta progenitora
de plantas. Una de estas es el girasol. El girasol tiene una produce brotes a su alrededor. Cada brote se convierte en un nuevo arbusto.
adaptación florecer Los arbustos nuevos crecen con la forma de un anillo alrededor de la planta
que le ayuda a obtener luz solar, o a ,
progenitora.
se mueve hacia la luz del sol. Las plantas de fresas también necesitan un hábitat soleado. La
lenteja de agua Hábitat: agua
luz solar ayuda a las fresas a madurar y así se vuelven rojas. Los rosales Características y adaptaciones: su tamaño y su forma le ayudan a flotar en
grandes números.
también crecen mejor en un lugar soleado. Los rosales tienen características que
les gustan a las personas. Por ejemplo, les gusta el dulce aroma de sus flores. Pero, ¡ten cuidado!
Plantas adicionales: Nota: en el texto no se proporcionan los hábitats de todas las plantas.
¡Las espinas filosas son una característica que a las personas no les gusta!
flor de loto, árbol
de mango, rafflesia,
secoya gigante,
bambú, lirio gigante del
Amazonas, orejas de
elefante, árbol bonsái,
trompeta de ángel,
Los dibujos y los rótulos variarán. orquídea de vainilla,
lirio voodoo

2. ¿Qué planta del libro crees que es más sorprendente? Explica por qué piensas esto.
Las respuestas variarán, pero los estudiantes deben describir las características de una planta y explicar
37 por qué creen que es sorprendente. 38
Evaluar el vocabulario: Ahora todos juntos Evaluar la lectura: Ahora todos juntos
Las palabras de abajo son del libro Ahora todos juntos. Usa el glosario para anotar el significado de 1. El libro Ahora todos juntos contiene tres textos que se conectan con el tema de trabajar en
cada palabra. Luego, escribe una oración con cada palabra. conjunto. En la tabla, anota cuál es el género de cada texto. Luego, elige una cita de cada texto
que se relacione con el tema de trabajar en conjunto.
Ahora todos juntos
trabajar con otros para realizar una Ejemplo de respuesta:
tarea Colaboremos para pensar en una idea Título Género y citas
colaborar nueva.
Género: poesía
comunidad del mismo tipo de Ejemplo de respuesta: Cita: Acepte todas las respuestas razonables.
organismos que viven juntos Las hormigas de una colonia trabajan
colonia en conjunto. “Juntos”
hacer que cosas diferentes funcionen Ejemplo de respuesta:

juntas sin problemas Los cocineros y los meseros se
coordinar coordinarán para servir a los clientes

rápidamente. Género: ficción realista
Cita: Acepte todas las respuestas razonables.
parte de una organización, o grupo, Ejemplo de respuesta:
más grande que tiene su propio Cada departamento realiza un trabajo “La discusión”
departamento trabajo y propósito diferente.
que cuesta una cantidad de dinero y Ejemplo de respuesta:

que la mayoría de las personas puede Los constructores necesitan
económico pagar herramientas económicas, pero de Género: lectura de opinión
buena calidad, para construir la casa.
Cita: Acepte todas las respuestas razonables.
completar una tarea Ejemplo de respuesta: “Manos solidarias”

satisfactoriamente Podemos lograr algo importante si nos
lograr dividimos el trabajo.
persona que ayuda con una tarea y no Ejemplo de respuesta:

quiere recibir un pago por su ayuda El grupo necesita un voluntario para
voluntario repartir las comidas. 2. ¿Cuál texto crees que se conecta mejor con el tema de trabajar en conjunto? ¿Cómo se conecta
con él? Ejemplo de respuesta: El poema se conecta mejor con el tema ya que da más ejemplos que
los otros textos de maneras en que la gente trabaja en conjunto. Dice cómo las distintas partes de
la comunidad colaboran entre sí, incluyendo los negocios, equipos de construcción, restaurantes,
vecindarios y los departamentos de policía y bomberos.
39 40
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Answer Keys
Evaluar el vocabulario: Materia confundida Evaluar la lectura: Materia confundida

Las palabras de abajo son del libro Materia confundida. Usa el glosario para escribir el significado 1. Completa la tabla. Consulta el libro Materia confundida mientras escribes la secuencia de
de cada palabra. Luego, escribe una oración que contenga las dos palabras de las cajas. sucesos para cada texto.
Tabla de secuencia de sucesos Ejemplos de respuesta

solución combinar
“Milo, Simón y la “Cómo hacer esta “Milo, Simón y la
mezcla de dos o más tipos de materia mezclar cosas para hacer algo nuevo
distribuidos uniformemente sustancia que ladraba” sustancia” erupción gigante”
Género: Ficción humorística Género: Artículo práctico Género: Ficción humorística
Milo hacía sustancia Mezclar pegamento Milo construyó un volcán falso.

Oración: pegajosa mientras Simón lo con agua. Para hacer la lava, combinó
Ejemplo de oración: Haces una solución al combinar el azúcar con el agua. observaba. Milo le agregó cosas que saltan y combustible
Primero pelos de perro a la sustancia. para cohetes. Simón estaba
La llamó “Perrito Bobo”. preocupado.
La sustancia creció y Simón Agregar colorante. Milo le agregó bicarbonato

propiedad erupción le dio la forma de un perro. de sodio a la lava. La lava salió
Luego, abrió la ventana y disparada por el aire. Simón le
algo de un objeto que se puede observar liberación de roca derretida, cenizas y gases Luego Perrito Bobo dio un brinco. dijo que agregara un poco. “Más
de un volcán o un suceso similar a esto vale prevenir que lamentar”,
repitió. Milo agregó más y más
bicarbonato de sodio.
Oración:
Ejemplo de oración: Las propiedades de la lava falsa de Milo causaron una enorme erupción. Perrito Bobo persiguió a Agregar polvo bórax. Más lava salió disparada. Llevó
Pelusa hasta un árbol. El a Milo al espacio. Cuando Milo
Sr. Farfel y su perro pasaron regresó al piso, se agarró de una
cerca. Su perro y Perrito cigüeña para amortiguar la caída.
Después
Bobo corrían alrededor del Simón no quería volar.
árbol. Él y Simón les dieron
unos bocadillos para poder
controlarlos.
experimento materia

Milo le agregó pelos de Amasar la sustancia. Milo dejó la lava junto a la
procedimiento científico que se realiza todo lo que tiene masa y ocupa espacio Pelusa a la sustancia para estufa. Cuando su mamá
para responder una pregunta, poner a que se calmara. La sustancia preparó la cena, se la agregó
prueba una idea o reunir evidencia Al final se convirtió en Gatito Bobo. a la cena por error. Pensó que
Gatito Bobo vio a un ratón y se era pasta para los fideos. El
salió de la jarra. techo explotó.
Oración:
Ejemplo de oración: Milo hizo un experimento y creó un tipo nuevo de materia.
2. Piensa en ambos textos de ficción. Elige el suceso que crees es más importante. Explica por qué.
Ejemplo de respuesta: El suceso más importante de ambas historias está en “Milo, Simón y la erupción
gigante”. Ocurre cuando Milo agrega combustible para cohetes a la lava falsa. Es importante porque causa
que la lava golpee el avión, lleva a Milo al espacio, e incluso hace que explote el techo de la casa.
41 42
Evaluar el vocabulario: Celebraciones de cumpleaños Evaluar la lectura: Celebraciones de cumpleaños

Usa las palabras del banco de palabras para completar el párrafo. Usarás cada palabra una vez. 1. Consulta el libro Celebraciones de cumpleaños para completar la tabla.
Banco de palabras Celebraciones de cumpleaños Ejemplos de respuesta
celebración decorar ingredientes ocasión tradición “Fiesta de cumpleaños

“Cómo hacer un pastel arcoíris”
cultura hito mezcla simbolizar internacional”
• mapas • pasos numerados
ocasión • guías de pronunciación • encabezados
Este año, mi familia celebrará una especial. Mi abuelo cumplirá 80 • palabras en negrita • palabras en negrita
hito • leyendas Los pasos numerados te dicen cómo
años de edad. ¡Los 80 años son un gran ! Estamos planificando una
• rótulos hacer el pastel.
celebración de cumpleaños en grande, con un pastel enorme. Yo quiero ayudar Características • barras laterales
del texto • encabezados
a hacer el pastel. La mezcla contendrá azúcar, harina, mantequilla, huevos Los mapas muestran la ubicación y las
Lista las
características del fronteras de cada continente.
y otros ingredientes . Cada velita va a simbolizar un año de texto. Escoge una y
tradición di qué información
vida. Mi abuelo es de México, por lo que es una en mi familia que te proporciona.
cantemos dos canciones de cumpleaños. Una canción es en inglés y la otra es en español. En mi

cultura , también jugamos un juego especial. ¡Golpeamos una piñata!
Haz un dibujo y rotúlalo usando dos o más palabras del banco de palabras. Las ilustraciones y las fotos muestran • Las fotos de los ingredientes
cómo se celebran los cumpleaños en muestran qué se necesita.
distintas culturas. • Las fotos numeradas muestran el
Los dibujos y los rótulos variarán.
orden de los pasos.
• Las fotos de la masa muestran los
Fotos e colores que se pueden hacer.
ilustraciones • La foto del pastel muestra cómo se
¿De qué manera las verá cuando esté terminado.
fotos e ilustraciones
te ayudan a
comprender el
texto?
2. ¿Crees que las fotos son más importantes en “Cómo hacer un pastel arcoíris” o en “Fiesta de
cumpleaños internacional”? ¿Por qué? Ejemplo de respuesta: Las fotos son más importantes en
“Cómo hacer un pastel arcoíris” por dos razones: 1) El texto depende sólo de las fotos para comunicar
información, ya que no tiene ilustraciones; “Fiesta de cumpleaños internacional” tiene muchas ilustraciones
que muestran información; 2) Las fotos clarifican las instrucciones, especialmente en los pasos 6 y 7.
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Answer Keys
Evaluar el vocabulario: Fuerzas de la naturaleza Evaluar la lectura: Fuerzas de la naturaleza

Elige dos o más palabras del banco de palabras. Usa las palabras para hacer un dibujo y rotularlo. 1. El libro Fuerzas de la naturaleza contiene un cuento popular y un artículo de ciencias. Ambos
Luego, escribe una leyenda en que uses ambas palabras. explican cómo se formaron los accidentes geográficos. Usa ambos textos para completar la tabla.
Banco de palabras Fuerzas de la naturaleza Ejemplos de respuesta
accidente geográfico erosión glaciar presumir Accidentes Cuento popular: “Paul Bunyan y Artículo de ciencias: “El poder
cañón fuerza límite sedimentación geográficos Babe el buey azul” del agua”
¿Cómo Paul Bunyan y Babe formaron ¿Cómo se formaron realmente los
los accidentes geográficos? accidentes geográficos?
Paul y Babe lucharon por todo Los glaciares se movieron,

Las respuestas variarán. Minnesota. Esto creó accidentes recogieron sedimentos y esculpieron
geográficos, como agujeros agujeros en la tierra. Los glaciares se
Los 10,000 lagos y cerros. Los accidentes derritieron, llenando los agujeros con
geográficos se llenaron con agua agua. Esas áreas ahora conforman
durante una tormenta. los 10,000 lagos.
Paul y Babe excavaron cinco Los glaciares se movieron,

agujeros grandes mientras recogieron sedimentos y causaron
buscaban agua en el Medio Oeste. erosión, lo que creó áreas bajas. Los
Los Grandes Lagos Paul dio un golpe con su hacha y glaciares se derritieron, llenando
encontró agua, la que inundó los las áreas bajas con agua. Hoy en día,
agujeros. esas áreas son los Grandes Lagos.
Paul y Babe estaban moviendo un El río Mississippi fue creado por

barril enorme. Babe se tropezó y ríos y arroyos más pequeños que se
el barril se rompió. El agua en su vaciaban en él. El agua agregó más
El río Mississippi interior fluyó hacia la tierra. Eso agua al río.
© National Geographic Learning, Cengage Learning creó el río Mississippi.

Paul estaba tan cansado mientras Los ríos causan erosión. El río
cruzaba Colorado que caminaba Colorado erosionó la roca y creó el
arrastrando su hacha. Eso creó el Gran Cañón.
El Gran Cañón Gran Cañón.
2. Elige un texto del libro. Explica cómo las imágenes (ilustraciones, mapas o fotos), te ayudan a
comprender el texto. Ejemplo de respuesta: En “El poder del agua”, los mapas muestran la ubicación
de accidentes geográficos y glaciares. Las ilustraciones (páginas 14–15, 20–21) muestran cómo cambiaron
los accidentes geográficos. Las fotos aéreas muestran cómo lucen los accidentes geográficos.
45 46
Evaluar el vocabulario: ¡Adelante! Evaluar la lectura: ¡Adelante!

Las palabras de abajo son del libro ¡Adelante! Usa el glosario para anotar el significado de cada 1. El libro ¡Adelante! cuenta las historias de cuatro expediciones a la Antártida realizadas por
palabra. Luego, escribe una oración con cada palabra. cuatro exploradores. En la tabla, escribe una cita del libro que muestre un punto culmine
o un punto bajo de cada expedición. Explica por qué escogiste cada cita.
¡Adelante! Ejemplos de respuesta
hacia algo que está más allá Ejemplo de respuesta:
El líder nos urgió que siguiéramos
adelante adelante. Explorador Cita
Cita: “Habían ganado la carrera. Amundsen y sus hombres celebraron”. (pág. 10)
cualquiera de las siete áreas terrestres Ejemplo de respuesta:

más grandes de la Tierra América del Norte y América del Sur son Amundsen
continente continentes. Escogí esta cita porque habla sobre un punto culmine en la carrera por el polo.
línea imaginaria que rodea la Tierra en Ejemplo de respuesta: Cita: “Vamos a intentarlo hasta las últimas consecuencias, pero estamos más débiles,
su punto más ancho, justo en el medio El estado del tiempo en lugares cerca por supuesto, y el final no debe estar lejos. Es una lástima, pero no creo que
ecuador entre los polos norte y sur del ecuador es cálido. pueda escribir más”. (pág. 11)

Scott
Escogí esta cita porque describe, en las propias palabras de Scott, el triste final de su
expedición.
grupo de personas que trabajan juntas Ejemplo de respuesta:
para realizar una tarea La expedición tenía un equipo de 50
equipo personas.
Cita: “Los hombres habían estado lejos de casa por más de dos años. La expedición
fue un fracaso, pero el relato del Endurance tuvo un final heroico. Shackleton y
sus compañeros exploradores habían resistido”. (pág. 14)
Shackleton
viaje que se hace para explorar un lugar Ejemplo de respuesta:
o hacer una investigación científica La expedición al Polo Sur tomó más de Escogí esta cita porque muestra lo difícil que había sido la expedición, pero que el
dos años. equipo había sobrevivido—¡un punto bajo y un punto culmine!
expedición
Cita: “Andrew pisó la Antártida. Su belleza natural lo conmovió. Se sintió contento de

agua que cae a la tierra en forma de Ejemplo de respuesta: poder dejar la huella de sus botas en el suelo del séptimo continente”. (pág. 20)
lluvia, nieve, aguanieve o granizo Había poca precipitación, pero hacía
precipitación mucho frío. Evans
Escogí esta cita porque habla sobre el momento en que Evans alcanzó su meta.
atraer o hacer que alguien quiera hacer Ejemplo de respuesta:

algo El deseo de ser el primero en el Polo
seducir Sur logró seducir a Scott y Amundsen. 2. ¿Crees que ¡Adelante! es un buen título para este libro? ¿Por qué sí o por qué no?
Ejemplo de respuesta: ¡Adelante! es un buen título, ya que todas las partes del libro se relacionan con
avanzar, a veces bajo condiciones difíciles, para alcanzar un objetivo relacionado con la exploración de
la Antártida.
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52
Writing Rubrics
Use these rubrics to score students’ genre writing.
Writing Rubric: Opinion Piece . . . . . . . . . . . . . . . . . . . . . . . . . 54

Writing Rubric: How-to Article . . . . . . . . . . . . . . . . . . . . . . . . .55
Writing Rubric: Science Article . . . . . . . . . . . . . . . . . . . . . . . . .56
Writing Rubric: Third-Person Narrative . . . . . . . . . . . . . . . . . . . .57
Writing Rubric: Humorous Fiction . . . . . . . . . . . . . . . . . . . . . . .58
Writing Rubric: Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Writing Rubric: Haiku . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
53
Writing Rubric: Opinion Piece
Directions: Use this rubric to score writing.
The Opinion Piece . . .
4 • clearly introduces a claim.

Wow! • contains relevant evidence and clear reasons that thoroughly support
the claim.
• organizes all evidence and reasons in a logical order.
• provides a concluding statement that clearly follows from and supports
the claim.
3 • generally introduces a claim.

Ahh. • contains mostly relevant evidence and mostly clear reasons that
generally support the claim.
• organizes most evidence and reasons in a logical order.
• provides a concluding statement that generally follows from and
supports the claim.
2 • partially introduces a claim.

Hmm. • contains some relevant evidence and some clear reasons that support
the claim.
• organizes some of the evidence and reasons in a logical order.
• provides a concluding statement that somewhat follows from and
supports the claim.
1 • does not introduce a claim.

Huh? • contains little or no evidence and reasons that support the claim.
• does not organize the evidence and reasons in a logical order.
• has no concluding statement.
54
Writing Rubric: How-to Article
The How-to Article . . .
4 • tells how to make or do something and begins by clearly stating what

Wow! the reader will learn to make or do.
• clearly explains a procedure in a series of steps, which are listed and
numbered in order.
• expertly uses both text and graphic features to demonstrate and explain.
3 • tells how to make or do something and begins by generally stating what

Ahh. the reader will learn to make or do.
• explains a procedure in a series of steps, which are listed and numbered
in order.
• uses both text and graphic features to demonstrate and explain.
2 • tells how to make or do something and begins by partially stating what

Hmm. the reader will learn to make or do.
• partially explains a procedure in a series of steps, but they may not be
listed in order.
• uses text and some graphic features to demonstrate and explain.
1 • does not tell how to make or do something and does not begin by
Huh? stating what the reader will learn to make or do.
• does not explain a procedure in a series of steps.
• does not use both text and graphic features to demonstrate and explain.
55
Writing Rubric: Science Article
The Science Article . . .
4 • skillfully uses facts, details, examples, and evidence to convey

Wow! information about a science topic.
• clearly explains ideas and concepts by pointing out problem/solution or
cause/effect relationships.
• clearly organizes text using headings and includes specialized
vocabulary.
• skillfully conveys facts and information through photos, captions,
diagrams, illustrations, or other graphics.
3 • generally uses facts, details, examples, and evidence to convey

Ahh. information about a science topic.
• generally explains ideas and concepts by pointing out problem/solution
or cause/effect relationships.
• organizes most text using headings and may include specialized
vocabulary.
• conveys facts and information through photos, captions, diagrams,
illustrations, or other graphics.
2 • partially uses facts, details, examples, and evidence to convey

Hmm. information about a science topic.
• partially explains ideas and concepts by pointing out problem/solution
• organizes some text using headings but may not include specialized
vocabulary.
• conveys a few facts and information through photos, captions,
1 • does not use facts, details, examples, and evidence to convey

Huh? information about a science topic.
• does not explain ideas and concepts by pointing out problem/solution
• does not organize text using headings; does not include specialized
vocabulary.

• does not convey facts and information through photos, captions,
56
Writing Rubric: Narrative/Third-Person
Narrative
The Narrative/Third-Person Narrative . . .
4 • brings to life a story about real people, places, objects or events.

Wow! • uses several narrative elements, such as interesting anecdotes and
vivid descriptions of people and places.
• consistently uses a third-person point of view, which includes pronouns
such as he, she, and they.
• involves extensive research on the part of the writer to ensure the
information is credible.
• includes relevant and interesting graphics or photos with captions.
3 • tells a story about real people, places, objects or events.

Ahh. • uses some narrative elements, such as anecdotes or descriptions of
people and places.
• uses a third-person point of view, which includes pronouns such as he,
she, and they.
• involves some research on the part of the writer to ensure the
• includes graphics or photos with captions.
2 • vaguely tells about real people, places, objects or events.

Hmm. • uses few narrative elements, such as anecdotes and descriptions of
people and places.
• inconsistently uses a third-person point of view, which includes
pronouns such as he, she, and they.
• involves minimal research on the part of the writer to ensure the
• may include graphics or photos with captions.
1 • does not tell about real people, places, objects or events.

Huh? • does not use narrative elements, such as anecdotes and descriptions of
people and places.
• does not use a third-person point of view, which includes pronouns such
as he, she, and they.
• does not involve research on the part of the writer to ensure the
• does not include graphics or photos with captions.
57
Writing Rubric: Humorous Fiction
The Humorous Fiction Story . . .
4 • skillfully includes narrative, or story, elements such as plot, character,

Wow! setting, and theme.
• develops either realistic or fantastic plot, characters, settings, and
events in interesting and unique ways.
• successfully uses absurdity, irony, wordplay, and exaggeration to amuse
the reader.
3 • includes narrative, or story, elements such as plot, character, setting,

Ahh. and theme.
• develops either realistic or fantastic plot, characters, settings,
and events.
• uses absurdity, irony, wordplay, and exaggeration to amuse the reader.
2 • attempts to include narrative, or story, elements such as plot, character,

Hmm. setting, and theme.
• partially develops either realistic or fantastic plot, characters, settings,
and events.
• attempts to use absurdity, irony, wordplay, and exaggeration to amuse
the reader.
1 • does not include narrative, or story, elements such as plot, character,

Huh? setting, and theme.
• does not develop either realistic or fantastic plot, characters, settings,
and events.
• does not use absurdity, irony, wordplay, and exaggeration to amuse
the reader.
58
Writing Rubric: Play
The Play . . .
4 • is clearly divided into acts and/or scenes.

Wow! • includes a cast of one or more characters.
• is a well-told story that uses dialogue, narration, stage directions, and
setting notes.
• is cleverly written with the knowledge that a play is meant to be
performed.
3 • is divided into acts and/or scenes.

Ahh. • includes a cast of one or more characters.
• is a story that uses dialogue, narration, stage directions, and
setting notes.
• is written with the knowledge that a play is meant to be performed.
2 • is partially divided into acts and/or scenes.

Hmm. • attempts to include a cast of one or more characters.
• may use dialogue, narration, stage directions, or setting notes.
• may not consider that a play is meant to be performed.
1 • is not divided into acts and/or scenes.

Huh? • does not include a cast of one or more characters.
• does not use dialogue, narration, stage directions, or setting notes.
• does not consider that a play is meant to be performed.
59
Writing Rubric: Haiku
The Haiku . . .
4 • paints a clear picture in the reader’s mind and often uses nature as
Wow! its subject.
• has three lines. The first and third lines have five syllables, and the
second line has seven syllables.
• generally does not rhyme.
3 • paints a picture in the reader’s mind and may use nature as its subject.
Ahh. • has three lines. The first and third lines have five syllables, and the
second line has seven syllables.
• may not rhyme.
2 • attempts to paint a picture in the reader’s mind and may use nature as
Hmm. its subject.
• may have three lines, with the first and third lines having five syllables,
and the second line having seven syllables.
• may rhyme.
1 • does not paint a picture in the reader’s mind and does not use nature as
Huh? its subject.
• does not have three lines, with the first and third lines having five
syllables, and the second line having seven syllables.
60
Acknowledgments 
Grateful acknowledgment is given to the authors, artists, photographers, museums, publishers, and agents
for permission to reprint copyrighted material. Every effort has been made to secure the appropriate
permission. If any omissions have been made or if corrections are required, please contact the Publisher.
Copyright © 2016 National Geographic Learning, Cengage Learning
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced,
transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not
limited to photocopying, recording, scanning, digitizing, taping, web distribution, information networks, or
information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 United

States Copyright Act, without the prior written permission of the publisher.
National Geographic and the Yellow Border are registered trademarks of the
National Geographic Society.
For permission to use material from this text or product, submit all requests online at
www.cengage.com/permissions
Further permissions questions can be emailed to permissionrequest@cengage.com
Visit National Geographic Learning online at NGL.Cengage.com
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ISBN: 978-13056-3564-7
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Reading/Language Arts

Grade 3 Pacing Guides and Assessments

© National Geographic Learning, Cengage Learning

Welcome to A Tour of Volcanic Too Strange Return of

OC_SE_49060_5_U31_amm.indd All Pages 8/15/13 11:10 AM

National Geographic Ladders National Geographic Ladders National Geographic Ladders

Let’s take a closer look at each of these.

© National Geographic Learning, Cengage Learning

• Offer students the chance to select NG Ladders

• Challenge students to reread an NG Ladders title

© National Geographic Learning, Cengage Learning

Assess Vocabulary (PDF) Summative Assessment (book)

Day 4 20–30 min. Whole Class or Write

Days 5–6 30–40 min. Independent and Write

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Writing Rubric (PDF) Formative Assessment (genre)

Day 2 30–40 min. Whole Class or Selection 1

Day 3 30–40 min. Independent Reading Students Read Selection 1

Day 4 30–40 min. Whole Class or Selection 2

Day 5 30–40 min. Independent Reading Students Read Selection 2

Day 6 20–30 min. Whole Class or Discuss

Assess Vocabulary (PDF) Summative Assessment (book)

Day 7 20–30 min. Whole Class or Write

Days 30–40 min. Independent and Write

Day 11 30–40 min. Whole Class Write

Writing Rubric (PDF) Formative Assessment (genre)

© National Geographic Learning, Cengage Learning

Day 2 30–40 min. Whole Class or Selection 1

Day 3 30–40 min. Independent Reading Students Read Selection 1

Day 4 30–40 min. Whole Class or Selection 2

Day 5 30–40 min. Independent Reading Students Read Selection 2

Day 6 30–40 min. Whole Class or Selection 3

Day 7 30–40 min. Independent Reading Students Read Selection 3

Day 8 20–30 min. Whole Class or Discuss

Assess Vocabulary (PDF) Summative Assessment (book)

Day 9 20–30 min. Whole Class or Write

Days 30–40 min. Independent and Write

© National Geographic Learning, Cengage Learning

Day 13 30–40 min. Whole Class Write

Writing Rubric (PDF) Formative Assessment (genre)

© National Geographic Learning, Cengage Learning

Activate & Build Background

Turn & Talk Write & Assess

Assess Vocabulary &

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English Assessments Spanish Assessments

Assess Vocabulary: Make a Difference . . . . . . . . . 13 Evaluar el vocabulario: Hacer la diferencia . . . . . . 33

© National Geographic Learning, Cengage Learning

Assess Vocabulary: Make a Difference

commons invest moral produce reformer

1. Jane Addams was a who worked for social justice.

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Assess Reading: Make a Difference

Opportunity and Impact Chart

“Community © National Geographic Learning, Cengage Learning

Assess Vocabulary: Dinosaurs

carnivore herbivore omnivore predator reptile

3. © National Geographic Learning, Cengage Learning

Assess Reading: Dinosaurs

“What Happened to “Digging Up “Extreme

• Offer students the chance to select NG Ladders

• Challenge students to reread an NG Ladders title