Unit 4: Nonfiction (Animals)
Suggested Texts:
Title
Author
Level
Location
Science Textbook:
Chapters 3 & 4
Teachers Rooms
Nights of the Pufflings
HM Volume 2
Other Resources:
Title
Item/Description
Location
I can
My Goals
I can do this with help
I can do this by myself
I can do this with a hard text
I can use language that pertains to sequence or cause/effect to describe the connection between historical events, scientific ideas, or steps in a procedure. [RI.3.3]
I can do this with help
I can do this by myself
I can do this with a hard text
I can determine the meanings of words and phrases as they are used in a text. [RI.3.4]
I can do this with help
I can do this by myself
I can do this with a hard text
I can tell the difference between my point of view and the authors point of view. [RI.3.6]
I can do this with help
I can do this by myself
I can do this with a hard text
I can understand that my opinion may or may not be the same opinion that is presented in a text. [RI.3.6]
I can do this with help
I can do this by myself
I can do this with a hard text
I can compare and contrast my opinion with the opinion of an author of a text Im reading. [RI.3.6]
I can do this with help
I can do this by myself
I can do this with a hard text
I can explain how charts, diagrams, or illustrations are helpful in clarifying text. [RI.3.7]
I can do this with help
I can do this by myself
I can do this with a hard text
I can use graphic sources and informational text increase to my understanding. (diagrams, graphs, maps, charts, tables, timelines, pictures, captions, headings, & drawings) [RI.3.7]
I can do this with help
I can do this by myself
I can do this with a hard text
I can compare and contrast important points, on a specific topic, from different texts. [RI.3.9]
I can do this with help
I can do this by myself
I can do this with a hard text
I can explain how the most important points in a text support the main idea. [RI.3.9
I can do this with help
I can do this by myself
I can do this with a hard text
I can identify information from two texts about the same topic. [RI.3.9]
I can do this with help
I can do this by myself
I can do this with a hard text
I can compare and contrast the most important points presented in two texts on the same topic. [RI.3.9]
I can do this with help
I can do this by myself
I can do this with a hard text
I can determine the literal and figurative meaning of words an author uses. [RL.3.4]
I can do this with help
I can do this by myself
I can do this with a hard text
I can understand the meanings of words and phrases as they are used in a text. [RL.3.4]
I can do this with help
I can do this by myself
I can do this with a hard text
I can define direct/actual language, and give examples. [RL.3.4]
I can do this with help
I can do this by myself
I can do this with a hard text
I can define figurative language, and give examples. [RL.3.4]
I CAN STATEMENTS
I can use language that pertains to sequence or cause/effect to describe the connection between historical events, scientific ideas, or steps in a procedure. [RI.3.3]
I can determine the meanings of words and phrases as they are used in a text. [RI.3.4]
I can tell the difference between my point of view and the authors point of view. [RI.3.6]
I can understand that my opinion may or may not be the same opinion that is presented in a text. [RI.3.6]
I can compare and contrast my opinion with the opinion of an author of a text Im reading. [RI.3.6]
I can explain how charts, diagrams, or illustrations are helpful in clarifying text. [RI.3.7]
I can use graphic sources and informational text increase to my understanding. (diagrams, graphs, maps, charts, tables, timelines, pictures, captions, headings, & drawings) [RI.3.7]
I can compare and contrast important points, on a specific topic, from different texts. [RI.3.9]
I can explain how the most important points in a text support the main idea. [RI.3.9]
I can identify information from two texts about the same topic. [RI.3.9]
I can compare and contrast the most important points presented in two texts on the same topic. [RI.3.9]
I can determine the literal and figurative meaning of words an author uses. [RL.3.4]
I can understand the meanings of words and phrases as they are used in a text. [RL.3.4]
I can define direct/actual language, and give examples. [RL.3.4]
I can define figurative language, and give examples. [RL.3.4]
Supporting Standards I Can Statements (For Teacher Use Only)
I can ask and answer questions, using the text for support, to show my understanding. [RI.3.1]
I can answer questions about an informational text by looking back at the text to find my answer. [RI.3.1]
I can ask and answer questions about a text to show that I understand what it says. [RI.3.1]
I can determine the main idea and supporting details of a text. [RI.3.2]
I can explain how the supporting details specifically relate to the main idea. [RI.3.2]
I can describe the main idea of a text and locate details in the text that support the main idea. [RI.3.2]
I can summarize what the text says. [RI.3.2
I can write a summary stating the key points of a text. [RI.3.2
I can locate information on web pages using sidebars, links, and search fields. [RI.3.5]
I can understand that internet search engines display results based on keywords. [RI.3.5]
I can use relevant key words for internet searches. [RI.3.5
Standard
Suggested Mini-Lessons
RI 3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Make a sequential list of important events.
Identify cause and effect of historical events.
Identify words that signal cause and effect.
Explain the relationship between a series of historical events using language that pertains to cause and effect.
RI 3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Find interesting language and explain how it helps them as a reader.
Define and interpret literal and nonliteral language.
Identify literal and nonliteral language in a text and determine its meaning by using context clues.
Learn the meaning of words by asking and answering questions.
Use context clues to determine the meaning of unknown words and phrases.
RI 3.6
Distinguish their own point of view from that of the author of a text.
RI 3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Using expository text structure to understand and retain information
Using a graphic organizer to organize newly acquired information
Synthesizing the information in the words with other text features and pictures on the page
Using tools, like maps and timelines, to help gather information
RI 3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Reading a collection of books on a topic of choice; comparing and contrasting information across these texts
Bringing known strategies for reading nonfiction to researching new topics (noting big ideas, comparing and contrasting information)
Standard
Assessments
RI 3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI 3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI 3.6
Distinguish their own point of view from that of the author of a text.
RI 3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Claws, Wings, & Things
RI 3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Valencia & Masks
Literal vs. Nonliteral Language: Sample Mini-Lesson
Interactive Read Aloud: (must occur prior to the mini-lesson)
Choose a picture book with interesting language such as Come On, Rain!, by Karen Hesse. Select specific parts in the text where students are invited to turn and discuss the book. For example, after reading the part where Tessie (the main character) notices the gray clouds, say: Turn and talk to your partner about how you think Tessie is feeling when she notices the gray clouds moving her way and why you think that. Then bring students back together to share their thinking. Another discussion question mi
