Georgia Common Core Support Coach, CCGPS Edition, Target: Reading Comprehension

1. A COMPLETE
PLANNING TOOL
→ Instructional Overview
→ Common Core State
Standards Alignment
→ Lesson Plans
→ Close Reading Procedure
→ Support for ELLs and
Struggling Readers
→ Answer Keys and
Scoring Rubrics
teacher’smanual
First Edition
Target
3
Reading
Comprehension
GEORGIA
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2. Contents
Fiction
Lesson 1: Myths and Fables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
The Two Weavers
Ask and Answer Questions • Characters and Character Traits. . . . . . . . . . 8
The Ant and the Grasshopper Sequence • Characters’ Actions.16
So Say the Little Monkeys Determine Central Message • Setting.22
Read on Your Own The Parrot King and the Fig Tree. . . . . . 28
Lesson 2: Short Stories. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Danny, the New Boy
Make Inferences • Describe How Chapters Build. . . . . . . . . . . . . . . . . . 36
Summer Danny Compare and Contrast • Explain Illustrations. . . . . 44
Read on Your Own Nina’s Big Day. . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 3: Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
My Little Neighbor/Travel
Visualize • Structure, Rhyme, and Rhythm. . . . . . . . . . . . . . . . . . . . . . 58
The Fly/The Land of Counterpane
Paraphrase • Nonliteral Language . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Read on Your Own The Moon. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 4: Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
A Career Day Lesson Make Predictions • Parts of a Drama. . . . . . 78
How Honeybee Got Her Stinger Summarize • Point of View. . 86
Read on Your Own The Unknown Singer. . . . . . . . . . . . . . . . . . 94
RL.3.1, RL.3.2, RL.3.3,
RL.3.9, RL.3.10, RF.3.3.a,
RF.3.4.c, L.3.4.a, L.3.4.b
RL.3.5, RL.3.7, RL.3.9,
RL.3.10, L.3.4.c, L.3.5.b
RL.3.4, RL.3.5, RL.3.10,
RF.3.4.c, L.3.4.a, L.3.5.a,
L.3.5.c
RL.3.5, RL.3.6, RL.3.10,
RF.3.3.a, RF.3.4.c, L.3.4.a,
L.3.4.b
Common Core Georgia
Performance Standards
(CCGPS)
2
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3. Nonfiction
Lesson 5: Literary Nonfiction: Biography . . . . . . . . . . . . . . 101
Thurgood Marshall: A Life for Equal Rights
Main Idea and Key Details • Point of View . . . . . . . . . . . . . . . . . . . . . 104
Maya Lin: A Young Artist with Courage
Ask and Answer Questions • Nonliteral Language. . . . . . . . . . . . . . . . . 112
Jacques Cousteau: Keeper of the Ocean
Make Inferences • Text Features. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Read on Your Own Cesar Chavez: A Man for the Workers.126
Lesson 6: Historical Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . 131
The Rush for Gold
Sequence of Events • Use Information from Illustrations. . . . . . . . . . . . 134
Gold Rush Success Stories
Compare and Contrast • Text Features . . . . . . . . . . . . . . . . . . . . . . . 140
Read on Your Own New Orleans: The City with a
Long History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 7: Scientific Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . 151
Tarantulas: Giants of the Spider World
Cause and Effect • Diagrams and Photos. . . . . . . . . . . . . . . . . . . . . . 154
The Red Planet: Is There Life on Mars?
Draw Conclusions • Text Features. . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Read on Your Own The Narwhal: Unicorn of the Sea. . . . 168
Lesson 8: Technical Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Protecting Our Food Supply Steps in a Procedure • Charts. . . 176
All about Volcanologists
Skim and Scan for Details • Text Features. . . . . . . . . . . . . . . . . . . . . 184
Read on Your Own How the Mail Moves . . . . . . . . . . . . . . . . . 190
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
RI.3.1, RI.3.2, RI.3.5, RI.3.6,
RI.3.10, RF.3.3.a, L.3.4.b,
L.3.4.d, L.3.5.a, L.3.5.c
RI.3.3, RI.3.4, RI.3.5, RI.3.7,
RI.3.8, RI.3.9, RI.3.10,
L.3.4.d
RI.3.3, RI.3.4, RI.3.5, RI.3.7,
RI.3.8, RI.3.10, RF.3.4.c,
L.3.4.a
RI.3.3, RI.3.4, RI.3.5, RI.3.7,
RI.3.8, RI.3.10, L.3.4.c
Common Core Georgia
Performance Standards
(CCGPS)
3
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4. Tools
Lesson 1: Myths and Fables
The Two Weavers. . . . . . . . . . . . . . . . . 203
The Ant and the Grasshopper. . . . . . . . 205
So Say the Little Monkeys. . . . . . . . . . . 207
Lesson 2: Short Stories
Danny, the New Boy. . . . . . . . . . . . . . . 209
Summer Danny. . . . . . . . . . . . . . . . . . 211
Lesson 3: Poetry
My Little Neighbor/Travel . . . . . . . . . . 213
The Fly/The Land of Counterpane . . . . 215
Lesson 4: Drama
A Career Day Lesson. . . . . . . . . . . . . . 217
How Honeybee Got
Her Stinger. . . . . . . . . . . . . . . . . . . 219
Lesson 5:
Literary Nonfiction: Biography
Thurgood Marshall: A Life for
Equal Rights. . . . . . . . . . . . . . . . . . 221
Maya Lin: A Young Artist
with Courage . . . . . . . . . . . . . . . . . 223
Jacques Cousteau: Keeper of
the Ocean. . . . . . . . . . . . . . . . . . . . 225
Lesson 6: Historical Nonfiction
The Rush for Gold. . . . . . . . . . . . . . . . 227
Gold Rush Success Stories . . . . . . . . . . 229
Lesson 7: Scientific Nonfiction
Tarantulas: Giants of
the Spider World. . . . . . . . . . . . . . . 231
The Red Planet: Is There
Life on Mars? . . . . . . . . . . . . . . . . . 233
Lesson 8: Technical Texts
Protecting Our Food Supply. . . . . . . . . 235
All about Volcanologists. . . . . . . . . . . . 237
Graphic Organizers and Close Reading Worksheets
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5. Practice the Skill
First Read Ask and Answer Questions
Asking and answering questions is a skill that readers use to
understand a text. Thoughtful readers ask themselves questions
before they read, during reading, and after reading. They use the
information in the text to help answer the questions.
When you use this skill, some questions you might ask are: “Where
does this story take place?” “Who is the main character?” “What
problem does the main character face?” “Why did a character behave
as he did?” “How does the lesson in the story relate to my own life?”
Questions like these will help you better understand and remember
what you read.
Try It Read this paragraph.
Two wolves are best friends. A sneaky fox decides to test how
strong their friendship really is. So, the fox walks down the street
wearing a coat that is red on one side and blue on the other. One
friend sees only the red side, and the other sees only the blue
side. The wolves have a fight about what color the coat is. They
vow never to speak to each other again.
Discuss Why do the wolves vow never to speak to each other
again? Underline the part of the story that tells you.
What is the lesson of the story?
As you read, record your answers about asking and answering
questions on the Close Reading Worksheet on page 203.
6 Lesson 1 • Myths and Fables
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6. Practice the Skill
Second Read Characters and Character Traits
Characters are the people, animals, or other creatures in a story.
In most stories, there is a main character and several minor, or
less important, characters. Character traits are the qualities that
make up a character’s personality. For example, a character can be
good or evil, kind or selfish, funny or serious. All characters have a
motivation, or a reason why they behave as they do. Understanding
the traits, feelings, and motivations of a character can help you better
understand a story’s plot. For example, a character can be happy, sad,
scared, or angry, and these feelings can affect his or her actions in
the story.
Try It Read this paragraph.
The crow was thirsty, but all he could find was a jug half-filled
with water. The jug had a narrow opening at the top. His beak
could not reach the water. The clever crow felt discouraged,
but he thought and thought. He picked up a few pebbles from
the ground and dropped them into the jug. The water rose with
each pebble, until it was high enough for the crow to reach. The
crow was thirsty no more!
Discuss What is the crow’s motivation? Double underline the
words in the text that tell you. How does the crow
feel when he can’t get to the water? Circle the words
that tell you. What words would you use to describe
the crow?
As you read, complete the Character Traits Web on page 204.
The Two Weavers 7
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7. How would you
describe Arachne?
Write your answer
on the Character
Traits Web.
Why is Arachne’s
talent so important for
her family? Underline
the parts of the story
that tell you.
In ancient Greece lived a young woman named
Arachne (uh rak nee). Arachne lived in a small cottage
with her parents. The family was poor and often had
only bread for their supper. However, Arachne had a
special gift. She could weave with amazing skill. Where
she got this skill, no one knew. Her mother, a kind and
gentle woman, had no such talent.
But oh, how Arachne could weave! She began making
tapestries to give to the family’s friends and neighbors.
News of her talent spread. Soon she was selling the
glorious tapestries at the local market. Each piece of
cloth was so beautiful that people came from far and
wide to watch her skillful hands at work.
As for Arachne’s parents, they couldn’t be more
proud. And they no longer had to worry about putting
food on the table.
1
2
3
The Two Weavers
a myth from ancient Greece
Purpose for Reading
Read along with your teacher. Each time, read for a different purpose.
First Read
Focus on asking and answering questions about the story.
Second Read
Focus on the characters and their traits.
Third Read
Focus on evaluating the story critically.
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8. All would have been well, but Arachne’s success
caused her to be vain and boastful. She could speak
of nothing but her success. She began to bore those
around her. Her friends tried to warn her against her
pride, but she seemed incapable of understanding.
“Pride goes before a fall,” they said. Unfortunately,
the proud girl never noticed, much less listened. She
seemed to be under a spell of her own making.
Arachne even boasted that she could weave better
than Athena, who was the goddess of the arts and a
mighty warrior. Athena was also the favorite daughter
of Zeus, the king of the gods. It was said that Athena,
a beautiful and intelligent goddess, could spin and
weave enchanting pictures that showed the beauty and
kindness of people around her. They caused women
who had never taken up the shuttle and loom to try
their hands.
One day, Arachne became so bold that she said
she wished she could challenge Athena to a contest.
Arachne bragged that if a prize were given, she would
surely win it.
4
5
6
What new character
traits do you learn that
Arachne has?Write
your answers on the
Character Traits Web.
Based on what you
know aboutAthena,
do you thinkArachne’s
challenge is a good
idea?Why or why not?
Myths and Fables 9The Two Weavers 9
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9. As Arachne’s friends had warned, her bragging
eventually became her downfall. For little did she know
that Athena was listening to her from Mount Olympus,
the home of the gods.
Athena decided to speak to Arachne and warn her
against her boldness. If Arachne continued to boast and
make challenges, then she, Athena, daughter of Zeus,
would find a way to put an end to the girl’s bragging.
Soon after, Athena came to Earth in the form
of an old, gray-haired woman. She knocked at the
door of Arachne’s cottage and was invited to enter.
There she found Arachne, weaving and entertaining
those who came to see her work. Once again, the talk
turned to Arachne’s belief that she could weave better
than Athena.
The old woman spoke kindly to Arachne. “You
should be more modest, my child,” she said. “Do not let
the gods hear you speak this way. You must be careful
what you wish for.”
7
8
9
10
Why does Athena try
to talk to Arachne first?
What does Athena
decide to do first to
try to stop Arachne’s
boasting? Underline
the parts of the story
that tell you.
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10. Laughing at the old woman, Arachne answered her
as if she had been insulted. “What nonsense! Who are
you that you dare to speak to me in such a way? I hope
that Athena hears me! She would know that she has a
worthy rival!”
With that, Athena began a slow but steady
transformation. The old woman grew younger and
younger and soon stood before the group as the goddess
Athena. Everyone was afraid—everyone, of course,
except Arachne. She glared at Athena and asked if she
had come to accept the challenge.
Athena weighed her choices. She decided to accept
the challenge. Someone brought her a loom, and she sat
down in front of it. The fingers on each weaver’s hands
started to dance. The group of strangers watched as the
woven cloth began to take shape in front of their eyes.
11
12
13
Does Athena’s
transformation have
the effect on Arachne
that she hoped?
Underline the part of
the story that tells you.
How are Arachne and
Athena feeling as the
contest begins? Circle
the words that describe
each character.
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