SySTemS And SenSeS Tell It Again! Read-Aloud Anthology

Alignment Chart forThe Human Body: Systems and SensesSTD W.3.3dProvide a sense of closure.CKLAGoal(s)Provide a sense of closure in a narrativepieceLesson123456789 Production and Distribution of WritingSTD W.3.4With guidance and support from adults, produce writing in which the development and organization are appropriateto task and purpose. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)CKLAGoal(s)With guidance and support from adults,produce writing in which the developmentand organization are appropriate to taskand purpose, i.e., ideas and paragraphspresented clearly and in a logical orderSTD W.3.5With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and includingGrade 3 on pages 28 and 29.)CKLAGoal(s)With guidance and support from peersand adults, use the writing process ofplan, draft, edit, and publish to developand strengthen writingSTD W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) aswell as to interact and collaborate with others. Share writing with othersCKLAGoal(s)With guidance and support from adults,use technology to produce and publishwriting (using keyboarding skills) aswell as to interact and collaborate withothers** Research to Build and Present KnowledgeSTD W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sourcesand sort evidence into provided categories.Make personal connections (orally orin writing) to events or experiences in afiction or nonfiction/informational readaloud, and/or make connections amongseveral read-aloudsCKLAGoal(s)Gather information from print and digitalsources; take brief notes on sources andsort evidence into provided categoriesCategorize and organize facts andinformation within a given domain The Human Body: Systems and Senses Alignment Chart 2013 Core Knowledge Foundationix

Alignment Chart forThe Human Body: Systems and SensesSTD W.3.10Lesson12346789Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a singlesitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Write responses to fiction and nonfiction/informational read-alouds thatdemonstrate understanding of the textand/or express/support opinion, usingexamples from a text and distinguishingown point of view from that of the author,narrator, or characters (short time frame)CKLAGoal(s)5 With guidance and support from peersand adults, use the writing process ofplan, draft, edit, and publish to developand strengthen writing (extended timeframe) Write sentences to represent themain idea and details from a fiction ornonfiction/informational read-aloud (shorttime frame) Speaking and Listening Standards: Grade 3Comprehension and CollaborationSTD SL.3.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diversepartners on Grade 3 topics and texts, building on others’ ideas and expressing their own clearly.STD SL.3.1aCome to discussions prepared, having read or studied required material; explicitly draw on that preparation and otherinformation known about the topic to explore ideas under discussion.CKLAGoal(s)Carry on and participate in a conversationwith an adult or peer for at least six turns,staying on topic, building on others’ideas, and expressing their own ideasclearly Demonstrate preparedness for adiscussion, having read or studiedrequired material, explicitly drawing onpreparation and other information knownabout the topic to explore content underdiscussion Prior to listening to a read-aloud, identify(orally or in writing) what they know andhave learned that may be related to thespecific read-aloud or topic Make predictions (orally or in writing) priorto and during a read-aloud, based on thetitle, images, and/or text heard thus far,and then compare the actual outcomes topredictionsxThe Human Body: Systems and Senses Alignment Chart 2013 Core Knowledge Foundation

Alignment Chart forThe Human Body: Systems and SensesLesson12345678STD SL.3.1bFollow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,speaking one at a time about the topics and texts under discussion).CKLAGoal(s)Use agreed-upon rules for groupdiscussions, i.e., look at and listen to thespeaker, raise hand to speak, take turns,say “excuse me” or “please,” etc.STD SL.3.1cAsk questions to check understanding of information presented, stay on topic, and link their comments to theremarks of others.CKLAGoal(s)Interpret information presented, andthen ask questions to clarify informationor the topic in a fiction or nonfiction/informational read-aloudSTD SL.3.1dExplain their own ideas and understanding in light of the discussion.CKLAGoal(s)During a discussion, explain ideas andunderstanding in relation to the topicSTD SL.3.3Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.CKLAGoal(s)Ask and answer questions to clarifydirections, exercises, and/or classroomroutines and/or what a speaker saysabout a topic to gather additionalinformation or deepen understanding of atopic or issue9 Presentation of Knowledge and IdeasSTD SL.3.4CKLAGoal(s)Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details,speaking clearly at an understandable pace.Summarize (orally or in writing) readaloud content and/or oral informationpresented by others Retell (orally or in writing) importantfacts and information from a fiction ornonfiction/informational read-aloud STD SL.3.6Speak in complete sentences when appropriate to task and situation in order to provide requested detail orclarification. (See Grade 3 Language Standards 1 and 3 on pages 28 and 29 for specific expectations.)CKLAGoal(s)Speak in complete sentences whenappropriate to task and situation in orderto provide requested detail or clarification The Human Body: Systems and Senses Alignment Chart 2013 Core Knowledge Foundationxi

Alignment Chart forThe Human Body: Systems and SensesLesson123456789Language Standards: Grade 3Vocabulary Acquisition and UseSTD L.3.4Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 3 readingand content, choosing flexibly from a range of strategies.STD L.3.4aUse sentence-level context as a clue to the meaning of a word or phrase.CKLAGoal(s)Use sentence-level context as a clue tothe meaning of a word or phraseSTD L.3.4bDetermine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).CKLAGoal(s)Determine the meaning of the new wordformed when a known affix is addedto a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,care/careless, heat/preheat)STD L.3.4cUse a known root word as a clue to the meaning of an unknown word with the same root (e.g., company,companion).CKLAGoal(s)Use a known root word as a clue to themeaning of an unknown word with thesame root (e.g., company, companion)STD L.3.5Demonstrate understanding of word relationships and nuances in word meanings.STD L.3.5aDistinguish the literal and nonliteral meanings of words and phrases in context.CKLAGoal(s)STD L.3.5bDetermine the literal and nonliteralmeanings of and appropriately usecommon sayings and phrases Distinguish literal language fromfigurative language as used in a fiction ornonfiction/informational read-aloud Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).Provide and/or use synonyms andantonymsCKLAGoal(s) Identify real-life connections betweenwords and their use (e.g., describe peoplewho are friendly or helpful) STD L.3.6Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words andphrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went lookingfor them).CKLAGoal(s)Acquire and use accurately gradeappropriate conversational, generalacademic, and domain specific wordsand phrases, including those that signalspatial and temporal relationshipsxiiThe Human Body: Systems and Senses Alignment Chart 2013 Core Knowledge Foundation

Alignment Chart forThe Human Body: Systems and SensesLesson123456789Additional CKLA GoalsCKLAGoal(s)Listen to and understand a variety oftexts, including informational texts,riddles, poems, and myths These goals are addressed in all lessons in this domain. Rather than repeat these goals as lesson objectivesthroughout the domain, they are designated here as frequently occurring goals.** The publishing step of the narrative writing piece has been placed at the beginning of Pausing Point 2. Itis highly recommended that this first section of Pausing Point 2 be regarded as required in order to mostaccurately align with the writing requirements of the Common Core State Standards.The Human Body: Systems and Senses Alignment Chart 2013 Core Knowledge Foundationxiii

Introduction to The HumanBody: Systems and SensesThis introduction includes the necessary background information to beused in teaching The Human Body: Systems and Senses domain. TheTell It Again! Read-Aloud Anthology for The Human Body: Systems andSenses contains nine daily lessons, each of which is composed of twodistinct parts—the Read-Aloud and the Extension—so that the lessonsmay be divided into smaller chunks of time and presented at differentintervals during the day. Each entire lesson will require a total of seventyminutes.In addition to these lessons, there are two Pausing Points in this domain:one after Lesson 5, and another after Lesson 9. These Pausing Points aredesigned to allow four total days for reviewing, reinforcing, or extendingthe material taught up to that point. Two days are included for theDomain Assessment, additional review and reassessment as needed,and extension of the writing process. You should spend no more thanfifteen days total on this domain.Domain OverviewHere is an overview of the schedule for The Human Body: Systems andSenses. Please see the Unit 3 Teacher Guide for the corresponding Skillsschedule.WEEK ONE Day 3 Day 4Min.Day 150Lesson 1: “BuildingBlocks and Systems”Lesson 2: “The SkeletalSystem: Axial Bones”Lesson 3: “The SkeletalSystem: AppendicularBones”Lesson 4: “The MuscularSystem”Lesson 5: “The NervousSystem”20Lesson 1B: ExtensionsLesson 2B: ExtensionsLesson 3B: ExtensionsLesson 4B: ExtensionsLesson 5B: ExtensionsDay 9Day 10Lesson 6: “The NervousSystem and the Brain”Lesson 7: “Vision: TheParts of the Eye”Lesson 8: “Hearing: TheParts of the Ear”Lesson 6B: Extensions;Narrative Writing: PlanLesson 7B: Extensions;Narrative Writing: DraftLesson 8B: Extensions;Narrative Writing: Draft/Revise#Day 2Day 5#WEEK TWO# Day 7Min.Day 650Pausing Point 1, Day 120# Day 8Pausing Point 1, Day 2The Human Body: Systems and Senses Introduction 2013 Core Knowledge Foundation1

WEEK THREE## Day 14 Day 15Min.Day 11Day 1250Lesson 9: “A Clean Bill ofHealth”Pausing Point 2, Day 1Pausing Point 2, Day 2Domain AssessmentReassess/Remediateas needed; NarrativeWriting: Publish20Lesson 9B: Extensions;Narrative Writing: Edit/Final CopyPausing Point 2, Day 1;Narrative Writing:PublishPausing Point 2, Day 2;Narrative Writing:PublishDomain Assessment;Narrative Writing:PublishNarrative Writing:Publish30Narrative Writing: Edit/Final CopyNarrative Writing:PublishNarrative Writing:PublishNarrative Writing:PublishNarrative Writing:PublishDay 13 Lessons include Student Performance Task Assessments# Lessons require advanced preparation and/or additional materials; please plan ahead† The publishing step of this narrative writing piece has been placed at the beginning of Pausing Point 2. It is highlyrecommended that you regard this part of Pausing Point 2 as required in order to most accurately align with the writingrequirements of the Common Core State Standards.Domain ComponentsAlong with this anthology, you will need: Tell It Again! Media Disk or the Tell It Again! Flip Book* for The HumanBody: Systems and Senses Tell It Again! Image Cards for The Human Body: Systems and Senses*The Tell It Again! Posters for The Human Body: Systems and Senses arelocated at the end of the Tell It Again! Flip Book.You may wish to have one notebook/binder readily available for eachstudent to be used for note-taking and other writing opportunities,including “domain dictionaries” and writing prompts in thecomprehension questions.You will find the Instructional Objectives and Core Vocabulary forthis domain below. The lessons that include Image Cards, Posters,Instructional Masters, and Assessments are also listed in the informationbelow.Why The Human Body: Systems and Senses Is ImportantThis domain reviews what students have already learned about thehuman body and some of its systems. Two systems students havepreviously learned about in greater depth are the excretory and digestivesystems in Grade 2, so these are briefly reviewed here. In this domain,students will focus in greater detail on the skeletal, muscular, and2The Human Body: Systems and Senses Introduction 2013 Core Knowledge Foundation

nervous systems and the fact that they are closely interconnected withall the human body systems. Furthermore, students will learn detailsabout the senses of sight and hearing, and how the eyes and ears work.Students will also learn the idiom “a clean bill of health,” and will discoverways they can keep their bodies active and healthy.The content students learn in this grade will build on what students havelearned in previous grades as well as serve as the basis for more indepth study in the later grades of the human body and its other systems.What Students Have Already Learned in Core KnowledgeLanguage Arts During Kindergarten, Grade 1, and Grade 2The following domains—and the specific core content that was targetedin those domains—are particularly relevant to the read-alouds studentswill hear in The Human Body: Systems and Senses. This backgroundknowledge will greatly enhance your students’ understanding of the readalouds they are about to enjoy:The Five Senses (Kindergarten) Identify and demonstrate understanding of the five senses: sight,hearing, smell, taste, and touch Identify each of the body parts associated with the five senses Provide simple explanations about how the eyes, ears, nose, tongue,and skin work and their function Describe how the five senses help humans learn about their world Describe some ways the five senses help protect people from harm Describe the experiences and challenges of someone who is blind ordeafThe Human Body (Grade 1) Explain that the human body is a network of systems Explain that all living things are made of microscopic cells Identify five of the body systems: skeletal, muscular, digestive,circulatory, and nervous Recall basic facts about the skeletal system Recall basic facts about the muscular system Define the heart as a muscle that never stops workingThe Human Body: Systems and Senses Introduction 2013 Core Knowledge Foundation3

Recall basic facts about the circulatory system Recall basic facts about the nervous systemThe Human Body: Building Blocks and Nutrition (Grade 2) Identify the brain as the body’s control center Recall basic facts about the digestive system Identify important components of the digestive system and theirfunctions Recall basic facts about the excretory system Identify important components of the excretory system and theirfunctions Describe how the digestive and excretory systems work together Describe the process of nourishing the body from the time food istaken into the mouth until waste is removed from the body Explain the importance of exercise, cleanliness, a balanced diet, andrest for bodily health Explain the importance of regular checkupsCore Vocabulary for The Human Body: Systems and SensesThe following list contains all of the core vocabulary words in The HumanBody: Systems and Senses in the forms in which they appear in the text.The vocabulary words used in the Word Work activities are boldfaced.The multiple-meaning vocabulary words that are used as activities inthe Pausing Points are marked with a sign. The inclusion of the wordson this list does not mean that students are immediately expectedto be able to use all of these words on their own. However, throughrepeated exposure throughout the lessons, they should acquire a goodunderstanding of most of these words and begin to use some of them inconversation. Note: You may wish to display some of these vocabulary wordsin your classroom for students to reference throughout the domain.You may also choose to have students write these words in a “domaindictionary” notebook, along with definitions, sentences, and/or otherwriting exercises using these vocabulary words.4The Human Body: Systems and Senses Introduction 2013 Core Knowledge Foundation

Lesson 1cells*circulatefunctionsinterconnectedorgans* systemstissues*Lesson 2axial bonescartilage*cranium*marrow*spinal columnstructurevitalLesson 3appendagesappendicular bonesfemurfibula*joint*ligaments*tibia*Lesson 4cardiac musclecontractinvoluntary muscle*muscles*nervesvoluntary muscles*vulnerable*Lesson ex*unconsciouslyLesson 6accuratebrain stemcerebellum*cerebral n upil* retina*wondrousLesson 8cochlea*ear canal*eardrum*impulsesinner ear*middle ear*outer ear*Lesson 9delicatedietmiraculouslyposturewiring*The words or variations of the words marked with an asterisk areincluded in the Skills Reader and Vocabulary Cards.The Human Body: Systems and Senses Introduction 2013 Core Knowledge Foundation5

Comprehension QuestionsIn the Tell It Again! Read-Aloud Anthology for The Human Body: Systemsand Senses, there are three types of comprehension questions: literalquestions to assess students’ recall of the core content; inferentialquestions to guide students to infer information from the text and thinkcritically; and evaluative questions to guide students to build upon whatthey have learned from the text to use their creative, analytical, andapplication skills. Many of these questions are also labeled as w

The Human Body: Systems and Senses Lesson 123456789 Core Content Objectives Briefly describe and/or review seven of the systems of the human body Explain that the human body includes the following systems and identify the function of each: skeletal, muscular, and nervous