Grade 3 ELA Introducing Routines & Procedures, and ......• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. • CC.1.2.3.F

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Grade 3 ELA Introducing Routines & Procedures, and Training Centers

Qrt. #1 Approximately 15 days

(unit end date – approximately Sept. 22nd)

During read aloud and whole group instruction, teacher will train students on routines and rituals that will be used throughout the school year.

FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed information.)

Writing

• introduce and set up writing notebook, writing materials and routines that will be used each week. Teach paragraph organization (topic sentence,

details, indenting).

Grammar

• concentrate on sentence building, subjects and predicates, review titles that need to be underlined and titles that need to be in quotations, teaching

revising marks

Punctuation

• Four kinds of sentences. ? ! . Mechanics

• run-on sentences, rambling sentences, avoid fragments Word Study

• units 1 and 2

Instructional Strategies and Activities. What do you do to teach the goals?

Suggested Centers (See the Daily 5 for suggested lessons.)

Suggested mini-lessons for whole group

instruction: (see p. 18 of The First 30 Days)

● Getting ready for whole group instruction

● Good listening habits

● Turn and talk partners

● Rules for reader’s workshop

During centers time, students will be trained in the centers that will be used during the school year. Train the whole class on one center and practice

until students are comfortable working independently at the center. After one or more

centers are trained, teacher may complete

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● Sharing with the group

● Choosing “Just Right” books

● Taking care of materials

● Managing the classroom library

● Book talks

● Abandoning books

● Response journals/reading logs

Students will be trained in the 5 literature circles

jobs (word finder, illustrator, reporter, connector,

questioner) through whole group instruction and

modeling using the “fishbowl” technique.

benchmarks with individual students while the class practices centers.

• Read to self

• Work on writing (free write, journal jots, and writing prompts released to independence from writing instruction)

• Read to Someone

• Listen to Reading

• Word Work

• Vocabulary

• Ticket to Read website

• Hot Dots Cards

• Task cards for specific reading skills

• Literature circle jobs

Ways to Respond to Learning Having Difficulty

Ways to Enrich and Extend Learning

Reteach specific centers for any student having difficulty following directions. Ensure all students can complete centers independently by the end of the

unit.

Release centers tasks to students on a more accelerated basis for those who are able to work independently.

Resources We Already Have

Recommended Materials Needed

• The First 30 Days of School: Routines and Rituals

• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst

• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst

• The Daily 5 by Gail Boushey and Joan Moser

• The Cafe Book by Gail Boushey and Joan Moser

• Literature Circles for the Primary Grades

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Grade 3 ELA Unit 1


(unit end date – approximately Oct. 24th)

Metacognitive Strategy Unit 1

Comprehension Strategy Unit 1

Genre Study Unit 1

Ask Questions

Identify stated and unstated main idea and supporting details

Biography

Big Ideas and Understandings

Essential Questions

• Effective readers use appropriate strategies to construct meaning.

• Critical thinkers actively and skillfully interpret, analyze, evaluate, and

synthesize information.

• An expanded vocabulary enhances one’s ability to express ideas and

information.

• How do strategic readers create meaning from informational and

literary text?

• What is this text really about?

• How does interaction with text provoke thinking and response?

• Why learn new words?

• What strategies and resources do learners use to figure out unknown

vocabulary?

Standards Please note: standards in red are taught/practiced and assessed by teacher observation, but are not formally assessed

• CC.1.1.3.E Read with accuracy and fluency to support comprehension.

• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea.

• CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as

shades of meaning among related words.

• CC.1.2.3.D Explain the point of view of the author.

• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.

• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.

• CC.1.2.3.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.


• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.

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• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize

aspects of a character or setting).

• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently

FCA’s Writing and Grammar Focus

(See Grammar-Writing-Word Study curriculum map for detailed

information.)

Unit 1 Vocabulary Introduce and practice unit 1 and 2 from Third Grade Vocabulary Builders.

Teacher will introduce and discuss word meanings. Students will complete

vocabulary activities during centers time. Students who participate in

WordMasters will complete the vocabulary activities for the WordMasters

words, but be responsible for learning the in-class words for assessment.

Writing

• Personal narratives

Grammar

• Nouns

Word Study

• Units 3-5

• assemble

• calculate

• defend

• elegant

• fragile

• grumble

• pledge

• prearrange

• privilege

• rediscover

• research

• specific

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Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all

students to learn? Unit 1


Unit 1

Assessment Evidence How will we know when learning has occurred?

Unit 1

Objective 1 Determine the main idea of a text; recount the

key details and explain how they support the

main idea. CC.1.2.3.A

Students will:

• identify the stated and unstated main

idea of the text.

• identify details that support the main

idea.

• ask questions about a text.

• read literature circle novel and complete

assigned job

Objective 1

• Direct instruction--Introduce main idea and

details using Comprehension Poster 1

• Gradual release of responsibility--Modeling

using Close Reading Workbook—find main

idea and supporting details

p. 4 “The Earth’s Moon” I do

p. 5 “Living Off the Land” We do

p. 6 “Baseball Math” You Do

• Comprehension Strategy Assessment “Be a

Cloud Watcher” We do

• Small group instruction—practice identifying

main idea and details with each guided

reading group using materials on their

instructional reading level.

• Independent practice—literature circles

roles “Reporter” and “Questioner”

• Direct instruction: Notice and Note

Strategies to Introduce pp. 78-108—

Introduce 3 questions.

What surprised me?

What did the author think I already knew?

What challenged, changed, or confirmed

what I already knew?

Objective 1

• Assessed with Comprehension Strategy

Assessment “The Great Pyramid”

• Assessed on Unit 1 Benchmark Literacy Assessment

• Small group questioning--Using text on

their individual reading levels, can

students identify stated/unstated main

ideas? Can students differentiate between

main ideas and details? Can students ask

questions about texts during reading in

order to increase their comprehension?

• Guided reading follow-up assignment

worksheets to assess main idea and

details.

• Assessed on Literature circle rubric

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Objective 2

Read and comprehend literary non-fiction and

informational text on grade level, reading

independently and proficiently. CC.1.2.3.L

Students will:

• identify features of a biography.

• read and analyze biography.


assigned job

Objective 2

• Direct instruction--Identify the features of a biography using Biography Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a biography, read and comprehend biographies p. 7 “Galileo Galilei” I do p. 8 “Albert Einstein” We do pp. 9-12 “George Washington” You do


biography features with each guided reading

group using materials on their instructional

reading level.

• Independent practice—read literature circle

assignment

Objective 2

• Assessed on the Genre Quiz

• Assessed on the Unit 1 Benchmark Literacy Assessment

• Assessed on Guided Reading Follow-up

assignments.

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Objective 3

Read with accuracy and fluency to support

comprehension. CC.1.1.3.E

Students will:

• read a dialogue at a varied pace.

• utilize punctuation cues.

• demonstrate understanding of text

through purposeful pacing.

• use effective pacing to make their

reading sound like talking.

• extend tier 2 vocabulary by analyzing adjectives.

Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue at a varied pace, utilizing punctuation skills, and using effective pacing to make reading sound like talking.

• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 14, 15, 16

• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.

Objective 3

Assessed during reader’s theater performance

using performance rubric

Objective 4 Determine the meaning of words and phrases as

they are used in grade level text, distinguishing

literal from non-literal meaning as well as shades

of meaning among related words. CC.1.2.3.F

Students will:

• identify definitions of words

• identify synonyms of words

• identify antonyms of words

• use words correctly in sentences


assigned job

Objective 4

• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word

• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.

• Independent practice--Literature circle job Word Finder

Objective 4

• Assessed using Vocabulary Builders

assessment.

• Assessed on Literature Circle Rubric

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Objective 5 Compare and contrast the most important points

and key details presented in two texts on the

same topic. CC.1.2.3.I

Students will:

• compare and contrast 2 biographies

using a graphic organizer

• make connections between a literature

circle novel and other texts read

Objective 5

• Teacher modeling--Use graphic organizer to compare biographies of Galileo and Einstein

• Independent practice—Literature Circle job Connector

Objective 5


• Assessed on Literature Circle Rubric

Objective 6

Ask and answer questions about the text and

make inferences from text; refer to text to

support responses. CC.1.3.3.A

Students will:

• refer back to text to answer text

dependent questions

• highlight and annotate where answers

are found in text

• identify supporting details from text to

respond to short answer questions

Objective 6

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a biography, read and comprehend biographies p. 7 “Galileo Galilei” I do p. 8 “Albert Einstein” We do pp. 9-12 “George Washington” You do Gradual release of responsibility--Modeling using Close Reading Workbook—find main idea and supporting details p. 4 “The Earth’s Moon” I do p. 5 “Living Off the Land” We do p. 6 “Baseball Math” You Do

Objective 6


Assessment “The Great Pyramid”


• Assessed on short answer questions

related to guided reading books.

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• Comprehension Strategy Assessment “Be a Cloud Watcher” We do

• Direct instruction—using the “Seuss Burger” to provide supporting details on short answer questions

Objective 7 Explain how specific aspects of a text’s

illustrations contribute to what is conveyed by

the words in a story (e.g., create mood,

emphasize aspects of a character or setting).

CC.1.3.3.G

Students will:

• create an illustration to depict an

important part of a novel, including labels

and speech balloons.

Objective 7 Independent practice—Literature Circle job “Illustrator”

Objective 7 Assessed with Literature Circles rubric (see above)

Objective 8

Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.2.3.L

Objective 8

• Direct instruction—students will practice reading and comprehending grade level materials in all whole group activities throughout the unit.

• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.

Objective 8

Assessed on the unit 1 Benchmark Literacy

assessment

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Read Aloud Titles and Listening Targets Unit 1

Focus of Guided Reading and Follow-Up Activities (Objectives align with Mini-Lesson, but are taught

using materials aligning with student guided reading levels.)

Unit 1


Unit 1

Read Aloud Titles:

• Cactus Hotel by Brenda Guiberson

• Knots on a Counting Rope by Bill Martin Jr.

• The Wreck of the Zephyr by Chris Van Allsburg

• Vision of Beauty by Kathryn Lasky

• Insectlopedia by Douglas Florian Questioning:

• asking about what I don’t understand or what I am wondering about before, during, and after reading a text.

Listening Targets:

• Why do great readers use the questioning strategy?

• What does _____ mean on this page?

• I wonder what the author means when he says..

• I wonder if a character is going to …..

• Why is the author giving me so much information about…..

• What would I do if I were in the same situation?

• I wonder what else I could learn about….

Week 1

• Identifying stated and unstated main idea

and details

Week 2

• Identifying genre features of a biography.

• Continue practicing skill from week 1.

Week 3

• Fluency skill: varying speed and pacing.

• Continue practicing and refining skills from

week 1 and 2.

• Read to self

• Listening

• Journal writing

• Vocabulary/word work


• Hot Dots skills practice—main idea and details

• Main idea/details skills practice task cards

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Ways to Respond to Learning Having Difficulty Unit 1

Ways to Enrich and Extend Learning Unit 1

Strategies for students having difficulty with unit skill (main idea and details):

• Goal oriented: I am going to read slowly to find the main idea. I am going to read slowly to find details that tell more about the main idea. The details in sentence __________ support the main idea _______.

• Directive and corrective feedback: Does that sentence tell you the most important idea of the passage? Which details are important? How can you tell? What do the details tell you about the main idea?

• Self-monitoring and reflection: What could you do to figure out the main idea? What questions could you ask yourself? How does identifying key words help you identify important details?

• https://www.teachingmadepractical.com/teaching-main-idea/

• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.

• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.

Students struggling with grade level text (fluency/decoding):

• Decoding: Phonics cards skill and drill.

• Decoding: Direct instruction in breaking apart multisyllabic words. Monitoring (DIBELS-Accuracy)

• Fluency: Echo reading, Choral Reading, and repeated readings to help increase fluency Monitoring (DIBELS-WCPM)

Students struggling with the metacognitive strategy (questioning)

• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 58-76 Nonfiction Questioning Process Lessons 1-5

• Identify important details in a nonfiction article in order to define the

central topic, summarize the article, and analyze the significance of

the issue.

• Create a visual that captures the main idea or problem, important

details, significance of the issue and poses potential solutions

• Write a fictional story that reflects the issue from the nonfiction

article as the conflict in the story

• Create a media message that captures the main idea or problem,

important details, significance of the issue and poses potential

solutions

• Compare/contrast current article to a previously read article in order

to make text-to-text connections

• Create an autobiography, including biography genre features.

• Cross curricular--research a present day scientist or hero. Present the

research in the form of an interview with a partner in front of the

class.

https://www.teachingmadepractical.com/teaching-main-idea/

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Resources We Already Have Unit 1

Recommended Materials Needed Unit 1

• Benchmark Literacy resources--Comprehension Anchor Posters 1-4,

Biography Posters 1-4, Fluency Poster, Text for Close Reading

Workbook pp. 4-16

• Hot Dots cards

• Nonfiction comprehension cards

• Read aloud titles

• Third Grade Vocabulary Builders Unit 1

• Notice and Note: Strategies for Close Reading by Kylene Beers and

Robert E. Probst

• Reading Nonfiction: Notice and Note Stances, Signposts, and

Strategies by Kylene Beers and Robert E Probst


• The Cafe Book by Gail Boushey and Joan Mose

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Grade 3 ELA Unit 2


(Unit end date Nov. 22nd)



Genre Study Unit 2

Visualize

Analyze character

Personal Narratives


Essential Questions





information.


literary text?





vocabulary?

Standards




• CC.1.2.3.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.

• CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.








14

FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed

information.)

Unit 2 Vocabulary Introduce and practice unit 3 and 4 from Third Grade Vocabulary Builders.





Writing

• personal narrative

• Mentor texts:

Stella Tells Her Story by Janiel Wagstaff

Thank You Mr. Faulkner

My Rotten Red Headed Older Brother by Patricia Polaco

Grammar

• possessive nouns (singular and plural)

• conjunctions and interjections

• simple, compound, and complex sentences

Mechanics

• punctuating dialogue

Word Study

• unit 6-8

• ancient

• brief

• colorless

• convince

• gasp

• observe

• pause

• powerful

• precise

• rare

• rely

• swiftly

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Unit 2


Unit 2

Objective 1 Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.B Students will:

• identify the traits, feelings, motivations, and relationships of a person in a nonfiction text.

• identify clues that show the person’s traits, feelings, relationships, and motivation.

• visualize to understand the text. refer

back to text to answer text dependent

questions

• highlight and annotate where answers

are found in text

• identify supporting details from text to

respond to short answer questions

Objective 1

• Direct instruction--Introduce analyzing

characters using Comprehension Poster 1


using Close Reading Workbook—analyzing

character

p. 18 “Selling Corn” I do

p. 19 “Grandma Moses” We do

p. 20 “Senator Kidd” You Do

• Comprehension Strategy Assessment “First

on the Courts” We do

• Small group instruction—practice analyzing

character with each guided reading group

using materials on their instructional reading

level. Direct instruction—using the “Seuss

Burger” to provide supporting details on

short answer questions

• Direct instruction--Notice and Note

Strategies to Introduce pp. 114-127,

Contrasts and contradictions (fiction

signpost) during week 1 to help analyze

character.

Objective 1


Assessment “The Contest”

• Assessed on Unit 2 Benchmark Literacy assessment

• Small group questioning--Using text on their individual reading levels, can students identify the traits, feelings, motivations, and relationships of a person in a nonfiction text? Can students identify clues that show the person’s traits, feelings, relationships, and motivation?

• Can students visualize during reading in


• Guided reading Follow-up assignment

worksheets to assess analyzing character.

16

Objective 2

Read and comprehend literary non-fiction and

informational text on grade level, reading

independently and proficiently. CC.1.2.3.L

Students will:

• Identify features of a personal narrative.

• Read and analyze personal narratives.

Objective 2

• Direct instruction--Identify the features of a personal narrative using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a personal narrative, read and comprehend personal narratives p. 21 “Stage Fright” I do p. 22” Knitting Circle” We do pp. 23-24 “A Trip to Remember--Montenegro” We do pp. 25-28 “A Trip to Remember—Climbing the Snow King” You do


personal narrative features with each guided



Objective 2


• Assessed on the Unit 2 Benchmark

Literacy Assessment


assignments.

Objective 3



Students will:

• utilize higher and lower volume while reading.

• demonstrate understanding of the text through purposeful inflection and intonation.

• use effective inflection and intonation to make their reading sound like talking.

Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue with higher and lower volume, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.

• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 31-32


Objective 3

• Assessed during reader’s theater performance using performance rubric (see unit 1)

17

Objective 4 Determine the meaning of words and phrases as




Students will:





Objective 4



• Independent practice—Word finder Literature Circles job

Objective 4

• Assessed using Vocabulary Builders

assessment.

• Assessed with Literature Circles rubric (see

unit 1)

Objective 5 Compare and contrast the most important points

and key details presented in two texts on the

same topic. CC.1.2.3.I

Students will:

• compare and contrast 2 personal

narratives using a graphic organizer

Objective 5

• Teacher modeling--Use graphic organizer to compare personal narratives “Stage Fright” and “Knitting Circle”

Objective 5

• Assessed on Unit 2 Benchmark Literacy

Assessment

Objective 6 Explain how specific aspects of a text’s




CC.1.3.3.G

Students will:

• create an illustration to depict an important part of a novel, including labels and speech balloons.

Objective 6

• Independent practice—Literature Circle job

“Illustrator”

Objective 6

• Assessed with Literature Circles rubric

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Objective 7


Objective 7

• Direct instruction—students will practice reading and comprehending grade level materials in all whole group activities throughout the unit.


Objective 7

Assessed on the unit 2 Benchmark Literacy

assessment





Unit 2

Read Aloud Titles:

• Where the River Begins by Thomas Locker

• Storm in the Night by Mary Stolz

• Mr. Williams by Karen Barbour

• The Wall by Eve Bunting

• Mufaro’s Beautiful Daughters by John Steptoe

• Charlotte’s Web by E.B. White Visualize

• Good readers form pictures in their minds to “see” what the author has written.

Listening targets:

• Why do great readers use the visualization strategy?

• Use visualization to identify the setting.

• Use visualization to identify character traits.

• In my mind I see….

• The words __________ help me to see…..

• I can see/hear/taste/smell/feel……

Week 1

• Identify character traits, feelings, emotions,

motivations, relationships

Week 2

• Identifying genre features of a personal

narrative.


Week 3

• Fluency skill: short pauses.

• Continue practicing and refining skills from

week 1 and 2.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice--characters and

setting

• Character traits skills practice task cards

19



Strategies for students having difficulty with unit skill:

• Goal oriented: I am going to read slowly and reread if necessary to find clues. I will use text clues and what I know to identify character traits. The clue words __________ show that the character is _______.

• Directive and corrective feedback: What other sentences contain clues to the person’s character? Which details are clues to the person’s character? How can you tell? What do the clues tell you about the character?

• Self-monitoring and reflection: What could you do to figure out the character’s motivation? What visualizations would help you understand the character? How does the character’s actions show what the character is like?

• https://www.teachingmadepractical.com/character-traits/



Strategies for students not reading on level:

• Students struggling with grade level text (fluency/decoding):


• Decoding: Direct instruction in breaking apart multisyllabic words.

Monitoring (DIBELS-Accuracy)

• Fluency: Echo reading, Choral Reading, and repeated readings to help

increase fluency

Monitoring (DIBELS-WCPM)

• Read a novel and complete a character trait project

http://www.teachingwithamountainview.com/2013/10/character-

project-for-any-novel.html

• Write a personal narrative, including all of the personal narrative

genre features.

• Cross curricular--Research immigration in the US

http://www.history.com/topics/u-s-immigration-before-1965 Create

a bar graph or other graphic showing information gathered.

• Research the Statue of Liberty. Create a new statue to represent

America. Explain the meaning of each part of the statue created.

https://www.teachingmadepractical.com/character-traits/

http://www.teachingwithamountainview.com/2013/10/character-project-for-any-novel.html

http://www.teachingwithamountainview.com/2013/10/character-project-for-any-novel.html

http://www.history.com/topics/u-s-immigration-before-1965

20



• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Biography Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 4-16

• Hot Dots cards








21

Grade 3 ELA Unit 3 Qrt. # 2

Approximately 15 days (Unit end date approximately Dec. 22nd)



Genre Study Unit 3

Determine text importance

Identify sequence of events Identify cause and effect

This unit will not have a genre study. It will

cover the metacognitive and comprehension

strategy from unit 3 and the comprehension

strategy from unit 9.

Big Ideas and Understandings Unit 3

Essential Questions Unit 3





information.

• How do strategic readers create meaning from informational

and literary text?




• What strategies and resources do learners use to figure out

unknown vocabulary?

Standards

• CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence,

and cause/effect.




• CC.1.2.3.E Use text features and search tools to locate and interpret information.

• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.


• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.


22




FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed information.)

Unit 3 Vocabulary Introduce and practice unit 5 and 6 from Third Grade Vocabulary

Builders. Teacher will introduce and discuss word meanings. Students

will complete vocabulary activities during centers time. Students who

participate in WordMasters will complete the vocabulary activities for

the WordMasters words, but be responsible for learning the in-class

words for assessment.

Writing

• How to.

• Mentor texts:

any set of directions for a craft, game, recipe, or other examples

How to be a Good Friend by Marc Brown

Pancakes for Breakfast by Tomie DePaola

How to Babysit Grandma by Jean Reagan

Grammar

• simple, compound, and complex sentences

• conjunctions

• comma usage

Mechanics

• comma between adjectives

• commas to combine sentences

• continue dialogue punctuation

Word Study

• units 9-11

• acknowledge

• clutch

• connection

• diverse

• gesture

• heap

• oppose

• origin

• persevere

• redundant

• silently

• snide

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Unit 3

Assessment Evidence How will we know when learning has

occurred? Unit 3

Objective 1 Explain how a series of events, concepts, or steps

in a procedure is connected within a text, using

language that pertains to time, sequence, and

cause/effect CC.1.2.3.C

Students will:

• identify the sequence of events in a passage.

• identify and use the signal language for sequence of events.

• determine important information in a text.

Objective 1

• Direct instruction--Introduce identifying

sequence of events using Comprehension Poster

1


using Close Reading Workbook—identifying

sequence of events

p. 34 “Mountain Glaciers” I do

p. 35 “Learning a Trade” We do

p. 36 “Making a Puzzle” You Do

• Comprehension Strategy Assessment “Making a

Budget” We do

• Small group instruction—practice sequence of

events with each guided reading group using

materials on their instructional reading level.

Direct instruction—using the “Seuss Burger” to

provide supporting details on short answer

questions

Objective 1


Assessment “All Mixed Up”

• Small group questioning--Using text on their individual reading levels, can students identify sequence of events? Can students identify signal words to identify sequence of events? Can students determine text importance during reading in order to increase their comprehension?


worksheets to assess sequence of

events

24

Objective 2 Describe how an author connects sentences and

paragraphs in a text to support particular points.

CC.1.2.3.H

Students will:

• identify causes and effects in passages

• identify signal language for cause and effect

Objective 2

• Direct instruction--Introduce cause and effect using Comprehension Poster 1

• Gradual release of responsibility--Modeling using Close Reading Workbook—identifying cause and effect

• p. 122 “Measuring Mike” I do

• p. 123 “The Tundra” We do

• p. 124 “Air Pollution” You Do

• Comprehension Strategy Assessment “Helping Some Big Babies” We do

• Small group instruction—practice cause and effect with each guided reading group using materials on their instructional reading level. Direct instruction—using the “Seuss Burger” to provide supporting details on short answer questions

• Notice and Note Strategies to Introduce Aha moment pp. 128-139 Contrasts and

Contradictions pp. 123-135

Objective 2


Assessment “The Tundra”

• Small group questioning--Using text on their individual reading levels, can students identify cause and effect? Can students identify signal words to identify cause and effect? Can students determine text importance during reading in order to increase their comprehension?


worksheets to assess cause and effect


• answer text dependent questions about sequence of events and cause and effect

Objective 3 Gradual release of responsibility: have students complete independently

• Making a Puzzle comprehension questions

• Air Pollution Comprehension questions

Objective 3

• Assessed using Cause and Effect

passages with questions

• Assessed using sequence of events

passages with questions.

There will be no unit test for this unit since

the genre was not taught.

25

Objective 4 Use text features and search tools to locate and interpret information CC.1.2.3.E Students will:

• use headings, tables, captions, and diagrams to determine sequence of events and cause and effect.

Objective 4

• Small group instruction—using guided reading books, practice using text features to determine sequence of events and cause and effect.

• Guided reading follow- up worksheets

Objective 5



Students will:

• utilize punctuation to signal full stops when reading.

• demonstrate understanding of text through purposeful pausing.

• use effective pausing to make their reading sound like talking.

Objective 5

• Teacher modeling using Fluency Poster--teacher will demonstrate utilizing punctuation to signal full stops when reading, demonstrating understanding of text through purposeful pausing, using effective pausing to make their reading sound like talking.



Objective 5

• Assessed during reader’s theater performance using performance rubric

Objective 6

Determine the meaning of words and phrases as




Students will:





Objective 6




Objective 6

• Assessed with Vocabulary Builder’s

Assessment


26

Objective 7

Explain how specific aspects of a text’s




CC.1.3.3.G

Students will:


Objective 7


“Illustrator”

Objective 7

• Assessed using Literature Circles rubric

Objective 8


Objective 8

• Direct instruction—students will practice

reading and comprehending grade level

materials in all whole group activities

throughout the unit.


Objective 8

• Assessed on the unit 3 Benchmark

Literacy assessment

27





Unit 3

Read Aloud Titles:

• Elephants of the Tsunami by Jana Laiz

• Tsunami by Kimiko Kajikawa

• Lou Gehrig The Luckiest Man by David Adler

• Seven Blind Mice by Ed Young

• Going West by Jean Van Leeuwen Determining Text Importance

• knowing the difference between what is important in the text and what is just interesting.

Listening Targets:

• Why do great readers determine text importance?

• I know these parts of the story are important because...

• I think these parts of the story are interesting because…

• I think the author thought ___ was important because…

• I need to pay attention to this _______. It has information that I need.

Week 1

• Identify sequence of events

Week 2

• Identify cause and effect.


Week 3

• Fluency skill: pausing--full stop.

• Continue practicing and refining skills from week 1 and 2.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice--sequence of

events

• Hot Dots skills practice--cause and

effect

• Sequence of events skills practice task

cards

• Cause and effect skills practice task

cards

28



Strategies for students having difficulty with unit skill (sequence of events):

• Goal oriented: I am going to read slowly to notice any signal language for sequence of events. I am going to use signal language to help me identify sequence of events. The words _______ let me know when these events happened.

• Directive and corrective feedback: Does the word (phrase) tell about time order? Read the sentence. What words help you know when something happened? What event happened? What event happened first? How do you know? What happened next? What clues help you to know?

• Self-monitoring and reflection: What could you do to help yourself understand sequence of events better? What questions could you ask yourself? Did you try to identify the most important information? What words and phrases helped you to do this?

• https://jr.brainpop.com/readingandwriting/comprehension/sequence/ Strategies for students having difficulty with unit skill (cause and effect):

• Goal oriented: I am going to read slowly to look for causes and effects. I am going to read slowly to identify signal language for cause and effect. The word(s) _________ let me know the author is telling about a cause and effect relationship.

• Directive and corrective feedback: Does the word (phrase) signal a cause and effect relationship? What is the cause? What clues told you this was a cause? What is the effect? What clues told you this was an effect?

• Self-monitoring and reflection: What could you do to help yourself understand cause and effect relationships better? What connections can you make to the text? How does identifying signal language for cause and effect help you identify causes and effects?

• http://www.readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html?tab=4



• Practice sequence of events by writing a recipe and compiling a

cookbook.

• Demonstrate cause and effect by designing comic strips.

• Cross curricular--Read the historical fiction books from the

guided reading resources. Create a historical fiction story.

• Research a plant that is grown and harvested in Pennsylvania.

Create a poster which includes the plant’s life cycle, how it is

harvested, what it is used for, and how much is grown in our

state.

https://jr.brainpop.com/readingandwriting/comprehension/sequence/

http://www.readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html?tab=4

http://www.readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html?tab=4

29

Strategies for students not reading on level - Students struggling with grade level text (fluency/decoding):





increase fluency


Strategies for students struggling with the metacognitive strategy (determining

text importance)

• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 220-262 Nonfiction Determining Importance Lessons 1-7

• These lessons should also be used to review nonfiction text structures if necessary



• Benchmark Literacy resources--Comprehension Anchor Posters 1-4 for unit 3, Comprehension Anchor Posters 1-4 for unit 9, Fluency Poster, Text for Close Reading Workbook pp. 34-36, 44-46, 122-124

• Hot Dots cards








30

Grade 3 ELA Unit 4 Qrt. # 2-3

Approximately 15 days (Unit end date approximately Jan. 31st)

Metacognitive Strategy

Unit 4

Comprehension Strategy

Unit 4

Genre Study

Unit 4

Summarize and Synthesize Analyze story elements

Identify theme

Realistic Fiction


Unit 4

Essential Questions

Unit 4





information.


literary text?





vocabulary?

Standards


• CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.




• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

• CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.

31



information.)

Unit 4 Vocabulary

Introduce and practice unit 7 and 8 from Third Grade Vocabulary Builders.





Writing

• Fictional narrative

• Mentor texts:

My Teacher’s Secret Life by Stephen Krensky

Amazing Grace by Mary Hoffman

Fireflies by Judy Brinckloe

Grammar

• adjectives

• comparative and superlative adjectives

Mechanics

• use of commas to separate 2 or more adjectives describing the same

noun

• dialogue punctuation

Word Study

• units 12-15

• literal

• dialogue

• rival

• passion

• claim

• acquire

• thesis

• loathe

• rapidly

• convey

32




Unit 4


Unit 4

Objective 1

Determine the central message, lesson, or moral

in literary text; explain how it is conveyed in text.

CC.1.3.3.C

Students will:

• identify the story elements of characters,

setting, plot, problem, and solution in a

story.

• identify the theme of a story.

• summarize and synthesize to gain fuller

meaning from a story.

• answer text dependent analyze story

elements questions.

• use academic vocabulary to discuss

strategies.

Objective 1

• Direct instruction--Introduce story elements

using Comprehension Poster 1


using Close Reading Workbook—analyzing

story elements

p. 48 “Ali’s Surprise” I do

p. 49” Lost and Found” We do

p. 50 “Charlie’s Story” You Do

• Comprehension Strategy Assessment “A

Long Week” We do

• Small group instruction—practice analyzing

story elements with each guided reading


reading level.

• Direct instruction—using the “Seuss Burger”

to provide supporting details on short

answer questions

• Direct instruction Notice and Note Strategies

to introduce--Again and again fiction

signpost pp. 163-175

Objective 1


Assessment “Buried Alive”

• Small group questioning--Using text on their individual reading levels, can students determine story elements? Can students identify the theme of a story? Can students summarize and synthesize during reading in order to increase their comprehension?

• Guided reading follow-up assignments to

assess identifying story elements

33

Objective 2

Explain the point of view of the author CC.1.3.3.D

Students will:

• identify features of realistic fiction.

• read and analyze realistic fiction.

• compare and contrast 2 realistic fiction

stories using a graphic organizer

• identify point of view (first or third

person) in a realistic fiction story.

Objective 2

• Direct instruction--Identify the features of a fictional narrative using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 51 “The Secret” I do p. 52 “The New Kid” We do pp. 53-57 “The Thing in the Cave” You do


fictional narrative features and themes with

each guided reading group using materials

on their instructional reading level.

Objective 2


• Assessed on the Unit 4 Test


assignments.


• answer text dependent questions about story elements

Objective 3

• Gradual release of responsibility: have students complete independently

• Charlie’s Story Close Reading Workbook p. 50

Objective 3

• Assessed on Guided Reading Follow-up assignments.

• Assessed on the unit 4 assessment

34

Objective 4


comprehension CC.1.1.3.E

Students will:

• make their voices rise at a question mark

and fall at a period


through purposeful inflection and

intonation.

• use effective inflection and intonation to

make their reading sound like talking.

Objective 4

• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by making the voice rise at a question mark and fall at a period, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.



Objective 4

• Assessed during Reader’s Theater

performance

Objective 5 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.3.3.F Students will:





Objective 5




Objective 5


Assessment


35

Objective 6 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:


Objective 6


“Illustrator”

Objective 6


Objective 7 Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.3.3.K

Objective 7






Objective 7

• Assessed on the unit 4 Benchmark Literacy

assessment

36

Read Aloud Titles and Listening Targets

Unit 4

Focus of Guided Reading and Follow-Up Activities

(Objectives align with Mini-Lesson, but are taught

using materials aligning with student guided

reading levels.)

Suggested Centers

(See the Daily 5 for suggested lessons.)

Unit 4

Read Aloud Titles:

• One Cool Friend by Toni Buzzeo

• Jack and the Beanstalk by Steven Kellogg

• Sarah Gives Thanks by Mike Allegra

Summarize

• Identify and locate the maid ideas from within the text/telling the most important parts.

Synthesize

• Take what you learn from the text and combine is with your schema to form new ideas.

Listening Targets:

• Why do great readers summarize and

synthesize as they read?

• This story or passage is really about….

• So far I know ____.

• This makes me think that….. My opinion

of ______ is _______.

• I think this because the text said….

• This helps me understand….

• My thinking about this topic has changed

because...

Week 1

• Identify story elements of characters,

setting, plot, problem, and solution in a

story.

• Identify theme.

Week 2

• Identify genre features of realistic fiction.

• Read and summarize a realistic fiction story.

• Continue to practice week 1 skill.

Week 3

• Fluency skill: effective inflection and intonation (volume, stress, pitch).

• Continue to practice and refine skills from week 1 and 2.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice--story elements

• Story elements skills practice task cards

37


Unit 4


Unit 4

Strategies for students having difficulty with unit skill (analyze story

elements and identify theme):

• Goal oriented: I am going to read slowly to identify characters,

setting, and plot. I am going to summarize and synthesize as I read to

help me analyze story elements. The plot is made up of these events:

_______.

• Directive and corrective feedback: How can you tell how the

character feels? What is the setting? Why is it important? How can

you tell what the problem is? What clues tell the solution?

• Self-monitoring and reflection: What could you do to understand the plot and characters better? What details tell where and when the story takes place?

• https://www.learner.org/interactives/story/



Strategies for students not reading on level - Students struggling with grade

level text (fluency/decoding):





increase fluency


Strategies for students struggling with the metacognitive strategy

(synthesizing)

• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 272-291 Synthesizing Fiction Lessons 1-5

• Introduce literature circles using a realistic fiction chapter book.

Learn/utilize literature circle roles in order to maximize

comprehension and acquisition of new vocabulary.

• Write and illustrate a realistic fiction story.

• Cross curricular--plan and budget for a birthday party, using

advertisements and flyers to determine costs.

• Create a product to make and sell at a stand. Present the product

using an advertisement and figure out costs and profit.

https://www.learner.org/interactives/story/

38


Unit 4


Unit 4


Realistic Fiction Posters 1-4, Fluency Poster, Text for Close Reading

Workbook pp. 48-62

• Hot Dots cards





Robert E. Probst





39

Grade 3 ELA Unit 5

Qrt. # 3 Approximately 15 days

(Unit end date approximately Mar. 5th)


Unit 5


Unit 5

Genre Study

Unit 5

Make Connections Make Inferences Trickster Tales


Unit 5

Essential Questions

Unit 5





information.


literary text?





vocabulary?

Standards








40



information.)

Unit 5Vocabulary

Introduce and practice week 1 and 2 from unit 2 Third Grade Vocabulary

Builders. Teacher will introduce and discuss word meanings. Students will

complete vocabulary activities during centers time. Students who participate

in WordMasters will complete the vocabulary activities for the WordMasters


Writing

• Continue instruction with fictional narratives

Grammar

• subjects

• object and possessive pronouns

Mechanics

• contractions

• continue with punctuating dialogue

Word Study

• units 16-19

• gradually

• merchant

• essential

• fortunate

• immense

• lob

• tremble

• skeptic

• propose

• inflate

41




Unit 5


Unit 5

Objective 1




Students will:

• make inferences based on clues in a text.

• identify clues that help readers make

inferences.

• answer text dependent make inferences

questions.


strategies.

Objective 1

• Direct instruction--Introduce making

inferences using Comprehension Poster 1


using Close Reading Workbook—making

inferences

p. 64 “The Mystery of the Disappearing

Matter” I do

p. 65 “The White House” We do

p. 66 ”Plants, Animals, and Humans” You Do

• Comprehension Strategy Assessment

“Harriet the Tortoise” We do

• Small group instruction—practice making

inferences with each guided reading group


level.



answer questions

• Direct instruction Notice and Note Strategies

to Introduce Words of the wiser fiction

signpost pp 152-162

Objective 1


Assessment “Buried Alive”

• Small group questioning--Using text on their individual reading levels, can students make inferences? Can students identify clues that help readers make inferences? Can students make connections during reading in order to increase their comprehension?

• Guided reading Follow-up assignments to

assess making inferences

• Unit 5 Benchmark Literacy assessment

42

Objective 2 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. CC.1.3.3.H Students will:

• identify features of trickster tales.

• read and analyze trickster tales.

• compare and contrast 2 trickster tales

using a graphic organizer

Objective 2

• Direct instruction--Identify the features of a trickster tale using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 67 “Tricky Raven Steals the Light” I do p. 68 “Fox and Guinea Pig” We do pp. 69-70 Iktomi and Muskrat” You do


trickster tales features and themes with

each guided reading group using materials

on their instructional reading level.

Objective 2



Literacy assessment


assignments.

Objective 3 Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:

• use a higher or lower volume to reflect

what the author or characters are saying



intonation.



Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by using a higher or lower volume to reflect what the author or characters are saying, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.



Objective 3


43






Objective 4




Objective 4


Assessment



create an illustration to depict an important part

of a novel, including labels and speech balloons.

Objective 5


“Illustrator”

Objective 5



Objective 6






Objective 6


assessment

44


Unit 5




reading levels.)

Suggested Centers


Unit 5

Read Aloud Titles:

• Lon Po Po by Ed Young

• Thinking about Ants by Barbara Brenner

• John Henry by Julius Lester

• Freedom Summer by Deborah Wiles

• Sharks by Seymour Simon

• Boundless Grace by Mary Hoffman

• The Emporer and the Kite by Jane Yolen

• Salt in his Shoes by Deloris Jordan

Making Connections (text to self, text to text,

and text to world)

• Text to self This reminds me of when I... I knew someone just like this when I … I had the same experience when…

• Text to text This character is just like the character in... The plot of this story is so similar to the plot of... I remember reading another book that took place in the same setting.

• Text to world If this character were alive today, I bet she would... What’s going on in this book is just like what’s happening right now in...

Listening Targets:

• Why do great readers link what they read

to something they already know?

Week 1

• Make inferences and identify clues that help

to make inferences.

Week 2

• Identifying genre features of trickster tales.

• Read and summarize a trickster tale.


Week 3

• Fluency skill: effective inflection and intonation (volume, stress, pitch).

• Continue to practice and refine skills from week 1 and 2.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice--Making inferences

• Making inferences skills practice task cards

45


Unit 5


Unit 5

Strategies for students having difficulty with unit skill (inference):

• Goal oriented: I am going to read slowly and reread if necessary to locate clues. I am going to think about clues in the text and what I know to make inferences. The clue word ____ helps me figure out ___.

• Directive and corrective feedback: Does that phrase provide a clue to

what the author does not state directly? Read the sentence. What

information could help you understand what the author means?

What inferences can you make? What helped you make the

inference?

• Self-monitoring and reflection: What could you do to help yourself make an inference? What helped you make an inference?

• https://www.youtube.com/watch?v=to30AJm2epQ



Strategies for students not reading on level - Students struggling with grade






increase fluency


Strategies for students struggling with the metacognitive strategy (inferring)

• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 172-201 Inferring Fiction and Nonfiction Lessons 1-8

• Read and discuss trickster tales from the library. Create a presentation for a trickster tale that the class has not read.

• Write and illustrate a trickster tale

• Cross curricular--analyze 10 different trickster tales and create a graph (bar or pie) show the frequency with which each animal is the trickster.

• Research the mouse deer or crocodile and create a display of the information.

• Use online resources to write a research paper about Malaysia or Indonesia.

https://www.youtube.com/watch?v=to30AJm2epQ

46


Unit 5


Unit 5


Trickster Tales Posters 1-4, Fluency Poster, Text for Close Reading

Workbook pp. 64-74

• Hot Dots cards





Robert E. Probst





47

Grade 3 ELA Unit 6

Qrt. # 3-4

Approximately 15 days

(Unit end date approximately Apr. 6th)


Unit 6


Unit 6

Genre Study

Unit 6

Fix-up Monitoring

Distinguish and evaluate fact and opinion Persuasive letters


Unit 6

Essential Questions

Unit 6





information.


literary text?





vocabulary?

Standards


• CC.1.2.3 B Ask and answer questions about the text and make inferences from text; refer to text to support responses.





• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

48



information.)

Unit 6 Vocabulary

Introduce and practice unit 3 and 4 from Third Grade Vocabulary Builders unit 2 book. Teacher will introduce and discuss word meanings. Students will complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters words, but be responsible for learning the in-class words for assessment.

Writing

• Opinion writing

• Mentor texts:

Dear Mrs. LaRue , Detective LaRue: Letters from the Investigation

LaRue Across America by Mark Teague

Earrings by Judith Vorst

Hey Little Ant by Hannah and Phillip Hoose

Mom, Can I Have a T-Rex by Jean Grambling

Grammar

• action, linking, and helping verbs

• verb tenses

Mechanics

• friendly letter form

• addressing an envelope

• writing addresses

Word Study

• units 23, 28, 29 (word study units will not be finished in order, so that

they are corresponding with grammar skills being taught)

• isolated

• alter

• gullible

• emphasize

• novice

• clarify

• spare

• strain

• remain

• exotic

49




Unit 6


Unit 6

Objective 1

Ask and answer questions about the text and make inferences from text; refer to text to support responses CC.1.2.3.B Students will:

• identify fact and opinion in a passage.

• identify signal words for opinions.

• answer text dependent fact and opinion

questions.


strategies.

Objective 1

• Direct instruction--Introduce identifying fact

and opinion using Comprehension Poster 1



inferences

p. 78 “Sugar Maple Trees” I do

p. 79 “Road Maps” We do

p. 80 “Number Games” You Do

• Comprehension Strategy Assessment “New

Video Fun” We do

• Small group instruction—practice

determining fact and opinion with each

guided reading group using materials on

their instructional reading level.



answer questions

• Direct instruction Numbers and stats

nonfiction signpost pp. 148-157 Notice and

Note Strategies to Introduce

Objective 1


Assessment “The Most Exciting Job in the

World”



students identify fact and opinion? Can

students identify words that signal

opinions? Can students use fix up

monitoring strategies during reading in



assess identifying fact and opinion


50

Objective 2

Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.3.L Students will:

• identify features of persuasive letters.

• read and analyze persuasive letters.

• compare and contrast 2 persuasive

letters using a graphic organizer.

Objective 2

• Direct instruction--Identify the features of a persuasive letter using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a persuasive letter, read and comprehend persuasive letters p. 81 “Eat a Salad” I do p. 82 “Don’t Smoke” We do pp. 83-86 “Clean Up City Park” You do


persuasive letters features with each guided



Objective 2



Literacy assessment


assignments.

Objective 3

Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:

• stress particular words to emphasize

meaning and reflect the language

patterns of the text.



intonation.



• extend tier 2 vocabulary by analyzing

multiple meaning words.

Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate stressing particular words to emphasize meaning and reflect the language patterns of the text, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.



Objective 3


51






Objective 4




Objective 4


Assessment




of a novel, including labels and speech balloons.

Objective 5

• Independent practice—Literature Circle job “Illustrator”

Objective 5 Assessed using Literature Circles rubric

• Partner conversations

• Guided reading comprehension sheets

• Comprehension Strategies Assessments

• Fluency Self-Assessment

• Genre Quiz

• Benchmark Literacy Unit 6 Assessment

52

Objective 6


Objective 6





• Modeling—students will hear fluent reading

demonstrated by the teacher in whole group

activities throughout the unit.

Objective 6


assessment

53


Unit 6




reading levels.)

Suggested Centers


Unit 6

Read Aloud Titles:

• Plantzilla by Jerdine Nolan What is the Animal Kingdom by Bobbie Kalman

• My Rows and Piles of Coins by EB Lewis The Life Cycle of a Tree by Bobbie Kalman

• Milton Hershey by Charnan Simon

• Follow the Drinking Gourd by Jeanette

Winter

Monitor and Fix-up Strategy

• Reread to clarify

• Stop and think about what you read

• Stop and write about what you read

• Ask questions

• Read ahead

• Talk about what you read

Listening Targets:

• Why do great readers use fix up monitoring strategies as they read?

• The author says _______.

• What does that mean?

• Whom could I talk to about this to understand it better?

• Wait a minute. I need to stop and think/talk/write about this.

Week 1

• Identify fact and opinion and identify signal

words for opinions.

Week 2

• Identify genre features of persuasive letters.

• Read and summarize a persuasive letter.


Week 3

• Fluency skill: stressing particular words to

emphasize meaning and reflect the language

patterns of text.

• Continue to practice and refine skills from

week 1 and 2.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice—Fact and Opinion

• Fact and opinion skills practice task cards

54


Unit 6


Unit 6

Strategies for students having difficulty with unit skill (fact and opinion):

• Goal oriented: I am going to ask whether a statement can be proved

or not to distinguish between fact and opinion. I am going to look for

signal words to opinions such as think, believe, best, and worst. The

sentence is a(n)_______ because ________.

• Directive and corrective feedback: Can that sentence be proven true

or false? Does the sentence contain a signal word such as believe or

best? What connections can you make to help you identify the fact or

opinion?

• Self-monitoring and reflection: What could you do to figure out whether a statement is a fact or an opinion? What connections could you make to your life, the world, or other texts? How does identifying clues and signal words help you identify facts and opinions?

• https://www.youtube.com/watch?v=8OHquNVtQQ8

• Vocabulary: Direct instruction and concentration on Tier II vocabulary

words within guided reading texts.

• Comprehension: Chunking texts with stopping points to discuss

meaning and the use of the strategy. (Frequent check-ins). 95%

Group Comprehension lessons in Metacognitive skills.

Strategies for students no reading on level - Students struggling with grade






increase fluency


• Create a new product or invention (this can correspond to the STEAM

fair). Write a persuasive letter to an investor or company to convince

them to manufacture your invention.

• Cross curricular--prepare persuasive arguments about what kind of

pet they would like to get for the classroom. Conduct a class poll and

create a bar or pictograph with the results. Use the presentation and

poll results to convince the teacher.

• Research an environmental issue and write a speech to encourage

peers to take action.

• Conduct a class debate about a school related issue.

https://www.youtube.com/watch?v=8OHquNVtQQ8

55


Unit 6


Unit 6


Persuasive Letters Posters 1-4, Fluency Poster, Text for Close Reading

Workbook pp. 78-90

• Hot Dots cards





Robert E. Probst





56

Grade 3 ELA

Unit 7

Qrt. # 4

Approximately 15 days (Unit end date approximately May 31st)


Unit 7


Unit 7

Genre Study

Unit 7

Make Inferences

Make Predictions

Fairy Tales and Fractured Fairy Tales


Unit 7

Essential Questions

Unit 7





information.


literary text?





vocabulary?

Standards









57



information.)

Unit 7 Vocabulary

Introduce and practice unit 5 and 6 from Third Grade Vocabulary Builders Unit 2 book. Teacher will introduce and discuss word meanings. Students will complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters words, but be responsible for learning the in-class words for assessment.

Writing

• Writing Tales and Fractured Fairy Tales

• Completing a stop motion fairy tale in the STEAM Lab

Grammar

• prepositions

• adverbs

Mechanics

•

Word Study

• units 23-25

• glee

• snatch

• dangle

• hesitate

• greedy

• smudge

• disgruntled

• imitate

• extravagant

• witty

58




Unit 7


Unit 7

Objective 1




Students will:

• identify clues in a passage.

• make predictions about what will happen

next based on clues and prior knowledge.

• make inferences about a text.

• answer text dependent make predictions

questions.


strategies.

Objective 1

• Direct instruction—make predictions and

inference using comprehension Poster 1



inferences

p. 92 “Twins in Trouble” I do

p. 93 “The World of Bugs” We do

p. 94 “Endangered Species” You Do

• Comprehension Strategy Assessment “He

Says, She Says” We do

• Small group instruction—practice making

predictions with each guided reading group


level.



answer questions

Objective 1


Assessment “Giving Robots a Sense of

Touch”



students make predictions? Can students

make inferences during reading in order to

increase their comprehension?

• Guided reading Follow-up assignments to

assess making predictions


59

Objective 2

Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. CC.1.3.3.C

Students will:

• identify features of fairy tales.

• read and analyze fairy tales.

• compare and contrast fairy tales using a graphic organizer.

Objective 2

• Direct instruction--Identify the features of a fairy tale using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 95 “The Peach Boy” I do p. 96 “The Princess and the Pea” We do pp. 97-102 “Yeh-Shen” You do


fairy tales features and themes with each



Objective 2



Literacy assessment


assignments.

Objective 3


• develop fluency skills by practicing high

frequency word phrases.

• utilize punctuation cues.



intonation.




synonyms.

Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by using high frequency word phrases, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.



Objective 3


60






Objective 4




Objective 4


Assessment



• create an illustration to depict an

important part of a novel, including labels

and speech

Objective 5


Objective 5






• Genre Quiz


(Complete unit review, assess, and return

unit test to students – 3 school days)


Objective 6






Objective 6


assessment

61


Unit 7




reading levels.)

Suggested Centers


Unit 7

Read Aloud Titles:

• Goin’ Someplace Special by Patricia

McKissack

• Tight Times by Barbara Shook Hazen

• Katie’s Trunk by Ann Turner

• Mr. Lincoln’s Whiskers by Karen Winnick

• Sweet Clara and the Freedom Quilt by

Deborah Hopkinson

• The Whispering Cloth by Pegi Deitz Shea

• Levers by David Glover

• Welcome to the Green House by Jane

Yolen

Inferences

• Use story clues to figure out what is happening or why it is happening

• Use clues about characters (their actions, words, thoughts) to figure out what they are like and what they might do next

• Use clues to figure out the book’s themes or “big ideas”.

Listening Targets:

• Why do great readers make inferences as they read?

• The author says _______. I think she means...

• If I read between the lines, the author is telling me...

• The clues that prove my inference are...

• I think the character did this because...

• I think this happened because...

Week 1

• Make inferences and identify clues for their

inferences.

Week 2

• Identify genre features of fairy tales.

• Read and summarize tales.


Week 3

• Fluency skill: effective phrasing.


week 1 and 2.

• Literature Circles--students will be

assigned a book and the literature circle

roles will be taught to each group. Guided

reading groups can complete literature

circle activities with chapter books in place

of, or in addition to, regular reading

centers.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice--make predictions

• Make predictions skills practice task cards

62

• These few pieces of evidence tell me...

• From the information in this section, I can infer that...

• From the events in the story so far, I think ____ will happen next...

• The picture on the cover of the book suggests that...

• The graphics on the page suggest that...

• I know more about ____ because of the specific information I read on page ___.

63


Unit 7


Unit 7

Strategies for students having difficulty with unit skill (make predictions):

• Goal oriented: I am going to read slowly and reread to find and this about clues to what will happen next. I am going to use clues in the text and what I know to make predictions. The clue _____ helps me predict that ____.

• Directive and corrective feedback: Does this part of the text give you

ideas about what might happen? How does this sentence help you

predict what might happen next? What do you already know that

helps you predict what might happen? What other predictions can

you make? What clues in the text helped you make these

predictions?

• Self-monitoring and reflection: What inferences can you make about this text? How could they help you make a prediction? How might visualizing what this part tells help you make a prediction? What do you already know that can help you predict what will happen?

• https://www.youtube.com/watch?v=t1CsOA6WWPQ












increase fluency


• Write and illustrate a fairy tale or fractured fairy tale.

• Cross curricular--read at least 5 fairy tales and find things that appear

3 times. Work with a partner to graph their combined findings.

• Research the Brothers Grimm, Hans Christian Anderson, or Charles

Perrault and deliver an oral presentation to the class including facts

about the author, a list of fairy tales written, and a map of where he

lived.

• Research Cinderella tales from various cultures. Create a presentation

to identify the similarities and differences across cultures.

https://www.youtube.com/watch?v=t1CsOA6WWPQ

64


Unit 7


Unit 7

• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Fairy Tales Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 92-106 and 111-118

• Hot Dots cards








Teachers may need copies of various fractured fairy tales to present as part of

the STEAM project. We each have one or two, it would be good to get a

whole set.

65

COURSE NOTE: Write and illustrate class books during PSSA testing window.

Grade 3 ELA

Unit 8

Qrt. # 4

Approximately 15 days

(unit end date—last day of school)


Unit 8


Unit 8

Genre Study

Unit 8

Determining Text Importance Compare and Contrast

Tall Tales


Unit 8

Essential Questions

Unit 8





information.

• How do strategic readers create meaning from narrative and

informational text?





vocabulary?

66

Standards











information.)

Unit 8 Vocabulary

Writing

• Fictional narratives

Grammar

• interjections

Mechanics

• punctuating dialogue

Word Study

• units 26-28

Introduce and practice unit 7 and 8 from Third Grade Vocabulary Builders unit 2 book. Teacher will introduce and discuss word meanings. Students will

complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters


• infinite

• faint

• urgent

• fret

• disperse

• partial

• elaborate

• conceal

• blunt

• quarrel

67




Unit 8


Unit 8

Objective 1

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. CC.1.3.3.H Students will:

• identify comparisons and contrasts in a

passage.

• identify and use signal language for

comparing and contrasting.

• determine important information in a

passage.

• answer text dependent compare and

contrast questions.


strategies.

Objective 1

• Direct instruction—compare and contrast

using comprehension Poster 1



inferences

p. 108 “Mountain Biking” I do

p. 109 “Native Americans of the Eastern

Woodlands” We do

p. 110 “Comets” You Do

• Comprehension Strategy Assessment

“Leonardo da Vinci” We do

• Small group instruction—practice comparing

and contrasting with each guided reading


reading level.



answer questions

Objective 1


Assessment “A Different Kind of Ride”



students compare and contrast? Can

students determine text importance

during reading in order to increase their

comprehension?


assess making predictions

• Unit 8 Assessment

68

Objective 2

Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. CC.1.3.3.C

Students will:

• Identify features of tall tales.

• read and analyze tall tales

• compare and contrast tall tales using a graphic organizer.

Objective 2

• Direct instruction--Identify the features of a tall tale using Poster 1 and annotations

• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 111 “Stormalong the Sailor” I do p. 112 “Mose the Fireman” We do pp. 113-116 “Johnny Appleseed Gets His Name” You do


tall tales features and themes with each



Objective 2


• Assessed on the Unit 8 Test


assignments.

Objective 3


Students will:

• use the title and other textual and graphic clues to anticipate the mood of a selection.

• match their tone of voice to the intended mood.

• use effective expression to make their reading sound like talking.


idioms.

Objective 3

• Teacher modeling using Fluency Poster--teacher will demonstrate using the title, textual clues and graphic clues to anticipate the mood of a reading selection and matching tone of voice to the mood, demonstrate understanding of the text through purposeful expression, and use effective expression to make their reading sound like talking.



Objective 3


69






Objective 4




Objective 4


Assessment




of a novel, including labels and speech

Objective 5


Objective 5






• Genre Quiz



Objective 6






Objective 6

• Assessed on the unit 8 Benchmark Literacy assessment

70


Unit 8




reading levels.)

Suggested Centers


Unit 8

Read Aloud Titles:

• Galimoto by Karen Lynn Williams

Postcards from Pluto by Loreen Leedy

• Teammates by Peter Golenbock

Tornado by Stephen Kramer

Determining Text Importance

• Knowing the difference between what is

important in the text and what is just

interesting.

Listening Targets:

• Why do great readers determine text importance?

• I know these parts of the story are important because...I think these parts of the story are interesting because…

• I think the author thought ___ was important because…

• I need to pay attention to this _______. It has information that I need.

Week 1

• Compare and contrast

• Identify and use signal language for

comparing and contrasting

Week 2

• Identifying genre features of tall tales.

• Read and summarize tall tales.

• Continue to practice week 1 skill. Week 3

• Fluency skill: conveying mood.


week 1 and 2.

• Literature Circles--students will be

assigned a book and the literature circle

roles will be taught to each group. Guided

reading groups can complete literature

circle activities with chapter books in place

of, or in addition to, regular reading

centers.

• Read to self

• Listening

• Journal writing



• Hot Dots skills practice—compare and contrast

• Compare and contrast skills practice task cards

71


Unit 8


Unit 8

Strategies for students having difficulty with unit skill (compare and

contrast):

• Goal oriented: I am going to read slowly so I will notice the signal language. The signal word ____ lets me know the author is comparing things. The signal word ___ lets me know the author is contrasting things.

• Directive and corrective feedback: Read the sentence. What word

signals a comparison? How are the things alike? What word signals a

contrast? How are the things different?

• Self-monitoring and reflection: What could you do to help yourself recognize a comparison or contrast? Did you try to identify the most important information? What words and phrases helped you do that?

• http://thinkonline.smarttutor.com/crocodiles-and-alligators-compare-and-contrast-third-grade/












increase fluency


• Have students research and graph how far Mose the Fireman could

swim in various bodies of water.

• Research and create a poster about octopi to present after reading

“Stormalong the Sailor.

• Research the real-life people that tall tales are based on. Create a

comparison/contrast chart to show how the characters were

exaggerated.

http://thinkonline.smarttutor.com/crocodiles-and-alligators-compare-and-contrast-third-grade/

http://thinkonline.smarttutor.com/crocodiles-and-alligators-compare-and-contrast-third-grade/

72


Unit 8


Unit 8

• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Tall Tales Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 108-110, 125-130, 137-142

• Hot Dots cards








Documents

Grade 3 ELA Introducing Routines & Procedures, and ......• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea. • CC.1.2.3.F