3rd grade DOK questioning strategies lessons

From the cluster teacher training:October 27, 2017

Click on the content area to see the lessons that were created!

Reading

Math

Science

Social Studies

Social studies

Will Rogers-(Could be used for other famous Oklahomans)

Native Americans impact on Oklahoma

Native American activity

Oklahoma Historical Figures

Oklahoma Geography

Science lessons

Life Science-plants and animals

Ecosystems

Math lessons

Multiplication

Fractions

Measurement

Reading lessons

Literary Devices (3.3R.4) Comprehension Strategies 1

Story Elements: Setting, Plot & Character (3.3.R.3) Comprehension Strategies 2

Understanding Diff. between Fiction & Nonfiction Text Comprehension Strategies 3

Characterization Personification

Cause and Effect Summarize and Main Idea

Figurative Language Tale of Despereaux

Summarizing

Personification

Entry Level: Hand out sentences from story (Three Little Pigs). Have students describe orally or written the object being a person.

Advanced: Student makes T-Chart for Nouns and Verbs. Students fill chart with small group, partner, or individually. Students spend time making sentences showing personification using Nouns and Verbs from chart. Students share sentences in some form

Most Challenging: Design Poster to teach a lesson on Personification. Create a game with game board and cards designed to practice Personification. Write a play using personification as main tool

Author’s purposeDOK 1: recall elements of a story to determine if it is entertaining

DOK 1 :illustrate an entertaining part of the text.

DOK 2: Identify patterns of entertaining texts and develop a list of examples

DOK 2: Develop questions to determine if a text is entertaining

DOK 3: Compare entertaining texts and develop a logical argument as to why they are considered entertaining.

DOK 3: Determine the author’s purpose and how it affects the interpretation of a reading.

DOk 4: Apply the concepts for writing entertaining texts and write your own

DOK 4: Synthesize how entertaining texts affect the reader based on age, circumstances, and culture.

Summarizing

See reading.ecb.org/teacher/summarizing.html for resources

DOK 1: Summarizing fortune teller

DOK2: story wheel

DOK 3: Paper bag book report

DOK 4: create a Venn diagram about retelling vs. summarizing

Social Studies-Will Rogers (Famous Oklahomans)

DOK 1-Create a timeline of important events in the life of Will Rogers

DOK 2-Identify and summarize the major events of Will Roger’s Life in a narrative/children’s book style.

DOK 3- Compare and Contrast the contributions of Wiley Post and Will Rogers. Develop a logical argument of who contributed more to Oklahoma.

DOK 4-Using multiple resources, analyze how Will Rogers go the nickname “Oklahoma’s Favorite Son.” Support your claim with evidence in the form of a campaign poster.

Social Studies: Historic OK PersonalitiesObjective: Conduct short research project to examine the contributions of historic Oklahomans

Entry Level: Make a mini-biography trifold with information about Will Rogers together as a class

Advanced Level: Select another historic Oklahoman to compare and contrast with Will Rogers

Challenging Level: Select a historic Oklahoman and analyze how their up-bringing and life experiences contributed to their success or influence to the history of Oklahoma

Social Studies: Native Americans in Oklahoma

DOK 1-List the tribes already living in Oklahoma Territory before 1860. Label a map showing where the tribes were located.

DOK 2-Compare and contrast the resources each tribe has available. Create a series of journal entries summarizing your journey along the Trail of Tears.

DOK 3- Investigate the Indian Removal Act of 1860 and the impact if had on the tribes that were forced to move vs the ones that were able to stay in Oklahoma Territory.

DOK4- Critique the Indian Removal Act and justify the force used in moving the tribes to Indian Territory/

Social Studies: Native Americans

DOK 1-Label the locations of the 5 tribes in a whole group setting with modeling an example on the on the board.

DOK 2-Construct a map showing the locations of the five tribes. The legend should have culturally relevant symbols.

DOK 3- Compare the locations and cultural traditions of two of the five tribes.

DOK4- Describe and illustrate common themes found across the five tribes, concerning location and culture.

Life Science-Plants and animals

Objective: Plants and Animals have unique and diverse life cycles

Level 1: Recall and describe life cycles and metamorphosis of amphibians

Level 2: Make a chart describing how life cycles of a variety of organisms are alike and different

Level 3: Develop a tree map or graphic organizer classifying the parts of a particular life cycle (use plants and animals)

Level 4: Design and Present a poster for a different species that hasn’t been discussed. Make sure species are from different habitats and describe why they differ.

Multiplication

Students will solve two digit by two digit whole number multiplication problems

Level 1: Using the standard multiplication method solve these problems: 32x42, 16x24, 10x66

Level 2: Mrs. Ramsey bought 14 pizzas for her Halloween Party. The pizzas cost $12 each including tax. How much did Mrs. Ramsey spend?

Level 3: Develop your own 2x2 multiplication problem. Write directions on how to solve it. Explain why those directions help solve the problem

Level 4: Create a model to solve a multiplication problem without using the standard algorithm. Explain why it works.

Reading: Literary Devices (3.3R.4)DOK 1-Identify literary devices from your text on your own independent reading level.

DOK 2-Interpret and illustrate literary devices from a list in your Interactive Notebook.

DOK 3-Construct your own literary devices with details and examples to create your own book.

DOK 4-Apply concepts of literary devices to create your own way of speaking. Example: Jibberish, now vowels, piglatin. Discuss how these language might be used and make a key of how to speak the language. Make a video of you speaking the language and translating it into English.

Story Elements: Setting, Plot & Character (3.3.R.3)DOK 1- Recall the story elements of Lon Po Po (insert other appropriate titles). List the Setting, Plot, and describe all major and minor characters.

DOK 2-Compare and Contrast story elements of both Little Red Riding Hood & Lon Po Po using a Venn Diagram.

DOK 3-Justify the reasoning as to why a wolf is often used as an antagonist/villain in Fairy Tales.

DOK 4-Describe and illustrate how the different cultures impact the popular children’s faiy tale of Little Red Riding Hood and Lon Po Po.

Story Elements: Author’s Purpose

Entry Level: Label a pie chart

Advanced: Organize different genre’s into an AP Chart (sort)

Challenging: Compare and contrast different authors purpose for writing

Story Elements: Setting

Entry Level: Complete a who-what-when-where-why with answers given

Advanced: Distinguish the changes of the setting one story

Challenging: Construct a different setting for the story and evaluate how it would change the outcome.

Understanding Differences between Fiction and Nonfiction Text

DOK 1-Identify text features from a nonfiction text. Identify characteristics of a fictional text.

DOK 2-Compare and contrast a non-fiction text with a fiction text featuring the same subject.

DOK 3-Determine the author’s purpose and describe how if impacts the interpretation of both reading selections.

DOK 4- Create a fictional and a nonfiction story about another nocturnal animal. Describe the importance of relying on nonfictional stories when creating the fictional storyline.

Characterization

Objective: Readers will be able to identify the inner and outer traits of a character. They will infer how character actions drive and impact the story.

DOK 1-Identify the inner and outer character and their traits.

DOK 2-Support your character traits with text evidence.

DOK 3-If you could assign the main character a different trait, what trait would you choose and explain why and how it would impact the story.

DOK 4-Create a sequel to your story or text that reveals the character’s traits. Provide text evidence in your writing of how the trait(s) impact the direction of your story.

Cause and Effect

DOK 1-List 3 different sequences of cause and effect that occur in the story, Camila Creme.

DOK 2-Predict what would happen if Camila never ate the lima beans.

DOK 3-Determine the author’s purpose for writing Camila Creme. How does this impact the way you read the story?

DOK 4-Describe books from other genres and cultures that share the same theme as Camila Creme.

Story Elements: Cause and Effect

Entry Level: Do a cut and paste worksheet with matching cause and effects

Advanced: Identify the cause and effect patterns in a short story

Challenging: Formulate and identify an opinion of how it relates to your life

Character Traits

Entry Level: List the different character traits in “My Rotten Redheaded Older Brother”

Advanced Level: Compare and Contrast Patricia and her brother

Challenging: Analyze how Richie’s feelings toward Patricia changed and create a get well package for her.

Sequence

DOK 1: Cut and Paste events in order

DOK 2: Fill in the missing events in the sequence

DOK 3: Create a sequence of events for this story

Literary Devices

DOK 1: 1) List 4 types of figurative language; 2) Identify examples of figurative language

DOK 2: 1) Write and illustrate examples of figurative language; 2) differentiate between examples of figurative language

DOK 3: 1) Choose the type of figurative language you have seen used most often by authors; 2) select your favorite form of figurative language and create your own example

Literary Devices: Simile, Metaphor, Personification, AlliterationDOK 1: 1) Students will recite/report tongue twisters; 2) Define similes and metaphors

DOK 2: 1) Students will make observations about tongue twisters, recognizing repeated beginning sounds; 2) Given a lot of similes and metaphors the students will categorize the terms

DOK 3: 1) Students will construct alliterations using a chosen sound with at least five sounds; 2) The students will formulate their own examples of similes and metaphors

DOK 4: 1) Students will research the history of alliterations and report on its use through the years; 2) The students will design and create a poster with their own similes and metaphors and the student audience will define the meanings.

Personification

Entry Level: Mentor text: 1) definition 2) read aloud “Stella Luna” teacher models/points out personfication

Advanced: Students will look for examples of personification using leveled texts (Scarecrow, The Lonely Scarecrow, Barn Dance) students will record their findings in their reading response journal.

Challenging: Students will write a story using examples of personification

Figurative Language

OBJ: Students will be able to identify each type of figurative language

DOK 1-Match the definitions to each type of figurative language.

DOK 2-Compare the different types of figurative language (EX: How is a metaphor different from a simile?)

DOK 3-Using the books provided, find examples in the text of the different types of figurative language.

DOK 4-Create your own figurative language statement to explain a character and provide evidence from the text to support your answer.

Inferring: Students will infer whether a story is narrated in 1st or 3rd person point of view in grade level literacy and/or informational

DOK 1: 1) identify who’s talking in the text; 2) list the main characters

DOK 2: 1) Identify texts to show POV; 2) infer the POV on a specific page

DOK 3: 1) Revise the story “First Day Jitters” from the child’s POV; 2) hypothesize and investigate why the author chose to make us think the POV was from the child

DOK 4: 1) Read 4 different books about the Three Little Pigs and describe the Wolf’s POV in each story and how it differs; 2) put the wolf on trial using one of the stories.

FractionsDOK 1: Identify and name the equal parts of shapes as fractions

DOK1: Read and write fractions using words and symbols

DOK2: Compare and order sets of fractions

DOK2: Recognize and use fractions to compose and decompose fractions (i.e. ¼ + ¼+¼ = ¾)

DOK 3: Construct fractions using area models and number lines. Use data to draw conclusions.

DOK 3: Formulate work problems for different fractions

DOK 4: Design a neighborhood that shows fractions and include all of the fractions you use.

DOK 4: Using a recipe alter the fractions of ingredients to change them. Synthasize the results.

Multiplication

Objective: Represent multiplication using a variety of approaches.

DOK 1: Conduct basic multiplication using repeated addition; or use flashcards to increase multiplication fluency

DOK 2: Solve basic multi-step multiplication word problems; or use in/output boxes to identify multiplication patterns/rules

DOK 3: Construct and revise multi-step multiplication word problems; or formulate multiplication equations with missing x-facts

DOK 4: Create a multiplication post-test with problem solving; or connect and prove the relationship between multiplication and division

Comprehension StrategiesBA 3.3R.8

Standard: Students will be able to summarize a text.

DOK 1: Teacher reads a story and models using a graphic organizer with headings and details. DOK 2: Students read a story in partners and choose from 3 graphic organizers to use. DOK 3: Students independently read a non-fiction text and create an organizer to show summarization.

Comprehension StrategiesBA 3.3R.8

Standard: Students will be able to sequence a text.

DOK 1: Teacher models using a story and organizer. Students identify key words to sequence.

DOK 2: Students work in partners to create sequence of events for carving a pumpkin. DOK 3: Students independently create a game and will construct the sequence of the directions.

Comprehension StrategiesBA 3.3R.8

Standard: Students will be able to infer using a text.

DOK 1: Students will watch a muted video clip and infer what is happening.

DOK 2: In partners, students will analyze a picture, tell what is happening and provide evidence in a written reflection.

DOK 3: Students will illustrate a comic book without text and switch with a partner so they may infer and provide evidence.

Math-Measurement

DOK 1: Identify the parts of a ruler (inches and centimeters). Locate ¼, ½ and ¾.

DOK 2: Use a ruler to measure various objects. Compare the difference between inches and centimeters. Point out the differences.

DOK 3: Evaluate the differences between standard & metric measurement. Choose your preferred system. Justify your choice.

Ecosystems

DOK 1: Identify different ecosystems. List the characteristics of each (animals, vegetation, and weather).

DOK 2: Construct a diorama of a chosen ecosystem. Demonstrate evidence of animals, vegetation, and weather.

DOK 3 & 4: Predict what would happen if you introduced animals from one ecosystem to another. Evaluate what adaptations whey would have to make. Justify your reasoning. Decide if this idea is feasible.

Native American Activity

DOK 1: Illustrate the home of your tribe.

DOK 2: Develop a logical argument on why your tribe created their homes the way they did. Include environmental factors, culture factors, and resource factors.

DOK 3: Students will design and construct a small scale diorama of their tribe home. Students will present their design explaining the home and why the Native Americans constructed it the way they did. Students will also explain why the structure may not work in other environments.

Oklahoma Historical Figures

DOK 1: Recognize various historical figures and identify their contributions to Oklahoma.

DOK 2: Investigate the life of a chosen historical figure and create a foldable with information that you found to be the most interesting. What impact did he/she have in Oklahoma?

DOK 3: Apply the concepts that you learned to create a presentation for a living museum exhibit. Dress up as the historical figure and memorize the presentation that you create for the historical figure. Explain what you did, why you did it and what impact did you have?

Oklahoma Geography

DOK 1: Draw and label the major landforms and bodies of water on a map.

DOK 2: Compare and contrast the landforms in Oklahoma vs. the landforms in a chosen state.

DOK 3: Create a model using various materials to present a visual representation of Oklahoma’s common landforms. Give a written explanation of the benefits of the landforms in Oklahoma.

Summarize and Main IdeaDOK 1--Label events in a story based on when they occur Recognize the correct summary for the passage or story provided Matching Cards-main idea matched to details from story or passage Read passage then choose main idea from multiple choice options

DOK 2--Modify an incorrect/incomplete summary to a correct/complete summary Using cards provided, organize cards into a correct summary Organize details by topics with provided cards/information Read passage on own: find main idea, find details to support said main idea DOK 3--As a class or individually, students create a summary and use evidence to debate which summary is best Using short prompt with main idea provided: manipulate or revise the main idea and cite evidence and explanation as to why Compare Main idea from a non-fictions text and a main idea from a fiction text over the same topic

DOK 4--Provide a main idea: Students create a piece of writing based on the main idea. Students must use elaborate details. Students can then have others in the group read and edit the piece of writing. Create a graphic organizer that shows the main idea and details of a story you are reading.

Great Lesson on how to DIFFERENTIATE teaching main idea a summary found HERE

Tale of Despereaux

DOK 1: Recall elements and details of story structure.

DOK 1: Illustrate the characters: Princess Pea, Miggery Snow, Roscuro, and Despereaux.

DOK 2: In your reading strategy book, use the “Somebody, Wanted, But, So, Then” foldable.

DOK 2: Compare and contrast Despereaux and Roscuro using a Venn diagram.

DOK 3: Pretend that Roscuro didn’t cause the death of the queen and she lives. Predict what will happen to the characters of a twisted storyline.

DOK 3: Construct a maze of how the dungeon is made.

DOK 4: Create a new story with Despereaux and Princess Pea on a new adventure.

DOK 4: Prove how mice and rats are enemies.