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Grade 3 · unit review

Review: Read Headings, Maps and Organized Information

Apply use a feature efficiently, recognize organization signals, connect a caption to a visual, separate fact from a recommendation using supplied texts and original responses.

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Bring the unit skills together

Use these 4 new cases to check your reasoning. Choices are temporary and are not saved to an account, sent to staff or recorded as school grades. Download your current review choices before leaving or reloading.

Unit review questions
1. Need: section pages in book order. Relation: loose axle, tighter fastener as a response. Caption: Assembled on Tuesday. Final: You should test it on paper first. Which feature directly helps with this reading job?
Need a hint?
  • A key decodes symbols.
  • A glossary is not a map of chapter pages.
2. Need: section pages in book order. Relation: loose axle, tighter fastener as a response. Caption: Assembled on Tuesday. Final: You should test it on paper first. What structure is most clearly signaled by the supplied relation?
Need a hint?
  • Dates can establish time order.
  • One because does not make every text chronological.
3. Need: section pages in book order. Relation: loose axle, tighter fastener as a response. Caption: Assembled on Tuesday. Final: You should test it on paper first. What does the supplied caption add to its drawing?
Need a hint?
  • Measured size needs a stated unit.
  • A drawing without a scale is not a measurement.
4. Need: section pages in book order. Relation: loose axle, tighter fastener as a response. Caption: Assembled on Tuesday. Final: You should test it on paper first. Which kind of sentence is the supplied final line?
Need a hint?
  • A recommendation can have reasons and still be a recommendation.
  • A statement of what is should not be changed into what should be.

The download contains your current choices and any checked feedback. Keep the separate transfer-task work in your own document; downloading its instructions does not mark it complete.

Use the skills in a new task

Make a short complete response demonstrating the four skills in this unit. Make a one-page guide to a fictional two-wheel model using supplied facts: blue frame, 4 cm wheels, axle rod. Add a heading, labeled diagram and glossary definition. Separate one factual sentence from one recommendation for testing. Longer writing targets in optional extensions can be completed in a later session.

Work on paper or in your own document. Explain the choices you made.

  • Match the reader’s stated need to the feature’s job and say what information the feature would supply.
  • Identify the actual relationship among statements, then use the signal words as confirmation.
  • Read the caption and identify the particular information it contributes. Do not assume a drawn size is a measured size.
  • Read the sentence’s purpose and wording. Should often signals advice, but verify that the sentence proposes an action.
Compare with a model response

Heading: Two-Wheel Model. The model has a blue frame, a rod called an axle and wheels 4 cm across. Glossary: axle—a rod around which a wheel turns. My drawing labels frame, axle and wheels. Fact: the frame is blue. Recommendation: test the model on paper first. The recommendation proposes an action; it is not another observed result.

A different response can also meet the criteria. Compare the evidence and reasoning, rather than copying the wording.