Backward Unit Design – Planning DocumentUnit Focus

This is a four week unit of study that focuses on students’ immediate community and communities in the United States and abroad including the elements that make up a community and how the theme of community are demonstrated through the structure of

literature and informational texts.

Reading:RL.3.2, RL.3.3, RI.3.5, RI.3.6,

RI.3.8, RI.3.9

Writing & Language:W.3.2, L.3.1 (f,g,h,i)

Speaking & Listening:SL.3.1

Social Studies:Strand: History

Content Standard IK-4 Benchmark I-C –World: 3.1

Standards AnalysisStandards Knowledge Needed (Know) Learning Targets and Student

Outcomes (Do)Suggested Assessment Tasks

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

retell stories identify moral/central

message/lesson difference between fable,

folktale, myth how to support with evidence

RL3.2, RL3.5 Theme and Story BuildingRL3.2, RL.3.5Theme and Story Buildingfollow the story to determine when the theme emerges and becomes apparent.

During Interactive Read Aloud, use Stone Fox as text to prompt learning using Turn and Talk, Think Alouds, Stop/Jot/Sketch, and Reading Response Journals. Have students track their thinking in the response journals with three column entry: theme/evidence/my thinking and questions

Close Reading: Students will use the evidence lens to identify what the character says, thinks, and does to explain the theme or lesson of “The Ants and the Grasshopper” and “The Boy

3rd Grade Q2 1

Who Cried Wolf”Students will look for evidence of the community theme using these stories.

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

difference between main and supporting characters

difference between character traits, motivations, and feelings.

how to describe characters by how they think, act, and feel

how character affects sequence of events

RL3.2, RL3.5Characters and Theme Buildingdescribe how characters change as the story progresses

describe how those character changes impact the sequence of events

During Interactive Read Aloud, use Stone Fox as text to prompt learning using Turn and Talk, Think Alouds, Stop/Jot/Sketch, and Reading Response Journals. Have students track their thinking in the response journals with three column entry: theme/evidence/my thinking and questions

Close Reading: Students will use the evidence lens to identify what the character says, thinks, and does to explain the theme or lesson of “The Ants and the Grasshopper” and “The Boy Who Cried Wolf”Students will look for evidence of the community theme using these stories.

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

difference between text features found online or found in printed copy

identify text features including headings, glossary, index, table of contents, pictures, captions,

RI.3.5, RI.3.7Text Featuresidentify the text features that support their understanding of the text and how those features enhance their understanding

Culminating Activity –Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...).

3rd Grade Q2 2

key words, font (bold, italics), sidebars, hyperlinks...

how the above text features help support their understanding of the text

how text features help with locating information quickly and efficiently

how to select the correct text feature to locate information

create text features to go with a text that enhance another reader's understanding

Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing

Students will utilize student research resources to locate information for their culminating activity:http://www.timeforkids.com/around-the-world

http://kids.nationalgeographic.com/

RI.3.6 Distinguish their own point of view RI.3.6 Close Reading: Students will

3rd Grade Q2 3

point of view from that of the author of a text.

difference between reader's and author's point of view

Point of ViewIdentify reader's point of view.

Identify the point of view of the author and support with evidence from the text.

Compare and contrast own point of view with author's point of view and support with evidence from the text.

use the organization of the text lens to identify patterns of cause and effect of “Ryan’s Well.” In an expository writing task, students will explain what cause and effect is and cite example of this text structure from “Ryan’s Well.”

Close Reading: Students will use the organization of text lens to define community and citizen in “What It Means to Be a Citizen” In an expository writing task, students will explain what a community and citizen are and cite examples from the article to support their answer.

Reading Response Journal: three column chart to note reader and author points of view at different sections of text

Reading Response Journal: t-chart describing key detail and point of view (of author or reader)

RI.3.8 Describe the logical connection between particular sentences and

difference between sentence and paragraph

how a sentence supports a

RI.3.8Logical Connections and Structure

Culminating Activity –Students will define the components of a community

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paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

paragraph how paragraphs build on each

other to create a text how sentences and/or

paragraphs in a text demonstrate comparisons, cause/effect, or sequential order

Identify the structure/connections in which the author uses to present the information: comparison, cause/effect, sequential order

Describe how the structure/connections help the reader understand the text

Explain why the author chose to use that particular structure/connection to present the information

(needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing

Close Reading: Students will use the organization of the text lens to identify patterns of cause and effect of “Ryan’s Well.” In an expository writing task, students will explain what cause and effect is and cite example of this text structure from “Ryan’s Well.”

3rd Grade Q2 5

Close Reading: Students will use the organization of text lens to define community and citizen in “What It Means to Be a Citizen” In an expository writing task, students will explain what a community and citizen are and cite examples from the article to support their answer.

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

identify author's point of view or purpose for writing text

how to identify key details/important points

difference between compare and contrast

RI.3.9Comparing and Contrasting Informational TextCompare and contrast two pieces of text on the same topic.

Cite evidence with key details to support author's point of view and purpose.

Culminating Activity –Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain

3rd Grade Q2 6

Everything...) or visual representation (brochure, poster...) to pair with the writing

Speaking and Listening: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.

a. 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.

b. 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).

difference between different types of discussions

how to prepare for a discussion how to participate as a listener

and a speaker how to use accountable talk how to monitor individual

understanding how to explain ideas and

understanding following a discussion

SL.3.1Collaborative and Accountable Participation in a DiscussionActively engage in discussionsfor a variety of topics by preparing, participating, monitoring, and synthesizing purpose and understanding of the discussions

Speaking and Listening Rubric

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c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

Writing and Language:W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

what is informative/explanatory text

key parts of informative text including topic sentence, supporting details, transitional/linking words or phrases, concluding statement

how to write key parts of informative text including topic sentence, supporting details, transitional/linking words or phrases, concluding statement

how illustrations/text features support meaning of text

W.3.2, W.3.4, W.3.5, W.3.6, W.3.7, W.3.10Informative Research & WritingConduct research to write an informative/explanatory piece.

Follow the writing process to write an informative/ explanatory piece

Create a multimedia piece to pair with informative writing piece (Glogster, Educreations, Explain Everything...)

Culminating Activity –Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain

3rd Grade Q2 8

Everything...) or visual representation (brochure, poster...) to pair with the writing

Close Reading: Students will use the organization of the text lens to identify patterns of cause and effect of “Ryan’s Well.” In an expository writing task, students will explain what cause and effect is and cite example of this text structure from “Ryan’s Well.”

Close Reading: Students will use the organization of text lens to define community and citizen in “What It Means to Be a Citizen” In an expository writing task, students will explain what a community and citizen are and cite examples from the article to support their answer.

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.f. Ensure subject-verb and

subject-verb and pronoun-antecedent agreement

comparative and superlative adjective and adverbs

coordinative and subordinating conjunctions

L.3.1., W.3.2, W.3.10English Grammar & UsageThrough individual journal writing prompts, model understanding of each convention component.

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pronoun-antecedent agreement.*g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.h. Use coordinating and subordinating conjunctions.i. Produce simple, compound, and complex sentences.

simple, compound, and complex sentences

identify and use above conventions in context of writing

Write an informative piece that demonstrates a command of the conventions.

Science/Social Studies:STRAND : HistoryContent Standard I: Students are able to identify important people and events in order to analyze significant patterns, relationships, themes, ideas, beliefs, and turning points in New Mexico, United States, and world history in order to understand the complexity of the human experience.

K-4 Benchmark I-C—World:Students will identify and describe similar historical characteristics of the United States and its neighboring countries.Grade Performance Standards3 1. Identify and compare components that create a

what a community is different types of communities how different communities

influence and support each other what are the components or

traits of a community what are important needs, wants

and rules of a community their immediate community the difference between the

United States and other countries

Strand: History; K-4 Benchmark I-C.3.1My Community Versus the WorldDefine the components of a community, including but not limited to needs, rules, culture, government, transportation, economy and resources.

Identify and create a graphic model (paper or Popplet Lite app) of the components of their community.

Research a community in a different country and create a model of the components of that community.

Write an informative piece comparing the components from their own community to that of

3rd Grade Q2 10

community in the United States and its neighboring countries.

another country.

Create a multimedia piece to pair with informative writing piece (Glogster, Educreations, Explain Everything...)

Big Ideas: Enduring UnderstandingsThroughout the unit of study, students will learn about their immediate community, communities in the United States and communities in other countries. Within those communities, students will learn about the elements that make up a community including, but not limited to, the needs of a community, rules, culture, government, transportation, economy and resources. Students will explore this theme through the structure of literature and informational texts.Essential Questions (“big umbrella” questions)

How does knowing the theme of a story affect your perspective? ¿Al saber el tema del cuento como afecta tu perspectiva?

How do characters influence the setting and major events of the story? ¿Cómo influencian los personajes del cuento el lugar y los acontecimientos principales del cuento?

How are communities across the world the same or different? ¿Cómo son las comunidades del mundo similares o diferentes?

How can I inform readers about the similarities and differences about my community and those around me? ¿Cómo puedo informar a los lectores acerca de las similitudes y diferencias acerca de mi comunidad y las comunidades que me rodean?

Guiding Questions (questions that build to understanding of Essential Questions)

How does the central message or theme of a story become more apparent as the sequence of events unfold? ¿De qué manera el mensaje central o el tema de un cuento sea evidente a medida que la secuencia de los acontecimientos se desarrollan?

How do the characters in a story change as the sequence of events unfold? ¿Cómo cambian los personajes del cuento al desarrollarse la secuencia de los acontecimientos?

How are the plots, themes or characters from two books by the same author similar or different? ¿Al comparar y contrastar dos libros por el mismo autor en que se comparan y diferencian el trama, tema o los personajes?

Which text features help readers find information efficiently? ¿Cuáles características del texto ayuda al lector encontrar información eficientemente?

What is the author's and reader's point of view? ¿Cuál es el punto de vista del autor y el lector?

3rd Grade Q2 11

What are the similarities and differences? ¿Cuáles son las similitudes y diferencias?

Possible Misconceptions: A story has a central message or theme. Characters don't influence the setting and major events of the story. All communities are the same. A community is only defined by its people.

Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing.

Possible Extension Suggestions: Students present their informative project to their class or another class.What will mastery/success look like?

Students will understand the components of a community and be able to identify them in their community and others.

Students will understand the similarities and differences between their community and another community.

See Informational/Explanatory Text-Based Rubric Grade 3 and Speaking Rubric for specific criteria.

Indicators of mastery/success? (criteria expectations with rubric…)

Students will score a 3 on the " Informational/Explanatory Text-Based Rubric Grade 3"

Students will score a 3/proficient on "3rd Grade Listening and Speaking Rubric" or "Gr2-3 Speaking and Listening Rubric" - Use as needed to assess SL.1,2,3,6

Pre-Post Summative Assessment (Please attach assessment)optional (comprehensive culminating activity at the end of the unit can take the place of this assessment)1 Passage1 Multiple Choice A/B Question on Vocab2 Multiple Choice A/B Question on Evidence3 Multiple Choice A/B Question on Structure4 An OE TaskStandards Knowledge Needed (Know & Do) Measure/Criteria for

Success

3rd Grade Q2 12

Interactive Read AloudFiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)Week 1 Text: Stone Fox Instructional Focus: Setting & CharactersWeek 2 Text: Stone Fox Instructional Focus: Character (Traits, Motivations & Feelings)Week 3 Text: Stone Fox Instructional Focus: ThemeWeek 4 Text: Stone Fox Instructional Focus: Community Mapping as Connected to the Story

Interactive Read Aloud Structure (3-5)Instructional StrategiesThink Aloud – Use Gradual Release Model & Accountable Talk Stems EngSp1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process.2. List the cues and strategies used.3. Turn and Talk – Allow students to practice the strategy.4. Share Out

Turn and Talk – Use Accountable Talk StemsHave students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and prompts such as the ones below to help move your students’ understanding from character attributes to theme:

Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking about the story? ¿Puedes decirme los motivos por que el personaje dijo... en la historia? ¿Al entender mejor el personaje como ha cambiado tu manera de pensar sobre la historia?

Can you tell me how the character is feeling is this part of the story? ¿Me puedes decir como se siente el personaje en esta parte del cuento? Explain why the character is feeling this way. Explica por que el personaje se siente de esta manera. What is the theme of this text? ¿Cual es el tema de este texto? Can you give specific examples from the text to support your thinking? ¿Dame

ejemplos específicos del texto para apoyar tu forma de pensar?

Diario de Lectura de RespuestasUtilice una hoja de respuestas con dos columnas para realizar un seguimiento de la evidencia acerca de su personaje y la forma en que su pensamiento está cambiando o preguntas que tenga .

Evidencia del Personaje Mis Pensamientos o Preguntas

3rd Grade Q2 13

Use a three-column response to keep track of the evidence about theme and how your thinking is changing or questions that you have.Tema Evidencia Mis Pensamientos o Preguntas

Stop and Jot/Sketch

Reading Response JournalAfter reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the details in the setting. How does the setting help the reader understand the characters and theme in the text?After reading, have students stop and jot/sketch what they notice and/or understand about the community in the story. How does the community influence the character(s)? How is the community in the story the same or different from your community?

Diario de Lectura de RespuestaDespués de leer el capítulo inicial de una pieza narrativa o si el ambiente cambia motive al estudiante para que se detenga y anote o dibuje de lo que se dio cuenta de los detalles del lugar. ¿Cómo ayuda el escenario del cuento al lector entender el tema del texto? Después de leer, pídale a los estudiantes que paren y anoten/dibujen lo que notaron y/o entendieron acerca de la comunidad en la historia. ¿De qué manera la comunidad influye en el personaje (es) ? ¿En comparar la comunidad del cuento como se compara a tu comunidad?

Assessment-Reading Response JournalTimeline or Story MountainParticipation in Discussion-Accountable TalkOpen Ended Responses

Close Reading Calendar 3-5Week 1 Close Reading Lens: Structure Text: “What It Means to Be a Citizen” (pages 9-13) Instructional Focus: Describe the organization of the text.Introduce TextVocabulary Development

Close Reading 1. Read through a lens.

Close Reading2.Look For Patterns

Close Reading3.Developing a new understanding

AssessmentNarrative or Expository Writing Task

Identify Genre: InformationalText Structure: Definition/Description of a Term (community, citizen)

Reread the passage (pages 9-13) looking for: (lens) organization of the text .

Have students highlight text

In small groups reread the passage and the evidence from yesterday.Have students work in

Ask students to reread the passage. Review anchor

Students explain what a community and citizen are and cite an example(s) from “What It Means to Be a Citizen” to

3rd Grade Q2 14

Read Aloud (pages 9-13) and scaffold vocabulary.

Vocabulary:

evidence.

Chart student responses in the first column of an anchor chart. (see “What It Means to Be a Citizen”Close Reading Template)

pairs and find which pieces of evidence fit together.

Chart the patterns you find in the second column of your anchor chart.

chart evidence and patterns. Turn and Talk about noticing’s.

Student Response – First I was thinking ___ now I am thinking _____ because….

support their answer.

Week 2 Close Reading Lens: Structure Informational Text: “Ryan’s Well – Clean Water For Kids” Instructional Focus: Describe the organization of the text.Introduce TextVocabulary Development

Close Reading1. Read through a lens.

Close Reading2.Look For Patterns

Close Reading3.Developing a new understanding

AssessmentNarrative or Expository Writing Task

Identify Genre: InformationalText Structure: Cause & Effect

Read Aloud and scaffold vocabulary.

Vocabulary:

Reread the passage looking for: (lens) organization of the text

Have students highlight text evidence.

Chart student responses in the first column of an anchor chart. (see “Ryan’s Well”Close Reading Template)

In small groups reread the passage and the evidence from yesterday.Have students work in pairs and find which pieces of evidence fit together.

Chart the patterns you find in the second column of your anchor chart.

Ask students to reread the passage. Review anchor chart evidence and patterns. Turn and Talk about Types of Understanding.

Student Response – First I was thinking ___ now I am thinking ___ because….

Students explain what cause and effect is and cite an example(s) of this text structure from Ryan’s Well.

3rd Grade Q2 15

Week 3 Close Reading Lens: Evidence Text: The Ants and the Grasshopper Instructional Focus: What the characters say/think/doIntroduce TextVocabulary Development

Close Reading 1. Read through a lens

Close Reading2. Look For Patterns

Close Reading3. Developing a new understanding

Assessment:Narrative or Expository Writing Task

Identify Genre: FableText Structure: Evidence of theme

Read Aloud and scaffold vocabulary.

Vocabulary:

Reread the passage looking for: (lens) What the character says/thinks/does

Have students highlight text evidence.

Chart student responses in the first column of an anchor chart. (see “The Ants and the Grasshopper” Close Reading Template)

In small groups reread the passage and the evidence from yesterday.Have students work in pairs and find which pieces of evidence fit together.

Chart the patterns you find in the second column of your anchor chart.

Ask students to reread the passage. Review anchor chart evidence and patterns. Turn and Talk about noticing’s.

Student Response – First I was thinking ___ now I am thinking ____ because….

Students explain the theme or lesson of the story and cite evidence from “The Ants and the Grasshopper” to support their answer.

Week 4 Close Reading Lens: Evidence Text: The Boy Who Cried Wolf Instructional Focus: What the characters say/think/doIntroduce TextVocabulary Development

Close Reading 1. Read through a lens.

Close Reading2. Look For Patterns

Close Reading3. Developing a new understanding

Assessment:Narrative or Expository Writing Task

Identify Genre: FableText Structure: Evidence of theme

Read Aloud and scaffold vocabulary.

Vocabulary:

Reread the passage looking for: (lens) What the character says/thinks/does

Have students highlight text evidence.

Chart student responses in

In small groups reread the passage and the evidence from yesterday.Have students work in pairs and find which pieces of evidence fit together.

Chart the patterns you find in the second column of

Ask students to reread the passage. Review anchor chart evidence and patterns. Turn and Talk about noticing’s.

Students explain the theme or lesson of the story and cite evidence from “The Boy Who Cried Wolf” to support their answer.

3rd Grade Q2 16

the first column of an anchor chart. (see “The Boy Who Cried Wolf” Close Reading Template)

your anchor chart. Student Response – First I was thinking ______ now I am thinking _____ because….

Resourceshttps://www.learninga-z.com/commoncore/close-reading.html This website explains the basics of Close Reading and reviews helpful instructional strategies.

“Informational Que Cards for Close Reading” Close Reading guidelines for Informational Text – Types of Lenses/Patterns/Understanding for Informational Text (Doc with same name found in resources for this standard)

“Narrative Que Cards for Close Reading” Close Reading guidelines for Narrative Text – Types of Lenses/Patterns/Understanding for Narrative Text (Doc with same name found in resources for this standard)

Writing

Culminating Activity:Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure,

Daily Writing Workshopwith suggested times (45-50 min)

Mini lesson (10 min) Guided Practice (5 min) Independent Writing (20-30 min) Share (5 min)

Writing Process1. Review rubric to review writing expectations2. Think/Pair/Share3. Independently Brainstorm/Plan4. Independently Compose Draft5. Self-Revision – Author reflects on own writing

using checklist (Self Revision Checklist). Author revises as necessary.

6. Peer Revision – Peer reflects on writing using checklist (Peer Revision Checklist). Author revises as necessary.

7. Editing – Author edits own writing using checklist (Editing Checklist). Author edits as necessary.

8. Peer Editing – Peer edits writing (Editing Checklist). Author edits as necessary.

9. Publishing – Author types out finished

3rd Grade Q2 17

poster...) to pair with the writing. product on computer or uses an app like Educreations or Explain Everything

Informative Writing Anchor Chart suggestions

Informational WritingInformative Writing Expository Essay Non Fiction Text Structures

Writing CalendarEssential Question:How can I inform readers about the similarities and differences about my community and those around me?

Daily Writing Workshop (45-50 min)Mini-Lesson 10 minGuided Practice 5 minIndependent Writing 20-30 minShare 5 min.

Assessment: See “Culminating Writing Activity” for details

Rubric:Students will score a 3 on the " Informational/Explanatory Text-Based Rubric Grade 3"

Students will score a 3/proficient on "3rd Grade

3rd Grade Q2 18

Listening and Speaking Rubric" or "Gr2-3 Speaking and Listening Rubric" - Use as needed to assess SL.1,2,3,6

Genre: Monday Tuesday Wednesday Thursday Friday

Week 1subject-verb and pronoun-antecedent agreement

mini lesson – subject/verb agreement with writing practice

cont. mini lesson with subject/verb agreement

Brainstorm ideas about what makes up a community - create anchor chart with students

Discuss focus for writing (informative piece)

Start generating personal community maps.

Mini-lesson subject verb agreement review

Pair/Share of personal community maps

quick check for subject/verb agreement

Week 2comparative and superlative adjectives and adverbs

Mini-lesson comparative and superlative adj. and adv. with writing practice

Select criteria to be scored based on task requirements: “Informational/Explanatory Text-Based Rubric Grade 3". Review rubric expectations with students. Model scoring of a project with rubric.

Cont. mini-lesson comparative and superlative adj. and adv.

Begin research to create community map for another country.

Begin generating community map for another location in the world.

Continue research to create community map for another country and possible beginning of quick write for informative text.

Mini-lesson comparative and superlative adj. and adv.

Quick write of informative text.

Quick Check Comparative and Superlative Adj. and Adv.

Quick write of informative text.

Week 3coordinating and subordinating

Mini-lesson coordinating and subordinating conjunctions with

Mini-lesson coordinating and subordinating conjunctions

Mini-lesson simple, compound, and complex sentences with writing practice

Mini-lesson simple, compound, and complex

Peer Revision using “Editing Checklist”

3rd Grade Q2 19

conjunctions

simple, compound, and complex sentences

writing practice (writing practice will be done through revision)

Revision –Using craft (Using coordinating and subordinating conjunctions) to make informative text better.

Revision –Using craft (Using coordinating and subordinating conjunctions) to make informative text better.

(writing practice will be done through revision)

Revision –Using craft (Simple, compound, and complex sentences) to make informative text better.

sentences review

Revision –Using craft (Simple, compound, and complex sentences) to make informative text better.

Week 4 Publishing (1-2 Days) –Write final draft. Have students publish their letter using technology.

Beginning creating multimedia piece to accompany writing piece.

Beginning creating multimedia piece to accompany writing piece.

Self-Assessment –Students self-assess final product using defined criteria on selected rubric.

Author’s presentations and celebrations.

Additional Resources:http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html This interactive graphic organizer helps students develop an outline for one of three types of comparison essays: whole-to-whole, similarities-to-differences, or point-to-point. This can be used when students are planning their comparisons between the two communities

Word StudyWord study should be included in guided reading, shared reading, read aloud, and/or mini lesson section as part of writer’s workshop. Word work skills can then become part of independent center work the following week.

Small Group: Word Study Way Word Sorts: Word Study Groups are based on Qualitative Spelling Inventory or Writing Samples. Students are grouped according to their

needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text by having students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room and write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)

3rd Grade Q2 20

Day 1 Day 2 Day 3 Day 4 Day 5

Introduce the word sort in small groups

Students sort their words, check with self, partner or teacher

Students do a Blind Sort or…

Students do a Speed Sort

Students do a Word Hunt in their guided reading book looking for words that contain the spelling feature.

Assessment:Teacher gives students a writing sort with a few words from the sort and a few words that follow the pattern, but are not in the sort.

Students can glue the sort into a journal

Assessment: Primary Qualitative Spelling Inventory

Word Study Activities Independent Sort Speed Sort- Race a buddy Write your sort Sort it another way Word Hunt- Finding other words with that pattern.

Elementary Word Wall A word wall is an organized collection of words prominently displayed in a classroom. This display is used as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.

Guided Reading

Students will participate in small group differentiated instruction. Groups and texts are based on student instructional reading level and strategy needs. Use assessment data to determine and organize guided reading groups (DRA/EDL, DRA Quick Snapshots, DIBELS/IDEL, Running Records, Anecdotal Notes…) Guided reading groups are fluid and flexible allowing students to move through different levels based on assessment evidence.

Examples of Guided Reading Texts include (but are not limited to):(found at pearsonsuccessnet.com - leveled reader titles search using “topic” tool, and Reading A-Z)

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Early Reading Stage:Living Together by Chuck Garofano (GR Level H) in Eng and Span

Transitional Reading Stage:Communities All Over by Donna Foley (GR Level J)A New Way of Speaking by Heather Klinkhamer (GR Level M)Land and Water by Lisa Oram (GR Level P)

Fluent Reading Stage:Brazil by Gavin Williams (GR Level T)

Literacy Stations Suggestions:

Daily 5 Independent Reading Writing About Reading Word Sorts (Words Their Way) Technology: Lexia, iStations, etc.

Resourceshttp://www.janrichardsonguidedreading.comJan Richardson website includes many resources including printable lesson plans, visuals, word work activities, videos, and student work samples.

http://teacher.scholastic.com/reading/bestpractices/guidedreading.htmScholastic website authored by Gay Su Pinnel, leading researcher in guided reading. Provide background information, leveled book recommendations, and classroom structure.

For guided reading presentations and more resources go to lcps.blackboard.comlog in go to LCPS all elementary PD Click on left menu “Elementary PD” Click on “Guided Reading” and see all the available resources.

Assessment: Bi-weekly running records Reading Response Journal Weekly Open Ended Responses DRA at the end of the 9 week period

Social Studies/Science

Objective: The objective of this instructional time during the four-week unit is to complete the culminating activity of this unit. Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation, economy, resources...). Students will identify and create a graphic model of the components for both their community and a community in another country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two

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communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing.

The structure of the instructional time includes:

Role/Responsibilities of Teacher Role/Responsibilities of Student Facilitator Gathering Resources Conferring & Checking In Small Group Instruction Student Support with

o Technologyo Resourceso Collaborationo Discussiono Presenting

Mini Lessonso Lesson on using accountable talk during

collaborationo Lessons on asking and answering

questionso Lessons on how to read to answer research

questions or gather informationo Lessons on how to organize information

(boxes and bullets, chronology, description, cause and effect, compare and contrast, etc.)

o Lessons on how to summarize information

Collaborating Discussion Accountable use of technology Research-based on assigned topic or section of

culminating activity Presenting Accountable for:

o Note-Takingo Accountable Talko Appropriate use of organizers for

informationo Summarized information related to

assigned topic or section of culminating activity

o Feedback conference with teacher

Resources for Student Research:http://www.timeforkids.com/around-the-world - This resource takes you to a page with a list of countries. Each country’s page lists

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basic facts along with interactive links (on left side) that include: sightseeing guide, history timeline, native lingo, challenge, and a day in the life.http://kids.nationalgeographic.com/ - At this resource, students find information for their country that includes: fast facts, geography, nature, people and culture, government and economy, and history. Students type in the name of their country in the “search” bar to get them to their country’s profile.

Resources to support teacher learning for Project Based Learning (PBL)http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL instructional practices and products. Go to “Resources” to find many of the materials.The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project

Resources to help support student learning for PBL (planning and reflection) Team Agreement Project Team Work Plan Presentation Plan Project Presentation Audience Feedback My Thoughts

PBL Rubrics Collaboration Rubric Presentation Rubric

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