Common Core Classroom Grade 3-5 Unit Overview 2 Weeksrialto-ca.schoolloop.com/file/1400653999133/... · Developed by RUSD teachers for teachers REVISED 7/17/15 * Adapted from Long

Developed by RUSD teachers for teachers REVISED 7/17/15

* Adapted from Long Beach Unified School District Page 1

English Language Arts Common Core Classroom Grade 3-5

Unit Overview – 2 Weeks Focus: The purpose of this unit is to introduce students to the major routines and procedures central to the Common Core classroom. Teachers will introduce the skills necessary for building a classroom community. Through modeling and practice, students will learn to actively participate in whole group, small group, and partner conversations. In reading, students will practice listening to, reading, and responding to texts through discussions and writing. In writing, students will review proper use of Thinking Maps/ graphic organizers and discuss the relationship between purposes for writing and text types (genres).

CLAIMS:

Smarter Balanced established four “claims” regarding what

students should know and be able to do to demonstrate

readiness for college and career in the domain of ELA and

literary. The four claims are:

Claim 1: Students can read closely and analytically to

comprehend a range of increasingly complex literary and

informational text.

Claim 2: Students can produce effective writing for a range

of purposes and audiences.

Claim 3: Students can employ effective speaking and

listening skills for a range of purposes and audiences.

Claim 4: Students can engage in research/inquiry to

investigate topics, and to analyze, integrate, and present

information.

Duration: 10 days (Approximately 60 minutes daily

Making Meaning UNDERSTANDINGS Students will understand that… Participating in academic conversations

builds shared knowledge. Purposeful reading, listening, and

discussion leads to deeper comprehension of text.

Different text types are used to communicate different ideas.

Different thought processes can be recorded using specific Thinking Maps/ graphic organizers.

Research is a means to investigate their interests.

ESSENTIAL QUESTIONS Students will keep considering… How does following the established classroom rules and

procedures help me learn?

What questions should I ask to help me understand what a speaker or text says?

How can I effectively communicate my ideas about what I am learning, thinking, and wondering?

How can I comprehend and critique complex text?

Which writing structure best fits the purpose for communicating my ideas?

What am I curious about? How can research help me learn?

What strategies can I use to help me organize my thinking? Acquisition

Students will know… How following the established classroom

rules and procedures support learning.

How to effectively communicate ideas about what they are learning, thinking, and wondering.

How to comprehend and critique complex texts.

Which writing structure fits the purpose for communicating ideas?

What they are curious about and how the research process helps them.

Students will be skilled at (Do)… Following classroom rules and procedures

Participating in academic conversations using Talk Moves and appropriate body language

Responding to a text orally and in writing

Determining the appropriate writing genre based on purpose

Using Thinking Maps/ graphic organizers to represent types of thinking

Setting personal and group goals

Keeping materials organized



English Language Arts Common Core Classroom Grades 3- 5

Focus of Instruction

Recommended Texts, Resources, and Learning Activities Instructional

Tools

Recommended Texts

Recommended Close & Critical

Reading Activities

Recommended Accountable Talk

Activity

Recommended

Resources for

Multimedia,

Internet, Realia

Language (Conventions

Structure Vocabulary)

The 7 Habits of Happy Kids by Steven Covey

The Sneetches and Other Stories by Dr. Seuss

Chrysanthemum by Kevin Henkes

How to Take the Grrr Out of Anger by Elizabeth Verdick

Teamwork Isn’t My Thing, and I Don’t Like to Share by Julia Cook

The Boy Who Cried Wolf, by Aesop

Marvin Redpost: Why Pick on Me? by Louis Sachar

If You Had to Choose, What Would You Do? by Sandra Mcleod Humphrey

Stop Bullying!

(Lexile 740)

readworks.org

Important People

(Lexile 730)

readworks.org

Sister Problems*

(Lexile 420)

readworks.org

How to Say What You’re

Feeling * (Lexile 830)

readworks.org

You Can Do It!*

(Lexile 860)

readworks.org

About You: How Music

Affects Your Moods

(Lexile 830)

readworks.org

Close & Critical Lesson

Plans Provided

How does the conflict in

the story remind you of a

personal experience?

(Emphasis on text to self

relationships)

What do you think the

author is trying to

communicate about

building community, using

evidence from the text?

Citing specific examples,

how are these texts the

same and different?

Explicit instruction using

the Accountable Talk stem,

such as: “I agree/ disagree

with ___ because _____.I

still have questions about

_____.Based on my

evidence, I think

______.etc. (See

Accountable Talk

Resources)

http://kec.rialto.k12.ca.us/

cms/page_view?d=x&piid=

&vpid=1382523622591”

Rialto USD School Loop http://kec.rialto.k12.ca.us/cms/page_view?d=x&piid=&vpid=1382005577953 Accountable Talk Toolkit http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf

Agree

Disagree

Predict

Infer

Accountable

Experience

Communicate

Conflict

Cooperate

Cite

Evidence

Empathy

Routine

Procedure

http://kec.rialto.k12.ca.us/cms/page_view?d=x&piid=&vpid=1382523622591







http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf






English Language Arts Common Core Classroom Grades 3- 5

Daily Lesson Plans and Performance Activities Approximate Days - 10

Suggested Text: Science Text History Text Health Text Picture books from

classroom libraries Houghton Mifflin “Back to

School” Units & Leveled Classroom libraries

Chapter books

Classroom Resources:

Thinking Maps Binder

Kagan Cooperative Learning Structures

Professional Reading:

Implementing the Common

Core State Standards: A

Primer on “Close Reading of

Text” By Sheila Brown and

Lee Kappes (Internet)

Kagan Cooperative Learning-

Dr. Spencer Kagen, Miguel

Kagan, Kagan Publishing,

2009

The Highly Engaged

Classroom, Robert J.

Marzano, Marzano Research

Laboratory, 2011

Instructional Activities Instructional Activities to be Introduced and Implemented Daily • Introduce Opening Routines • Assign partners/small groups for cooperative learning and academic discussions • Introduce Talk Moves – one at a time – modeling first, then moving to guided and independent practice, help

students understand how Talk Moves can be used to help with comprehension and critique • Require students to use complete sentences at all times • Teach appropriate body language for listening and speaking (face speaker, eye contact, lean in, listen intently,

etc.) • Introduce conversation cards and begin to apply them with familiar/social content • Introduce several cooperative learning structures throughout the week: e.g., Fan & Pick, Mix/Pair/Share,

Inside/Outside Circle emphasizing rules and procedures • Teach the value of being a self-directed learner and collaboratively establish rules and procedures for

independent work • Write personal and/or class mission statements that embody the Common Core Habits of Mind

Reading • Map the purposes for reading: match the reading purposes to the various reading genres that will be explored

throughout the year • Teach the behaviors of good readers, what good reading is and is not, emphasizing that good readers are

engaged, discerning, and open minded, set and adjust their purpose for reading based on the task • Establish and record class and individual reading goals for the year • Set up reading folders, add reading goals (group and individual) • Explicitly teach the “Think-Write-Pair-Share” procedure Practice “Think-Write-Pair-Share” several times during the unit using rich literature across content areas Define close reading and complex text explaining the roles they will play throughout the year • Choose a short text to close read • Teach students the value of textual evidence that is relevant and that provides strong support for an argument,

begin to ask and answer text dependent questions • Read aloud a variety of engaging text to provide opportunities for students to comprehend, respond, and build

content knowledge. When asking questions, be certain to require textual evidence to support claims



• Provide students time to preview content area textbooks and discuss what they are excited to learn about, and review common text features.

• Provide opportunities for students to engage in silent reading in a variety of genres: teach appropriate behaviors during silent reading time.

Writing • Discuss and chart the purposes for writing • Guide students in setting up their writing folders, be sure to explain how their writing folders will be utilized

throughout the year • Emphasize that authors use different genres of writing (narrative, informational, and opinion) depending on the

message they want to convey • Briefly define the purpose and characteristics of the narrative text type using a Circle Map, students record this

information on their own Circle Maps. On subsequent days, repeat this process for the informational and opinion text types (student Circle Maps may be used as tabs to organize their folders by genre)

• Choose several of the purposes for writing (chart), have students discuss each and decide which text type would best be used for that purpose e.g., “if the purpose is to teach a lesson, we would use the informative text type”

• If applicable, guide students in setting up writing journals emphasizing how and why they will be used • Review writing expectations that apply to all writing regardless of text type (capitalization, punctuation

sentence structure, etc.) add this to writing journals

Review the 6 Traits Writing Rubrics (Ideas, Organization, Conventions, etc.) if applicable, add this to writing folders/ journals

Display class created metaphors for the Traits of Ideas, Organization, Conventions, and Voice (see examples below)

• Thinking Map Schools: Review Thinking Maps using the “My Story” process (see Thinking Maps Teacher’s Manual p. 96-122) • If applicable, define Writer’s Workshop emphasizing its purpose and role in fostering independence, and

collaboratively establish rules and procedures



Activities to Establish Productive Group Work in the Classroom

Approximate Days - 10 Suggested Text:

The First 20 Day

Establishing

Productive Group

work in the

Classroom

By Douglas Fisher

and Nancy Frey

Resources: Kagan Strategies Fisher and Frey.com Reading.org

Lessons on Personal Responsibility Silent Interview Interview your partner in writing only, then introduce him or her to the class.

For K-1 students, students interview each other quietly with a teacher selected set of questions. Students introduce their partner to the class.

On-task Partners

When prompted, check to see if your partner is on the right page or has their name on their paper. Give silent signal such as a “thumbs-up” if both partners are on task.

The Helping Curriculum

Offering help, asking for help, accepting help, declining help. (see pg. 8) Noise Meter

Discuss how loud noise levels should be in the class. (see pg. 9) Walking Review

Seek other students to answer question on a worksheet. Students must sign their names for each solution. Answer the last question on your own at your desk.

ReQuest

You and your partner read the same piece of test and quiz each other using questions you each wrote. If one of you can’t answer, the other has to show how to locate the answer.

Lessons on Respectful Discourse Accountable Talk Discuss how to ask for clarification, and what should serve as evidence in the text. Use accountable talk sentence stems.

Discussion Partners

Discuss with your partner what makes for good communication between students. What does it look like, sound like, feel like?

Sounding Board

Meet with a partner to share work in progress and provide responses. Opinion Stations

Choose an opinion and discuss your opinion with others who answered similarly, then with someone who has a different opinion.



Lessons on Collaborative Problem Solving Paired and group response cards You and your partner have one set of response cards and must agree on an answer.

Think-Pair-Square

Discuss a topic with your partner, then extend the discussion with another set of partners. Conversation Roundtable

Create notes about a topic, then discuss these with your group. Write each member’s ideas, then summarize on your own. (See pg. 10)

Novel Ideas Only

Brainstorm a list of prior knowledge about a topic, then stand. One group member reads an item on the list, without repeating ideas. Goal is to have the most novel ideas.

Reading Partners

You and your partner read the same piece of text twice and discuss its meaning. Numbered Heads Together

Resolve a problem with your group, making sure all group members can answer it. The teacher will identify the spokesperson for the group by selecting a number.

Collaborative Posters

Work with your group to create a poster which summarizes your work on a topic. Each member must write in different colored marker.













Documents

Common Core Classroom Grade 3-5 Unit Overview 2 Weeksrialto-ca.schoolloop.com/file/1400653999133/... · Developed by RUSD teachers for teachers REVISED 7/17/15 * Adapted from Long