This scientific article explains the historic, social, and economic implications of the invention of the steam engine. It also discusses how the industrial revolution made manufacturing plants independent from locations next to rivers. The last part describes the nostalgic use of historic steam engines. The text is in child-friendly language and appropriate for children age 8 and up.

This article provides a historic background to the fairytales of the fairytales collected by the Brothers Grimm. The original title "Children and Home Fairytales" was first published in 1812. It also focuses on the aspect of cruelty due to the fact they were originally not written for children but to educate common people. An audio link provides an extension of the information and a reflection on modern children stories. The text is written for native speakers age 8 and up. The audio text is spoken in natural language.

 *To be completed after both reads using share read text “Gray Wolf, Red Fox” in student reading / writing companion - use activity below instead of vocabulary activity on page 136Using Wonders students’ Reading / Writing Companion, students will complete multiple readings of the shared read “Gray Wolf, Red Fox” and gain knowledge about wolves and foxes.  Students will read about how these animals adapt to challenges in their habitat. After multiple reads and activities surrounding the text, students will use the vocabulary and text evidence to complete a three column note sheet.  Using website Quizlet students will create electronic flashcards using information from a three column note sheet.  Students will share their electronic flashcards with a classmate to review terminology prior to completing a Google Form vocabulary quiz.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this lesson, students will read for information, make connections and support ideas about Logan’s basketball career and his impact on communities in North Carolina.

Paraphrasing helps students make connections with prior knowledge, demonstrate comprehension, and remember what they have read. Through careful explanation and thorough modeling by the teacher in this lesson, students learn to use paraphrasing to monitor their comprehension and acquire new information. They also realize that if they cannot paraphrase after reading, they need to go back and reread to clarify information. In pairs, students engage in guided practice so that they can learn to use the strategy independently. Students will need prompting and encouragement to use this strategy after the initial instruction is completed. The lesson can be extended to help students prepare to write reports about particular topics.

Water covers 71% of the earth?s surface?does it get the instructional time it deserves in your busy curriculum? Students wade right in to the study of bodies of water as they read and discuss science trade books and work together to develop Readers Theater scripts based on selected titles.

 Using Wonders text and their Reading/Writing Companion, students will learn about the importance of landmarks and monuments to determine how they help us understand our country’s story.  After being provided with a list of monuments,landmarks and national parks, students will select one national park or monument to conduct guided research (students will be provided with an interactive Google Slide to assist in each step).  After conducting guided research, using a rubric students will create a virtual postcard using the Canva platform. *The formative assessment will include students making a virtual postcard using Canva. Students may not know what a postcard is. To help students connect, it would be a great idea to provide students with a postcard and allow them to mail it to a family member, or to another 3rd grade classroom. 

Students are introduced to the four types of local government by watching a parade slide show. Students research the services, roles, and duties of the four types of local government creating a local government guide. Students celebrate local government by role playing government officials or employees in a parade around school.

In this lesson, students apply close reading skills they have been building in Lessons 2-5.

In this lesson, students independently apply close reading skills they have been building.

Children create top hats out of paper by reading or listening to directions that use simple terms from geometry. After making the hat, they measure their heights with and without the hat, and then take a picture wearing the hat.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

This lesson encourages students' natural curiosity about spiders and builds on their prior knowledge. After a shared reading of Diary of a Spider by Doreen Cronin, students work cooperatively using a strategy called Fact–"Faction"–Fiction to identify what they know, gather information, and create their own multimedia diaries using PowerPoint. Although the topic example used here is spiders, this lesson is easily adaptable to any content area topic.

In this lesson, students use comprehension skills to discuss and respond to questions about a text.

In this lesson, students continue to build their reading skills and expertise about a specific freaky frog by reading about Freaky Frogs: "The Amazon Horned Frog."

In this lesson, students build their reading skills and expertise about a specific freaky frog by reading one section of the text Everything You Need to Know about Frogs and Other Slippery Creatures.

In this lesson, students continue to build their reading skills and expertise about a specific freaky frog by reading one section of the text Everything You Need to Know about Frogs and Other Slippery Creatures.

This module opens in a similar way to Module 1, with a "mystery" carousel. The Carousel protocol is a simple way to engage students with new content by getting them up moving, thinking, talking, and writing. In this lesson, students look at some "mystery" images to pique their curiosity.

In this lesson, students will read about different kinds of frogs and use a different recording form for each lesson. Students also will have a vocabulary notebook that they use routinely throughout the unit.