ATTACHMENT 1-QQ
TRENTON PUBLIC SCHOOLS
Third Grade Language Arts Curriculum Framework CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3rd Floor ~ Room 301 Dr. Fredrick H. McDowell, Jr., Superintendent of Schools Elizabeth DeJesus, Chief Academic Officer Leslie Septor, Humanities Supervisor Adopted August 28, 2017 Mission Statement All students will graduate with a vision for their future, motivated to learn continually and prepared to succeed in their choice of college or career. CAR © Bormann and Wright 2009, 2011
Unit: 1 Grade Level: 3 Timeframe: 10 weeks Overarching Theme: Essential Questions
What helps you make decisions about a character? How is learning at school different from learning at home? Why are courts an important part of our government? Why is volunteering good for a community and its people? Why is everyone’s role on a project important? What are the traits of a hero? New Jersey Student Learning Standards (NJSLS) RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.6. Distinguish their own point of view from that of the author of a text. RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3. A. Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3. B. Decode words with common Latin suffixes. RF.3.3. C. Decode multisyllable words. RF.3.3. D. Read grade-appropriate irregularly spelled words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. RF.3.4. A. Read grade-level text with purpose and understanding. RF.3.4. B. Read grade-level prose and poetry orally with accuracy. RF.3.4. C. Use an appropriate rate while reading aloud. RF.3.4. D. Read with expression on successive readings. RF.3.4. E. Use context to confirm or self-correct word recognition and understanding. CAR © Bormann and Wright 2009, 2011
RF.3.4. F. Reread as necessary. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.1.A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1.B. Provide reasons that support the opinion. W.3.1.C. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1.D. Provide a conclusion. W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1-3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) W.3.6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.7. Conduct short research projects that build knowledge about a topic. W.3.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly. SL.3.1. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion SL.3.1. B. Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion) SL.3.1. C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others SL.3.1. D. Explain their own ideas and understanding in light of the discussion SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.) L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2.A. Capitalize appropriate words in titles. L.3.2.E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) L.3.2.F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words L.3.2.G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4.A. Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4.D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases. L.3.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). CAR © Bormann and Wright 2009, 2011
Standard
SLO- WALT
Formative Assessment
Activities and Resources
Instructional Plan Pre-assessment DRA, teacher constructed assessments beginning of the year. ● Teacher Observation ● Progress Monitoring ● Anecdotal Records ● Running Records (every 4 -6 weeks)
Reflection
Week One and Two Jot and Write or Turn and Talk CAR © Bormann and Wright 2009, 2011
Reflection
Main Selection: "A Fine, Fine School" by Sharon Creech
What would you look like if you were told you needed to go to school on Saturdays, Sundays, holidays and all summer? RL.3.3
Identify elements of the story’s structure.
RL.3.7
• Describe how characters’ actions
Genre: Humorous Fiction Humorous fiction is a story that is written to entertain the reader
Questions to ask Questions to ask about Characters.pdfabout Setting.pdf
contribute to a story’s sequence of events. • Explain how aspects of a text’s illustrations help create mood
Questions to ask about Plot.pdf
Story Map 1.pdf
Summary 1.pdf
Target Skill: Story Structure Stories have a structure or form. Story structure is the way a writer presents the characters, setting and plot-or events-in a story. Identifying the elements in a story and how they fit together helps a reader understand what happens and why it happens. Characters are the people and animals in the story. The setting is when and where the story takes place. The plot is the order of story events, including a problem the characters face and how the problem is solved. The problem is usually introduced at the beginning. Events tell how CAR © Bormann and Wright 2009, 2011
the characters try to solve the problem. The solution is the way a problem in a story is solved. We learn the solution to the problem at the end of the story. Target Strategy: Summarize When we summarize, we briefly tell the important parts of a story. By answering the questions who, where, when, and what, we can identify the main parts of a story: character, setting, and plot; therefore, summarizing the story.
L.3.6
● Acquire and use vocabulary
Accuracy - Word Recognition Explain when good readers read aloud, they read with accuracy. This means that they read the words correctly. Good readers do not have to sound out every word they read. Instead, they recognize words they already know. This allows them to read more fluently and concentrate on the meaning of the text
Unit 1 Lesson 1 TIC Unit 1 Lesson 1 TAC TOE Board Vocabulary.pdf Vocabulary Dominoes.pdf
CAR © Bormann and Wright 2009, 2011
Unit 1 Lesson 1 Unit 1 Lesson 1 Vocabulary Concentration.pdf Vocabulary Word List.pdf
Target Strategy: Multiple-Meaning Words Multiple-meaning words are words that have more than one meaning. Sometimes words have different meanings depending on how they are used in a sentence. Sometimes we can figure out the meaning of a multiple-meaning word by looking at the context. The context includes the words and sentences around a word that gives us clues about that word's meaning. We can also get information about a word's meaning by using a dictionary or glossary entry. Target Vocabulary: 1. principal - the leader of a school 2. soared - flew upward 3. strolled - walked slowly 4. worried - thinking about something bad that may happen 5. proud - pleased with yourself or someone else 6. announced - made known 7. fine - very nice CAR © Bormann and Wright 2009, 2011
8. certainly – surely
L.3.1i
• • • •
Grammar Identify the subject of a simple sentence. Spelling Spell words with short vowels. Writing Identify the characteristics of a good descriptive paragraph
Unit 1 Lesson 1 Unit 1 Lesson 1 Subjects and Predicates.pdf Subjects and Predicates2.pdf
prewrite web.pdf
Subjects and Predicates A sentence is a group of words that tells a complete thought. Every sentence has two parts. The subject tells whom or what the sentence is about. The subject is usually found at the beginning of the sentence. It can be made up of one word or more than one word. The complete subject includes all the words in the subject. The predicate tells what the subject does or is. It can be made up of one word or more than one word. The complete predicate includes all the words in the predicate.
Writing:
CAR © Bormann and Wright 2009, 2011
Write to Narrate: Descriptive Paragraph Focus Trait: Word Choice What makes a great descriptive paragraph? A topic sentence tells the main idea and lets the reader know what the writer is describing. Supporting sentences tell about the main idea. The use of exact words help to create a picture in the reader's mind. Sensory details tell how something looks, sounds, tastes, smells or feels. The closing sentence finishes the paragraph and tells what the writer thinks or feels. Writing Process
W.1.1.b W.1.1.d
•
W.4.10
• •
SL.1.1.d
•
Come to a discussion prepared and explain your own ideas. Describe how characters’ actions contribute to a story’s sequence of events.
CAR © Bormann and Wright 2009, 2011
Writing a great descriptive paragraph involves many steps. 1. Prewrite: Complete a web map in order to get your ideas on paper. 2. Draft: Begin a draft using the prewrite web map. Write a topic sentence that tells the main idea, and supporting sentences that use exact words and sensory details to support the main idea. End the paragraph with a closing sentence that restates the topic sentence in a different way.
3. Revise and Edit: Revise your writing by using exact words and sensory details. Edit your paragraph by proofreading for spelling, capitals and punctuation. 4. Final Copy: After revising and editing, write a final copy of your paragraph.
RF.3.3c
Decode and read multisyllable words with
RF.3.4b
the VCCV pattern. • Use spelling patterns and generalizations.
Short Vowels a, e, i, o, u A word with one vowel followed by a consonant usually has a short vowel sound.
L.3.2f • Read orally with accuracy
Words with the VCCV Pattern A VCCV is a word that has a vowel (V), then a consonant (C), then another consonant (C), then a vowel (V)-VCCV. An example of a word with the VCCV pattern is velvet. When a word has a VCCV pattern, the syllables are divided between the two consonants. Most VCCV words have short vowel sounds in each syllable. Spelling: Short Vowels BASIC: crop, plan, thing, smell, shut, sticky, spent,
CAR © Bormann and Wright 2009, 2011
lunch, pumpkin, clock, gift, class, skip, swing REVIEW: next, hug CHALLENGE: hospital, fantastic
Switch It Short Vowels.pdf
Unit 1 Lesson 1 Spelling Bingo.pdf
Unit 1 Lesson 1 Unit 1 Lesson 1 TIC Spelling Word List.pdf TAC TOE Board.pdf
Week Three and Four Use text evidence to draw conclusions and RL.3.1 demonstrate understanding.
Main Selection: "The Trial of Cardigan Jones" by Tim Egan
• Use conclusions to infer what characters are like. • Predict a text’s events and cite examples from the text to confirm predictions
Genre: Fantasy Fantasy is a story that could not happen in real life. Target Skill: Conclusions
CAR © Bormann and Wright 2009, 2011
Drawing Conclusions Board Game.pdf
RL.3.10
RF.3.4a
When we read, we can draw conclusions based on story details. A conclusion is a smart guess about something the author does not say directly. Good readers use what they know about real life and clues the author gives to draw conclusions about characters and events. We can use an inference map to help us figure out things not stated directly and to help us decide whether a conclusion is reasonable, or makes sense. Target Strategy: Infer/Predict
Predictions Organizer 1.pdf
Inference Organizer 1.pdf
Inferring is similar to drawing conclusions. When we infer, we use what we know to figure out things that the author does not tell in the text. If you infer that something has happened, you do not see, hear, feel, smell, or taste the actual event. But from what you know, it makes sense to think that it has happened.
CAR © Bormann and Wright 2009, 2011
L.3.6
● Acquire and use vocabulary
L.3.4d
● Use a dictionary or glossary to determine or clarify the meaning of words and phrases
VOCABULARY Target Strategy: Compound Words Compound words are words made up of two or more shorter words. A compound word can be one word, as in basketball, two words, as in life jacket, or hyphenated, as in baby-sit. A good way to understand compound words is to break the word into the two shorter words. If you understand the meaning of the words individually, you can use context clues to confirm the meaning of the compound word. The shorter words do not always give the exact meaning of a compound word. These shorter words, however, often serve as clues. We can also get information about a word's meaning by using a dictionary or glossary entry. Target Vocabulary:
Unit 1 Lesson 2 Unit 1 Lesson 2 Vocabulary Word List.pdf Vocabulary Dominoes.pdf
Unit 1 Lesson 2 Unit 1 Lesson 2 TIC Vocabulary Concentration.pdf TAC TOE Board Vocabulary.pdf
Compound Words.pdf
CAR © Bormann and Wright 2009, 2011
• convinced - made someone believe or agree to something • guilty - having done something wrong • pointed - used a finger to show where something was • honest - truthful • trial - a meeting in court to decide if someone has broken the law • murmur - the sound of people speaking very softly • jury - the group of people who make the decision in a trial • stand - the place where a witness in a trial sits while being questioned
RF.3.3c, L.3.2f
Decode multi-syllable words with long vowels in the VCe pattern
L.32f
Spell and write words with long vowel VCe pattern
L.3.1
Identify commands and exclamations
PHONICS/SPELLING
Switch It Long Vowels VCe.pdf
Unit 1 Lesson 2 Spelling Bingo.pdf
Unit 1 Lesson 2 Unit 1 Lesson 2 TIC Spelling Word List.pdf TAC TOE Board.pdf
Phonics: Long Vowels a, e, i, o, u The long vowel sound pronounciation is the same as its letter name. Words with the VCe Pattern CAR © Bormann and Wright 2009, 2011
A spelling pattern that is true for all long vowel sounds is the VowelConsonant-e (VCe) pattern, although spelling "long e" with the VCe is unusual. The VCe pattern states that when a single vowel is followed by a single consonant, then the letter e, the first vowel is pronounced as a long vowel sound and the letter e is silent. An example of a word with the VCe pattern is cake. This spelling pattern is also known as the "magic e" syllable pattern. When you split a word with this pattern into syllables, keep the letters of the VCe pattern together. Spelling: Short Vowels
BASIC: spoke, mile, save, excuse, cone, invite, cube, price, erase, ripe, broke, flame, life, rule REVIEW: these, those CHALLENGE: surprise, decide
CAR © Bormann and Wright 2009, 2011
GRAMMAR/WRITING L.3.1i produce simple, compound, and complex sentences
Kinds of Sentences.pdf
Grammar: Kinds of Sentences There are four kinds of sentences, and all types begin with a capital letter. A statement is a sentence that tells something. It ends with a period. This type of sentence is also known as a declarative sentence. A question is a sentence that asks something. It ends with a question mark. This type of sentence is also known as a interrogative sentence. A command is a sentence that tells someone to do something. It ends with a period. This type of sentence is also known as an imperative sentence. An exclamation is a sentence that shows strong feeling, such as excitement, surprise, or fear. It ends with an exclamation point. This type of sentence is also known as an exclamatory sentence. W.3.5
Plan character's feelings and ideas for dialogue Draft a dialogue
CAR © Bormann and Wright 2009, 2011
Writing: Write to Narrate: Friendly Letter
Strengthen writing by revising and editing dialogue in narrative writing Write a narrative writing of a friendly letter.
Prewrite Flow Chart.pdf
Drafting a Friendly Letter.pdf
Friendly Letter Paper.pdf
Focus Trait: Ideas What makes a great friendly letter? The purpose of the letter is clear to the letter's reader. Interesting details support the purpose of the letter and make it enjoyable to read. The letter is written in the correct form and includes a heading, greeting, body, closing, and signature. Including an anecdote or short story about a funny or interesting event. This helps to show how the writer feels about something. Writing Process Writing a great friendly letter involves many steps. 1. Audience and Purpose: Identify why you are writing the letter. Next, identify to whom you are writing. Finally, identify how you want to present your ideas. 2. Prewrite: Complete a flow chart to help organize your letter. Good CAR © Bormann and Wright 2009, 2011
writers use correct form: heading, greeting, body, closing, and signature. 3. Draft: Begin a draft using the prewrite flow chart. Use informal language and add voice by adding short stories about personal experiences. 4. Revise and Edit: Revise your letter by including ideas that will interest a specific audience and will fit a specific purpose. Also revise for correct letter form. Edit your letter by proofreading for spelling, capitals and punctuation. 5. Final Copy: After revising and editing, write a final copy of your friendly letter. ● Week Five and Six RL.3.3 ● Describe characters & explain how their actions contribute to the sequence of events W.3.3 RL.3.10 RI.3.10, RF.3.4a , RF.3.4b
Identify the characteristics of a good personal narrative
Activities and Resources Main Selection: "Destiny's Gift" by Natasha Anastasia Tarpley
Read independently from ‘just right’ books and read orally at an appropriate rate ●
Genre: Realistic Fiction Realistic Fiction is a story with events that could happen in real life.
CAR © Bormann and Wright 2009, 2011
Target Skill: Understanding Characters
Character Map.pdf
Character Traits List.pdf
Understanding Characters 1.pdf
Understanding Characters 2.pdf
In most stories, the words and pictures tell about what the characters are doing, but how can we tell what they are thinking or feeling? Authors have many ways to tell about the characters in a story. They use clues, such as action words, descriptions, illustrations, and facial expressions. We can also use what we know about real people and what the story characters say, think, and do as clues about the characters' feelings and motives, or the reasons they act in certain ways. RI.3.1, RL.3.1, SL.3.2, SL.3.3
● Ask and answer questions after listening to fluent reading
CAR © Bormann and Wright 2009, 2011
Target Strategy: Analyze/Evaluate Good readers analyze or study what they read. When you analyze the characters in a story, you think about what they did. Then you evaluate or make judgements about their actions.
Fluency: Accuracy - Words in Connected Text Good readers think about the meanings of the words they read and how those meanings are connected. When we connect the meanings of the words as we read, it helps us to better understand what the text is about. Good readers do not pause to sound out each word in the text. Instead, they memorize many words and recognize those words immediately. They also group words that go together. This helps to make their reading sound smooth and natural. W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, W.3.8,
● Draft a personal narrative paragraph
CAR © Bormann and Wright 2009, 2011
Writing: Write to Narrate: Personal Narrative Focus Trait: Voice What makes a great personal narrative paragraph? The thoughts and feelings of the writer are included. Interesting details support the purpose of the letter and make it enjoyable to read. A strong beginning makes the reader interested in the paragraph. A strong ending tells how the events worked out or how the writer felt.
The events are described in sequence or order in which they happened. The writer includes details and vivid words to help the reader picture the events. Writing Process Writing a great personal narrative paragraph involves many steps. 1. Prewrite: Complete a flow chart to begin planning your paragraph. 2. Draft: Categorize the ideas from your prewriting flow chart, then use these ideas to begin drafting your paragraph. 3. Revise and Edit: Revise your paragraph by using details and including personal thoughts and feelings to help show your voice in your writing. Edit your paragraph by proofreading for spelling, capitals, and punctuation. 4. Final Copy: After revising and editing, write a final copy of your paragraph. GRAMMAR/WRITING
Drafting a Personal Personal Narrative Narrative.pdf Flow Chart.pdf
Fragments and Run Ons.pdf
CAR © Bormann and Wright 2009, 2011
Sentence Fragments.pdf
Grammar: Sentence Fragments and Run-ons A sentence is a group of words that tells a complete thought. It tells whom or what, and it tells what happens. A group of words that is not a sentence is called a fragment. Parts of the sentence are missing. To identify what part of the sentence is missing, ask: Is the part of the sentence missing whom or what, or is it missing what happens? Run-on sentences are two or more sentences that run together. To correct a run-on sentence use end marks and capital letters to keep the sentences from running together. RF.3.3c, ● Spell, decode & read multi-syllable words with RF.3.4b common vowel pairs: -ai, -ay, -ee, -ea , L.3.2e, ● Identify & fix run-on sentences by forming L.3.1h, compound sentences L.3.1i ● conjunctions, and form compound sentences
PHONICS/SPELLING
Switch It Common Unit 1 Lesson 3 Vowel Pairs ai, ay, ee,Spelling ea.pdf Bingo.pdf
Unit 1 Lesson 3 TIC Unit 1 Lesson 3 TAC TOE Board.pdf Spelling Word List.pdf
Phonics: Common Vowel Pairs ai, ay, ee, ea CAR © Bormann and Wright 2009, 2011
The common vowel pairs ai, ay, ee, and ea make the long vowel sound. The letters ai make one sound long a. The i is silent. The letters ay make one sound - long a. The y is silent. The letters ee make one sound - long e. The second e is silent. The letters ea make one sound - long e. The a is silent. Please note: there are exceptions to the ea combination (head, bread, etc.). Words with the CVV and CVVC Pattern In a CVVC word, two vowels appear between two consonants. You pronounce the first vowel sound in the first vowel. An example of a word with the CVVC pattern is seed. The CVV pattern is an open syllable. This is a one-syllable word ending in the long a sound. An example of a word with the CVV pattern is day. Spelling: Long a and Long e Spellings BASIC: lay, real, trail, sweet, today, dream, seem, tea, treat, afraid, leave, bait, screen, speed REVIEW CAR © Bormann and Wright 2009, 2011
paint, please CHALLENGE: yesterday, explain
L.3.6
● Acquire and use vocabulary
L.3.4d
● Use a glossary to determine or clarify the meanings of words and phrases
L.3.5b
Identify and use antonyms
Unit 1 Lesson 3 TIC Unit 1 Lesson 3 TAC TOE Board Vocabulary.pdf Vocabulary Concentration.pdf
Unit 1 Lesson 3 Unit 1 Lesson 3 Vocabulary Dominoes.pdf Vocabulary Word List.pdf
Target Strategy: Antonyms Antonyms are words that have the opposite, or very different, meanings. For example: the opposite of new is old. Target Vocabulary: • contacted - got in touch with someone • afford - to be able to pay • customers - people who buy something at a store • block - the section of a street between two other streets • raise - to collect money • figure - to think • earn - to get something by working • spreading - stretching something out CAR © Bormann and Wright 2009, 2011
Week Seven and Eight Activities and Resources Main Selection: "Pop's Bridge" by C. F. Payne
Genre: Historical Fiction Historical Fiction is a story that takes place in a real period of history. Target Skill: Compare and Contrast
Compare and Contrast Venn.pdf
When we compare, we find ways that two things are the same. When we contrast, we find ways that two things are different. Sometimes story details, such as details that describe how characters feel and think, seem just like things that readers have experienced. Readers can compare CAR © Bormann and Wright 2009, 2011
and contrast their own experiences with the story to connect story details to what they know so the story makes more sense. Target Strategy: Infer/Predict When we infer, we use what we know to figure out things that the author does not tell in the text. Comparing and contrasting details can help readers to infer and predict Fluency: Expression When good readers read aloud, they read with expression. This means that they change their voices to match characters' emotions and they use facial expressions and gestures. When a reader reads with expression, it makes the story interesting to hear. Good readers will use the context of the story to learn how the characters feel (example: A player who scores a goal is happy while the goalie is disappointed.). Good readers also use the punctuation to help them read expressively (example: An exclamation point tells a reader to read with emotion.).
VOCABULARY CAR © Bormann and Wright 2009, 2011
Unit 1 Lesson 4 TIC Unit 1 Lesson 4 TAC TOE Board Vocabulary.pdf Vocabulary Concentration.pdf
Unit 1 Lesson 4 Base Words and Vocabulary Word List.pdf Endings.pdf
Target Strategy: Base Words and Endings -s, -es, -ed, -ing Base words are words to which endings, prefixes, and suffixes can be added. When a prefix, suffix or ending is removed from a word, what is left is the base word (example: loaded - take away the ed ending and the base word load is left). The endings -ed and -ing are added to verbs (action words) to signal when an action happens. When an action happens now, or in the present, -ing is added. When an action has already happened, -ed is added (example: I am playing with my brother. I played with my brother yesterday.). The endings -s or -es are added to base words to signal a plural noun, or more than one person, place, or thing. The spelling of the base word determines whether -s or -es is CAR © Bormann and Wright 2009, 2011
added (example: jacket - jackets, box - boxes). Target Vocabulary: • foggy - filled with thick mist or low clouds • stretch - to spread out • crew - a group of people doing work • balancing - keeping steady • tide - the rise and fall of the sea • cling - to hold tightly to something • excitement - the feeling of being stirred up • disappears - passes from sight
PHONICS/SPELLING
Switch It Long o Unit 1 Lesson 4 Spelled oa, ow.pdf Spelling Bingo.pdf
Unit 1 Lesson 4 Unit 1 Lesson 4 TIC Spelling Word List.pdf TAC TOE Board.pdf
Phonics: Long o Spelled oa, ow The vowel pairs oa and ow make the long vowel sound. The letters oa make one sound - long o. The a is silent. The letters ow also make the long o sound. Please note: CAR © Bormann and Wright 2009, 2011
there are exceptions to the ow combination (how, bow, cow). Words with the CVV and CVVC Pattern In a CVVC word, two vowels appear between two consonants. You pronounce the first vowel sound in the first vowel. An example of a word with the CVVC pattern is boat. The CVV pattern is an open syllable. This is a one-syllable word ending in the long o sound. An example of a word with the CVV pattern is show. Spelling: Long o Spellings BASIC: load, open, told, yellow, soak, shadow, foam, follow, glow, sold, window, coach, almost, throat REVIEW: cold, most CHALLENGE: tomorrow, sailboats GRAMMAR/WRITING
CAR © Bormann and Wright 2009, 2011
Common and Drafting a Personal Proper Nouns.pdf Narrative.pdf
Personal Narrative Flow Chart.pdf
Grammar: Common and Proper Nouns A noun is a word that names a person, a place, or a thing. To identify a noun in a sentence, ask: Is the word naming a person, a place, or a thing? A common noun is one that names any person, place or thing. An example of a common noun is lady. A proper noun is one that names a particular person, place, or thing. Proper nouns begin with capital letters. A proper noun may also have more than one word. An example of a proper noun is Mrs. McGillen. To identify a proper or common noun, ask: Does the noun name any person, place, or thing, or does it name a particular person, place, or thing?
CAR © Bormann and Wright 2009, 2011
Writing: Write to Narrate: Personal Narrative Focus Trait: Ideas What makes a great personal narrative paragraph? The beginning gets the reader's attention and tells what the narrative will be about. Events are told in the order in which they happened. Important, interesting details tell about the events. A strong ending tells how the events worked out or how the writer felt. The events are described in sequence or order in which they happened. The writer includes details and vivid words to help the reader picture the events. Writing Process Writing a great personal narrative paragraph involves many steps. 1. Prewrite: Plan your narrative by creating lists about events that changed your life. Use your list to complete a chart to help you put the events in order. CAR © Bormann and Wright 2009, 2011
2. Draft: Use the ideas from your prewriting chart to begin drafting your paragraph. Remember to include important, interesting details which tell about the main ideas and events in your paragraph. 3. Revise and Edit: Revise your paragraph by using details and including personal thoughts and feelings to help show your voice in your writing. Revise your paragraph to include important, interesting details. Revise your paragraph to include time clues, such as first, later, and soon. These words tell when events happen, how long things last, and how one event leads to another. Edit your paragraph by proofreading for spelling, capitals, and punctuation. 4. Final Copy: After revising and editing, write a final copy of your paragraph.
● Week Nine and Ten SL.3.1a, Ask and answer questions after listening to SL.3.1c, fluent reading SL.3.1d, CAR © Bormann and Wright 2009, 2011
Activities and Resources Main Selection:
SL.3.2, RI.3.1
Orally elaborate on an explanation with
"Roberto Clemente: Pride of the Pittsburgh Pirates" by Jonah Winter
Genre: Biography The author of a biography writes about another person's life. Biographies are told in the third person and include many facts. Target Skill: Cause and Effect
Cause and Effect Organizer.pdf
Visualization Organizer 1.pdf
Visualization Organizer 2.pdf
Cause is the reason something happens. Effect is the result of an action. Identifying cause and effect in a text helps the reader to identify why events happen and the results of these events. Cause and effect CAR © Bormann and Wright 2009, 2011
also helps a reader understand the relationships between events. Target Strategy: Visualize When we visualize, we use details to form mental pictures of the action described in the text. Visualizing brings the text to life. Rather than just using the words, we can engage our imaginations and senses. Fluency: Intonation When good readers read aloud, they use intonation. This means that they make their voice rise and fall at the right places so that their reading sounds like natural speech. Good readers use the punctuation marks and commas to help them know when to raise or lower your voice (example: A question mark tells you to lift your voice a little at the end of a question.).
L.3.1H
Describe cause-and-effect relationships in text Use descriptions to visualize while reading
W.3.3a, W.3.3b, W.3.3c, W.3.3d,
Draft a personal narrative
Writing: Write to Narrate: Personal Narrative
Continue to draft a personal narrative
CAR © Bormann and Wright 2009, 2011
Focus Trait: Sentence Fluency
W.3.4, W.3.8, W.3.10
Finish drafting and begin to revise a personal narrative
What makes a great personal narrative paragraph? The beginning gets the reader's attention and tells what the narrative will be about. Events are told in the order in which they happened. Important, interesting details tell about the events. A strong ending tells how the events worked out or how the writer felt. The events are described in sequence or order in which they happened. The writer includes details and vivid words to help the reader picture the events. Writing Process Writing a great personal narrative paragraph involves many steps. 1. Prewrite: Plan your narrative by creating lists about events that changed your life. Use your list to complete a chart to help you put the events in order. 2. Draft: Continue drafting your paragraph. Remember to use a strong beginning to make your reader want to keep reading. A good beginning is interesting and make the reader curious. 3. Revise and Edit: Revise your paragraph by using details and including personal thoughts and feelings to help show your voice in
CAR © Bormann and Wright 2009, 2011
your writing. Revise your paragraph to include important, interesting details. Revise your paragraph to include time clues, such as first, later, and soon. These words tell when events happen, how long things last, and how one event leads to another. Edit your paragraph by proofreading for spelling, capitals, and punctuation. 4. Final Copy: After revising and editing, write a final copy of your paragraph
RF.3.3c, RF.3.3d, L.3.1b, L.3.2e, L.3.
Spell, decode & read multi-syllable words with long /i/ spelled –i, -ie, -igh Identify singular & plural nouns
PHONICS/SPELLING
Switch It Long i Unit 1 Lesson 5 Spelled i, ie, igh.pdf Spelling Bingo.pdf
Unit 1 Lesson 5 Unit 1 Lesson 5 TIC Spelling Word List.pdf TAC TOE Board.pdf
Phonics: Long i Spelled i, ie, igh Long i can be spelled several different ways. The letters ie make one sound - long i. The e is silent. The letters igh also make the long i sound. The gh is silent. Other long i spellings include: i-e (i "magic e"), i as in kind and child, and -y as in try and my. Spelling: Long o Spellings CAR © Bormann and Wright 2009, 2011
BASIC: slight, mild, sight, pie, mind, tie, pilot, might, lie, tight, blind, fight, die, midnight REVIEW: find, night CHALLENGE: silent, frightening
L.3.6 RF.3.3a , L.3.4b L.3.5a, RL.3.4
Acquire and use vocabulary Identify & determine the meaning of words with the prefix mis Use context to determine whether the literal or non-literal meaning of a word or phrase is appropriate
VOCABULARY
Unit 1 Lesson 5 TIC Unit 1 Lesson 5 TAC TOE Board Vocabulary.pdf Vocabulary Concentration.pdf
Unit 1 Lesson 5 Unit 1 Lesson 5 Vocabulary Dominoes.pdf Vocabulary Word List.pdf
Target Strategy: Prefix misA prefix is a word part added to the beginning of a base word. The prefix changes the meaning of the base word somehow. The prefix mis- can mean "wrong" or "bad." When determining what a word with the prefix mis- means, CAR © Bormann and Wright 2009, 2011
look at the base word and think about its definition. Then apply the meanings of mis- to decide which makes sense. • pronounced - said the sound of • stands - seats at a stadium or ballpark • fans - great admirers • league - group of people or teams • score - make a point or points in a game • polish - to make shine; to make something better • style - a way of doing something • slammed - hit with sudden force
L.3.1b
● Identify singular & plural nouns
GRAMMAR/WRITING
Plural Nouns.pdf Drafting a Personal Narrative.pdf
Personal Narrative Paper.pdf
Grammar: Plural Nouns with -s and -es CAR © Bormann and Wright 2009, 2011
A singular noun is a noun that names only one person, a place, or a thing. To identify a singular noun in a sentence, ask: Is the word naming only one person, place, or thing? A plural noun is a noun that names more than one person, place or thing. To identify a plural noun in a sentence, ask: Is the word naming more than one person, place, or thing? Most singular nouns are made plural by adding -s. Some singular nouns require -es to be added. -es is added when the singular noun ends with -s, -sh, -ch, or -x (example: lens/lenses, sash/sashes, ranch/ranches, mix/mixes).
Benchmark Assessment: Summative Written Assessments End of Unit Assessment RAPID Diagnostic Summative Performance Assessment Cross-content Project-Based Assessment with Science/Social Studies (Look at what science topics are for this unit)
CAR © Bormann and Wright 2009, 2011
Unit: 2 Grade Level: 3 Timeframe: 10 weeks Overarching Theme: Informational text Essential Questions How can authors show their knowledge of a topic in a way that attracts readers? How do readers analyze multiple accounts of the same event or topic? What strategies do proficient readers utilize in order to maximize comprehension? How do effective readers summarize/synthesize information provided by a text? How do readers monitor their comprehension and develop meaning from the text? New Jersey Student Learning Standards (NJSLS) R.L.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. R.L.3.2 Recount stories, including fables, folktales and myths from diverse cultures; determining the central message/theme, lesson or moral and explain how it is revealed through key details in the text. R.I.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. R.I.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. R.I.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence and cause/effect. R.I.3.4 Determine the meaning of general academic and domain-specific words and phrases in text relevant to a give topic efficiently. R.I.3.5 Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. R.I. 3.6 Distinguish their own point of view from that of the author of a text. R.I.3.7 Use information gained from text features (e.g. illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). R.I.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparisons, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. R.I.3.9 Compare, contrast, and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. R.F.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. R.F.3.3.A Identify and know the meaning of the most common prefixes and derivational suffixes. R.F.3.3.B Decode words with common Latin suffixes. R.F.3.3.C Decode multi-syllable words. R.F.3.3.D Read grade-appropriate irregularly spelled words. CAR © Bormann and Wright 2009, 2011
R.F.3.4 Read with sufficient accuracy and fluency to support comprehension. R.F.3.4. A Read grade-level text with purpose and understanding. R.F.3.4.B Read grade-level prose and poetry orally and with accuracy. R.F.3.4.C Use an appropriate rate while reading aloud. R.F.3.4.D Read with expression on successive readings. R.F.3.4.E Use context to confirm or self-correct words recognition and understanding. R.F.3.4.F Reread as necessary. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2.A Introduce a topic and group related information together; include text features( e.g. illustrations, diagrams, captions) when useful to support comprehension. W.3.2.B Develop the topic with facts, definitions, and details. W.3.2.C Use linking words and phrases (e.g. also, another, and more, but) to connect ideas within categories of information. W.3.2.D Provide a conclusion. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose (Grade specific expectations for writing types are defined in standards 1-3 above) W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here). W.3.6 With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.8 Recall information from experiences or gather information from print and digital sources, take brief notes on sources and sort evidence into provided categories. W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. S.L.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on other’s ideas and expressing their own clearly S.L.3.1.A Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. S.L.3.1.B Follow agreed-upon norms for discussion(e.g. gaining the floor in respectful ways, listening to others with care, speaking one ate a time about the topics and texts under discussion. S.L.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. S.L.3.1.D Explain their own ideas and understanding in light of the discussion. S.L.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally. S.L.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. S.L.3.6 Speak in complete sentences when appropriate to talk and situation in order to provide requested detail or clarification (see grade 3 Language standards 1 and 3 here for specific expectations). L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1.D Form and use regular and irregular verbs. CAR © Bormann and Wright 2009, 2011
L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. L.3.2.B Use commas in addresses. L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g. word families, positioned-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.G Consult reference materials including beginning dictionaries, as needed to check and correct spellings. L.3.3 Use knowledge of language and its conventions when writing, speaking, reading or listening. L.3.3.A Choose words and phrases for effect. L.3.3.B Recognize and observe difference between the convention of spoken and written standard English. L.3.4 Determine or clarify the meaning of unknown and multiple/meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.4.A Use sentence-leveled context as a clue to the meaning of a word or phrase. L.3.4.B Determine the meaning of the new word formed when a known affix is added to a known word (e.g. agreeable /disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases. L.3.6 Acquire and use accurately grade-appropriate conversational, general, academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went looking for them).
CAR © Bormann and Wright 2009, 2011
Standard
SLO- WALT
Formative Assessment
Activities and Resources
Instructional Plan Pre-assessment: DRA, Running Records; EDU assessments 1-4, Lexia
Reflection
Week One
R.I.3.4
Reading Week 1: SWBAT: Determine the meaning of general academic and domain-specific words and phrases in text relevant to a given topic efficiently.
RI.3.5
SWBAT: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text.
CAR © Bormann and Wright 2009, 2011
Reflection
Oral Responses (Turn and Talk) Graphic Organizer (sequence of events) Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources (pg 29)
Suggested Text: “Bat Loves the Night”
Oral Responses (Turn and Talk) Graphic Organizer (sequence of events) Reader’s notebook responses.
Suggested Text: ” Bats Are the Best Beasts” Teacher Read Aloud: “Bats Are the Best Beasts,” Unit 2 T14-T15 Mini-lesson: Sequence of Events (LLG3, T197) Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Discuss the principle with students, using examples from Bats Are the Best Beasts. Read aloud the fifth paragraph. Suggested language: “The author explains that bats use echolocation to find their way in
Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Share out the word’s meaning. Student can complete a vocabulary web for a chosen vocabulary word.
the dark. What is the first thing a bat does to use echolocation?” (It makes a high, squeaking noise.) Follow-up: “What does a bat do next?” (It listens for the sound to bounce back.) “What does the bat do after that?” (It follows the signals to find things in the dark.) Tell students to listen for a clue word as you reread the paragraph
RI.3.8
R.I.3.5
SWBAT: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparisons, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. SWBAT: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text
CAR © Bormann and Wright 2009, 2011
Oral Responses (Turn and Talk) Graphic Organizer (sequence of events) Reader’s notebook responses. Whole Class completion of Graphic organizer.
Suggested Text: “Bat Loves the Night” First Read: “Bat Loves the Night.” Unit 2, T22-T31, (Your Turn, T38-T 39) Mini-lesson: Sequence of Events (LLG3 T196) Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Suggested language: “The author explains that bats use echolocation to find their way in the dark. What is the first thing a bat does to use echolocation?” (It makes a high, squeaking noise.) Follow-up: “What does a bat do next?” (It listens for the sound to bounce back.) “What does the bat do after that?” (It follows the signals to find things in the dark.) Tell students to listen for a clue word as you reread the paragraph.
R.I.3.8
R.I.3.4
SWBAT: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparisons, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. SWBAT: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text Writing Week 1:
W.3.2
SWBAT: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SWBAT: Introduce a topic and group related information together.
W.3.4
SWBAT: Unpack writing tasks (types of writing assignments). SWBAT: Focus the organization and development of a topic to reflect the task and purpose.
W.3.5
SWBAT: Use a variety of graphic organizers to assist with developing a plan for writing.
Week Two
CAR © Bormann and Wright 2009, 2011
Whole Class completion of Graphic organizer. Oral Responses (Turn and Talk) Graphic Organizer (sequence of events)
Suggested Text: “ Bat Loves the Night” Second Read: Bat Loves the Night (Unit 2, T46-T47) Mini-lesson: Sequence of Events Review/reteach
Reader’s notebook responses. Informative Essay Planning Prewrite Anchor Chart for writing structure of essay Writers checklist
Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Theme: New Jersey Colonies
Reading Week 2:
R.L. 3.1
SWBAT: Demonstrate understanding of a text referring explicitly to the text as basis for answers.
Whole Class discussion Oral Responses (Turn and Talk) Reader’s notebook responses.
R.L 3.5
R.L 3.1 R.I 3.5
R.I. 3.9
SWBAT: Demonstrate understanding of a text referring explicitly to the text as basis for answers SWBAT: Reflect on the details presented in the text to connect them to previous knowledge. Find similarities and differences about important details when reading about two texts that share the same topic.
CAR © Bormann and Wright 2009, 2011
Whole Class discussion Oral Responses (Turn and Talk) Reader’s notebook responses. Whole class discussion Oral responses (Turn and talk) Readers notebook responses.
Suggested Text:, “A Bat is Born,” Unit 2, T54-T55 Mini-lesson: Imagery (LLG3, T197) Explain to students that poets choose words carefully to help readers picture the things and ideas they describe. Reread the first five lines of the poem. Then guide students to identify words the poet used to describe the baby bat. Suggested language: “What words helped you see the baby bat?” (naked, blind, pale) Followup: “What words helped you see what the baby bat does?” (clings, by his thumbs and toes and teeth) Explain to students that noticing how words in a poem create pictures in their minds can help them better understand and enjoy a poem. Second Read: “A Bat is Born,” (Unit 2, T54-T55) Mini-Lesson: Imagery Review/Reteach Comparing Texts Using texts “Bat Loves Nights” and “A Bat is Born”, have students discuss and then write an explanatory paragraph about Bats. Use scientific words like echolocation o tell about bat’s specific abilities. Students can discuss with a partner and then write independently. Students will share with class.
Writing Week 2: W.3.2
SWBAT: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Informative Essay Drafting: 1st draft Anchor Chart for writing structure of essay Writers checklist
Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Theme: New Jersey Colonies
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources (pg. 29)
Suggested Text: “What Do Illustrators Do?”
SWBAT: Organize information to support a topic W.3.4
W.3.10
SWBAT: Select details that appropriately support the development of the topic
SWBAT: Unpack writing purpose(the writers designated reason for writing
SWBAT: Develop skills in research SWBAT: Develop a topic related to the content area they are writing about to reflect task, audience and purpose. Week Three R.I.3.4 Reading Week 3: SWBAT: Determine the meaning of general academic and domain-specific words and phrases in text relevant to a given topic efficiently.
CAR © Bormann and Wright 2009, 2011
Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Share out the word’s meaning. Student can complete a vocabulary web for a chosen vocabulary word.
R.I.3.3
R.I.3.7
SWBAT: Explain how scientific events, ideas or “how to” procedures are related in a text by analyzing the sequence of events and the cause and effect
SWBAT: Examine various text features (maps ,diagrams, photos, audios)
CAR © Bormann and Wright 2009, 2011
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
Suggested text: “What do Illustrators Do?” First read: What do Illustrators Do? Mini-lesson: Sequence of Events Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Suggested Language: How does the author show the steps in time order? Let’s remember to look at the text in the illustrations too.”
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
Suggested text: “What do Illustrators Do?” Mini-lesson: Text and Graphic Features. Teacher models how readers use pictures and labels to help them understand an author’s idea. Suggested Language: “The author of this selection included many pictures and labels to help you understand his ideas. Let’s look at page 247 to identify text and graphic features. How do these features help you understand the text?” Teacher will review types of graphic features on anchor chart. Students will revisit text and complete a T-chart with text and graphic features. Including what each feature purpose is.
R.I.3.8
SWBAT: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparisons, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.
Writing Week 3: W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
Informative Essay Drafting: 1st/2nd draft Anchor Chart for writing structure of essay Writers checklist
W.3.4
Suggested text: “What Do Illustrators Do?” Mini-lesson: Sequence of events Reteach/review Teacher explains how ideas in a text are connected using language referring to the organization of ideas (time order, comparison, cause an effect) Students can complete sequence of events chart for independent activity. Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Writing Theme: New Jersey Colonies
SWBAT: Select details that appropriately support the development of the topic
Week Four Reading Week 4: R.I.3.7
SWBAT: Examine various text features (maps ,diagrams, photos, audios)
CAR © Bormann and Wright 2009, 2011
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
Suggested Text: “What Do Illustrators Do?” Second Read: What Do Illustrators Do? Mini-lesson: Text and graphic features Reteach/review Discuss with students how illustrations and other graphic features enhance reading. Discuss the types of illustrations and/or graphic features they might include
R.L.3.2
SWBAT: Closely read stories, including fables, folktales and myths from diverse cultures noting key details
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
R.L.3.2
SWBAT: Closely read stories, including fables, folktales and myths from diverse cultures noting key details
Oral Responses (Turn and Talk) Graphic Organizer (T-chart) Reader’s notebook responses
CAR © Bormann and Wright 2009, 2011
if they were writing about how Roberto Clemente made a difference. Revisit some the books they have been reading about different people and focus on the illustrations and other graphic features to discuss how they help the reader understand the information about the topic. Brainstorm the types of illustrations that would add meaning to the text. Then ask students to think about the individual they have been reading about and what illustration they might include when writing about that individual and how they have made a difference in the community. Suggested Text: “Jack Draws a Beanstalk” (Unit 2 Lesson 7) First read: “Jack Draws a Beanstalk” Mini-lesson: Discuss elements of a fairy tale with students. Write down fairy tale elements on an anchor chart. Students can identify fairy tale elements in the text and cite text evidence to support answers Suggested Text: “Jack Draws a Beanstalk” (Unit 2 Lesson 7) Second read: “Jack Draws a Beanstalk” Mini-lesson: Discuss elements of fairy tales with students.
R.I.3.9
SWBAT: Reflect on the details presented in the text to connect them to previous knowledge. SWBAT: Find similarities and differences about important details when reading about two texts that share the same topic.
W.3.2 A-D
W.3.5
W.3.8 W.3.10 Week Five R.I.3.4
Writing Week 4: SWBAT: Write informative/explanatory(research) texts to examine a topic and convey ideas and SWBAT: Practice revising and editing skills•
Whole class discussion Oral responses (Turn and talk) Reader’s notebook responses.
Informative Essay 2nd Draft Final Draft Revisions Peer Revision Checklist Writers Checklist Teacher conferencing notes
Write down fairy tale elements on an anchor chart. Students can identify fairy tale elements in the text and cite text evidence to support answers. Comparing Texts Using texts “What do Illustrators Do?” and “Jack Draws a Beanstalk” have students discuss and then write an explanatory paragraph about what Jack in “Jack Draws a Beanstalk” and the illustrators in “What Do Illustrators Do?”. How are these characters the same and different? Which illustrator’s job seems the most exciting? Provide evidence from the text to support your ideas. Students can discuss with a partner and then write independently. Students will share with class Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Theme: New Jersey Colonies
SWBAT: Change word choice and sentence structure in writing to strengthen the piece.
Reading Week 5:
CAR © Bormann and Wright 2009, 2011
Oral Responses (Turn and Talk)
Suggested Text: “Young Thomas Edison “
SWBAT: Determine the meaning of general academic and domain-specific words and phrases in text relevant to a given topic efficiently.
R.I.3.2
SWBAT: Determine main idea in a text.
R.I.3.3.
SWBAT: Closely read text to determine important events, ideas or concepts.
R.I.3.2
SWBAT: Determine main idea in a text.
R.I.3.3
SWBAT: Closely read text to determine important events, ideas or concepts
R.I.3.8
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
CAR © Bormann and Wright 2009, 2011
Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources (pg 29)
Mini-lesson: Vocabulary in Context Turn and talk using vocabulary words in context. Share out the word’s meaning. Student can complete a vocabulary web for a chosen vocabulary word.
Graphic Organizer (Main ideas and details) Reader’s Response Notebook.
Suggested Text: “Young Thomas Edison” First Read: “Young Thomas Edison” Mini-lesson: Main Ideas and Details. Discuss with student elements of biographies. Explain that a biography tells about a person’s life and this information leads to what was most import about the person. This is the main idea of the biography. The most important details in a biography support, or tell more about, the main idea. (T384)
Graphic Organizer (Main ideas and details) Reader’s Response Notebook
Suggested Text: “Young Thomas Edison” Mini-lesson: Main Ideas and Details. Discuss with student elements of biographies. Explain that a biography tells about a person’s life and this information leads to what was most import about the person. This is the main idea of the biography. The most important details in a biography support, or tell more about, the main idea. (T384) Turn to page 364 of Young Thomas Edison. Have students discuss with
partner what the main idea is. Also, have them find details that support the main idea. Have students use graphic organizer for main idea and supporting details. Share with class. Other Suggested resources: ReadWorks.org: Use to introduce students to content on different inventions. Discuss the main idea of the reading(s). Inventions That “Changed the World” “The Final Journey” “Bread Baking Now and Then A Bit” “About Buttons” Paired Text Questions “Bread Baking Then and Now” and “A Bit About Buttons” R.I.3.2
SWBAT: Determine main idea in a text.
R.I.3.3
SWBAT: Closely read text to determine important events, ideas or concepts
R.I.3.8 SWBAT: Use the relationships between ideas to describe how an author supports specific points. R.I.3.10
SWBAT: Produce numerous writing pieces over various time frames SWBAT: Develop a topic related to the content area they are writing about to reflect task, audience and purpose.
CAR © Bormann and Wright 2009, 2011
Graphic Organizer (Main ideas and details) Reader’s Response Notebook
Suggested Text: “Young Thomas Edison” Second Read:” Young Thomas Edison” Mini-lesson: Main Ideas and Details. Discuss with student elements of biographies. Explain that a biography tells about a person’s life and this information leads to what was most import about the person. This is the main idea of the biography. The most important details in a biography support, or tell more about, the main idea. (T384) Have students discuss with partner what the main idea is. Also, have them find details that support the main idea. Have students use
graphic organizer for main idea and supporting details. Share with class. Other Suggested resources: ReadWorks.org: Use to introduce students to content on different inventions. Discuss the main idea of the reading(s). “Inventions That Changed the World” “The Final Journey” “Bread Baking Now” and” Then A Bit About Buttons” Paired Text Questions” Bread Baking Then and Now” and” A Bit About Buttons” Writing Week 5: W.3.2.A-D
Write informative/explanatory(research) texts to examine a topic and convey ideas and information clearly
W.3.6
SWBAT: Practice revising and editing skills.
Informative Essay Final Draft Revisions Editing Peer Revision Checklist Writers Checklist Teacher conferencing notes
Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Explanatory Writing Theme: New Jersey Colonies
Reader’s Response Notebook Text and Graphic Feature graphic organizer
Suggested Text: “Moving Pictures”
SWBAT: Change word choice and sentence structure in writing to strengthen the piece. SWBAT: Employ strategies for correcting errors with assistance (conferences, check sheets, peer editing. Week Six R.I.3.7
Reading Week 6:
CAR © Bormann and Wright 2009, 2011
First Read: “Moving Pictures”
SWBAT: Synthesize the various text features (maps, diagrams, photos, audios) to understand specific information in the text.
R.I.3.7
SWBAT: Synthesize the various text features (maps, diagrams, photos, audios) to understand specific information in the text.
R.I.3.2
SWBAT: Determine main idea in a text.
R.I.3.3
SWBAT: Closely read text to determine important events, ideas or concepts
CAR © Bormann and Wright 2009, 2011
Reader’s Response Notebook Text and Graphic Feature graphic organizer
Reader’s Response Notebook Text and Graphic Feature graphic organizer Whole group completion of chart.
Mini-lesson: Text and graphic features. Discuss with students how illustrations and other graphic features enhance reading. Read text “Moving Pictures”. Have students discuss with a partner the text and graphic features they noticed in the text. Also, have them discuss how this enhances the text. Students can independently write down on a graphic organizer or reader’s notebook the text and graphic features they found. Suggested Text: “Moving Pictures” First Read: “Moving Pictures” Mini-lesson: Text and graphic features. Discuss with students how illustrations and other graphic features enhance reading. Revisit some the books they have been reading about different people and focus on the illustrations and other graphic features to discuss how they help the reader understand the information about the topic. Brainstorm the types of illustrations that would add meaning to the text. Suggested Text: “Moving Pictures” Second Read: “Moving Pictures” Mini-lesson: Main idea and supporting details. Review main ideas and supporting details with students. After re-reading text
:
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
Independent completion of chart.
R.I.3.9
SWBAT: Find similarities and differences about important details when reading about two texts that share the same topic.
Reader’s response Oral responses (Turn and Talk) Whole class discussion
W.3.10
SWBAT: Produce numerous writing pieces over various time frames
R.I.3.8
Develop a topic related to the content area they are writing about to reflect task, audience and purpose.
Writing Week 6: W.3.2.A-D
Write informative/explanatory(research) texts to examine a topic and convey ideas and information clearly
W.3.6
SWBAT: Use technology for producing and publishing writing.
Week Seven R.I.3.4
Reading Week 7:
CAR © Bormann and Wright 2009, 2011
Informative Essay Final Draft: Publishing Peer Revision Checklist Writers Checklist Teacher conferencing notes
Oral Responses (Turn and Talk)
“Moving Pictures”, discuss what the main idea of this text is. Have students work in pairs or groups to find supporting details. Share with class. Comparing Texts Using texts “Young Thomas Edison “and “Moving Pictures”, have students discuss and then write an explanatory essay. Have them choose an invention from “Young Thomas Edison” that Edison created or made possible. Compare it with the kinetoscope described in “Moving Pictures”. Use information from the texts to discuss the inventions. Tell what the inventions are used for and how they are similar and different. Provide evidence from the text to support your ideas. Students can discuss with a partner and then write independently. Students will share with class. Lucy Calkins Journeys Writing Lessons Writing Focus: Informative Writing Explanatory Writing Theme: New Jersey Colonies
Suggested Text: “Technology Wins the Game” Mini-lesson: Vocabulary in Context
SWBAT: Determine the meaning of general academic and domain-specific words and phrases in text relevant to a given topic efficiently.
R.I.3.3
R.I.3.8
R.I.3.3
R.I.3.8
R.I.3.3
SWBAT: Closely read text to determine important events, ideas or concepts
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
SWBAT: Closely read text to determine important events, ideas or concepts
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
SWBAT: Closely read text to determine important events, ideas or concepts
CAR © Bormann and Wright 2009, 2011
Graphic Organizer (sequence of events) Reader’s notebook responses. Vocabulary Web (Journeys, Grab and Go Resources (pg. 29)
Turn and talk using vocabulary words in context. Share out the word’s meaning. Student can complete a vocabulary web for a chosen vocabulary word
Oral Responses (Turn and Talk) Graphic Organizer (sequence of events) Reader’s notebook responses.
Suggested Text: “Technology Wins the Game” First Read: “Technology Wins the Game” Mini-lesson: Sequence of Events Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Discuss the principle with students. Begin reading text, “Technology Wins the Game. “ Discuss sequence of events while reading text. Suggested Text:” Technology Wins the Game” First Read: “Technology Wins the Game” Mini-lesson: Sequence of Events Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Discuss the principle with students. Begin/continue reading text, “Technology Wins the Game”. Discuss sequence of events while reading text. Suggested Text: “Technology Wins the Game”
Whole Class completion of Graphic organizer.
Oral Responses (Turn and Talk) Graphic Organizer (sequence of events) Reader’s notebook responses. Whole Class completion of Graphic organizer.
Oral Responses (Turn and Talk)
R.I.3.8
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
Writing Week 7: W.3.2 (A-D)
SWBAT: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.4
SWBAT: Organize information to support a topic SWBAT: Select details that appropriately support the development of the topic
W.3.5 SWBAT: Unpack writing purpose(the writers designated reason for writing
SWBAT: Develop skills in research
CAR © Bormann and Wright 2009, 2011
Graphic Organizer (sequence of events) Reader’s notebook responses. Whole Class completion of Graphic organizer.
Explanatory Essay Prewrite/Planning 1st Draft Revision/editing Checklist
Second Read: “Technology Wins the Game” Mini-lesson: Sequence of Events Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Discuss the principle with students. Begin reading text, “Technology Wins the Game”. Discuss sequence of events while reading text. Have students discuss with a partner how engineers use technology to improve sports equipment such as tennis balls. Lucy Calkins Journeys Writing Lessons Writing Focus: Explanatory Writing Theme: New Jersey Colonies
SWBAT: Develop a topic related to the content area Week Eight Reading Week 8: R.I.3.3
R.I.3.5 R.I.3.7
R.I.3.8
SWBAT: Closely read text to determine important events, ideas or concepts
Graphic Organizer for Sequence of Events Readers response Oral Responses(Turn and Talk)
Suggested Text: “Technology Wins the Game” Second Read: “Technology Wins the Game” Mini-lesson: Sequence of Events Teacher explains that authors sometimes use clue words such as first, then, next, and last to show the order of events. Discuss the principle with students. Begin/continue reading text, “Technology Wins the Game.” Discuss sequence of events while reading text. Have students discuss with a partner how engineers use technology to improve sports equipment such as tennis balls. Students can then write an explanatory piece answering this prompt.
Graphic Organizer for Sequence of Events Readers response Oral Responses(Turn and Talk)
Suggested Text: “Science for Sports Fans” First Read: “Science for Sports Fans” Mini-Lesson: Explain to students how historical events, scientific ideas, or “how to” procedures are related in a text by analyzing the sequence of events and the cause and effect. Have students discuss
SWBAT: Use the unique features to find and manage information specific to the topic. SWBAT: Synthesize the various text features and the text itself to understand specific information in the text. SWBAT: Use the relationships between ideas to describe how an author supports specific points. Produce numerous writing pieces over various time frames
W.3.10
R.I.3.3
R.I.3.8
Develop a topic related to the content area they are writing about to reflect task, audience and purpose. SWBAT: Closely read text to determine important events, ideas or concepts
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
CAR © Bormann and Wright 2009, 2011
R.I.3.9
SWBAT: Compare and Contrast important points and details in texts on the same subject.
with a partner how the key ideas about sports-related science presented in Technology Wins the game and Science for Sports Fans are similar and different. Then have students write a response to this prompt and have them include text evidence to support their answers.
W.3.10 SWBAT: Develop a topic related to the content area they are writing about to reflect task, audience and purpose. R.I.3.3
SWBAT: Closely read text to determine important events, ideas or concepts
R.I.3.8
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
R.I.3.9
SWBAT: Compare and Contrast important points and details in texts on the same subject.
W.3.10
SWBAT: Develop a topic related to the content area they are writing about to reflect task, audience and purpose.
Writing Week 8: W.3.2.A-D
CAR © Bormann and Wright 2009, 2011
Graphic Organizer for Sequence of Events Readers response Oral Responses(Turn and Talk)
Explanatory Essay 2nd Draft Peer Revision Checklist Writer Checklist Teacher conferencing notes
Suggested Text: “Science for Sports Fans” and “Technology Wins the Game” Second Read: “Science for Sports Fans” Mini-Lesson: Explain to students how historical events, scientific ideas, or “how to” procedures are related in a text by analyzing the sequence of events and the cause and effect. Have students discuss with a partner how the key ideas about sports-related science presented in Technology Wins the game and Science for Sports Fans are similar and different. Then have students write a response to this prompt and have them include text evidence to support their answers. Students will share writing with class. Lucy Calkins Journeys Writing Lessons Writing Focus: Explanatory Writing Theme: New Jersey Colonies
W.3.6
Write explanatory (research) texts to examine a topic and convey ideas and information clearly. SWBAT: Practice revising and editing skills. SWBAT: Change word choice and sentence structure in writing to strengthen the piece. SWBAT: Employ strategies for correcting errors with assistance (conferences, check sheets, peer editing
Week Nine R.I.3.3
Reading: Week 9 SWBAT: Closely read text to determine important events, ideas or concepts
R.I.3.8 SWBAT: Use the relationships between ideas to describe how an author supports specific points.
CAR © Bormann and Wright 2009, 2011
Whole class discussion Readers response Oral Responses(Turn and Talk)
Suggested Texts:” Technology Wins the Game and Young Thomas Edison” Mini-lesson: Compare and Contrasting important points and details in texts on the same subject. Have students/whole class review/skim the text “Young Thomas Edison” from Lesson 10. Tell them to think about the process that Thomas Edison used to create his inventions. Then have them think about how his process was the same as the one sports engineers use in “Technology Wins the Game?”, How are the different? Have them add text evidence to support their answers. Students can first discuss with a partner and then begin to write.
R.I.3.3
R.I.3.8
R.I.3.3
R.I.3.8
SWBAT: Closely read text to determine important events, ideas or concepts
Whole class discussion Readers response Oral Responses(Turn and Talk)
SWBAT: Use the relationships between ideas to describe how an author supports specific points.
SWBAT: Closely read text to determine important events, ideas or concepts SWBAT: Use the relationships between ideas to describe how an author supports specific points.
CAR © Bormann and Wright 2009, 2011
Whole class discussion Readers response Oral Responses(Turn and Talk)
Suggested Texts: “Technology Wins the Game” and” Young Thomas Edison” Mini-lesson: Compare and Contrasting important points and details in texts on the same subject. Have students/whole class review/skim the text Young Thomas Edison from Lesson 10. Tell them to think about the process that Thomas Edison used to create his inventions. Then have them think about how his process was the same as the one sports engineers use in Technology Wins the Game? How are the different? Have them add text evidence to support their answers. Students can first discuss with a partner and then begin to write. Share and discuss with whole class. Suggested Texts: “Technology Wins the Game” and “Young Thomas Edison” Mini-lesson: Compare and Contrasting important points and details in texts on the same subject. Have students/whole class review/skim the text” Young “Thomas Edison” from Lesson 10. Tell them to think about the process that Thomas Edison used to create his inventions. Then have them think about how his process was the same as the one sports engineers use in Technology Wins the Game? How
Writing Week 9: W.3.2 (AD) W.3.6
Write informative/explanatory(research) texts to examine a topic and convey ideas and information clearly
Explanatory Essay Writers Checklist Final Draft Teacher conferencing notes Peer Revisions/editing Published essays
are the different? Have them add text evidence to support their answers. Students can first discuss with a partner and then begin to write. Share and discuss with whole class. Lucy Calkins Journeys Writing Lessons Writing Focus: Explanatory Writing Theme: New Jersey Colonies
SWBAT: Use technology for producing and publishing writing. Week Ten, Benchmark Assessment: ● EUA Grade 3: Reading
Ed Connect
● EUA Grade 3: Writing
Ed Connect
Assessment: Unit 3 EAU Summative Written Assessments 1. District EAU
Summative Performance Assessment Cross-content Project-Based Assessment with Science/Social Studies (Look at what science topics are for this unit)
CAR © Bormann and Wright 2009, 2011
Unit: 3 Reading Workshop Grade Level: 3 Timeframe: 10 weeks Overarching Theme: Stories/Fables/Folktales/Myths from Diverse Cultures Essential Questions • • •
How do words and images transform my understanding of the experiences of other people, culture and historical periods? How do characters in fables, folktales and myths help me learn about myself? Why have some fables, folktales and myths endured for over a thousand years?
New Jersey Student Learning Standards (NJSLS) Reading: RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. Decode multi-syllable words. Read grade-appropriate irregularly spelled words. Writing: W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. W.3.3.A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3.B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3.C.Use temporal words and phrases to signal event order. W.3.3.D. Provide a sense of closure. W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1-3 above CAR © Bormann and Wright 2009, 2011
W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 W.3.6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others W.3.7. (Choice) Conduct short research projects that build knowledge about a topic W.3.8. (Choice) Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening: SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1.A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussionSL.3.1.B. Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion)SL.3.1.C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of othersSL.3.1.D. Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 specific expectations.)
CAR © Bormann and Wright 2009, 2011
Standard
Activities and Resources
Reflection
Instructional Plan Pre-assessment: Read, the Ant and the Grass Hopper, have students answer questions about the story elements and author’s purpose.
Reflection
Week One RL 3.1 RL 3.2
SLO- WALT
Formative Assessment
Closely read a text to demonstrate understanding
Quick Write: Summarize a fable you have read. If you have not read a fable, Refer to specific text to support answers and to summarize a story in which the character craft questions learned a lesson. Closely read stories, including fables, folktales, Turn and talk: and myths from diverse cultures, noting key Tell your partner the details characteristics of a fable. Graphic organizer from Closely read text to determine the important partners (Teacher will events, ideas, or concepts look for the correct character, problem/conflict Identify the main characters in a story and lesson. If this SWBAT identify the characteristics of a fable by information is wrong, a small group to be created completing a graphic organizer listing the main for re-teaching.) character, conflict and moral or lesson. Anecdotal notes: SL.3.2 Teacher will listen to accountable talk and identify students who need support in identifying characteristics of a fable. Fill in bottom of the chart with evidence (key details)
CAR © Bormann and Wright 2009, 2011
Teacher will introduce the fable genre, activate prior knowledge and have students provide characteristics to chart. Teacher will read fable and model to students the completion of the graphic organizer. (Fables Have…Chart) Students will work with partners or small groups to read another fable provided by teacher and collaboratively complete the graphic organizer. (Or complete as a class) This chart will serve as a collector of all Fables Read his unit Titl Characte Conflic Moral/ e rs t Lesson
Evidence
Eviden ce
Eviden ce
to support thinking for each section: characters, conflict, moral lesson. Resources: Suggested Texts: Tops and Bottoms The Harvest Birds The Grasshopper and the Ant, Unit 5, T146-147 Paca and the Beetle: A Folktale from Brazil Unit 6, p 4-5 A Swallow and a Spider, Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RL 3.2
SWBAT Identify the structure of a fable using literary terms and explain how each section builds on previous sections.
Stop and Jot: What are the parts of a story? Name them in the typical sequential order in which they appear in most stories. Student chunk the text; teacher checks for accuracy. Student pairs complete the graphic organizer.
Teacher will explain that stories, even fables have a specific structure. Teacher will model, using Day 1 text, chunking the text and thinking aloud, identifying the parts—beginning, conflict, resolution, moral. Then teacher will think through the text modeling the completion of the chart: Story Event How the author builds the story
CAR © Bormann and Wright 2009, 2011
Beginning: Summarize beginning.
Author introduces characters and sets up the conflict (be specific based on text)
Conflict:
State the conflict The author uses the characters’ wants to create a conflict (be specific from the story)
CAR © Bormann and Wright 2009, 2011
Resolution:
Summarize how the story is resolved. How did the conflict lead to this resolution?
Moral: Restate the moral of the story
Explain how the author built the story to teach this particular lesson.
Students will work in pairs to chunk the text by marking the beginning (exposition), conflict, resolution and the moral. Teacher checking for CAR © Bormann and Wright 2009, 2011
accuracy. Students continue working in independent pairs to complete the graphic organizer.
RI 3.3
SWBAT describe the sequence of events and how they build upon each other.
Verbal retell of what happened in sequential order. Students revisit collaborative reading from yesterday and complete SOE chart. During independent reading, students read a fiction selection and complete SOE chart for chapter or book. Exit ticket: Why did Aesop use animals with human characteristics instead of humans? Anecdotal Notes
Read Aloud: Reread “The Grasshopper and the Ant,” Unit 5, T146-147 or choose to introduce another fable for exposure, Mini-lesson: Sequence of events (encourage students to use more sophisticated transitional words) Title: In the beginning, After a while, In the meantime, Finally, From the author, I’ve learned…
If the (character) had not (action) then (event) could not have happened. Academic Language: Sequence of events Transition words If/then statements Resources: CAR © Bormann and Wright 2009, 2011
“The Grasshopper and the Ant,” Unit 5, T146147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RI 3.3
SWBAT describe the sequence of events and how they build upon each other.
Verbal retell of what happened in sequential order. Students revisit collaborative reading from yesterday and complete SOE chart. During independent reading, students read a fiction selection and complete SOE chart for chapter or book. Exit ticket: Why did Aesop use animals with human characteristics instead of humans? Anecdotal Notes
Read Aloud: Reread “The Grasshopper and the Ant,” Unit 5, T146-147 or choose to introduce another fable for exposure, Mini-lesson: Sequence of events (encourage students to use more sophisticated transitional words) Title: In the beginning, After a while, In the meantime, Finally, From the author, I’ve learned…
CAR © Bormann and Wright 2009, 2011
If the (character) had not (action) then (event) could not have happened. Academic Language: Sequence of events Transition words If/then statements Resources: “The Grasshopper and the Ant,” Unit 5, T146147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RI 3.3
● SWBAT describe the sequence of events and how they build upon each other.
CAR © Bormann and Wright 2009, 2011
Verbal retell of what happened in sequential order. Students revisit collaborative reading from yesterday and complete SOE chart. During independent reading, students read a fiction selection and complete SOE chart for chapter or book. Exit ticket: Why did Aesop use animals with human characteristics instead of humans? Anecdotal Notes
Read Aloud: Reread “The Grasshopper and the Ant,” Unit 5, T146-147 or choose to introduce another fable for exposure, Mini-lesson: Sequence of events (encourage students to use more sophisticated transitional words) Title: In the beginning, After a while, In the meantime,
Finally, From the author, I’ve learned…
If the (character) had not (action) then (event) could not have happened. Academic Language: Sequence of events Transition words If/then statements Resources: “The Grasshopper and the Ant,” Unit 5, T146147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RI 3.3
SWBAT describe the sequence of events and how they build upon each other.
CAR © Bormann and Wright 2009, 2011
Verbal retell of what happened in sequential order. Students revisit collaborative reading from yesterday and complete SOE chart. During independent reading, students read a fiction selection and complete SOE chart for
Read Aloud: Reread “The Grasshopper and the Ant,” Unit 5, T146-147 or choose to introduce another fable for exposure, Mini-lesson: Sequence of events (encourage students to use more sophisticated transitional words)
chapter or book. Exit ticket: Why did Aesop use animals with human characteristics instead of humans? Anecdotal Notes
Title: In the beginning, After a while, In the meantime, Finally, From the author, I’ve learned…
If the (character) had not (action) then (event) could not have happened. Academic Language: Sequence of events Transition words If/then statements Resources: “The Grasshopper and the Ant,” Unit 5, T146147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables
CAR © Bormann and Wright 2009, 2011
Resources: Lucy Calkins Journeys Writing Lessons Writing Focus: · Narrative Writing-Fable · Short Research Social Studies Resource Here Theme: Economics in New Jersey 6.1.4.D W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish… Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources… Write routinely over time for extended time frames (for research, reflection)…
Graphic Organizers… Reading Response: Title: In the beginning, After a while,
The Writing Process: Fable In the meantime, Finally, From the author, I’ve learned…
Narrative Fiction: Fable: Title: In the beginning, After a while, In the meantime, Finally,
CAR © Bormann and Wright 2009, 2011
Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it.
Lesson/Moral: (The character learns…) Week Two RL 3.1 • RL 3.2 •
Make personal connections, make connections to other texts, and/or make global connections when relevant Determine central message or theme
SWBAT independently analyze a fable’s characters and explain how the characters’ consecutive actions build to the moral of the story.
What does it mean to analyze something? Completed graphic organizer. Constructed response.
Play what character am I? Student sits in center of room and rest of class must ask questions of character to try and determine what fable they are from. When students believe they know, they must provide text evidence to support their thinking based on the key details provided from student in the center. Mini-lesson—Teacher models expectations that students will write in response to independently reading a new fable and conducting analysis using the week’s skills. With: (Student white boards and dry erase markers) Students find evidence to support their thinking By: Students can finish another example on own or with a partner. The The character’s character’s actions were… actions were… And so _______ happened
CAR © Bormann and Wright 2009, 2011
I know because in the text it says,…
I know because in the text it says,…
How did the character’s action contribute to the plot, leading to the moral of the story? Give examples from the text. Academic Language: Analyze Resources: Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RL 3.1
•
RL 3.2 •
Make personal connections, make connections to other texts, and/or make global connections when relevant Determine central message or theme
SWBAT independently analyze a fable’s characters and explain how the characters’ consecutive actions build to the moral of the story.
What does it mean to analyze something? Completed graphic organizer. Constructed response.
Mini-lesson—Teacher models expectations that students will write in response to independently reading a new fable and conducting analysis using the week’s skills. With: (Student white boards and dry erase markers) Students find evidence to support their thinking By: Students can finish another example on own or with a partner. The The character’s character’s actions were… actions were… And so _______ happened
CAR © Bormann and Wright 2009, 2011
I know because in the text it says,…
I know because in the text it says,…
How did the character’s action contribute to the plot, leading to the moral of the story? Give examples from the text. Academic Language: Analyze Resources: Aesop’s Fables: www.umass.edu/aesop Teacher library of fables RL 3.1
•
RL 3.2 •
Make personal connections, make connections to other texts, and/or make global connections when relevant Determine central message or theme
SWBAT independently analyze a fable’s characters and explain how the characters’ consecutive actions build to the moral of the story.
What does it mean to analyze something? Completed graphic organizer. Constructed response.
Mini-lesson—Teacher models expectations that students will write in response to independently reading a new fable and conducting analysis using the week’s skills. With: (Student white boards and dry erase markers) Students find evidence to support their thinking By: Students can finish another example on own or with a partner. The The character’s character’s actions were… actions were… And so _______
CAR © Bormann and Wright 2009, 2011
happened
I know because in the text it says,…
I know because in the text it says,…
How did the character’s action contribute to the plot, leading to the moral of the story? Give examples from the text. Academic Language: Analyze Resources: Aesop’s Fables: www.umass.edu/aesop Teacher library of fables
RL 3.2
SWBAT to identify the opposing characteristic of the two main characters of the story and infer why these characters were used to teach the lesson.
After the read aloud, students will turn and talk to retell the story and list the characters’ opposite qualities. Students will read a fable with their partner and identify and write a list of the character’s opposite quality. After reading, students will share with the class. (Opportunity for differentiation—multiple fables). Exit ticket: Speculate why the author chose to use the
CAR © Bormann and Wright 2009, 2011
Mini-lesson—opposing characters Teacher will introduce the concept that characters in fables often have opposing or opposite qualities. Teacher will model opposing characteristics of main characters by thinking aloud about the characters during the read aloud. Chart can be drawn as Venn diagram. Characte Similar Characte r r Traits
two characters in the fable you read with your partner to teach this lesson. Anecdotal notes
Unique
Unique
Traits
Traits
Text Evidence
Text Evidence
Text Evidence
I believe these two characters help the author teach the lesson because…
Academic Language: Opposing characters Character traits Resources: ““The Grasshopper and the Ant,” Unit 5, T146147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables
RL 3.2
SWBAT to identify the opposing characteristic of the two main characters of the story and infer
CAR © Bormann and Wright 2009, 2011
After the read aloud, students will turn and talk
Mini-lesson—opposing characters
why these characters were used to teach the lesson.
to retell the story and list the characters’ opposite qualities. Students will read a fable with their partner and identify and write a list of the character’s opposite quality. After reading, students will share with the class. (Opportunity for differentiation—multiple fables). Exit ticket: Speculate why the author chose to use the two characters in the fable you read with your partner to teach this lesson. Anecdotal notes
Teacher will introduce the concept that characters in fables often have opposing or opposite qualities. Teacher will model opposing characteristics of main characters by thinking aloud about the characters during the read aloud. Chart can be drawn as Venn diagram. Characte Similar Characte r r Traits
Unique
Unique
Traits
Traits
Text Evidence
Text Evidence
Text Evidence
I believe these two characters help the author teach the lesson because…
Academic Language: Opposing characters Character traits Resources: CAR © Bormann and Wright 2009, 2011
RL 3.1 RL 3.2
Explicitly locate evidence in the text to support answers and to craft questions of a factual nature Answer and ask both factual questions and inferential questions that require reasoning from the reader Identify patterns in details
SWBAT to identify the opposing characteristic of the two main characters of the story and infer why these characters were used to teach the lesson.
After the read aloud, students will turn and talk to retell the story and list the characters’ opposite qualities. Students will read a fable with their partner and identify and write a list of the character’s opposite quality. After reading, students will share with the class. (Opportunity for differentiation—multiple fables). Exit ticket: Speculate why the author chose to use the two characters in the fable you read with your partner to teach this lesson. Anecdotal notes
““The Grasshopper and the Ant,” Unit 5, T146-147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables Mini-lesson—opposing characters Teacher will introduce the concept that characters in fables often have opposing or opposite qualities. Teacher will model opposing characteristics of main characters by thinking aloud about the characters during the read aloud. Chart can be drawn as Venn diagram. Characte Similar Characte r r Traits
Unique
Unique
Traits
Traits
Text Evidence
CAR © Bormann and Wright 2009, 2011
Text Evidence
Text Evidence
I believe these two characters help the author teach the lesson because…
Academic Language: Opposing characters Character traits Resources: ““The Grasshopper and the Ant,” Unit 5, T146-147 “Paca and the Beetle: A Folktale from Brazil,”Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online,Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables
W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish… Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources…
CAR © Bormann and Wright 2009, 2011
Graphic Organizers… Reading Response:
After a while,
Resources: Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it.
In the meantime,
The Writing Process: Fable
Title: In the beginning,
Finally,
Write routinely over time for extended time frames (for research, reflection)…
From the author, I’ve learned…
Narrative Fiction: Fable: Title: In the beginning, After a while, In the meantime, Finally, Lesson/Moral: (The character learns…) Week Three RL 3.1 SWBAT explain the author’s purpose for writing the fable and infer why this fable is still RL 3.2 important today.
CAR © Bormann and Wright 2009, 2011
After reading students will talk in small groups, identifying the author’s purpose. Small groups will make connections between the fable and real life situations. Exit ticket: Identify one famous person who would benefit from the moral of this story.
Mini-lesson: Author’s Purpose Teacher will chart (or refer to an earlier anchor chart) the author’s purpose: The Author’s Purpose P—persuade the reader I—inform the reader E—explain something to the reader
By now, students have read several fables. In small groups, allow students to discuss and come to consensus on the author’s purpose for writing fables. Allow groups to share out. Students will work in small groups to make connections between the fable and real-life situations. Why is this fable still relevant today? Aesop’s Fables: www.umass.edu/aesop Teacher library of fables
RL 3.2
SWBAT read a folktale and state the central message or lesson and identify 3-4 key details that convey the central message or moral.
Verbal responses: What is a folktale? Exit Ticket: What is a folktale? How is it similar and different to a fable?
CAR © Bormann and Wright 2009, 2011
Teacher will introduce Folktales. (Anchor chart below shows a comparison of all the story types read in this unit)
RL 3.2
SWBAT cite evidence from the text to support explanation of the lesson in discussion.
Recall: What are the characteristics of a folktale? What is the author’s purpose for writing a folktale? Reading Journal: Students take notes in their reading journal preparing for discussion. Discussion: Teacher listens for appropriate responses and interactions. Collect note pages
Teacher will model completing the chart using a previously read fable as an example: Central Message/Moral/Lesson: Key Detail Key Detail Key Detail Key Detail Students will partner read the folktale and identify key details that point to the lesson. Mini-lesson: Taking notes for discussion Teacher: Today, we are going to read a folktale and have a discussion on the following questions: • What is the lesson or moral of the story? • What words or phrases help convey the lesson or moral? • Explain the lesson or moral in your own words. Have students fold and 11x14 page into thirds to take notes for each question. When we listen and when we read, we may need to take notes in order to remember points that we want to discuss. Today, we will take notes for our discussion after reading. Teacher models notes she might have taken while reading a fable and answering today’s questions.
CAR © Bormann and Wright 2009, 2011
Students read independently or with a partner, taking notes for discussion. Teacher explains discussion practices by charting sentence starters: Discussion Practices I agree with…because ____, I disagree with you because… I would like to add to what ____ said This is my clarifying question for ____, …?
RI 3.4
SWBAT indicate key words and phrases the author uses throughout the story to indicate the lesson that will be taught leading to the moral of the story, and apply the lesson to a situation today.
CAR © Bormann and Wright 2009, 2011
Verbal responses Textual evidence Graphic organizer Exit ticket: Name one famous person who should read this fable. Explain why they should
Resources: “The Treasure” Journeys—Unit 2T238-241 Assorted Folktales Tortoise and the Hare, Journeys Tops and Bottoms, Journeys Mini-lesson—textual evidence to support understanding Teacher rereads story from day 1, states the moral of the story and explains how this story is
read this. Anecdotal notes
still applicable today. Title and Lesson: Summar y:
Key words and phrases about the lesson:
This story is still applicable today because…
RL 3.4
SWBAT identify words and phrases in which the author uses nonliteral meanings
CAR © Bormann and Wright 2009, 2011
•
Collect Graphic Organizer 8
•
Exit Ticket:
Academic Language: Textual evidence Resources: “The Grasshopper and the Ant,” Unit 5, T146-147 “Paca and the Beetle: A Folktale from Brazil,” Unit 6, p 4-5 “A Swallow and a Spider,” Journeys online, Grade 2, Unit 1 Aesop’s Fables: www.umass.edu/aesop Teacher library of fables Anchor Text: The Harvest Birds Graphic Organizer 8 Resources: The Harvest Birds, Journeys Unit 2 Lesson 8 Leveled Readers
W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish… Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources… Write routinely over time for extended time frames (for research, reflection)…
Explain what Juan means when he says, “My head is small, like my garden patch, but it is big enough to hold many dreams,” thought Juan.”
You Tube: Harvest Birds: The REMIX (A Vocabulary Song Parody)
Graphic Organizers… Reading Response:
After a while,
Resources: Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it.
In the meantime,
The Writing Process: Fable
Title: In the beginning,
Finally, From the author, I’ve learned…
Narrative Fiction: Fable: Title: In the beginning, After a while, In the meantime, Finally,
CAR © Bormann and Wright 2009, 2011
Lesson/Moral: (The character learns…) • Week Four RL 3.4 SWBAT analyze the author’s word choice and identify possible reasons for using words and phrases with nonliteral meanings
•
•
•
RL 3.5
Identify characteristics of a Greek myth by comparing them to a fable.
•
• • •
CAR © Bormann and Wright 2009, 2011
Close Reading- Students will use post it notes to highlight words in the text that stand out Reread for meaningPartners will reread the text, focusing on 4 of the words they have highlighted Exit Slip- Chose one of your words/phrases and explain why the author feels that the word/phrase was essential to the text.
Teacher observation while whole group completes what they know about Greek myths Turn and Talk- Partners discuss what they want to know about Greek Myths. Individual students should have a list of 5 questions to refer to
Mini Lesson: To: Yesterday we thought about what Juan meant when he said, ‘My head is small… With: Let’s find some other parts of the story where the author use words and phrases with nonliteral meanings and think about what the authors is trying to say and wants us to understand. By: Students complete a drag and drop activity that matches phrases to their nonliteral meanings. Anchor Text: The Harvest Birds Graphic Organizer 8 Resource: The Harvest Birds, Journeys Leveled Readers, Unit 2 Lesson 8 Teacher refers back to anchor chart from Day 7. Teacher activates prior knowledge by creating a KWL chart with students about Greek Myths. Students read myth in pairs and chunk the text by identifying beginning, conflict, resolution, moral or lesson. Students complete the graphic organizer. Myth TITLE:
• •
RL 3.2
SWBAT isolate a myth into sections and analyze how each section builds from the Previous section.
•
•
•
CAR © Bormann and Wright 2009, 2011
after reading or a story map. Annotations: Label the area of the text where the conflict, resolution can be found.
Teacher Observation: Have students choose 2 myths to analyze in teams (2-3 students a section). Each myth has 4 groups: Beginning, Conflict, Resolution, and Moral Small groups take a section and dissect for key events and interactions between characters Small groups share out their findings during fishbowl share
Main Characte r
Conflict
Moral or Lesson
Resources: Prometheus (PDF attached) Arachne the Weaver http://greece.mrdonn.org/greekgo ds/icarus.html http://www.greeka.com/greecemyths/amazons.htm Teacher Resource Students will complete the following graphic organizer from Day 2 Story Event
How the author builds the story
Beginning:
Author introduces
Summarize beginning.
characters and sets up the conflict (be
•
Exit Ticket: • Choice 1: Restate your groups job. •
specific based on text)
Students Independently complete graphic organizer
Choice 2: How were the conflicts/lessons in each myth similar?
Conflict: State the conflict
The author uses the characters’ wants to create a conflict (be specific from the story)
Resolution: Summarize how the story is resolved.
Moral: Restate the moral of the story CAR © Bormann and Wright 2009, 2011
How did the conflict lead to this resolution?
Explain how the author built the story to
teach this particular lesson.
RI 3.2
SWBAT break down a myth into its key details and central lesson.
• • •
Verbal Response with text citations Teacher observation of use of evidence based terms Partners reread text to gather information for graphic organizer
Resources: King Midas (PDF Attached) Prometheus (PDF attached) Arachne the Weaver http://greece.mrdonn.org/greekgo ds/icarus.html http://www.greeka.com/greecemyths/amazons.htm Teacher Resource Only Students will complete the graphic organizer originally introduced on Day 7 Central Message/Moral/Lesson: Key Detail Key Detail Key Detail Key Detail
After reading, students will compare and contrast information in the graphic organizer completed for Fable and for Myth. SWBAT recount a fable and myth with a common central lesson and compare their CAR © Bormann and Wright 2009, 2011
• Observations: Teacher will note students
similarities and differences. (FORMATIVE ASSESSMENT)
W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish… Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources… Write routinely over time for extended time frames (for research, reflection)…
who are/are not comfortable with independence. • Track questions that students ask after breaking the writing task. (Indicates additional teaching around understanding of academic tasks—support for benchmarks and PARCC) • Writing Product Graphic Organizers… Reading Response: Title: In the beginning, After a while, In the meantime, Finally, From the author, I’ve learned…
Narrative Fiction: Fable: Title: In the beginning, After a while, In the meantime, CAR © Bormann and Wright 2009, 2011
Resources: Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it. The Writing Process: Fable
Finally, Lesson/Moral: (The character learns…) • Week Five RI 3.5
SWBAT label nonfiction text features present in Articles (periodical, journal)
•
Turn and Talk: With your partner and agree on a answers: Why are text features important to nonfiction texts? How are they similar or different from illustrations of fiction texts? • Exit Ticket: Why are text features important to nonfiction texts? How are they similar or different from illustrations of fiction texts?
Mini-lesson: Nonfiction text features To: Teacher activates prior knowledge by asking students to recall nonfiction text features. Teacher can chart with students or refer to an earlier chart. (Possible answers: Labels, captions, pictures, table of contents, glossaries, index, maps, graphs and tables) With: Pass out each kind of feature to students have them sort them into two groups: text or graphic feature. By: Have students select a feature and explain if it is text or graphic and how it helped them while reading.
CAR © Bormann and Wright 2009, 2011
Today, we are going to read a story that offers text features to support and enhance our understanding. As we read, we will use a T chart to list the text features and how they support our understanding of the text. We will use this T chart in writing workshop when we are writing our own informational pieces. Text Feature (pg)
CAR © Bormann and Wright 2009, 2011
Helps Reader Understand
RI 3.3
SWBAT describe the relationship between historical events using words related to time or sequence
Do Now: List as many different transition words that you know specifically related to time. • Anecdotal Notes Teacher checks timeline for inclusion of the most important facts • Response rubric for summary • Students’ notes
Teacher will read and model first text feature. Students will partner read and complete the chart. Resource: “Technology Wins the Game”— Journeys, Unit Mini-lesson—Historical events and Sequence/Time Words Teacher explains that there are relationships in the world we live in some of these relationships can be uncovered by reading nonfiction texts about historical events. Teacher creates a chart of time and sequence words that can aid students in discussion about historical events Whole class read of “The Chicago Fire.” Teacher models thinking, connecting and questioning of significance of events as she reads.
Partners Turn and Talk discussing their own questions and connections. Teacher circulates CAR © Bormann and Wright 2009, 2011
room identifying those discussions that are worth sharing out to the class as a model of how to synthesize the information in the text. Student independently read “After the Fire.” Students share thinking, connecting and questioning of significant events and discuss events before and after the fire, synthesizing information from both texts. Teacher works with small groups as they gather the important information to reflect on a timeline Students independently summarize the information using time and sequence transition words. Summary should also include a connection to another event in the world or their own life.
RI 3.3
SWBAT describe the steps in a technical process using words that relate to sequence
CAR © Bormann and Wright 2009, 2011
Do Now: Write the steps in the
Resoruces: “The Chicago Fire” http://teacher.depaul.edu/Docume nts/ChicagoF ireNonfiction3rdgrade.pdf “After the Fire” http://teacher.depaul.edu/Docume nts/AftertheF ire.pdf The Trenton Riots https://www.youtube.com/watch? v=j7bUmx5MlL4 Scroll Down to Riots of 1968 https://en.wikipedia.org/wiki/Trent on,_New_Jersey Mini-lesson: Steps in a Process
process for making a peanut butter and jelly sandwich. (Share a couple of samples to show how some are very detailed and others may skip steps.) • Turn and talk: Tell your partner what you know about the water cycle or use Technology Wins the Game. • Think and Ink: After reading about the water and rock cycles today, describe the relationship between the two processes using domain specific vocabulary and text evidence in your response.
Teacher will explain that sometimes we read informational text to learn specific processes. Today, from our science books we will review the process of the Water Cycle. And then you will have the opportunity to explore the process rocks go through as they are formed. We will complete graphic organizers for each process. By the end of school, you should be able to synthesize the information and describe the relationship between the two processes.
Teacher models steps in the process of the water cycle and completes the graphic organizer using domain-specific words. Students work with partners to read and track the steps in the rock cycle, capturing domain specific vocabulary as they chart the process. Response to reading. Science—Scott Foresman, p. 199 CAR © Bormann and Wright 2009, 2011
RI 3.5
SWBAT use a search engine to find information on a topic
Do Now: •
During this unit we have learned about different places and cultures and topics. Think about the topics and make a list of 5 topics you would like to research.
• Turn and talk to your partner. Which search engines do you use now? How do know when you have found reliable information? • Exit ticket: After having the opportunity research information, look at your graphic organizer and choose one topic and one piece of information that you learned today. Explain why this information interests you.
CAR © Bormann and Wright 2009, 2011
Mini-lesson: Using search engines to research Teacher: We use the internet for many different reasons. Today, we are going to use search engines to look up information on a topic. Turn and talk to your partner. Which search engines do you use now? How do know when you have found reliable information? Teacher may chart school appropriate search engines, ie. Google Earth, safesearchkids.com. Teacher will explain that not all sources are reliable. (Reliable sources handout) Teacher will model: Since we were reading Greek myths, I wanted to know more about Greece. I am going to use Google Earth to look for Greece. Now that I know where Greece is, I want to find additional information about planning a trip there (models using safesearchkids.com) Have students work in partners to explore various topics they listed during their Do Now. Complete the graphic organizer while exploring:
Topic
RI 3.5
SWBAT identify and use tool bars, sidebars, menus and hyperlinks while conducting research
• •
RI 3.5
SWBAT determine the main idea of internet texts while researching and defining domain-specific words related to the research topic.
•
•
CAR © Bormann and Wright 2009, 2011
What I Learned
Website
Verbal Review- tool bars, sidebars, menus and hyperlinks Journal write- Was there a tool that was new to you? If so explain its use in academics. If not evaluate your comfort level for using the tools for academics making reference to the search completed today to support your opinion
Teacher explains that many of the computer skills the students have can be applied to academic structures. While students are on computers, teacher locates and defines the use of tool bars, side bars, menus and hyperlinks. Teacher should circulate the room requesting that students point to the tool on the screen Teacher will then ask students to search for information about their school using the Trenton board of education website. Students and teachers then debrief discussing what they found, some challenges and how they used the newly introduced tools. Students then independently evaluate their use of tool bars, sidebars, menus and hyperlinks to conduct research.
Teacher observation: Look for students who have trouble navigating independently Students should complete the subsection side of the Big I before
Mini-lesson: The Big I graphic organizer for planning. As we conduct research, we need to track our information. We will revisit using the Big I. Our topic will go at the top. The categories of information we are seeking will be
beginning research to focus time on task • Exit Slip- Completion of Big I
listed on the left side. On the right side we will list the supporting details that help us better understand each category. Remember, we always want to collect domain-specific words and possible graphics that will enhance our presentation. Topic: Category 1:
Supporting Detail 1: SD 2:
Category 2:
SD 1: SD 2:
Category 3:
SD 1: SD 2:
Domain Specific Words: Possible graphics: W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish…
CAR © Bormann and Wright 2009, 2011
Graphic Organizers… Reading Response:
Resources:
After a while,
Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it.
In the meantime,
The Writing Process: Research
Title: In the beginning,
Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources… Write routinely over time for extended time frames (for research, reflection)…
Finally, From the author, I’ve learned…
Informative Fiction: Fable: Topic: Category 1:
Supporting Detail 1: SD 2:
Category 2:
SD 1:
Category 3:
SD 1:
SD 2:
SD 2:
Domain Specific Words: Possible graphics: • Week Six W.3.8/ W.3.7
SWBAT transform research notes into a brief presentation using powerpoint, prezi, iMovie, or poster To share with the class.
CAR © Bormann and Wright 2009, 2011
•
Quick Write: What is the essential information that you need to include in your notes? • Verbal drafting—by allowing the students to verbal draft again, they have the opportunity to refine
Teacher explains that unlike typing the full text of their article, students will highlight only key details and capture essential words and phrases for the presentation— which is more visual than textbased. (Teacher can model this or show a short video of a
their presentation and practice their oral skills.
W.3.8/ W.3.7
SWBAT transform research notes into a brief presentation using powerpoint, prezi, iMovie, or poster To share with the class.
•
Quick Write: What is the essential information that you need to include in your notes? • Verbal drafting—by allowing the students to verbal draft again, they have the opportunity to refine their presentation and practice their oral skills.
presentation that meets the project’s requirements) Following the mini-lesson, students will have the opportunity to verbal draft again, and then continue work on their presentation. Materials needed: Computers Markers Posters Glue Construction paper Academic Vocabulary: Essential Teacher reminds students that unlike typing the full text of their article, students will highlight only key details and capture essential words and phrases for the presentation—which is more visual than text-based. (Teacher can model this or show a short video of a presentation that meets the project’s requirements) Following the mini-lesson, students will have the opportunity to verbal draft again, and then continue work on their presentation. Materials needed: Computers Markers Posters Glue Construction paper Academic Vocabulary: Essential
CAR © Bormann and Wright 2009, 2011
SL 3.4
SWBAT orally present their research in a clear, confident manner. Listeners will provide feedback.
Each student presents work
Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer: + + +
SL 3.4
SWBAT orally present their research in a clear, confident manner. Listeners will provide feedback.
Each student presents work
Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer: + + +
SL 3.4
SWBAT orally present their research in a clear, confident manner. Listeners will provide feedback.
CAR © Bormann and Wright 2009, 2011
Each student presents work
?
?
Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer: + +
:
+
SL 3.4
SWBAT orally present their research in a clear, confident manner. Listeners will provide feedback.
Each student presents work
Peers will provide feedback—3 pluses and a question. For each plus the student will identify something about the writing style or structure they liked (refer to rubric) and one question they have about the topic. Presenter: Reviewer: + + +
W.3.3 W.3.4 W.3.5 W.3.6 W.3.7 W.3.8 W.3.10
Write narratives to develop real or imagined… Students compose a fable of their own. With guidance and support from adults, produce writing in which the development and organization… With guidance and support from peers and adults, develop and strengthen writing as needed… With guidance and support from adults, use technology to produce and publish… Conduct short research projects that build knowledge about a topic. Recall information from experiences or gather information from print and digital sources… Write routinely over time for extended time frames (for research, reflection)…
Graphic Organizers… Reading Response:
?
After a while,
Resources: Writing: Weekly Reading Response: Use the week’s graphic organizer to compose a paragraph with 2-3 examples of text evidence, a connection/extension, and closing. Then type it.
In the meantime,
The Writing Process: Research
Title: In the beginning,
Finally, From the author, I’ve learned…
Informative Fiction: Fable: Topic: CAR © Bormann and Wright 2009, 2011
?
Category 1:
Supporting Detail 1: SD 2:
Category 2:
SD 1:
Category 3:
SD 1:
SD 2:
SD 2:
Domain Specific Words: Possible graphics: Benchmark Assessment: EdConnect ● Assess ● Benchmark Assessment: Summative Written Assessments 2. District Benchmark 2. Formative Assessment: Choose one fable and myth you have read during this unit. Write an essay in which you provide a brief summary of each and discuss the similarities and differences of their central lesson or moral of the story. Be certain to cite specific quotes from the text in your writing. • Use Modified Benchmark Rubric to Score (see attached)
Summative Performance Assessment Cross-content Project-Based Assessment with Science/Social Studies (Look at what science topics are for this unit) CAR © Bormann and Wright 2009, 2011
Task 1: W.3.3 Write narratives to develop real or imagined… Students compose a fable of their own. Task 2: W.3.10 Write routinely over time for extended time frames ( for research, reflection)… Students compose a research report based on a historical event or figure.
CAR © Bormann and Wright 2009, 2011
Unit: 4 Reading and Writing Grade Level: 3 Timeframe: 10 weeks Overarching Theme: Using Reading Strategies to Read and Write Complex Text Essential Questions
What strategies do proficient readers utilize to make meaning of the text? How do text features support comprehension in a text? How do we read for interpretation and critical reading? How do good writers adapt their writing? How can I use research to enhance my informative writing?
New Jersey Student Learning Standards (NJSLS) Reading NJSLS RL.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson; or moral and explain how it is conveyed through key details in the text. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.3.10 By the end of the year, read and comprehend, including stories, dramas, and poetry, at the high end of the grades 3-4 text complexity band independently and proficiently. RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. CAR © Bormann and Wright 2009, 2011
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6. Distinguish their own point of view from that of the author of a text. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social sciences, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words. A. Identify and know the meaning of the most common prefixes and derivational suffixes. B. Decode words with common Latin suffixes. C. Decode multisyllable words. D. Read grade-appropriate irregularly spelled words. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Writing NJSLS W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. • W.3.2A Introduce a topic and group related information together, include text features (e.g., illustrations, diagrams, captions) when useful to support comprehension. • W.3.2B Develop a topic with facts, definitions, and details • W.3.2C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. • W.3.2.D Provide a conclusion. W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1-3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.) W.3.6. With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.7 Conduct short research projects that build knowledge about a topic. W.3.10. Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
CAR © Bormann and Wright 2009, 2011
Standard
SLO- WALT
Formative Assessment
Activities and Resources
Instructional Plan
Reflection
Pre-assessment DRA; Guided reading, Running records; EDU Assessments 1-4; Lexia Week One RI3.4
Reading: •
Demonstrate the ability to determine the meaning of words and phrases as they are used in a text.
Turn and Talk and share out of vocabulary cards (see rubric, Journeys Grab & Go Resource, pg 23) Vocabulary Web (Journeys, Grab &Go Resource, pg 29)
Suggested Text: A Tree is Growing (Unit 4, T210-T223) Turn and Talk using vocabulary in context cards. Share out word meanings. Students complete vocabulary web for a chosen vocabulary card
RI.3.5
Reading •
Identify the unique features and organization of informational text.
Oral responses (Turn and Talk during interactive read aloud) Whole group completion of column chart. Independent completion of Column Chart. Response to reading questions.
CAR © Bormann and Wright 2009, 2011
Reflection
Suggested Text: A Tree is Growing”(Unit 4, T210-T223) First Read : A Tree is Growing ( Unit 4 T210-T223) Minilesson Text and Graphic Features (LLG3, T220) Teacher models how readers use pictures and labels to help them understand an author’s ideas. Suggested language: “The author of this selection included many pictures and labels to help you understand his ideas. Let’s look at the page with the pictures of the many kinds of leaves. How do the pictures help you better understand the information?” (The pictures show details. They show how leaves can be very different.) Follow-up: “What is the
purpose of the labels?” (The labels tell the kinds of leaves.) Continue by focusing on the other text features and how these help them understand the author’s ideas. Record students’ ideas in a Column Chart. RI.3.5
● Use the unique features to find and manage specific information related to the text.
Independent column chart Response to reading questions.
Suggested Text: A Tree is Growing (Unit 4, T210 –T223) (T230-231) Second Read : A Tree is Growing (Unit 4 T210-T223 ) Minilesson Text and Graphic Features : Teacher models how readers use pictures and labels to help them understand an author’s ideas. Suggested language: “The author of this selection included many pictures and labels to help you understand his ideas. Let’s look at the page with the pictures of the many kinds of leaves. How do the pictures help you better understand the information?” (The pictures show details. They show how leaves can be very different.) Follow-up: “What is the purpose of the labels?” (The labels tell the kinds of leaves.) Continue by focusing on the other text features and how these help them understand the author’s ideas. Record students’ ideas in a Column Chart. independently.
CAR © Bormann and Wright 2009, 2011
Independent Reading : A Tree is Growing (Unit 4 T238-T239 Minilesson Text and Graphic Features) (reteach/review)
Students can complete extended responses citing text evidence as response to reading. RI.3.2
Reading: • •
Determine the central messages or main idea in a text. Identify details to support the main idea.
Main idea and supporting detail chart.
Suggested Text: A Tree is Growing (Unit 4, T210-T223)
Reading response questions
Minilesson Main idea/Supporting details: Teacher reviews the parts of a main idea/supporting detail chart on anchor chart. Students revisit the text and complete a main idea and supporting detail chart independently. .
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research W.3.4
•
Unpack writing tasks (type of writing assignments)
CAR © Bormann and Wright 2009, 2011
•
Focus the organization and development of a topic to reflect the task and purpose.
W.3.5
•
Use a variety of graphic organizers (story frames, story mountains, story maps), to assist with developing a plan for writing.
W.3.2.A
•
Introduce a topic
Week Two RI.3.6
● Establish the point of view of a text. ● Compare the reader’s point of view with the author’s point of view.
Point of View two column chart (Author’s POV/evidence) (Anchor Chart)
Suggested Text: A Tree is Growing (Unit 4, T210-T223)
Independent POV two column chart.
Author’s POV: Teacher reviews two column chart by asking students to infer author’s POV “What do you think the author’s POV is about ______?” Write inference. “Can you support that with text evidence?”
Venn Diagram (My POV/Author’s POV)
Minilesson:
Minilesson Distinguishing reader’s POV from author’s: Teacher shows Venn diagram and models comparing POV. “On this side it says ‘I Think…’, write your own POV. On this side it says ‘The author thinks…’ you will write the author’s POV. In the middle is says ‘We both think’. How are your points of view the same?”
CAR © Bormann and Wright 2009, 2011
RL.3.5
● Identify the pars of the text (stanzas)
Whole group chart to identify stanzas
Suggested Text: Stopping by Woods on a Snowy Evening (Unit 4 T246-T247) Minilesson Stanzas: Teacher models how poems can be broken into stanzas, or groups of lines. Tell students they will learn how stanzas often follow a rhyming pattern. Discuss the minilesson principle using examples from “Stopping by Woods on a Snow
RL.3.4
● Demonstrate the ability to determine the meaning of words and phrases as they are used in the text. ● Differentiate between literal and nonliteral language.
Close reading chart Poetry element chart (rhymes, rhythm, sensory words, similes, metaphors
Suggested Text: Stopping by Woods on a Snowy Evening (Unit 4 T246-T247) Minilesson: Teacher models how to use close reading to identify elements of poetry. Teacher introduces vocabulary of poetry: rhyme, rhythm, sensory, similes, metaphors. Students may complete a chart with an example(s) of each poetry element. (Students can complete this chart independently) Minilesson: Reread of poem. Teacher tells kids that poets make word choices to put pictures in their heads. Teacher begins t-chart to list examples of figurative language and describe the picture in their head. (Students can complete this chart independently)
CAR © Bormann and Wright 2009, 2011
RF.3.4
● Read text with sufficient fluency and accuracy to support comprehension.
Video/Voice recording of poetry reading OR Oral presentations of poetry readins
Suggested Text: Stopping by Woods on a Snowy Evening (Unit 4 T246-T247) Activity: Students work independently or in pairs to complete a video/voice recording OR oral presentation of poem (use Journeys speaking rubric, Grab & Go,
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research W.3.2A
•
Organize information to support a topic
W.3.2.A
•
Write thesis statement to support writing
W.3.2.B
•
Select details that appropriately support the development of the topic.
Week Three RI.3.9 ● Compare and contrast two text on the same topic
Venn Diagram or T-Chart Reading Response (Compare and Contrast paragraph)
Suggested Text: A Tree is Growing (Unit 4, T210-T223) Journeys Leveled Readers, Lesson 18 Winds in the Pines, Daffodil Spring, The Power of Corn Minilesson: Teacher reminds students that they can get information on the topic from related text. Teacher used excerpt from Journeys leveled reader
CAR © Bormann and Wright 2009, 2011
OR a text of their choice to being a compare and contrast t-chart. Activity/Assessment: Students complete compare and contrast paragraph comparing the two text. Assessment: Teacher may give Journeys Lesson 18 assessment (ThinkCentral or in Grab & Go) RI.3.10
● Read text with scaffolding, as needed and minimal clarifications.
Turn and Talk Open Ended Responses
Suggested Text: The Journey: Stories of Migration (Unit 5, T112-T123) Minlesson: Teacher completes first read allowing students opportunities to turn and talk to discuss craft & structure of text. Students may complete openended/extended constructed response questions as exit ticket or independent activity.
RI.3.2
● Determine the main ideas in a text ● Analyze how details of the text help to support or reveal the main idea.
Graphic Organizer (Main Idea/Supporting detail chart)
Suggested Text: The Journey: Stories of Migration (Unit 5, T112-T123) Minlesson: Revisit the text. Model how to find the main idea & supporting details of one of the migration stories. Complete shared main idea/supporting detail chart. Students may independently complete main idea/details chart as exit ticket or independent center activity.
CAR © Bormann and Wright 2009, 2011
RI.3.9
● Compare and contrast the most important points and key details presented in two text on the same topic.
Venn Diagram/T-Chart
Suggested Text: The Journey: Stories of Migration (Unit 5, T112-T123)
Minlesson: Compare and Contrast (LLG3 T228) Teacher tells students they are going to learn how to find similarities and differences in the things they read about. Discuss the principle with students, comparing and contrasting the locusts and whales in The Journey: Stories of Migration. Suggested language: “In the selection The Journey: Stories of Migration, we read about locusts and gray whales and learned that in some ways they are the same. What must both creatures do to survive?” (migrate) Work with students to think of other similarities and differences in the migration of locusts and whales. Record students’ ideas in a Venn Diagram.
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research W.3.2C
● Link ideas by using transitional words and phrases.
W.3.2B
● Use text features to support the topic.
CAR © Bormann and Wright 2009, 2011
W.3.2D Week Four RL.3.1
● Write a conclusion to close the writing ● Make personal connections, make connections to other texts, and/or make global connections when relevant.
Story structure Map OR Retell/Summary
Suggested Text, The Grasshopper and the Ant OR another fable of teacher’s choice. Unit 5, T146-T147 Minilesson Genre: Fable (LLG3, T229) Teacher models for students that a fable is a kind of story that teaches a lesson. Tell students they are going to learn to think about what characters do and what lesson they learn. Using the characters Grasshopper and Ant from The Grasshopper and the Ant, discuss with students what each character does and what lesson they learn. Suggested language: “In the story The Grasshopper and the Ant, we met two characters. One was Ant, who worked hard to gather food for winter and didn’t have much fun. The other character was Grasshopper. What did Grasshopper do while Ant was working?” (played his fiddle and sang) .Discuss with students the lesson learned at the end of the story
RL.3.1
● Identify patterns in details
RL.3.2
● Closely read stories, including fables, folktales, and myths from diverse cultures, noting key details. ● Determine central message or theme
CAR © Bormann and Wright 2009, 2011
Story Structure Map OR Retell/Summary Inference Map
Suggested Text, The Grasshopper and the Ant OR another fable of teacher’s choice. Unit 5, T146-T147 Minilesson Genre: Fable (LLG3, T229) Teacher models for students that a fable is a kind of story that teaches a lesson. Tell students they are going to learn to think about what characters do
and what lesson they learn. Using the characters Grasshopper and Ant from The Grasshopper and the Ant, discuss with students what each character does and what lesson they learn. Suggested language: “In the story The Grasshopper and the Ant, we met two characters. One was Ant, who worked hard to gather food for winter and didn’t have much fun. The other character was Grasshopper. What did Grasshopper do while Ant was working?” (played his fiddle and sang) .Discuss with students the lesson learned at the end of the story
RI.3.4
● Demonstrate the ability to determine the meaning of words and phrases as they are used in text.
Vocabulary Web Word Lists Vocabulary Card turn & talk.
Suggested Text: Preview the text: Surviving on Mt .Everest. Unit 5, 390T401 Minilesson: Students use context clues to determine the meaning of the vocabulary words. They make a word web of words related to the topic.
RI.3.10
● Develop the mature language skills and the conceptual knowledge neede for success in school and life by encountering appropriate text. •
Read texts with scaffolding, as needed minimal clarifications.
CAR © Bormann and Wright 2009, 2011
Oral responses (Turn and Talk during interactive read aloud)
Suggested Text: First Read Mountains: Surviving on Mt .Everest. Unit 5, 390T401
Reading response questions.
Minilesson: Teacher completes first read of selected text allowing students to turn and talk to practice asking and answering questions.
RI.3.5
•
Identify the unique features and organization of informational text (text features and search tools)
Whole group column chart
Text Feature/ Page
Second Read :Mountains: Surviving on Mt .Everest Unit 5 T390-T401 (Your Turn, T408-T409)
Author’s Purpose Minilesson Text and Graphic Features(LLG3 T234) Teacher models how to pay attention to special features used in informational text. Discuss the principle with students, using examples of text and graphic features found in Mountains: Surviving on Mt. Everest. Suggested language: “In Mountains: Surviving on Mt. Everest, many special features were used to give readers information about mountains and the people who climb them. What special features did you see in the text?” (headings, diagrams, captions, boxed facts, and a map) Work with students to find the other special features used in the story and what each one shows. Record students’ ideas in a Column Chart.
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research
W.3.5 W.3.10
• •
Practice revising and editing skills Reflection on and revise writing
CAR © Bormann and Wright 2009, 2011
W.3.5
•
W.3.5
● Recognize spelling, grammar, and punctuation errors
W.3.10
•
Week Five RI.3.5
Change word choice and sentence structure in writing to strengthen the piece.
Employ strategies for correcting errors with assistance (conferences, check sheets, peer editing)
● Use the unique features to find and manage information specific to the topic. ● Demonstrate proficiency in using the tools to locate information.
Independent column chart Text Feature/
Author’s Purpose
Independent Reading: Mountains: Surviving on Mt .Everest, Unit 5, T416 Minilesson Text and Graphic Features Independent completion of a Column Chart. Review/Reteach
Page
RL.3.5
● Identify the parts of the story ● Determine how the parts of the story are connected or organized (time, order, topic)
CAR © Bormann and Wright 2009, 2011
Whole group story map of Reader’s theater (characters, setting)
Read Play, “The Big Cleanup,” Unit 5, T424-T425 Minilesson Genre: Play (LLG3 T235) Teacher models how students learn to pay attention to stage directions in a play to learn about the setting and characters. Discuss the principle with students, using examples of stage directions in The Big Cleanup. Suggested language: “In the play The Big Cleanup, stage directions give information about the characters and setting. The stage directions appear in parentheses to set them off from the
rest of the script. What is the first stage direction you see in the play?” (A special team is preparing to clear garbage from Sunshine Point Park.) Follow-up: “How does this help you understand the play’s setting?” (It tells you where the play will take place.)
RF.3.4
RL.3.1
● Use appropriate rate and expression when reading aloud.
Read aloud of “Reader’s Theater”
● Accurately read grade –level text aloud.
Minilesson : (LLG3 T235) (
● Refer to specific text to support answers ant to craft questions.
Students perform read aloud of reader’s theater stopping to clarify by asking and answering questions.
● Explicitly locate evidence in text to support the answers and to craft questions of a factual nature. RL.3.1 RL.3.2
● Closely read text to demonstrate understanding. ● Closely read stories, including fables, folktales and myths from diverse cultures, noting key details.
Week Six RI.3.10
First Read , The Big Cleanup, Unit 5, T424-T425
● Efficiently read and understand a wide range of informational and literary texts within the higher end of the second to third grade text level by the end of the year.
CAR © Bormann and Wright 2009, 2011
Whole group reading of selected text Students perform key scenes from text
Second Read , The Big Cleanup Unit 5, T424-T425 Minilesson : (LLG3 T235) Students perform read aloud of reader’s theater stopping to clarify by asking and answering questions.
Close reading of text Students take jot notes to ask/answer questions Whole group chart
Suggested Text: Becoming Anything He Wants to Be, Unit 6 T107 Minilesson: Close Reading
Questions
New Words
Important
Things that surprised me…
Details
RI.3.5
● Identify the unique features and organization of organizational text.
Column chart Text Author’s Feature/ Purpose Page
RI.3.1
RI.3.2
Teacher asks students to independently read the text. Students use close reading marks on post it notes to build chart.
Suggested Text: Becoming Anything He Wants to Be, Unit 6 T107 Minilesson: Close Reading Independently read text to find text and graphic features.
● Explicitly locate evidence in the text to support answers and craft questions of a factual nature.
Fact/Opinion chart (whole group and independent)
Suggested Text: Becoming Anything He Wants to Be, Unit 6 T107
● Determine central messages or main ideas in a text.
Main idea and supporting details.
Minilesson: Close Reading Teacher and students work together on whole group chart finding examples of facts and opinions. Students continue to read and complete chart independently. Suggested Text: Becoming Anything He Wants to Be, Unit 6 T107
● Analyze how details of the text help to support and reveal the central idea or theme.
CAR © Bormann and Wright 2009, 2011
Minilesson: Close Reading Students independently re read text and complete main idea and supporting detail chart.
:
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research W.3.10
● Self-correct when writing to produce a clearer message
W.3.6
• •
Develop strategies with peers and adults for using digiatal tools. Use technology for producing and publishing writing.
Week Seven RL.3.1 ● Closely read to demonstrate understanding.
Close reading jot notes.
● Make personal connections, make connections to other texts, and/or make global connections when relevant. RL.3.5
RL.3.2
Determine how the parts of a story are connected or organized.
● Determine the central message or theme ● Identify patterns in details.
CAR © Bormann and Wright 2009, 2011
Open ended responses
Inference chart (Theme/Message ) Supporting Detail 1, Supporting Detail 2, Supporting Detail 3
Suggested Text: My Blue Belt Day, Unit 6, T116-T117 Minilesson: Close Reading Students independently read the text and make jot notes using close reading marks. Suggested Text: My Blue Belt Day, Unit 6, T116-T117 Minilesson: Close Reading Students independently read the text and make observations about how the text is organized. (Possible questions: How is this text organized? How is this different from other text? Why did the author make that choice? Suggested Text: My Blue Belt Day, Unit 6, T116-T117 Minilesson: Close Reading
RL.3.6
● Establish the point of view of a text.
POV Graphic organizer
Who is talkin g?
RL.3.6
•
Compare the reader’s point of view with the author’s point of view.
What are their though ts/feeli ngs?
Evidenc e
POV compare & contrast chart (t-chart or Venn diagram)
Students independently read the text and make observations about how the text is organized. (Possible questions: How is this text organized? How is this different from other text? Why did the author make that choice? Suggested Text: My Blue Belt Day, Unit 6, T116-T117 Minilesson: Close Reading Students independently read the text and make observations about the narrator’s POV.
Suggested Text: My Blue Belt Day, Unit 6, T116-T117 Minilesson: Close Reading Students independently read the text to compare and contrast their POV from the narrator’s (teacher models/students complete independently. Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research
W.3.10 W.3.7
• •
Develop Skills in writing Explore a topic in greater detail by developing a research question with assistance that helps bring focus to the topic.
CAR © Bormann and Wright 2009, 2011
W.3.7
•
Gather information to support a topic
W.3.7
•
Select relevant information from texts to support main ideas or claims.
W.3.7
•
Group like ideas to organize writing.
Week Eight RL.3.2 ● Identify patterns in details
T-Chart for recording patterns in details from the poem.
Suggested Text: I Chop, Chop, Chop; Long Jump, (poetry) Unit 6, T118-T-119 Minilesson: Close Reading Teacher reads each poem aloud. Students reread to identify patterns (Are the stanzas long or short? Is there rhyming? Rhythm?)
RL.3.6
• •
RL.3.1
•
Compare the reader’s point of view with the author’s point of view. Determine how the reader’s point of view is different than the narrator’s or characters
POV compare & contrast chart (t-chart or Venn diagram)
Make personal connections, make connections to other texts, and/or global connections when relevant.
Open ended response/Reading Response Questions
CAR © Bormann and Wright 2009, 2011
Suggested Text: I Chop, Chop, Chop; Long Jump, (poetry) Unit 6, T118-T-119 Minilesson: Close Reading Students independently read the text to compare and contrast their POV from the narrator’s (teacher models/students complete independently. Suggested Text: I Chop, Chop, Chop; Long Jump, (poetry) Unit 6, T118-T-119 Minilesson: Close Reading Students reread text using close reading to respond to “text to self” questions.
RL.3.1
Make personal connections, make connections to other texts, and/or global connections when relevant.
W.3.5
•
Practice revising and editing skills
W.3.5
•
Employ strategies fore correcting errors with assistance (conferences, check sheets, peer editing) Reflection on and revise writing Purposefully explain choices made by writing.
W.3.10 • •
W.3.6
•
Open ended response/Reading Response Questions
Suggested Text: I Chop, Chop, Chop; Long Jump, (poetry) Unit 6, T118-T-119 Minilesson: Close Reading Students reread text using close reading to respond to “text to text questions. Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research
Use technology for producing and publishing writing.
Week Nine RI.3.1
● Explicitly locate evidence in the text to support answers and to craft questions of a factual nature.
Questions
New Words
Important
Things that surprised me…
Details
CAR © Bormann and Wright 2009, 2011
Suggested Text: The Power of Magnets, Unit 6 , T62-T67 Minilesson: Close reading Students and teachers preview the text, students complete first read independently while making post it jot notes and adding to close reading chart.
RI.3.5
● Identify the unique features and organization of informational text (text features, and search tools) ● Use the unique features to find and manage information specific to the topic.
RI.3.5
RI.3.2
W.3.10
● Demonstrate proficiency in using tools to locate information.
● Make personal connections, make connections to other texts, and/pr make global connections when relevant.
● Produce numerous pieces of writing over various time frames.
CAR © Bormann and Wright 2009, 2011
Anchor chart: Text and Graphic Features Open ended response/Reading response questions
Anchor chart: Cause and Effect Open ended response/Reading response questions
Venn Diagram (for comparing text) Open ended response/Reading Response Questions
Suggested Text: The Power of Magnets, Unit 6 , T62-T67 Minilesson: Close reading Students identify the text and graphic features of the text for class anchor chart. Students use text to answer text dependent questions with text evidence. Suggested Text: The Power of Magnets, Unit 6 , T62-T67 Minilesson: Teacher revisits the text and points out cause and effect words. Teacher begins cause and effect chart in whole group. Students complete idepenendently. Suggested Text: The Power of Magnets, Unit 6 , T62-T67, Electromagnets, Unit 6, Minilesson: Close reading of photo essay. Venn diagram for comparing and contrasting. Independent compare/contrast essay. Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research
W.3.10
● Develop a topic related to the content area they are writing about to reflect the task, audience, and purpose.
Week Ten, Benchmark Assessment: RI.3.10
•
RL.310
Efficiently read and understand a wide range of informational and literary texts within the higher end of second to third grade text level by the end of the year.
End of Unit Assessment
End of Unit Assessment
Lucy Calkins Journeys Writing Lessons Writing Focus: • Informational Writing • Short Research W.3.10
•
Produce numerous pieces of writing over various time frames.
W.3.10
•
Develop a topic related to the content area they are writing about to reflect the task, audience, and purpose. Summative Written Assessments
End of Unit 4 Assessment Summative Performance Assessment Cross-content Project-Based Assessment with Science/Social Studies
CAR © Bormann and Wright 2009, 2011
