A beautifully designed, 24-page reading magazine specifically written for Grade 3 students.
The magazine’s content has been specifically written for Grade 3 students. It uses age-appropriate vocabulary as well as a variety of different text types to address a wide range of relevant and engaging topics. The articles contained within the magazine directly relate to learning areas such as Science, History, Geography, Fine Arts, and Health/Physical Education.
Some of the highlights of this issue include:
- “Max’s One Man Band” (narrative)
- “How to Build a Worm Farm” (procedure)
- “Species Snapshot – Naked Mole Rat” (information report)
- “Earth Watch – The Problem with Litter” (explanation)
- “Recess Rules – The More the Merrier” (comic).
Five sets of task cards addressing the areas of writing, language, comprehension, reading strategies, and higher-order thinking skills have been developed to support and complement the magazine’s content. Download the What’s Buzzing? Task Cards today!
If you are looking to save time, ink, and paper, you can display a digital version of the magazine on your interactive whiteboard or individual student devices using our online flip-book.
Use the drop-down menu to select the following download options:How do I print this teaching resource?
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Common Core State Standards alignment
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently....
Read with sufficient accuracy and fluency to support comprehension....
Read grade-level text with purpose and understanding....
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings....
Use context to confirm or self-correct word recognition and understanding, rereading as necessary....
Use sentence-level context as a clue to the meaning of a word or phrase....
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text....
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