1
Grade 3 ELA Introducing Routines & Procedures, and Training Centers
Qrt. #1 Approximately 15 days
(unit end date – approximately Sept. 22nd)
During read aloud and whole group instruction, teacher will train students on routines and rituals that will be used throughout the school year.
FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed information.)
Writing
• introduce and set up writing notebook, writing materials and routines that will be used each week. Teach paragraph organization (topic sentence,
details, indenting).
Grammar
• concentrate on sentence building, subjects and predicates, review titles that need to be underlined and titles that need to be in quotations, teaching
revising marks
Punctuation
• Four kinds of sentences. ? ! . Mechanics
• run-on sentences, rambling sentences, avoid fragments Word Study
• units 1 and 2
Instructional Strategies and Activities. What do you do to teach the goals?
Suggested Centers (See the Daily 5 for suggested lessons.)
Suggested mini-lessons for whole group
instruction: (see p. 18 of The First 30 Days)
● Getting ready for whole group instruction
● Good listening habits
● Turn and talk partners
● Rules for reader’s workshop
During centers time, students will be trained in the centers that will be used during the school year. Train the whole class on one center and practice
until students are comfortable working independently at the center. After one or more
centers are trained, teacher may complete
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● Sharing with the group
● Choosing “Just Right” books
● Taking care of materials
● Managing the classroom library
● Book talks
● Abandoning books
● Response journals/reading logs
Students will be trained in the 5 literature circles
jobs (word finder, illustrator, reporter, connector,
questioner) through whole group instruction and
modeling using the “fishbowl” technique.
benchmarks with individual students while the class practices centers.
• Read to self
• Work on writing (free write, journal jots, and writing prompts released to independence from writing instruction)
• Read to Someone
• Listen to Reading
• Word Work
• Vocabulary
• Ticket to Read website
• Hot Dots Cards
• Task cards for specific reading skills
• Literature circle jobs
Ways to Respond to Learning Having Difficulty
Ways to Enrich and Extend Learning
Reteach specific centers for any student having difficulty following directions. Ensure all students can complete centers independently by the end of the
unit.
Release centers tasks to students on a more accelerated basis for those who are able to work independently.
Resources We Already Have
Recommended Materials Needed
• The First 30 Days of School: Routines and Rituals
• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
• Literature Circles for the Primary Grades
3
Grade 3 ELA Unit 1
Qrt. #1 Approximately 15 days
(unit end date – approximately Oct. 24th)
Metacognitive Strategy Unit 1
Comprehension Strategy Unit 1
Genre Study Unit 1
Ask Questions
Identify stated and unstated main idea and supporting details
Biography
Big Ideas and Understandings
Essential Questions
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards Please note: standards in red are taught/practiced and assessed by teacher observation, but are not formally assessed
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.2.3.A Determine the main idea of a text; recount the key details and explain how they support the main idea.
• CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as
shades of meaning among related words.
• CC.1.2.3.D Explain the point of view of the author.
• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.
• CC.1.2.3.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.
• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.
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• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 1 Vocabulary Introduce and practice unit 1 and 2 from Third Grade Vocabulary Builders.
Teacher will introduce and discuss word meanings. Students will complete
vocabulary activities during centers time. Students who participate in
WordMasters will complete the vocabulary activities for the WordMasters
words, but be responsible for learning the in-class words for assessment.
Writing
• Personal narratives
Grammar
• Nouns
Word Study
• Units 3-5
• assemble
• calculate
• defend
• elegant
• fragile
• grumble
• pledge
• prearrange
• privilege
• rediscover
• research
• specific
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Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 1
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 1
Assessment Evidence How will we know when learning has occurred?
Unit 1
Objective 1 Determine the main idea of a text; recount the
key details and explain how they support the
main idea. CC.1.2.3.A
Students will:
• identify the stated and unstated main
idea of the text.
• identify details that support the main
idea.
• ask questions about a text.
• read literature circle novel and complete
assigned job
Objective 1
• Direct instruction--Introduce main idea and
details using Comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—find main
idea and supporting details
p. 4 “The Earth’s Moon” I do
p. 5 “Living Off the Land” We do
p. 6 “Baseball Math” You Do
• Comprehension Strategy Assessment “Be a
Cloud Watcher” We do
• Small group instruction—practice identifying
main idea and details with each guided
reading group using materials on their
instructional reading level.
• Independent practice—literature circles
roles “Reporter” and “Questioner”
• Direct instruction: Notice and Note
Strategies to Introduce pp. 78-108—
Introduce 3 questions.
What surprised me?
What did the author think I already knew?
What challenged, changed, or confirmed
what I already knew?
Objective 1
• Assessed with Comprehension Strategy
Assessment “The Great Pyramid”
• Assessed on Unit 1 Benchmark Literacy Assessment
• Small group questioning--Using text on
their individual reading levels, can
students identify stated/unstated main
ideas? Can students differentiate between
main ideas and details? Can students ask
questions about texts during reading in
order to increase their comprehension?
• Guided reading follow-up assignment
worksheets to assess main idea and
details.
• Assessed on Literature circle rubric
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Objective 2
Read and comprehend literary non-fiction and
informational text on grade level, reading
independently and proficiently. CC.1.2.3.L
Students will:
• identify features of a biography.
• read and analyze biography.
• read literature circle novel and complete
assigned job
Objective 2
• Direct instruction--Identify the features of a biography using Biography Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a biography, read and comprehend biographies p. 7 “Galileo Galilei” I do p. 8 “Albert Einstein” We do pp. 9-12 “George Washington” You do
• Small group instruction—practice identifying
biography features with each guided reading
group using materials on their instructional
reading level.
• Independent practice—read literature circle
assignment
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 1 Benchmark Literacy Assessment
• Assessed on Guided Reading Follow-up
assignments.
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Objective 3
Read with accuracy and fluency to support
comprehension. CC.1.1.3.E
Students will:
• read a dialogue at a varied pace.
• utilize punctuation cues.
• demonstrate understanding of text
through purposeful pacing.
• use effective pacing to make their
reading sound like talking.
• extend tier 2 vocabulary by analyzing adjectives.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue at a varied pace, utilizing punctuation skills, and using effective pacing to make reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 14, 15, 16
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
Assessed during reader’s theater performance
using performance rubric
Objective 4 Determine the meaning of words and phrases as
they are used in grade level text, distinguishing
literal from non-literal meaning as well as shades
of meaning among related words. CC.1.2.3.F
Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
• read literature circle novel and complete
assigned job
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice--Literature circle job Word Finder
Objective 4
• Assessed using Vocabulary Builders
assessment.
• Assessed on Literature Circle Rubric
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Objective 5 Compare and contrast the most important points
and key details presented in two texts on the
same topic. CC.1.2.3.I
Students will:
• compare and contrast 2 biographies
using a graphic organizer
• make connections between a literature
circle novel and other texts read
Objective 5
• Teacher modeling--Use graphic organizer to compare biographies of Galileo and Einstein
• Independent practice—Literature Circle job Connector
Objective 5
• Assessed on Unit 1 Benchmark Literacy Assessment
• Assessed on Literature Circle Rubric
Objective 6
Ask and answer questions about the text and
make inferences from text; refer to text to
support responses. CC.1.3.3.A
Students will:
• refer back to text to answer text
dependent questions
• highlight and annotate where answers
are found in text
• identify supporting details from text to
respond to short answer questions
Objective 6
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a biography, read and comprehend biographies p. 7 “Galileo Galilei” I do p. 8 “Albert Einstein” We do pp. 9-12 “George Washington” You do Gradual release of responsibility--Modeling using Close Reading Workbook—find main idea and supporting details p. 4 “The Earth’s Moon” I do p. 5 “Living Off the Land” We do p. 6 “Baseball Math” You Do
Objective 6
• Assessed with Comprehension Strategy
Assessment “The Great Pyramid”
• Assessed on Unit 1 Benchmark Literacy Assessment
• Assessed on short answer questions
related to guided reading books.
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• Comprehension Strategy Assessment “Be a Cloud Watcher” We do
• Direct instruction—using the “Seuss Burger” to provide supporting details on short answer questions
Objective 7 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
CC.1.3.3.G
Students will:
• create an illustration to depict an
important part of a novel, including labels
and speech balloons.
Objective 7 Independent practice—Literature Circle job “Illustrator”
Objective 7 Assessed with Literature Circles rubric (see above)
Objective 8
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.2.3.L
Objective 8
• Direct instruction—students will practice reading and comprehending grade level materials in all whole group activities throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 8
Assessed on the unit 1 Benchmark Literacy
assessment
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Read Aloud Titles and Listening Targets Unit 1
Focus of Guided Reading and Follow-Up Activities (Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided reading levels.)
Unit 1
Suggested Centers (See the Daily 5 for suggested lessons.)
Unit 1
Read Aloud Titles:
• Cactus Hotel by Brenda Guiberson
• Knots on a Counting Rope by Bill Martin Jr.
• The Wreck of the Zephyr by Chris Van Allsburg
• Vision of Beauty by Kathryn Lasky
• Insectlopedia by Douglas Florian Questioning:
• asking about what I don’t understand or what I am wondering about before, during, and after reading a text.
Listening Targets:
• Why do great readers use the questioning strategy?
• What does _____ mean on this page?
• I wonder what the author means when he says..
• I wonder if a character is going to …..
• Why is the author giving me so much information about…..
• What would I do if I were in the same situation?
• I wonder what else I could learn about….
Week 1
• Identifying stated and unstated main idea
and details
Week 2
• Identifying genre features of a biography.
• Continue practicing skill from week 1.
Week 3
• Fluency skill: varying speed and pacing.
• Continue practicing and refining skills from
week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice—main idea and details
• Main idea/details skills practice task cards
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Ways to Respond to Learning Having Difficulty Unit 1
Ways to Enrich and Extend Learning Unit 1
Strategies for students having difficulty with unit skill (main idea and details):
• Goal oriented: I am going to read slowly to find the main idea. I am going to read slowly to find details that tell more about the main idea. The details in sentence __________ support the main idea _______.
• Directive and corrective feedback: Does that sentence tell you the most important idea of the passage? Which details are important? How can you tell? What do the details tell you about the main idea?
• Self-monitoring and reflection: What could you do to figure out the main idea? What questions could you ask yourself? How does identifying key words help you identify important details?
• https://www.teachingmadepractical.com/teaching-main-idea/
• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.
Students struggling with grade level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words. Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help increase fluency Monitoring (DIBELS-WCPM)
Students struggling with the metacognitive strategy (questioning)
• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 58-76 Nonfiction Questioning Process Lessons 1-5
• Identify important details in a nonfiction article in order to define the
central topic, summarize the article, and analyze the significance of
the issue.
• Create a visual that captures the main idea or problem, important
details, significance of the issue and poses potential solutions
• Write a fictional story that reflects the issue from the nonfiction
article as the conflict in the story
• Create a media message that captures the main idea or problem,
important details, significance of the issue and poses potential
solutions
• Compare/contrast current article to a previously read article in order
to make text-to-text connections
• Create an autobiography, including biography genre features.
• Cross curricular--research a present day scientist or hero. Present the
research in the form of an interview with a partner in front of the
class.
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Resources We Already Have Unit 1
Recommended Materials Needed Unit 1
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4,
Biography Posters 1-4, Fluency Poster, Text for Close Reading
Workbook pp. 4-16
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 1
• Notice and Note: Strategies for Close Reading by Kylene Beers and
Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and
Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Mose
13
Grade 3 ELA Unit 2
Qrt. #1 Approximately 15 days
(Unit end date Nov. 22nd)
Metacognitive Strategy Unit 2
Comprehension Strategy Unit 2
Genre Study Unit 2
Visualize
Analyze character
Personal Narratives
Big Ideas and Understandings
Essential Questions
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as
shades of meaning among related words.
• CC.1.2.3.L Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
• CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.
• CC.1.2.3.D Explain the point of view of the author.
• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
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FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 2 Vocabulary Introduce and practice unit 3 and 4 from Third Grade Vocabulary Builders.
Teacher will introduce and discuss word meanings. Students will complete
vocabulary activities during centers time. Students who participate in
WordMasters will complete the vocabulary activities for the WordMasters
words, but be responsible for learning the in-class words for assessment.
Writing
• personal narrative
• Mentor texts:
Stella Tells Her Story by Janiel Wagstaff
Thank You Mr. Faulkner
My Rotten Red Headed Older Brother by Patricia Polaco
Grammar
• possessive nouns (singular and plural)
• conjunctions and interjections
• simple, compound, and complex sentences
Mechanics
• punctuating dialogue
Word Study
• unit 6-8
• ancient
• brief
• colorless
• convince
• gasp
• observe
• pause
• powerful
• precise
• rare
• rely
• swiftly
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Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 2
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 2
Assessment Evidence How will we know when learning has occurred?
Unit 2
Objective 1 Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.B Students will:
• identify the traits, feelings, motivations, and relationships of a person in a nonfiction text.
• identify clues that show the person’s traits, feelings, relationships, and motivation.
• visualize to understand the text. refer
back to text to answer text dependent
questions
• highlight and annotate where answers
are found in text
• identify supporting details from text to
respond to short answer questions
Objective 1
• Direct instruction--Introduce analyzing
characters using Comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—analyzing
character
p. 18 “Selling Corn” I do
p. 19 “Grandma Moses” We do
p. 20 “Senator Kidd” You Do
• Comprehension Strategy Assessment “First
on the Courts” We do
• Small group instruction—practice analyzing
character with each guided reading group
using materials on their instructional reading
level. Direct instruction—using the “Seuss
Burger” to provide supporting details on
short answer questions
• Direct instruction--Notice and Note
Strategies to Introduce pp. 114-127,
Contrasts and contradictions (fiction
signpost) during week 1 to help analyze
character.
Objective 1
• Assessed with Comprehension Strategy
Assessment “The Contest”
• Assessed on Unit 2 Benchmark Literacy assessment
• Small group questioning--Using text on their individual reading levels, can students identify the traits, feelings, motivations, and relationships of a person in a nonfiction text? Can students identify clues that show the person’s traits, feelings, relationships, and motivation?
• Can students visualize during reading in
order to increase their comprehension?
• Guided reading Follow-up assignment
worksheets to assess analyzing character.
16
Objective 2
Read and comprehend literary non-fiction and
informational text on grade level, reading
independently and proficiently. CC.1.2.3.L
Students will:
• Identify features of a personal narrative.
• Read and analyze personal narratives.
Objective 2
• Direct instruction--Identify the features of a personal narrative using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a personal narrative, read and comprehend personal narratives p. 21 “Stage Fright” I do p. 22” Knitting Circle” We do pp. 23-24 “A Trip to Remember--Montenegro” We do pp. 25-28 “A Trip to Remember—Climbing the Snow King” You do
• Small group instruction—practice identifying
personal narrative features with each guided
reading group using materials on their
instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 2 Benchmark
Literacy Assessment
• Assessed on Guided Reading Follow-up
assignments.
Objective 3
Read with accuracy and fluency to support
comprehension. CC.1.1.3.E
Students will:
• utilize higher and lower volume while reading.
• demonstrate understanding of the text through purposeful inflection and intonation.
• use effective inflection and intonation to make their reading sound like talking.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue with higher and lower volume, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 31-32
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
• Assessed during reader’s theater performance using performance rubric (see unit 1)
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Objective 4 Determine the meaning of words and phrases as
they are used in grade level text, distinguishing
literal from non-literal meaning as well as shades
of meaning among related words. CC.1.2.3.F
Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 4
• Assessed using Vocabulary Builders
assessment.
• Assessed with Literature Circles rubric (see
unit 1)
Objective 5 Compare and contrast the most important points
and key details presented in two texts on the
same topic. CC.1.2.3.I
Students will:
• compare and contrast 2 personal
narratives using a graphic organizer
Objective 5
• Teacher modeling--Use graphic organizer to compare personal narratives “Stage Fright” and “Knitting Circle”
Objective 5
• Assessed on Unit 2 Benchmark Literacy
Assessment
Objective 6 Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
CC.1.3.3.G
Students will:
• create an illustration to depict an important part of a novel, including labels and speech balloons.
Objective 6
• Independent practice—Literature Circle job
“Illustrator”
Objective 6
• Assessed with Literature Circles rubric
18
Objective 7
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.2.3.L
Objective 7
• Direct instruction—students will practice reading and comprehending grade level materials in all whole group activities throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 7
Assessed on the unit 2 Benchmark Literacy
assessment
Read Aloud Titles and Listening Targets Unit 2
Focus of Guided Reading and Follow-Up Activities (Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided reading levels.)
Suggested Centers (See the Daily 5 for suggested lessons.)
Unit 2
Read Aloud Titles:
• Where the River Begins by Thomas Locker
• Storm in the Night by Mary Stolz
• Mr. Williams by Karen Barbour
• The Wall by Eve Bunting
• Mufaro’s Beautiful Daughters by John Steptoe
• Charlotte’s Web by E.B. White Visualize
• Good readers form pictures in their minds to “see” what the author has written.
Listening targets:
• Why do great readers use the visualization strategy?
• Use visualization to identify the setting.
• Use visualization to identify character traits.
• In my mind I see….
• The words __________ help me to see…..
• I can see/hear/taste/smell/feel……
Week 1
• Identify character traits, feelings, emotions,
motivations, relationships
Week 2
• Identifying genre features of a personal
narrative.
• Continue practicing skill from week 1.
Week 3
• Fluency skill: short pauses.
• Continue practicing and refining skills from
week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice--characters and
setting
• Character traits skills practice task cards
19
Ways to Respond to Learning Having Difficulty Unit 2
Ways to Enrich and Extend Learning Unit 2
Strategies for students having difficulty with unit skill:
• Goal oriented: I am going to read slowly and reread if necessary to find clues. I will use text clues and what I know to identify character traits. The clue words __________ show that the character is _______.
• Directive and corrective feedback: What other sentences contain clues to the person’s character? Which details are clues to the person’s character? How can you tell? What do the clues tell you about the character?
• Self-monitoring and reflection: What could you do to figure out the character’s motivation? What visualizations would help you understand the character? How does the character’s actions show what the character is like?
• https://www.teachingmadepractical.com/character-traits/
• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.
Strategies for students not reading on level:
• Students struggling with grade level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
• Read a novel and complete a character trait project
http://www.teachingwithamountainview.com/2013/10/character-
project-for-any-novel.html
• Write a personal narrative, including all of the personal narrative
genre features.
• Cross curricular--Research immigration in the US
http://www.history.com/topics/u-s-immigration-before-1965 Create
a bar graph or other graphic showing information gathered.
• Research the Statue of Liberty. Create a new statue to represent
America. Explain the meaning of each part of the statue created.
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Resources We Already Have Unit 2
Recommended Materials Needed Unit 2
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Biography Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 4-16
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 1
• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
21
Grade 3 ELA Unit 3 Qrt. # 2
Approximately 15 days (Unit end date approximately Dec. 22nd)
Metacognitive Strategy Unit 3
Comprehension Strategy Unit 3
Genre Study Unit 3
Determine text importance
Identify sequence of events Identify cause and effect
This unit will not have a genre study. It will
cover the metacognitive and comprehension
strategy from unit 3 and the comprehension
strategy from unit 9.
Big Ideas and Understandings Unit 3
Essential Questions Unit 3
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational
and literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out
unknown vocabulary?
Standards
• CC.1.2.3.C Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence,
and cause/effect.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as
shades of meaning among related words.
• CC.1.2.3.E Use text features and search tools to locate and interpret information.
• CC.1.2.3.H Describe how an author connects sentences and paragraphs in a text to support particular points.
• CC.1.2.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
• CC.1.3.3.D Explain the point of view of the author.
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• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently
FCA’s Writing and Grammar Focus (See Grammar-Writing-Word Study curriculum map for detailed information.)
Unit 3 Vocabulary Introduce and practice unit 5 and 6 from Third Grade Vocabulary
Builders. Teacher will introduce and discuss word meanings. Students
will complete vocabulary activities during centers time. Students who
participate in WordMasters will complete the vocabulary activities for
the WordMasters words, but be responsible for learning the in-class
words for assessment.
Writing
• How to.
• Mentor texts:
any set of directions for a craft, game, recipe, or other examples
How to be a Good Friend by Marc Brown
Pancakes for Breakfast by Tomie DePaola
How to Babysit Grandma by Jean Reagan
Grammar
• simple, compound, and complex sentences
• conjunctions
• comma usage
Mechanics
• comma between adjectives
• commas to combine sentences
• continue dialogue punctuation
Word Study
• units 9-11
• acknowledge
• clutch
• connection
• diverse
• gesture
• heap
• oppose
• origin
• persevere
• redundant
• silently
• snide
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Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 3
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 3
Assessment Evidence How will we know when learning has
occurred? Unit 3
Objective 1 Explain how a series of events, concepts, or steps
in a procedure is connected within a text, using
language that pertains to time, sequence, and
cause/effect CC.1.2.3.C
Students will:
• identify the sequence of events in a passage.
• identify and use the signal language for sequence of events.
• determine important information in a text.
Objective 1
• Direct instruction--Introduce identifying
sequence of events using Comprehension Poster
1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—identifying
sequence of events
p. 34 “Mountain Glaciers” I do
p. 35 “Learning a Trade” We do
p. 36 “Making a Puzzle” You Do
• Comprehension Strategy Assessment “Making a
Budget” We do
• Small group instruction—practice sequence of
events with each guided reading group using
materials on their instructional reading level.
Direct instruction—using the “Seuss Burger” to
provide supporting details on short answer
questions
Objective 1
• Assessed with Comprehension Strategy
Assessment “All Mixed Up”
• Small group questioning--Using text on their individual reading levels, can students identify sequence of events? Can students identify signal words to identify sequence of events? Can students determine text importance during reading in order to increase their comprehension?
• Guided reading follow-up assignment
worksheets to assess sequence of
events
24
Objective 2 Describe how an author connects sentences and
paragraphs in a text to support particular points.
CC.1.2.3.H
Students will:
• identify causes and effects in passages
• identify signal language for cause and effect
Objective 2
• Direct instruction--Introduce cause and effect using Comprehension Poster 1
• Gradual release of responsibility--Modeling using Close Reading Workbook—identifying cause and effect
• p. 122 “Measuring Mike” I do
• p. 123 “The Tundra” We do
• p. 124 “Air Pollution” You Do
• Comprehension Strategy Assessment “Helping Some Big Babies” We do
• Small group instruction—practice cause and effect with each guided reading group using materials on their instructional reading level. Direct instruction—using the “Seuss Burger” to provide supporting details on short answer questions
• Notice and Note Strategies to Introduce Aha moment pp. 128-139 Contrasts and
Contradictions pp. 123-135
Objective 2
• Assessed with Comprehension Strategy
Assessment “The Tundra”
• Small group questioning--Using text on their individual reading levels, can students identify cause and effect? Can students identify signal words to identify cause and effect? Can students determine text importance during reading in order to increase their comprehension?
• Guided reading follow-up assignment
worksheets to assess cause and effect
Objective 3 Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.B Students will:
• answer text dependent questions about sequence of events and cause and effect
Objective 3 Gradual release of responsibility: have students complete independently
• Making a Puzzle comprehension questions
• Air Pollution Comprehension questions
Objective 3
• Assessed using Cause and Effect
passages with questions
• Assessed using sequence of events
passages with questions.
There will be no unit test for this unit since
the genre was not taught.
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Objective 4 Use text features and search tools to locate and interpret information CC.1.2.3.E Students will:
• use headings, tables, captions, and diagrams to determine sequence of events and cause and effect.
Objective 4
• Small group instruction—using guided reading books, practice using text features to determine sequence of events and cause and effect.
• Guided reading follow- up worksheets
Objective 5
Read with accuracy and fluency to support
comprehension. CC.1.1.3.E
Students will:
• utilize punctuation to signal full stops when reading.
• demonstrate understanding of text through purposeful pausing.
• use effective pausing to make their reading sound like talking.
Objective 5
• Teacher modeling using Fluency Poster--teacher will demonstrate utilizing punctuation to signal full stops when reading, demonstrating understanding of text through purposeful pausing, using effective pausing to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 45-46
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 5
• Assessed during reader’s theater performance using performance rubric
Objective 6
Determine the meaning of words and phrases as
they are used in grade level text, distinguishing
literal from non-literal meaning as well as shades
of meaning among related words. CC.1.2.3.F
Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 6
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 6
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
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Objective 7
Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting).
CC.1.3.3.G
Students will:
• create an illustration to depict an important part of a novel, including labels and speech balloons.
Objective 7
• Independent practice—Literature Circle job
“Illustrator”
Objective 7
• Assessed using Literature Circles rubric
Objective 8
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.2.3.L
Objective 8
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 8
• Assessed on the unit 3 Benchmark
Literacy assessment
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Read Aloud Titles and Listening Targets Unit 3
Focus of Guided Reading and Follow-Up Activities (Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided reading levels.)
Suggested Centers (See the Daily 5 for suggested lessons.)
Unit 3
Read Aloud Titles:
• Elephants of the Tsunami by Jana Laiz
• Tsunami by Kimiko Kajikawa
• Lou Gehrig The Luckiest Man by David Adler
• Seven Blind Mice by Ed Young
• Going West by Jean Van Leeuwen Determining Text Importance
• knowing the difference between what is important in the text and what is just interesting.
Listening Targets:
• Why do great readers determine text importance?
• I know these parts of the story are important because...
• I think these parts of the story are interesting because…
• I think the author thought ___ was important because…
• I need to pay attention to this _______. It has information that I need.
Week 1
• Identify sequence of events
Week 2
• Identify cause and effect.
• Continue practicing skill from week 1.
Week 3
• Fluency skill: pausing--full stop.
• Continue practicing and refining skills from week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice--sequence of
events
• Hot Dots skills practice--cause and
effect
• Sequence of events skills practice task
cards
• Cause and effect skills practice task
cards
28
Ways to Respond to Learning Having Difficulty Unit 3
Ways to Enrich and Extend Learning Unit 3
Strategies for students having difficulty with unit skill (sequence of events):
• Goal oriented: I am going to read slowly to notice any signal language for sequence of events. I am going to use signal language to help me identify sequence of events. The words _______ let me know when these events happened.
• Directive and corrective feedback: Does the word (phrase) tell about time order? Read the sentence. What words help you know when something happened? What event happened? What event happened first? How do you know? What happened next? What clues help you to know?
• Self-monitoring and reflection: What could you do to help yourself understand sequence of events better? What questions could you ask yourself? Did you try to identify the most important information? What words and phrases helped you to do this?
• https://jr.brainpop.com/readingandwriting/comprehension/sequence/ Strategies for students having difficulty with unit skill (cause and effect):
• Goal oriented: I am going to read slowly to look for causes and effects. I am going to read slowly to identify signal language for cause and effect. The word(s) _________ let me know the author is telling about a cause and effect relationship.
• Directive and corrective feedback: Does the word (phrase) signal a cause and effect relationship? What is the cause? What clues told you this was a cause? What is the effect? What clues told you this was an effect?
• Self-monitoring and reflection: What could you do to help yourself understand cause and effect relationships better? What connections can you make to the text? How does identifying signal language for cause and effect help you identify causes and effects?
• http://www.readwritethink.org/classroom-resources/lesson-plans/engaging-with-cause-effect-30678.html?tab=4
• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.
• Practice sequence of events by writing a recipe and compiling a
cookbook.
• Demonstrate cause and effect by designing comic strips.
• Cross curricular--Read the historical fiction books from the
guided reading resources. Create a historical fiction story.
• Research a plant that is grown and harvested in Pennsylvania.
Create a poster which includes the plant’s life cycle, how it is
harvested, what it is used for, and how much is grown in our
state.
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Strategies for students not reading on level - Students struggling with grade level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
Strategies for students struggling with the metacognitive strategy (determining
text importance)
• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 220-262 Nonfiction Determining Importance Lessons 1-7
• These lessons should also be used to review nonfiction text structures if necessary
Resources We Already Have Unit 3
Recommended Materials Needed Unit 3
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4 for unit 3, Comprehension Anchor Posters 1-4 for unit 9, Fluency Poster, Text for Close Reading Workbook pp. 34-36, 44-46, 122-124
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 1
• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
30
Grade 3 ELA Unit 4 Qrt. # 2-3
Approximately 15 days (Unit end date approximately Jan. 31st)
Metacognitive Strategy
Unit 4
Comprehension Strategy
Unit 4
Genre Study
Unit 4
Summarize and Synthesize Analyze story elements
Identify theme
Realistic Fiction
Big Ideas and Understandings
Unit 4
Essential Questions
Unit 4
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
• CC.1.3.3.B Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
• CC.1.3.3.D Explain the point of view of the author.
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
• CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
31
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 4 Vocabulary
Introduce and practice unit 7 and 8 from Third Grade Vocabulary Builders.
Teacher will introduce and discuss word meanings. Students will complete
vocabulary activities during centers time. Students who participate in
WordMasters will complete the vocabulary activities for the WordMasters
words, but be responsible for learning the in-class words for assessment.
Writing
• Fictional narrative
• Mentor texts:
My Teacher’s Secret Life by Stephen Krensky
Amazing Grace by Mary Hoffman
Fireflies by Judy Brinckloe
Grammar
• adjectives
• comparative and superlative adjectives
Mechanics
• use of commas to separate 2 or more adjectives describing the same
noun
• dialogue punctuation
Word Study
• units 12-15
• literal
• dialogue
• rival
• passion
• claim
• acquire
• thesis
• loathe
• rapidly
• convey
32
Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 4
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 4
Assessment Evidence How will we know when learning has occurred?
Unit 4
Objective 1
Determine the central message, lesson, or moral
in literary text; explain how it is conveyed in text.
CC.1.3.3.C
Students will:
• identify the story elements of characters,
setting, plot, problem, and solution in a
story.
• identify the theme of a story.
• summarize and synthesize to gain fuller
meaning from a story.
• answer text dependent analyze story
elements questions.
• use academic vocabulary to discuss
strategies.
Objective 1
• Direct instruction--Introduce story elements
using Comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—analyzing
story elements
p. 48 “Ali’s Surprise” I do
p. 49” Lost and Found” We do
p. 50 “Charlie’s Story” You Do
• Comprehension Strategy Assessment “A
Long Week” We do
• Small group instruction—practice analyzing
story elements with each guided reading
group using materials on their instructional
reading level.
• Direct instruction—using the “Seuss Burger”
to provide supporting details on short
answer questions
• Direct instruction Notice and Note Strategies
to introduce--Again and again fiction
signpost pp. 163-175
Objective 1
• Assessed with Comprehension Strategy
Assessment “Buried Alive”
• Small group questioning--Using text on their individual reading levels, can students determine story elements? Can students identify the theme of a story? Can students summarize and synthesize during reading in order to increase their comprehension?
• Guided reading follow-up assignments to
assess identifying story elements
33
Objective 2
Explain the point of view of the author CC.1.3.3.D
Students will:
• identify features of realistic fiction.
• read and analyze realistic fiction.
• compare and contrast 2 realistic fiction
stories using a graphic organizer
• identify point of view (first or third
person) in a realistic fiction story.
Objective 2
• Direct instruction--Identify the features of a fictional narrative using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 51 “The Secret” I do p. 52 “The New Kid” We do pp. 53-57 “The Thing in the Cave” You do
• Small group instruction—practice identifying
fictional narrative features and themes with
each guided reading group using materials
on their instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 4 Test
• Assessed on Guided Reading Follow-up
assignments.
Objective 3 Ask and answer questions about the text and make inferences from text; refer to text to support responses. CC.1.2.3.B Students will:
• answer text dependent questions about story elements
Objective 3
• Gradual release of responsibility: have students complete independently
• Charlie’s Story Close Reading Workbook p. 50
Objective 3
• Assessed on Guided Reading Follow-up assignments.
• Assessed on the unit 4 assessment
34
Objective 4
Read with accuracy and fluency to support
comprehension CC.1.1.3.E
Students will:
• make their voices rise at a question mark
and fall at a period
• demonstrate understanding of text
through purposeful inflection and
intonation.
• use effective inflection and intonation to
make their reading sound like talking.
Objective 4
• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by making the voice rise at a question mark and fall at a period, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 61-62
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 4
• Assessed during Reader’s Theater
performance
Objective 5 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.3.3.F Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 5
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 5
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
35
Objective 6 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:
• create an illustration to depict an important part of a novel, including labels and speech balloons.
Objective 6
• Independent practice—Literature Circle job
“Illustrator”
Objective 6
• Assessed using Literature Circles rubric
Objective 7 Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.3.3.K
Objective 7
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 7
• Assessed on the unit 4 Benchmark Literacy
assessment
36
Read Aloud Titles and Listening Targets
Unit 4
Focus of Guided Reading and Follow-Up Activities
(Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided
reading levels.)
Suggested Centers
(See the Daily 5 for suggested lessons.)
Unit 4
Read Aloud Titles:
• One Cool Friend by Toni Buzzeo
• Jack and the Beanstalk by Steven Kellogg
• Sarah Gives Thanks by Mike Allegra
Summarize
• Identify and locate the maid ideas from within the text/telling the most important parts.
Synthesize
• Take what you learn from the text and combine is with your schema to form new ideas.
Listening Targets:
• Why do great readers summarize and
synthesize as they read?
• This story or passage is really about….
• So far I know ____.
• This makes me think that….. My opinion
of ______ is _______.
• I think this because the text said….
• This helps me understand….
• My thinking about this topic has changed
because...
Week 1
• Identify story elements of characters,
setting, plot, problem, and solution in a
story.
• Identify theme.
Week 2
• Identify genre features of realistic fiction.
• Read and summarize a realistic fiction story.
• Continue to practice week 1 skill.
Week 3
• Fluency skill: effective inflection and intonation (volume, stress, pitch).
• Continue to practice and refine skills from week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice--story elements
• Story elements skills practice task cards
37
Ways to Respond to Learning Having Difficulty
Unit 4
Ways to Enrich and Extend Learning
Unit 4
Strategies for students having difficulty with unit skill (analyze story
elements and identify theme):
• Goal oriented: I am going to read slowly to identify characters,
setting, and plot. I am going to summarize and synthesize as I read to
help me analyze story elements. The plot is made up of these events:
_______.
• Directive and corrective feedback: How can you tell how the
character feels? What is the setting? Why is it important? How can
you tell what the problem is? What clues tell the solution?
• Self-monitoring and reflection: What could you do to understand the plot and characters better? What details tell where and when the story takes place?
• https://www.learner.org/interactives/story/
• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.
Strategies for students not reading on level - Students struggling with grade
level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
Strategies for students struggling with the metacognitive strategy
(synthesizing)
• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 272-291 Synthesizing Fiction Lessons 1-5
• Introduce literature circles using a realistic fiction chapter book.
Learn/utilize literature circle roles in order to maximize
comprehension and acquisition of new vocabulary.
• Write and illustrate a realistic fiction story.
• Cross curricular--plan and budget for a birthday party, using
advertisements and flyers to determine costs.
• Create a product to make and sell at a stand. Present the product
using an advertisement and figure out costs and profit.
38
Resources We Already Have
Unit 4
Recommended Materials Needed
Unit 4
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4,
Realistic Fiction Posters 1-4, Fluency Poster, Text for Close Reading
Workbook pp. 48-62
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 1
• Notice and Note: Strategies for Close Reading by Kylene Beers and
Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and
Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
39
Grade 3 ELA Unit 5
Qrt. # 3 Approximately 15 days
(Unit end date approximately Mar. 5th)
Metacognitive Strategy
Unit 5
Comprehension Strategy
Unit 5
Genre Study
Unit 5
Make Connections Make Inferences Trickster Tales
Big Ideas and Understandings
Unit 5
Essential Questions
Unit 5
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
40
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 5Vocabulary
Introduce and practice week 1 and 2 from unit 2 Third Grade Vocabulary
Builders. Teacher will introduce and discuss word meanings. Students will
complete vocabulary activities during centers time. Students who participate
in WordMasters will complete the vocabulary activities for the WordMasters
words, but be responsible for learning the in-class words for assessment.
Writing
• Continue instruction with fictional narratives
Grammar
• subjects
• object and possessive pronouns
Mechanics
• contractions
• continue with punctuating dialogue
Word Study
• units 16-19
• gradually
• merchant
• essential
• fortunate
• immense
• lob
• tremble
• skeptic
• propose
• inflate
41
Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 5
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 5
Assessment Evidence How will we know when learning has occurred?
Unit 5
Objective 1
Ask and answer questions about the text and
make inferences from text; refer to text to
support responses. CC.1.3.3.A
Students will:
• make inferences based on clues in a text.
• identify clues that help readers make
inferences.
• answer text dependent make inferences
questions.
• use academic vocabulary to discuss
strategies.
Objective 1
• Direct instruction--Introduce making
inferences using Comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—making
inferences
p. 64 “The Mystery of the Disappearing
Matter” I do
p. 65 “The White House” We do
p. 66 ”Plants, Animals, and Humans” You Do
• Comprehension Strategy Assessment
“Harriet the Tortoise” We do
• Small group instruction—practice making
inferences with each guided reading group
using materials on their instructional reading
level.
• Direct instruction—using the “Seuss Burger”
to provide supporting details on short
answer questions
• Direct instruction Notice and Note Strategies
to Introduce Words of the wiser fiction
signpost pp 152-162
Objective 1
• Assessed with Comprehension Strategy
Assessment “Buried Alive”
• Small group questioning--Using text on their individual reading levels, can students make inferences? Can students identify clues that help readers make inferences? Can students make connections during reading in order to increase their comprehension?
• Guided reading Follow-up assignments to
assess making inferences
• Unit 5 Benchmark Literacy assessment
42
Objective 2 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. CC.1.3.3.H Students will:
• identify features of trickster tales.
• read and analyze trickster tales.
• compare and contrast 2 trickster tales
using a graphic organizer
Objective 2
• Direct instruction--Identify the features of a trickster tale using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 67 “Tricky Raven Steals the Light” I do p. 68 “Fox and Guinea Pig” We do pp. 69-70 Iktomi and Muskrat” You do
• Small group instruction—practice identifying
trickster tales features and themes with
each guided reading group using materials
on their instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 5 Benchmark
Literacy assessment
• Assessed on Guided Reading Follow-up
assignments.
Objective 3 Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:
• use a higher or lower volume to reflect
what the author or characters are saying
• demonstrate understanding of text
through purposeful inflection and
intonation.
• use effective inflection and intonation to
make their reading sound like talking.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by using a higher or lower volume to reflect what the author or characters are saying, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 73-75
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
• Assessed during reader’s theater performance using performance rubric
43
Objective 4 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.3.3.F Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 4
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
Objective 5 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:
create an illustration to depict an important part
of a novel, including labels and speech balloons.
Objective 5
• Independent practice—Literature Circle job
“Illustrator”
Objective 5
• Assessed using Literature Circles rubric
Objective 6 Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.3.3.K
Objective 6
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 6
• Assessed on the unit 5 Benchmark Literacy
assessment
44
Read Aloud Titles and Listening Targets
Unit 5
Focus of Guided Reading and Follow-Up Activities
(Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided
reading levels.)
Suggested Centers
(See the Daily 5 for suggested lessons.)
Unit 5
Read Aloud Titles:
• Lon Po Po by Ed Young
• Thinking about Ants by Barbara Brenner
• John Henry by Julius Lester
• Freedom Summer by Deborah Wiles
• Sharks by Seymour Simon
• Boundless Grace by Mary Hoffman
• The Emporer and the Kite by Jane Yolen
• Salt in his Shoes by Deloris Jordan
Making Connections (text to self, text to text,
and text to world)
• Text to self This reminds me of when I... I knew someone just like this when I … I had the same experience when…
• Text to text This character is just like the character in... The plot of this story is so similar to the plot of... I remember reading another book that took place in the same setting.
• Text to world If this character were alive today, I bet she would... What’s going on in this book is just like what’s happening right now in...
Listening Targets:
• Why do great readers link what they read
to something they already know?
Week 1
• Make inferences and identify clues that help
to make inferences.
Week 2
• Identifying genre features of trickster tales.
• Read and summarize a trickster tale.
• Continue to practice week 1 skill.
Week 3
• Fluency skill: effective inflection and intonation (volume, stress, pitch).
• Continue to practice and refine skills from week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice--Making inferences
• Making inferences skills practice task cards
45
Ways to Respond to Learning Having Difficulty
Unit 5
Ways to Enrich and Extend Learning
Unit 5
Strategies for students having difficulty with unit skill (inference):
• Goal oriented: I am going to read slowly and reread if necessary to locate clues. I am going to think about clues in the text and what I know to make inferences. The clue word ____ helps me figure out ___.
• Directive and corrective feedback: Does that phrase provide a clue to
what the author does not state directly? Read the sentence. What
information could help you understand what the author means?
What inferences can you make? What helped you make the
inference?
• Self-monitoring and reflection: What could you do to help yourself make an inference? What helped you make an inference?
• https://www.youtube.com/watch?v=to30AJm2epQ
• Vocabulary: Direct instruction and concentration on Tier II vocabulary words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss meaning and the use of the strategy. (Frequent check-ins). 95% Group Comprehension lessons in Metacognitive skills.
Strategies for students not reading on level - Students struggling with grade
level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
Strategies for students struggling with the metacognitive strategy (inferring)
• Complete lessons from The 95% Group Comprehension Grades 3-6 pp. 172-201 Inferring Fiction and Nonfiction Lessons 1-8
• Read and discuss trickster tales from the library. Create a presentation for a trickster tale that the class has not read.
• Write and illustrate a trickster tale
• Cross curricular--analyze 10 different trickster tales and create a graph (bar or pie) show the frequency with which each animal is the trickster.
• Research the mouse deer or crocodile and create a display of the information.
• Use online resources to write a research paper about Malaysia or Indonesia.
46
Resources We Already Have
Unit 5
Recommended Materials Needed
Unit 5
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4,
Trickster Tales Posters 1-4, Fluency Poster, Text for Close Reading
Workbook pp. 64-74
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 1
• Notice and Note: Strategies for Close Reading by Kylene Beers and
Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and
Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
47
Grade 3 ELA Unit 6
Qrt. # 3-4
Approximately 15 days
(Unit end date approximately Apr. 6th)
Metacognitive Strategy
Unit 6
Comprehension Strategy
Unit 6
Genre Study
Unit 6
Fix-up Monitoring
Distinguish and evaluate fact and opinion Persuasive letters
Big Ideas and Understandings
Unit 6
Essential Questions
Unit 6
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.2.3 B Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.2.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
• CC.1.2.3.D Explain the point of view of the author.
• CC.1.2.3.I Compare and contrast the most important points and key details presented in two texts on the same topic.
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• CC.1.2.3.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
48
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 6 Vocabulary
Introduce and practice unit 3 and 4 from Third Grade Vocabulary Builders unit 2 book. Teacher will introduce and discuss word meanings. Students will complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters words, but be responsible for learning the in-class words for assessment.
Writing
• Opinion writing
• Mentor texts:
Dear Mrs. LaRue , Detective LaRue: Letters from the Investigation
LaRue Across America by Mark Teague
Earrings by Judith Vorst
Hey Little Ant by Hannah and Phillip Hoose
Mom, Can I Have a T-Rex by Jean Grambling
Grammar
• action, linking, and helping verbs
• verb tenses
Mechanics
• friendly letter form
• addressing an envelope
• writing addresses
Word Study
• units 23, 28, 29 (word study units will not be finished in order, so that
they are corresponding with grammar skills being taught)
• isolated
• alter
• gullible
• emphasize
• novice
• clarify
• spare
• strain
• remain
• exotic
49
Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 6
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 6
Assessment Evidence How will we know when learning has occurred?
Unit 6
Objective 1
Ask and answer questions about the text and make inferences from text; refer to text to support responses CC.1.2.3.B Students will:
• identify fact and opinion in a passage.
• identify signal words for opinions.
• answer text dependent fact and opinion
questions.
• use academic vocabulary to discuss
strategies.
Objective 1
• Direct instruction--Introduce identifying fact
and opinion using Comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—making
inferences
p. 78 “Sugar Maple Trees” I do
p. 79 “Road Maps” We do
p. 80 “Number Games” You Do
• Comprehension Strategy Assessment “New
Video Fun” We do
• Small group instruction—practice
determining fact and opinion with each
guided reading group using materials on
their instructional reading level.
• Direct instruction—using the “Seuss Burger”
to provide supporting details on short
answer questions
• Direct instruction Numbers and stats
nonfiction signpost pp. 148-157 Notice and
Note Strategies to Introduce
Objective 1
• Assessed with Comprehension Strategy
Assessment “The Most Exciting Job in the
World”
• Small group questioning--Using text on
their individual reading levels, can
students identify fact and opinion? Can
students identify words that signal
opinions? Can students use fix up
monitoring strategies during reading in
order to increase their comprehension?
• Guided reading follow-up assignments to
assess identifying fact and opinion
• Unit 6 Benchmark Literacy assessment
50
Objective 2
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. CC.1.2.3.L Students will:
• identify features of persuasive letters.
• read and analyze persuasive letters.
• compare and contrast 2 persuasive
letters using a graphic organizer.
Objective 2
• Direct instruction--Identify the features of a persuasive letter using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a persuasive letter, read and comprehend persuasive letters p. 81 “Eat a Salad” I do p. 82 “Don’t Smoke” We do pp. 83-86 “Clean Up City Park” You do
• Small group instruction—practice identifying
persuasive letters features with each guided
reading group using materials on their
instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 6 Benchmark
Literacy assessment
• Assessed on Guided Reading Follow-up
assignments.
Objective 3
Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:
• stress particular words to emphasize
meaning and reflect the language
patterns of the text.
• demonstrate understanding of text
through purposeful inflection and
intonation.
• use effective inflection and intonation to
make their reading sound like talking.
• extend tier 2 vocabulary by analyzing
multiple meaning words.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate stressing particular words to emphasize meaning and reflect the language patterns of the text, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 88-89
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
• Assessed during reader’s theater performance using performance rubric
51
Objective 4 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.2.3.F Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 4
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
Objective 5 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:
create an illustration to depict an important part
of a novel, including labels and speech balloons.
Objective 5
• Independent practice—Literature Circle job “Illustrator”
Objective 5 Assessed using Literature Circles rubric
• Partner conversations
• Guided reading comprehension sheets
• Comprehension Strategies Assessments
• Fluency Self-Assessment
• Genre Quiz
• Benchmark Literacy Unit 6 Assessment
52
Objective 6
Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC.1.2.3.L
Objective 6
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading
demonstrated by the teacher in whole group
activities throughout the unit.
Objective 6
• Assessed on the unit 6 Benchmark Literacy
assessment
53
Read Aloud Titles and Listening Targets
Unit 6
Focus of Guided Reading and Follow-Up Activities
(Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided
reading levels.)
Suggested Centers
(See the Daily 5 for suggested lessons.)
Unit 6
Read Aloud Titles:
• Plantzilla by Jerdine Nolan What is the Animal Kingdom by Bobbie Kalman
• My Rows and Piles of Coins by EB Lewis The Life Cycle of a Tree by Bobbie Kalman
• Milton Hershey by Charnan Simon
• Follow the Drinking Gourd by Jeanette
Winter
Monitor and Fix-up Strategy
• Reread to clarify
• Stop and think about what you read
• Stop and write about what you read
• Ask questions
• Read ahead
• Talk about what you read
Listening Targets:
• Why do great readers use fix up monitoring strategies as they read?
• The author says _______.
• What does that mean?
• Whom could I talk to about this to understand it better?
• Wait a minute. I need to stop and think/talk/write about this.
Week 1
• Identify fact and opinion and identify signal
words for opinions.
Week 2
• Identify genre features of persuasive letters.
• Read and summarize a persuasive letter.
• Continue to practice week 1 skill.
Week 3
• Fluency skill: stressing particular words to
emphasize meaning and reflect the language
patterns of text.
• Continue to practice and refine skills from
week 1 and 2.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice—Fact and Opinion
• Fact and opinion skills practice task cards
54
Ways to Respond to Learning Having Difficulty
Unit 6
Ways to Enrich and Extend Learning
Unit 6
Strategies for students having difficulty with unit skill (fact and opinion):
• Goal oriented: I am going to ask whether a statement can be proved
or not to distinguish between fact and opinion. I am going to look for
signal words to opinions such as think, believe, best, and worst. The
sentence is a(n)_______ because ________.
• Directive and corrective feedback: Can that sentence be proven true
or false? Does the sentence contain a signal word such as believe or
best? What connections can you make to help you identify the fact or
opinion?
• Self-monitoring and reflection: What could you do to figure out whether a statement is a fact or an opinion? What connections could you make to your life, the world, or other texts? How does identifying clues and signal words help you identify facts and opinions?
• https://www.youtube.com/watch?v=8OHquNVtQQ8
• Vocabulary: Direct instruction and concentration on Tier II vocabulary
words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss
meaning and the use of the strategy. (Frequent check-ins). 95%
Group Comprehension lessons in Metacognitive skills.
Strategies for students no reading on level - Students struggling with grade
level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
• Create a new product or invention (this can correspond to the STEAM
fair). Write a persuasive letter to an investor or company to convince
them to manufacture your invention.
• Cross curricular--prepare persuasive arguments about what kind of
pet they would like to get for the classroom. Conduct a class poll and
create a bar or pictograph with the results. Use the presentation and
poll results to convince the teacher.
• Research an environmental issue and write a speech to encourage
peers to take action.
• Conduct a class debate about a school related issue.
55
Resources We Already Have
Unit 6
Recommended Materials Needed
Unit 6
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4,
Persuasive Letters Posters 1-4, Fluency Poster, Text for Close Reading
Workbook pp. 78-90
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 2
• Notice and Note: Strategies for Close Reading by Kylene Beers and
Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and
Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
56
Grade 3 ELA
Unit 7
Qrt. # 4
Approximately 15 days (Unit end date approximately May 31st)
Metacognitive Strategy
Unit 7
Comprehension Strategy
Unit 7
Genre Study
Unit 7
Make Inferences
Make Predictions
Fairy Tales and Fractured Fairy Tales
Big Ideas and Understandings
Unit 7
Essential Questions
Unit 7
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from informational and
literary text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
Standards
• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
• CC.1.3.3.D Explain the point of view of the author.
• CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
57
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 7 Vocabulary
Introduce and practice unit 5 and 6 from Third Grade Vocabulary Builders Unit 2 book. Teacher will introduce and discuss word meanings. Students will complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters words, but be responsible for learning the in-class words for assessment.
Writing
• Writing Tales and Fractured Fairy Tales
• Completing a stop motion fairy tale in the STEAM Lab
Grammar
• prepositions
• adverbs
Mechanics
•
Word Study
• units 23-25
• glee
• snatch
• dangle
• hesitate
• greedy
• smudge
• disgruntled
• imitate
• extravagant
• witty
58
Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 7
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 7
Assessment Evidence How will we know when learning has occurred?
Unit 7
Objective 1
Ask and answer questions about the text and
make inferences from text; refer to text to
support responses. CC.1.3.3.A
Students will:
• identify clues in a passage.
• make predictions about what will happen
next based on clues and prior knowledge.
• make inferences about a text.
• answer text dependent make predictions
questions.
• use academic vocabulary to discuss
strategies.
Objective 1
• Direct instruction—make predictions and
inference using comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—making
inferences
p. 92 “Twins in Trouble” I do
p. 93 “The World of Bugs” We do
p. 94 “Endangered Species” You Do
• Comprehension Strategy Assessment “He
Says, She Says” We do
• Small group instruction—practice making
predictions with each guided reading group
using materials on their instructional reading
level.
• Direct instruction—using the “Seuss Burger”
to provide supporting details on short
answer questions
Objective 1
• Assessed with Comprehension Strategy
Assessment “Giving Robots a Sense of
Touch”
• Small group questioning--Using text on
their individual reading levels, can
students make predictions? Can students
make inferences during reading in order to
increase their comprehension?
• Guided reading Follow-up assignments to
assess making predictions
• Unit 7 Benchmark Literacy assessment
59
Objective 2
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. CC.1.3.3.C
Students will:
• identify features of fairy tales.
• read and analyze fairy tales.
• compare and contrast fairy tales using a graphic organizer.
Objective 2
• Direct instruction--Identify the features of a fairy tale using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 95 “The Peach Boy” I do p. 96 “The Princess and the Pea” We do pp. 97-102 “Yeh-Shen” You do
• Small group instruction—practice identifying
fairy tales features and themes with each
guided reading group using materials on
their instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 7 Benchmark
Literacy assessment
• Assessed on Guided Reading Follow-up
assignments.
Objective 3
Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:
• develop fluency skills by practicing high
frequency word phrases.
• utilize punctuation cues.
• demonstrate understanding of text
through purposeful inflection and
intonation.
• use effective inflection and intonation to
make their reading sound like talking.
• extend tier 2 vocabulary by analyzing
synonyms.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate reading dialogue by using high frequency word phrases, demonstrate understanding of the text through purposeful inflection and intonation, and use effective inflection and intonation to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 105-106
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
• Assessed during reader’s theater performance using performance rubric
60
Objective 4 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.3.3.F Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 4
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
Objective 5 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:
• create an illustration to depict an
important part of a novel, including labels
and speech
Objective 5
• Independent practice—Literature Circle job “Illustrator”
Objective 5
• Assessed using Literature Circles rubric
• Partner conversations
• Guided reading comprehension sheets
• Comprehension Strategies Assessments
• Fluency Self-Assessment
• Genre Quiz
• Benchmark Literacy Unit 7 Assessment
(Complete unit review, assess, and return
unit test to students – 3 school days)
Objective 6 Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.3.3.K
Objective 6
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 6
• Assessed on the unit 7 Benchmark Literacy
assessment
61
Read Aloud Titles and Listening Targets
Unit 7
Focus of Guided Reading and Follow-Up Activities
(Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided
reading levels.)
Suggested Centers
(See the Daily 5 for suggested lessons.)
Unit 7
Read Aloud Titles:
• Goin’ Someplace Special by Patricia
McKissack
• Tight Times by Barbara Shook Hazen
• Katie’s Trunk by Ann Turner
• Mr. Lincoln’s Whiskers by Karen Winnick
• Sweet Clara and the Freedom Quilt by
Deborah Hopkinson
• The Whispering Cloth by Pegi Deitz Shea
• Levers by David Glover
• Welcome to the Green House by Jane
Yolen
Inferences
• Use story clues to figure out what is happening or why it is happening
• Use clues about characters (their actions, words, thoughts) to figure out what they are like and what they might do next
• Use clues to figure out the book’s themes or “big ideas”.
Listening Targets:
• Why do great readers make inferences as they read?
• The author says _______. I think she means...
• If I read between the lines, the author is telling me...
• The clues that prove my inference are...
• I think the character did this because...
• I think this happened because...
Week 1
• Make inferences and identify clues for their
inferences.
Week 2
• Identify genre features of fairy tales.
• Read and summarize tales.
• Continue to practice week 1 skill.
Week 3
• Fluency skill: effective phrasing.
• Continue to practice and refine skills from
week 1 and 2.
• Literature Circles--students will be
assigned a book and the literature circle
roles will be taught to each group. Guided
reading groups can complete literature
circle activities with chapter books in place
of, or in addition to, regular reading
centers.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice--make predictions
• Make predictions skills practice task cards
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• These few pieces of evidence tell me...
• From the information in this section, I can infer that...
• From the events in the story so far, I think ____ will happen next...
• The picture on the cover of the book suggests that...
• The graphics on the page suggest that...
• I know more about ____ because of the specific information I read on page ___.
63
Ways to Respond to Learning Having Difficulty
Unit 7
Ways to Enrich and Extend Learning
Unit 7
Strategies for students having difficulty with unit skill (make predictions):
• Goal oriented: I am going to read slowly and reread to find and this about clues to what will happen next. I am going to use clues in the text and what I know to make predictions. The clue _____ helps me predict that ____.
• Directive and corrective feedback: Does this part of the text give you
ideas about what might happen? How does this sentence help you
predict what might happen next? What do you already know that
helps you predict what might happen? What other predictions can
you make? What clues in the text helped you make these
predictions?
• Self-monitoring and reflection: What inferences can you make about this text? How could they help you make a prediction? How might visualizing what this part tells help you make a prediction? What do you already know that can help you predict what will happen?
• https://www.youtube.com/watch?v=t1CsOA6WWPQ
• Vocabulary: Direct instruction and concentration on Tier II vocabulary
words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss
meaning and the use of the strategy. (Frequent check-ins). 95%
Group Comprehension lessons in Metacognitive skills.
Strategies for students no reading on level - Students struggling with grade
level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
• Write and illustrate a fairy tale or fractured fairy tale.
• Cross curricular--read at least 5 fairy tales and find things that appear
3 times. Work with a partner to graph their combined findings.
• Research the Brothers Grimm, Hans Christian Anderson, or Charles
Perrault and deliver an oral presentation to the class including facts
about the author, a list of fairy tales written, and a map of where he
lived.
• Research Cinderella tales from various cultures. Create a presentation
to identify the similarities and differences across cultures.
64
Resources We Already Have
Unit 7
Recommended Materials Needed
Unit 7
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Fairy Tales Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 92-106 and 111-118
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 2
• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser
Teachers may need copies of various fractured fairy tales to present as part of
the STEAM project. We each have one or two, it would be good to get a
whole set.
65
COURSE NOTE: Write and illustrate class books during PSSA testing window.
Grade 3 ELA
Unit 8
Qrt. # 4
Approximately 15 days
(unit end date—last day of school)
Metacognitive Strategy
Unit 8
Comprehension Strategy
Unit 8
Genre Study
Unit 8
Determining Text Importance Compare and Contrast
Tall Tales
Big Ideas and Understandings
Unit 8
Essential Questions
Unit 8
• Effective readers use appropriate strategies to construct meaning.
• Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• An expanded vocabulary enhances one’s ability to express ideas and
information.
• How do strategic readers create meaning from narrative and
informational text?
• What is this text really about?
• How does interaction with text provoke thinking and response?
• Why learn new words?
• What strategies and resources do learners use to figure out unknown
vocabulary?
66
Standards
• CC.1.3.3.F Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words.
• CC.1.3.3.A Ask and answer questions about the text and make inferences from text; refer to text to support responses.
• CC.1.3.3.C Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
• CC.1.3.3.D Explain the point of view of the author.
• CC.1.3.3.G Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
• CC.1.3.3.H Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.
• CC.1.1.3.E Read with accuracy and fluency to support comprehension.
• CC.1.3.3.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
FCA’s Writing and Grammar Focus
(See Grammar-Writing-Word Study curriculum map for detailed
information.)
Unit 8 Vocabulary
Writing
• Fictional narratives
Grammar
• interjections
Mechanics
• punctuating dialogue
Word Study
• units 26-28
Introduce and practice unit 7 and 8 from Third Grade Vocabulary Builders unit 2 book. Teacher will introduce and discuss word meanings. Students will
complete vocabulary activities during centers time. Students who participate in WordMasters will complete the vocabulary activities for the WordMasters
words, but be responsible for learning the in-class words for assessment.
• infinite
• faint
• urgent
• fret
• disperse
• partial
• elaborate
• conceal
• blunt
• quarrel
67
Student Target Outcomes and Goals/Objectives Aligned to Standards What do we want all
students to learn? Unit 8
Instructional Strategies and Activities. What do you do to teach the goals?
Unit 8
Assessment Evidence How will we know when learning has occurred?
Unit 8
Objective 1
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. CC.1.3.3.H Students will:
• identify comparisons and contrasts in a
passage.
• identify and use signal language for
comparing and contrasting.
• determine important information in a
passage.
• answer text dependent compare and
contrast questions.
• use academic vocabulary to discuss
strategies.
Objective 1
• Direct instruction—compare and contrast
using comprehension Poster 1
• Gradual release of responsibility--Modeling
using Close Reading Workbook—making
inferences
p. 108 “Mountain Biking” I do
p. 109 “Native Americans of the Eastern
Woodlands” We do
p. 110 “Comets” You Do
• Comprehension Strategy Assessment
“Leonardo da Vinci” We do
• Small group instruction—practice comparing
and contrasting with each guided reading
group using materials on their instructional
reading level.
• Direct instruction—using the “Seuss Burger”
to provide supporting details on short
answer questions
Objective 1
• Assessed with Comprehension Strategy
Assessment “A Different Kind of Ride”
• Small group questioning--Using text on
their individual reading levels, can
students compare and contrast? Can
students determine text importance
during reading in order to increase their
comprehension?
• Guided reading follow-up assignments to
assess making predictions
• Unit 8 Assessment
68
Objective 2
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text. CC.1.3.3.C
Students will:
• Identify features of tall tales.
• read and analyze tall tales
• compare and contrast tall tales using a graphic organizer.
Objective 2
• Direct instruction--Identify the features of a tall tale using Poster 1 and annotations
• Gradual release of responsibility--Modeling using Close Reading workbook—identify the features of a fictional narrative, read and comprehend fictional narratives p. 111 “Stormalong the Sailor” I do p. 112 “Mose the Fireman” We do pp. 113-116 “Johnny Appleseed Gets His Name” You do
• Small group instruction—practice identifying
tall tales features and themes with each
guided reading group using materials on
their instructional reading level.
Objective 2
• Assessed on the Genre Quiz
• Assessed on the Unit 8 Test
• Assessed on Guided Reading Follow-up
assignments.
Objective 3
Read with accuracy and fluency to support comprehension. CC.1.1.3.E Students will:
Students will:
• use the title and other textual and graphic clues to anticipate the mood of a selection.
• match their tone of voice to the intended mood.
• use effective expression to make their reading sound like talking.
• extend tier 2 vocabulary by analyzing
idioms.
Objective 3
• Teacher modeling using Fluency Poster--teacher will demonstrate using the title, textual clues and graphic clues to anticipate the mood of a reading selection and matching tone of voice to the mood, demonstrate understanding of the text through purposeful expression, and use effective expression to make their reading sound like talking.
• Independent practice--Students will practice fluency skills with a partner using Close Reading Workbook p. 118-119
• Guided practice—students will apply fluency skills while practicing reader’s theater with teacher.
Objective 3
• Assessed during reader’s theater performance using performance rubric
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Objective 4 Determine the meaning of words and phrases as they are used in grade level text, distinguishing literal from non-literal meaning as well as shades of meaning among related words. CC.1.3.3.F Students will:
• identify definitions of words
• identify synonyms of words
• identify antonyms of words
• use words correctly in sentences
Objective 4
• Direct instruction—teacher will introduce vocabulary list, discussing meaning, part of speech, and connotations of each word
• Independent practice—students will complete a Frayer Model graphic organizer for each vocabulary word.
• Independent practice—Word finder Literature Circles job
Objective 4
• Assessed with Vocabulary Builder’s
Assessment
• Assessed with Literature Circles rubric
Objective 5 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). CC.1.3.3.G Students will:
create an illustration to depict an important part
of a novel, including labels and speech
Objective 5
• Independent practice—Literature Circle job “Illustrator”
Objective 5
• Assessed using Literature Circles rubric
• Partner conversations
• Guided reading comprehension sheets
• Comprehension Strategies Assessments
• Fluency Self-Assessment
• Genre Quiz
• Benchmark Literacy Unit 8 Assessment
Objective 6 Read and comprehend literary fiction on grade level, reading independently and proficiently. CC.1.3.3.K
Objective 6
• Direct instruction—students will practice
reading and comprehending grade level
materials in all whole group activities
throughout the unit.
• Modeling—students will hear fluent reading demonstrated by the teacher in whole group activities throughout the unit.
Objective 6
• Assessed on the unit 8 Benchmark Literacy assessment
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Read Aloud Titles and Listening Targets
Unit 8
Focus of Guided Reading and Follow-Up Activities
(Objectives align with Mini-Lesson, but are taught
using materials aligning with student guided
reading levels.)
Suggested Centers
(See the Daily 5 for suggested lessons.)
Unit 8
Read Aloud Titles:
• Galimoto by Karen Lynn Williams
Postcards from Pluto by Loreen Leedy
• Teammates by Peter Golenbock
Tornado by Stephen Kramer
Determining Text Importance
• Knowing the difference between what is
important in the text and what is just
interesting.
Listening Targets:
• Why do great readers determine text importance?
• I know these parts of the story are important because...I think these parts of the story are interesting because…
• I think the author thought ___ was important because…
• I need to pay attention to this _______. It has information that I need.
Week 1
• Compare and contrast
• Identify and use signal language for
comparing and contrasting
Week 2
• Identifying genre features of tall tales.
• Read and summarize tall tales.
• Continue to practice week 1 skill. Week 3
• Fluency skill: conveying mood.
• Continue to practice and refine skills from
week 1 and 2.
• Literature Circles--students will be
assigned a book and the literature circle
roles will be taught to each group. Guided
reading groups can complete literature
circle activities with chapter books in place
of, or in addition to, regular reading
centers.
• Read to self
• Listening
• Journal writing
• Vocabulary/word work
• Ticket to Read website
• Hot Dots skills practice—compare and contrast
• Compare and contrast skills practice task cards
71
Ways to Respond to Learning Having Difficulty
Unit 8
Ways to Enrich and Extend Learning
Unit 8
Strategies for students having difficulty with unit skill (compare and
contrast):
• Goal oriented: I am going to read slowly so I will notice the signal language. The signal word ____ lets me know the author is comparing things. The signal word ___ lets me know the author is contrasting things.
• Directive and corrective feedback: Read the sentence. What word
signals a comparison? How are the things alike? What word signals a
contrast? How are the things different?
• Self-monitoring and reflection: What could you do to help yourself recognize a comparison or contrast? Did you try to identify the most important information? What words and phrases helped you do that?
• http://thinkonline.smarttutor.com/crocodiles-and-alligators-compare-and-contrast-third-grade/
• Vocabulary: Direct instruction and concentration on Tier II vocabulary
words within guided reading texts.
• Comprehension: Chunking texts with stopping points to discuss
meaning and the use of the strategy. (Frequent check-ins). 95%
Group Comprehension lessons in Metacognitive skills.
Strategies for students no reading on level - Students struggling with grade
level text (fluency/decoding):
• Decoding: Phonics cards skill and drill.
• Decoding: Direct instruction in breaking apart multisyllabic words.
Monitoring (DIBELS-Accuracy)
• Fluency: Echo reading, Choral Reading, and repeated readings to help
increase fluency
Monitoring (DIBELS-WCPM)
• Have students research and graph how far Mose the Fireman could
swim in various bodies of water.
• Research and create a poster about octopi to present after reading
“Stormalong the Sailor.
• Research the real-life people that tall tales are based on. Create a
comparison/contrast chart to show how the characters were
exaggerated.
72
Resources We Already Have
Unit 8
Recommended Materials Needed
Unit 8
• Benchmark Literacy resources--Comprehension Anchor Posters 1-4, Tall Tales Posters 1-4, Fluency Poster, Text for Close Reading Workbook pp. 108-110, 125-130, 137-142
• Hot Dots cards
• Nonfiction comprehension cards
• Read aloud titles
• Third Grade Vocabulary Builders Unit 2
• Notice and Note: Strategies for Close Reading by Kylene Beers and Robert E. Probst
• Reading Nonfiction: Notice and Note Stances, Signposts, and Strategies by Kylene Beers and Robert E Probst
• The Daily 5 by Gail Boushey and Joan Moser
• The Cafe Book by Gail Boushey and Joan Moser