literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/PG+Grade+3+Unit+4.docx... · Web viewCurricular Plan for Making Meaning and Making Meaning Vocabulary. Grade

Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 3

Unit 4: Wondering/Questioning (Fiction)4 Weeks

Students should understand and be able to:Comprehension Focus

Students use wondering/questioning to understand a story, make predictions, and infer. Students think about whether their questions are addressed explicitly or implicitly in the text. Students visualize to create mental images from text. Students make inferences to understand characters. Students read independently.

Social Development Focus Students analyze why it is important to be respectful and responsible. Students develop the group skills of using prompts to add to one another’s thinking and agreeing and disagreeing

respectfully. Students have a class meeting to discuss maintaining a caring classroom community.

Mentor Texts The Girl Who Loved Wild Horses Knots on a Counting Rope A Day’s Work Mailing May Brave Irene

Making MeaningWeek 1

Day 1: Read-aloud The Girl Who Loved Wild Horses

Pair students and get ready to work together

Introduce and read the story aloud, stopping to wonder

Discuss as a whole class Reflect on taking

responsibility IDR: Teach self-

monitoring

Day 2: Strategy Lesson

Discuss respecting your partner’s thinking

Focus on highlighted questions about the story

Reread the story Use questions to discuss Add to the “Reading

Comprehension Strategies” chart

Reflect on working together

IDR: Practice self-monitoring

Extension: Practice visualizing

Day 3: Read-aloud – Knots on a Counting Rope

Review and get ready to wonder

Introduce and read story aloud

Read aloud and stop to wonder

Discuss the story Reflect on taking

responsibility IDR: Practice self-

monitoring

Assessment: generating questions or ”I wonder” statements, relevance to story

Day 4: Guided Strategy Practice

Focus on highlighted questions about the story

Use questions to discuss the story

Reflect on working together

IDR: Document Conferences/discuss reading with partners

Extension: Compare the two stories from this week

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts

the basis for the answers.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

flexibly from a range of strategies.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful

under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

ways, listening to others withcare, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

Making Meaning VocabularyWeek 10

Vocabulary Words: obstinate, immature, mature, fantasize, barricade, reconsiderWord-learning Strategies: Recognizing synonyms, Recognizing antonyms, Using the prefix re- to determine word meaningsDay 1

Introduce and define new words

Discuss the words Think about word

meanings Extension: Introduce

and discuss the prefix im-

Day 2 Review words Choose the best

word description

Day 3 Introduce and define

new words Discuss the words

Day 4 Review words Vocabulary

activities

Day 5 – Ongoing Review

Display the word cards and review words

Play “Which Word Goes With?”

Assessment: comprehension of word meaning, explain word association, enjoyment of talking about words

Common Core State StandardsL.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and


L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and

temporal relationships (e.g., After dinner that night we went looking for them). RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts

texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.


grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

understanding in light of the discussion.



Day 1: Read-aloud – A Day’s Work

Review wondering/questioning and “Stop and ask questions”

Introduce the story and read aloud

“Stop and ask questions” Use questions to discuss

the story in pairs Discuss the story as a class Reflect on taking

responsibility during discussions

IDR: Conduct informal IDR conferences with self-monitoring

Day 2: Strategy Lesson

Review the questions about the story

Reread the story Use questions to discuss

the story Reflect on using

discussion prompts IDR: Conduct informal IDR

conferences with self-monitoring


Review and discuss the problem in the story

Read the ending of the story


Reflect on taking responsibility

IDR: Review self-monitoring/write in IDR journals

Day 4: Independent Strategy Practice

Review wondering and questioning

Model using “Stop and ask questions” with independent reading

Write questions prior to reading

Read independently with “Stop and ask questions”

Discuss independent reading with pairs

Reflect on showing respect

Assessment: generating questions, relevance to characters or plot

Common Core State StandardsL.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer

reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and

phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative

RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts

questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts

expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: belongings, faint, cling, roam, joyful, sorrowfulWord-learning Strategies: Using context to determine word meanings, Recognizing words with multiple meanings, Recognizing synonyms, Recognizing antonyms, Using the suffix –ful to determine word meaningsDay 1 Introduce and define

new words Discuss words Use context clues to

figure out word meaning

Introduce words with multiple meanings

More Strategy Practice: Explore two or more words with multiple meanings


activities


new words Act out the words Discuss the words Introduce the suffix –

ful to figure out word meanings

Day 4 Review words Answer questions

about the words

Day 5 – Ongoing Review

Display the word cards and review the words

Synonym Match

Common Core State StandardsL.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.5 Demonstrate

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for

understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared,

accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

own ideas and understanding in light of the discussion.


Day 1: Read-aloud – Mailing May

Review “Stop and ask questions”

Introduce the story and read aloud with “Stop and ask questions”

Use the questions to discuss the story in pairs

IDR: Use wondering/questioning independently


Have the students review their questions

Reread the story Discuss students’

questions and answers IDR: Use

wondering/questioning Independently


Review the “Reading Comprehension Strategies” chart

Review the storyVisualizeDraw and share

visualizationsReflect on sharing drawingsIDR: Wonder with

independent reading/write in IDR journals

Day 4: Independent Strategy Practice

Review questioning Prepare to read

independently with “Stop and ask questions”

Read independently Discuss students’

questions

Assessment: generating questions as they read, relevance of questions

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories,

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories,

independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

discipline-specific tasks, purposes, and audiences.


Vocabulary Words: shuffle, swarm, urgent, motion, wind, prowlWord-learning Strategies: Recognizing words with multiple meanings, Using the prefix re- to determine word meaningsDay 1 Introduce and define

new words Act out the words Discuss multiple

meanings of words Imagine That! Extension: Discuss

the suffix -ly


activities


new words Act out the words Discuss the words Extension: Discuss

the suffix -er

More Strategy Practice: Explore multiple meanings of words, Review the prefix re-


activities

Day 5 – Ongoing Review Display word

cards and review the words

Play “Finish the Story”

Assessment: comprehension of word meanings, challenging words, using words in writing

Individual Vocabulary Assessment: Word Check 3 (BLM3)

Student Self-Assessment: (BLM7)

Common Core State Standards L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and


L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and


L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time


temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts


diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.



Day 1: Read-aloud – Brave Irene

Get ready to wonder and ask questions about the story

Review “Stop and ask questions”

Introduce and read the story aloud


Reflect on working together IDR: Review self-monitoring

and practice rereading


Review questions and discuss how to disagree respectfully

Reread the story aloud Use questions to discuss

the story IDR: Practice rereading

with wondering and questioning


Review the storyMake inferences about the

characterReview the “Reading

Comprehension Strategies” chart

Reflect on working togetherIDR: Practice rereading

with wondering and questioning

Assessment: make inferences, identify clues from the text for support

Day 4: Class Meeting

Gather for a class meeting

Discuss how the students are creating a caring community

Adjourn the meeting IDR: Document IDR

conferences/write in IDR journals

Assessment: wondering and questioning

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.range of collaborative discussions (one-on-one, in groups, and teacher-led) with

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer

to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

and understanding in light of the discussion.

diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.


Vocabulary Words: slog, commence, flabbergasted, permissible, tingle, adventuresomeWord-learning Strategy: Recognizing synonymsDay 1

Introduce and define new words

Discuss the word

Day 2Review wordsTell a story


new words Discuss the words

Day 4 Review words Use words to

answer a question

Day 5 – Ongoing Review Display the words

cards and review the words

Answer “Would You?” Questions

Common Core State StandardsL.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and



temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time

domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in

temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts



about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.




Helpful TipsMaking Meaning

Decide how you will randomly assign partners to work together throughout the unit. Prepare a chart with the title “Questions About The Girl Who Loved Wild Horses” (See Week 1, Day 1, Step 6 p. 173) Prepare the “Self-monitoring Questions” chart for use during IDR. Prepare a chart with the title “Questions About Knots on a Counting Rope” (See Week 1, Day 3, Step 2 p. 179) Make a transparency of “Stop and Ask Questions About _______” Prepare to model questioning in independent reading (See Week 2, Day 4, Step 2 p. 200) Make a transparency of “Excerpts from Mailing May” (BLM14) Make a transparency of “Excerpts from Brave Irene” (BLM15) Make copies of the Unit 4 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Write the context sentence from The Girl Who Loved Wild Horses on the board and underline the word faint. You will use this

sentence to discuss context clues to the meaning faint. Review More Strategy Practice on pp. 231-232. Collect and use the following word cards: 22, 28, 30, 37, 40, 41, 42, 43, 44, 45, 46, 47, 49, 53, 54, 56, 58, 65, and 78.

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literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/PG+Grade+3+Unit+4.docx... · Web viewCurricular Plan for Making Meaning and Making Meaning Vocabulary. Grade