Key Ideas and Details

Ask and answer questions to demonstrate understanding, referring to the text as the basis for the answers.

Integration of knowledge and Ideas

Explain how a text’s illustrations contribute to what is conveyed by the words.

Craft and Structure

Determine the meaning of words and phrase in a text, distinguishing literal from

non-literal language.

UNITS OF INQUIRY: Grade 3 – Unit 2 Students will explore and discuss ideas in a text to develop theme.

Tight Times: Gr. 3Common Core Standards

QTEL Exemplar

3 Part Architecture of Lesson DesignPREPARING LEARNERS

INTERACTING WITH TEXT

EXTENDING UNDERSTANDING

Task 4

Task 5

Task 6

Task 1

Task 2

Task 3

Task 7

Task 8

Task 9

TEXT

• Activate prior relevant knowledge• Establish a purpose for reading• Make predictions based on information in the text• Focus students’ attention on key concepts or information to be explored in the text• Introduce, in context, key vocabulary and terms that are key to understanding the text

• Make inferences and draw conclusions about the structure and elements of fiction and non-fiction• Use comprehension strategies to monitor understanding• Make logical connections between ideas and events in a text

• Connect ideas learned to other ideas outside the text• Apply newly gained knowledge to novel situations or problem-solving• Create or recreate based on new understandings

© WestEd, Quality teaching for English Learners, 2008

TEXT

Preparing Learners Goals

■ Activate prior knowledge■ Focus attention on key concepts■ Introduce key vocabulary

TASKS:

• Quick Write• Anticipatory Guide

Tight Times:

Preparing Learners

Preparing Learners

Quick Write

Think about a time when you experienced a change in your way of life that you didn’t like.

What happened? How did you feel?

Preparing Learners

Anticipatory Guide

1. Think independently about the 5 statements and mark whether you agree or disagree. Provide a reason.

2. Take turns Round Robin style explaining why you agree or disagree with each statement, using the formulaic expression provided.

Do you agree or disagree? Why?Statement Opinion

Provide a reason for your answer

Agree

Disagree

I agree/disagree because…

1. Pets are good companions during challenging or difficult times.

2. Parents should not cry in front of their children.

3. It’s easy for adults to find a job and make money.

4 People who have more money take better care of their children.

5.. There is always something to be thankful for.

Interacting with Text Goals

■ Deconstruct the text■ Interact■ Reconstruct the text

Tight Times

Interacting with Text

TASKS:

• Listening with a Focus

• Graphic Organizer

Interacting with Texts:

Listening with a FocusPgs. 1-8 How do “tight times” affect the family’s lifestyle?

Some of the ways__ impact__ are__.

__ affects __ by __.

Pgs. 9-13 Why is it significant that the father lost his job? How does the family react?

__ is critical because__.

Since ____, then____.

Based on ___, ___

Interacting with Texts:

Listening with a Focus

Pgs. 14-25 How do the parents react when the boy brings home a surprise? Why do you think they react this way?

The __ __ when__. I think this because__.

Initially, __. However, __.

Pgs. 26-29 What is ironic about the name the boy gives the cat?

____ is ____ because____.

Interacting with Texts:

Graphic Organizer

1. Individuals complete the Graphic Organizer.

2. Round Robin table share out. Each member adds new information to his/her Graphic Organizer.

Extending Understanding Goals

■ Apply new learning■ Re-present the text■ Take a critical stance■ Evaluate

Tight Times

Extending Understanding

TASKS:

• Collaborative Poster

• Collaborative Dialogue

Extending Understanding

Collaborative Poster

1. Think independently about how to best represent the spirit of the text on a collaborative poster.

2. With your group, plan and create your poster, reaching consensus on:• One image• Two quotes from the text• One original phrase Use the Collaborative Poster Rubric to clarify expectations

3. Each person uses a different color marker for his/her work to promote equity in participation.

4. Each person signs the poster and participates in sharing the collaborative poster with the class.

Extending Understanding

Collaborative Dialogue

1. Students will work in dyads to represent one of four key moments in the text.

2. Partners write the dialogue that takes place at that specific moment in the text.

3. Each person keeps his/her own script and refers to the rubric for clarity of expectations.

4. Each dyad presents their Collaborative Dialogue.

5. Class discusses common threads and differences between all the presentations.