ELA GRADE 3                                                                                         Page  of

The Grade 3 ELA curriculum is designed to provide students with the instruction they need to continue to develop and enhance their literacy skills. Building on the skills and strategies that the children have developed in second grade, the ELA curriculum supports children as they learn to read with increasing fluency, comprehension and independence

Reading instruction begins with a targeted mini-lesson, followed by group or independent skill building lessons and independent practice time. The Reading block also consists of Independent Reading time. While students are reading independently, strategy groups and individual reading conferences take place. Strategy groups are comprised of students who need targeted practice on a specific skill and strategy, and individual conferences are tailored to specific student needs.

Writing instruction also begins with a targeted mini-lesson, followed by an opportunity for group and individual practice of targeted skill. The block also consists of Independent Writing time. While students are working on individual pieces, the teacher is holding small group or individual conferences based on specific strategies to improve student writing skills. Strategy groups are made up of students who demonstrate a need for targeted practice or enrichment of specific skills or strategies.

ELA instruction for the year is organized into 6 units of study, which are described below:

Units:

Unit 1- Growing and Learning (Reading), Narrative Text (Writing), Short and Long Vowel Patterns (Word Study)

Unit 2- Figuring it Out (Reading), Informative Text (Writing), Long Vowels, Silent Letters, and Blends (Word Study)

Unit 3- One of a Kind (Reading), Opinion Texts (Writing), R-Controlled Vowels, Prefixes, and Diphthongs (Word Study)

Unit 4- Meeting The Challenge (Reading), Narrative Text (Writing), Variant Vowels, Plural Words, and Homophones (Word Study)

Unit 5- Taking Action (Reading), Opinion Text (Writing), Compound Words, Endings, and Syllables (Word Study)

Unit 6- Think It Over (Reading), Informative Text (Writing), Prefixes, Vowel Teams, and Suffixes (Word Study)

Unit Title

Unit 1- Growing and Learning (Reading)

            Genre Writing: Narrative (Writing)

            Short and Long Vowel Patterns (Word Study)

                                                   

Timeframe 

6 weeks

(5 weeks-instruction, 1 week-assessment)

September-October

Unit Summary

       In this Reading unit, student learning will be organized around the question “How can learning help us grow?” Students will learn the purpose of stories across the Fantasy, Realistic Fiction, Narrative Non-fiction, Biography, and Expository genres. They will discuss lessons that can be learned from stories, as well as identify the basic elements of stories. Students will learn about different cultures, focusing on how people and traditions contribute to communities. They will also learn about problem solving and how this leads to new ideas. Finally, students will learn about how landmarks help us to understand our country’s story. In this unit, students will practice visualizing and asking/answering questions. They will learn about characters, sequence, cause and effect, and main idea and key details. Students will also focus on strategies that good readers use to select, read, comprehend, and make connections with independently selected text. They will learn the structure of independent reading and center time.

       In Writing, students will focus on learning the steps of the writing process. They will focus on writing pieces within the Narrative genre. Students will compose Friendly Letters and Personal Narratives. They will learn about how to generate ideas, use word choice to enhance their writing, how to organize writing pieces, and how to create sentence fluency in their work. Through small group and individual conferencing, students will learn about sentences and sentence fragments, commands and exclamations, subjects, predicates, and simple/compound sentences. They will learn the purpose of writing portfolios and create their own writing portfolio to be developed throughout the year.

       In Word Study, students will learn about short vowel sounds and final e spelling patterns, as well as long a and long o spelling patterns.

Learning Targets

Essential Questions

  • Reading

  • What can stories teach you? (Week 1)
  • What can traditions teach you about cultures? (Week 2)
  • How do people from different cultures contribute to a community? (Week 3)
  • How can problem solving lead to new ideas? (Week 4)
  • How do landmarks help us understand our country’s story? (Week 5)
  • Writing
  • How do good writers focus their writing to describe one central event? (Week 1)
  • How can I provide interesting descriptive details to help readers see and feel events in a story? (Week 2)
  • How can I use sequence words to help my story unfold naturally? (Week 3)
  • How can I use time order words to show the sequence of events in my narrative pieces? (Week 4)
  • How can I use simple and compound sentences to make my writing more interesting? (Week 5)
  • What are the components of strong sentences? (Weeks 1-5)
  • Word Study
  • How do writers use spelling patterns for short vowels to improve word analysis and writing? (Weeks 1-2)
  • How do writers use the spelling pattern for final e to improve readability of writing? (Week 3)
  • How do writers use the spelling patterns for long a to improve word analysis and writing? (Week 4)
  • How do writers produce simple, compound, and complex sentences to enhance writing? (Week 5)

Enduring Understandings

In Reading, students will understand:

  • Stories can teach you many important lessons that can be used in daily life.
  • Traditions help to shape cultures all over the world.
  • People from many cultures contribute to the formation of modern cultures.
  • Solving problems, and the process behind solving problems, often leads to the discovery of new ideas and processes.
  • Landmarks teach us about important events in our country’s history.

In Writing, students will understand:

  • Strong Narrative stories describe one central event in great detail.
  • Narratives use strong descriptive details and word choice to help readers understand the story.
  • Sequence and time order words help readers to determine the sequence of story events.
  • Good writers use a variety of sentences to enhance their work.

In Word study, students will understand:

  • Writers use knowledge of short and long vowel sounds, as well as final e spelling patterns, to both decode words while reading and improve the readability of their own writing.
  • Varying sentence structures in individual writing pieces enhances writing by making it more interesting for the reader.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary Strategies to help understand unknown words or phrases in a text.
  • Reading Strategies to improve comprehension of text.
  • Characteristics of texts belonging to the Fantasy, Realistic fiction, Narrative Non-Fiction, Biography, and Expository genres.
  • Writing
  • Narrative writing can take many different forms.
  • Good narratives describe one event in great detail.
  • Transition words and sentence fluency make writing more interesting for the reader.
  • Good sentences are created using a subject and a predicate.
  • There are many different types of sentences.
  • Word Study
  • Knowledge of spelling patterns for short vowels, long vowels, and words that have a final e can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use synonyms, context clues, compound words, metaphors, and multiple meaning words to analyze unknown words and phrases within a text.
  • Employ the strategies of visualizing and asking/answering questions to understand complex text.
  • Read and analyze complex text,within the genres of Fantasy and Realistic Fiction, through the use of character, setting, plot, and sequence.
  • Read and analyze complex text, within the genres of Narrative Non-fiction, Biography, and Expository, through the identification of text structure; specifically, sequence, cause and effect, and main idea/key details

  • Writing
  • Write narratives in the form of a friendly letter and personal narrative.
  • Describe one event in detail, using strong word choice and organization.
  • Write narratives with strong sentence fluency that use sequence and time-order words.
  • Within individual, group, or modeled writing:
  • Identify sentences and sentence fragments; rewrite sentence fragments to form complete sentences.
  • Identify the subject and predicate of sentences
  • Identify and generate simple and compound sentences
  • Identify and generate commands and exclamation
  • Word Study
  • Identify spelling patterns for short vowels (a, e, i, o u)
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for long vowels (a, o); write words accurately that contain these patterns.
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for final e
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess Weekly Tested Skills (Online Assessment or Supplemental Source Assessment)

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks,  

                     SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting (Blogs via Google Classroom or Seesaw, YouTube channel, Surveys via Google Forms, etc.)
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Seesaw,Googlio, Digication), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Seesaw

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Reading

Writing/Language

Word Study

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion. 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). C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. D. Explain their own ideas and understanding in light of the discussion.

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.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure

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.

RL.3.3. Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

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.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.7. Conduct short research projects that build knowledge about a topic.

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.

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.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

H. Use coordinating and subordinating conjunctions.

I. Produce simple, compound, and complex sentences.

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.

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

 F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

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.

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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.

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).

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.3.7. 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).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI.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

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • Communities (6.1.4.A.11)
  • Cultures (6.1.4.D.13, 6.1.4.D.14)
  • Traditions (6.1.4.D.18)
  • Landmarks (6.1.4.D.17)

  • Science
  • Inventions (3-5-ETS1-1)
  • Methods of Discovery (3-5-ETS1-2)

  • Social Skills/Character Development
  • Problem-Solving
  • Working Together
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 2- Figuring it Out (Reading)

            Informative Text (Writing)

            Long Vowels, Silent Letters, and Blends (Word Study)

Timeframe 

6 Weeks (5 Instruction, 1 Assessment)

October-November

Unit Summary

     In this Reading unit, student learning will be organized around the questions “How do people figure things out?” Students learning will focus on the topics of cooperation, immigration, government, survival, and problem-solving. Students will learn about these topics through the folktale, historical fiction, expository, and poetry genres. They will focus on making, confirming, and revising predictions, as well as rereading to better understand text. They will learn about theme and author’s point of view, as well as alliteration and rhyme. Students will focus on strategies that good readers use to analyse and make connections with independently selected text, as well as understand the structure of written responses to text. They will use the structure of independent reading and center time to maximize the growth of their individual literacy skills.

      In Writing, students will focus on utilizing the steps of the writing process to produce Informative pieces. They will compose How-To and Explanatory Essays. They will learn about word choice and how to generate and organize ideas. Through small group and individual conferencing, students will learn about the many kinds of nouns, as well as how to combine sentences. They will also continue to develop their writing portfolio.

       In Word Study, students will learn about long vowel sounds and words with silent letters. They will also learn about three-letter blends and digraphs.

Learning Targets

Essential Questions

  • Reading

  • Why is working together a good way to solve a problem? (Week 1)
  • Why do people immigrate to new places? (Week 2)
  • How do people make government work? (Week 3)
  • How can people help animals survive? (Week 4)
  • How do people figure things out? (Week 5)

  • Writing
  • How do good writers use linking words and phrases to show the connections between ideas? (Week 1)
  • How do good writers use precise language to provide a clear and accurate message? (Week 2)
  • How do I use supporting details to clarify the main idea in my writing? (Week 3)
  • How can I use time order words to show the sequence of events in my informative pieces? (Week 4)
  • How can I use descriptive details and spatial words to make my writing more interesting? (Week 5)

  • Word Study
  • How do writers use spelling patterns for long vowels i, u, and e to improve word analysis and writing? (Weeks 1-2)
  • How do writers use the spelling pattern for silent letters to improve readability of writing? (Week 3)
  • How do writers use the spelling patterns for words with three-letter blends to improve my writing? (Week 4)
  • How do writers use the knowledge of digraphs to enhance writing? (Week 5)

Enduring Understandings

In Reading, students will understand:

  • Working together is a good way to solve complex problems.
  • People immigrate to new places for a better life.
  • Voting lets people know what you think and gives people the power to make decisions.
  • People can help animals survive by protecting habitats and forming special groups to help animals.
  • Inventors are people who solve problems that they in their world.

In Writing, students will understand:

  • Strong Informational pieces use linking words and phrases to show the connections between ideas.
  • Good writers use precise language to provide a clear and accurate message.
  • Main ideas need to be supported with clear details that provide additional information.
  • Strong writers ensure that their pieces have specific sequence words to show the sequence of events in a story.
  • Descriptive details and spatial words can be used to help a writer make meaningful connections for the reader.

In Word study, students will understand:

  • Writers use knowledge of long vowel sounds, as well as silent e spelling patterns, to both decode words while reading and improve the readability of their own writing.
  • Knowledge of three-letter blends and digraphs enhances writing by allowing for more complex word choice.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary Strategies to help understand unknown words or phrases in a text.
  • Reading Strategies to improve comprehension of text.
  • Characteristics of texts belonging to the folktale, historical fiction, expository, and poetry genres.
  • Writing
  • Informative writing can take many different forms.
  • How-To and Explanatory essays explain processes.
  • Informative writing has a clear sequence of events.
  • Time-order and spatial words are used to make the sequence of events clear for the reader.
  • Informative writing has facts, definitions, and clear supportive details.
  • There are a variety of nouns that can be used to enhance informative writing pieces.
  • Word Study
  • Knowledge of spelling patterns for long vowels, words that have silent letters, three-letter blends and digraphs can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use antonyms, similes, prefixes, suffixes, and other figurative language to analyze unknown words and phrases within a text.
  • Employ the strategies of making/confirming/revising predictions and rereading to understand complex text.
  • Within the genres of folktale and historical fiction, read and analyze complex text by the use of theme.
  • Within the genres of expository and poetry, read and analyze complex text by identifying author’s point of view, alliteration, and rhyme.

By the end of this unit, students will be able to:

  • Writing
  • Write Informative texts in the forms of a how-to and explanatory essay.
  • Describe one process in detail, using strong word choice and sequence of events.
  • Write informational pieces with clear sequence and spatial words.
  • Within individual, group, or modeled writing:
  • Identify and use different kinds of nouns
  • Identify and correctly use singular and plural nouns
  • Identify and correctly use irregular plural nouns and collective nouns
  • Identify similar types of sentences; combine sentences to improve sentence fluency
  • Identify and correctly use possessive nouns
  • Word Study
  • Identify spelling patterns for long vowels i, u, and e
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for words with silent letters; write words accurately that contain these patterns.
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for three-letter blends.
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for digraphs.
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Task

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Seesaw

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Reading

Writing/Language

Word Study

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

B. Provide reasons that support the opinion.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

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

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

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.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.

B. Develop the topic with facts, definitions, and details. C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

D. Provide a conclusion.

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

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

C. Use temporal words and phrases to signal event order.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 

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.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

W.3.7. Conduct short research projects that build knowledge about a topic.

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.

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.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

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.

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.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

B. Form and use regular and irregular plural nouns.

C. Use abstract nouns (e.g., childhood).

I. Produce simple, compound, and complex sentences.

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

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

B. Use commas in addresses.

D. Form and use possessives.

E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

RI.3.6. Distinguish their own point of view from that of the author of a text.

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

B. Recognize and observe differences between the conventions of spoken and written standard English.

RI.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).

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

RI.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

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

C. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

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).

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • Immigration (6.1.4.A.13)
  • Government (6.1.4.A.1-5)

  • Social Skills/Character Development
  • Cooperation
  • Working Together
  • Science
  • Methods of Discovery (3-5-ETS1-2)
  • Habitats (3-LS2-1)
  • Adaptations (3-LS4-2)
  • Basic Needs (3-LS4-3)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3-5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 3- One of a Kind (Reading)

            Opinion Texts (Writing)

            R-Controlled Vowels, Prefixes, and Diphthongs (Word Study) 

Timeframe 

6 Weeks (5 Instruction, 1 Assessment)

December-January

Unit Summary

 In this Reading unit, student learning will be organized around the questions “What makes things one of a kind?” Students learning will focus on the the themes of uniqueness, leadership, discoveries, new ideas, and valuing the past. Students will learn about these topics through the folktale, historical fiction, and expository genres. They will focus on visualizing and summarizing to better understand text. They will learn about problem and solution and cause and effect, as well as review main idea and key details and summarizing. Students will focus on strategies that good readers use to analyse and critique characters within independently selected text, as well as generate written responses to text that cite specific evidence from the story. They will use the structure of independent reading and center time to grow and expand their individual literacy skills.

      In Writing, students will focus on utilizing the steps of the writing process to produce Opinion pieces. They will compose How-To and Explanatory Essays that follow the “OREO” format. They focus on word choice, sentence fluency, and organizing their stories to maximize their writer’s voice. Through small group and individual conferencing, students will learn about the many kinds of verbs, as well as how to combine sentences using these verbs. They will also continue to develop their writing portfolio.

       In Word Study, students will learn about r-controlled vowels, prefixes, and diphthongs.

Learning Targets

Essential Questions

  • Reading

  • What makes different animals unique? (Week 1)
  • How can one person change the way you think? (Week 2)
  • What do we know about Earth and its neighbors? (Week 3)
  • What ideas can we get from Nature? (Week 4)
  • How is each event in history unique? (Week 5)
  • Writing
  • How do good writers use varied sentences to create more interesting writing? (Week 1)
  • How do linking words connect ideas in a story? (Week 2)
  • How can grouping similar ideas enhance your writing? (Week 3)
  • What makes a conclusion strong? (Week 4)
  • When is an appropriate time to use formal and informal voice in my writing? (Week 5)
  • How can I use a variety of verbs to enhance my writing? (Weeks 1-3)
  • Word Study
  • How do writers use spelling patterns for r-controlled vowels improve word analysis and writing? (Weeks 1-3)
  • How do the prefixes pre-, dis-, and mis- change the meaning of words? (Week 4)
  • How do writers use the knowledge of diphthongs /oi/ and /ou/ to improve word analysis and writing? (Week 5)

Enduring Understandings

In Reading, students will understand:

  • Animals have unique qualities that allow them to survive in their environment.
  • Leader's guide and inspire others by standing up for what they believe.
  • Astronomy is the study of outer space through the use of special tools.
  • Scientists observe nature and come up with new ideas to help people.
  • Remembering and reliving historical events provides us with lessons for the future.

In Writing, students will understand:

  • Strong opinion pieces use a variety of sentences to make writing interesting.
  • Good writers use linking words and phrases to show how ideas are connected and highlight cause and effect relationships.
  • Paragraphs group related sentences together and show how ideas are connected to the main idea.
  • Conclusions are designed to give readers a sense of closure and can summarize the main points of the story.
  • Good writers alter the voice of their writing depending upon their intended reader.
  • Strong writing uses a variety of verbs and combines like sentences using verbs to improve improve sentence fluency.

In Word study, students will understand:

  • Writers use knowledge of r-controlled vowels, as well as prefixes, to both decode words while reading and improve the readability of their own writing.
  • Knowledge of diphthongs enhances writing by allowing for more complex word choice and readability of stories.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary Strategies to help understand unknown words or phrases in a text.
  • Reading Strategies to improve comprehension of text.
  • Characteristics of texts belonging to the folktale, historical fiction, and expository genres.
  • Writing
  • Opinion writing can take many different forms.
  • Opinion letters and Book reviews offer writers a chance to express their opinion.
  • Opinion writing has clear opinions, reasons, examples, and strong conclusions.
  • Linking words are used to organize opinion pieces and highlight cause and effect relationships.
  • Opinion pieces have sentences that are organized around a topic.
  • There are a variety of verbs and tenses of verbs that can be used to enhance writing.
  • Word Study
  • Knowledge of spelling patterns for long vowels, words that have silent letters, three-letter blends and digraphs can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use synonyms, idioms, suffixes, and root words to analyze unknown words and phrases within a text.
  • Employ the strategies of visualizing and summarizing to understand complex text.
  • Within the Folktale genre, read and analyze complex text by identifying problems and solutions.
  • Within the Historical Fiction genre, read and analyze complex text by identifying cause and effect.
  • Within the Expository genre, read and analyze complex text by identifying the sequence of events, as well as the main idea and key details of stories.

  • Writing
  • Write Opinion texts in the forms of opinion letters and book reviews.
  • Use exclamatory, imperative, interrogative, and declarative sentences to create a story with varied sentence types.
  • Write Opinion pieces with linking words that show how their ideas are connected.
  • Write strong paragraphs that group related ideas together.
  • Use a strong conclusion to give readers a sense of closure and leave readers with something to think about.
  • Alter the voice of a piece of writing depending on the intended reader.
  • Within individual, group, or modeled writing:
  • Identify and use action verbs
  • Identify and correctly use present-tense verbs
  • Identify and correctly use past-tense verbs
  • Identify and correctly use future-tense verbs
  • Combine sentences that use similar verbs
  • Word Study
  • Identify spelling patterns for r-Controlled vowels
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for words r-Controlled vowels /ar/ and /or/
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for r-Controlled vowels /ar/ and /ir/
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for words with prefixes pre-, dis-, and mis-
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for words with diphthongs /oi/ and /ou/
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting (Blogging via Google Classroom, YouTube Channel, Surveys via Google Forms, etc.)
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program (Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Seesaw

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Reading

Writing/Language

Word Study

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

B. Provide reasons that support the opinion.

C. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

D. Provide a conclusion.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

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

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

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.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.

B. Develop the topic with facts, definitions, and details. C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

D. Provide a conclusion.

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

RL.3.3. Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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.

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.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

W.3.7. Conduct short research projects that build knowledge about a topic.

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.

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.

RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

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.

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.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

D. Form and use regular and irregular verbs. E. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

F. Ensure subject-verb and pronoun-antecedent agreement.

I. Produce simple, compound, and complex sentences.

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.

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

A. Capitalize appropriate words in titles.

C. Use commas and quotation marks in dialogue.

E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

RI.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).

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

C. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

RI.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

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).

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • Historical Leaders (6.1.4.A.9-10, 6.1.4.D.6)
  • Colonial Life (6.1.4.D.2)
  • Westward Expansion (6.1.4.D.3)
  • Civil Rights (6.1.4.A.9)

  • Social Skills/Character Development
  • Uniqueness
  • Leadership
  • Solving Problems

  • Science
  • Solar System/Space (MS-ESS-1)
  • Inspiration from Nature (3-LS2-1)
  • Characteristics of plants/animals (3-LS4-2)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

 

Unit Title

Unit 4- Meeting The Challenge (Reading)

           Narrative Text (Writing)

          Variant Vowels, Plural Words, and Homophones (Word Study)

Timeframe 

6 Weeks (5 Instruction, 1 Assessment)

February-March

Unit Summary

       In this Reading unit, student learning will be organized around the questions “What does it mean to meet a challenge?” Students learning will focus on the the themes of choices, skills and talents, adaptations, flight, and inspiration. Students will learn about these topics through the folktale, realistic fiction, expository, and poetry genres. They will focus on asking and answering questions, and rereading strategies to better understand text. They will learn new reading skills of author’s point of view and comparing and contrasting, as well as review the skills of cause and effect and theme. Students will focus on strategies that good readers use to connect within two independently selected texts, as well as offer critiques and opinions on independently read texts. They will use the structure of independent reading and center time to form literature circles and complete independent presentations on group-selected literature.

      In Writing, students will focus on utilizing the steps of the writing process to produce Narrative pieces. They will compose Fictional Narratives and Poems.They focus on developing their writer’s voice, dialogue, crafting strong openings/leads, showcasing author’s purpose through endings, and selecting words to enhance clarity. Through small group and individual conferencing, students will learn about linking, helping, and irregular verbs, as well as how to form complex sentences. Writers will also focus on contractions with the word “not”. Throughout the unit, they will continue to grow and edit their writing portfolio.

       In Word Study, studies will work on several topics. They will learn about variant vowels, focusing on /u/, /u, and /o/. The will work on plural words and homophones. Finally, they will work on words with soft c and g sounds.

Learning Targets

Essential Questions

  • Reading

  • What choices are good for us? (Week 1)
  • How can you use what you know to help others?(Week 2)
  • How do animals adapt to challenges in their habitat? (Week 3)
  • How are people able to fly? (Week 4)
  • How can others inspire us? (Week 5)
  • Writing
  • How do good writers use their personal voice so show how they feel about a topic? (Week 1)
  • How can I use dialogue and narration to develop my characters? (Week 2)
  • How can I craft openings that grab readers’ attention? (Week 3)
  • How can i write a strong conclusion that shows the author’s purpose? (Week 4)
  • How can word choice improve the understanding of the reader? (Week 5)
  • How do I use linking, main, helping, and irregular verbs to enhance my writing? (Weeks 1, 3, 5)
  • When and how can I revise my writing to include contractions that use the word “not”? (Week 2)
  • How can I use my knowledge of verbs to craft complex sentences? (Week 4)
  • Word Study
  • How do writers use spelling patterns for variant vowels improve word analysis and writing? (Weeks 1,3)
  • How do I alter words to show plurals of objects? (Week 2)
  • How do writers use the knowledge of homophones to improve word analysis and writing? (Week 4)
  • How do writers use knowledge of soft c and g spelling patterns to improve word analysis and writing? (Week 5)

Enduring Understandings

In Reading, students will understand:

  • Making smart choices takes practice and helps us live healthy lives.
  • Everyone has a talent or skills they can share with others.
  • Animals adapt to challenges in their environments.
  • Human flight is possible by machines that can stay in air while in motion.
  • People who are courageous can inspire us to help others.

In Writing, students will understand:

  • Writers share their own personal voice to show how they feel about a topic.
  • Good writers use dialogue and narration to develop their characters and make them come to life.
  • Good writers introduce a topic by using a strong opening that grabs their readers’ attention.
  • Strong conclusions help the reader understand the author’s purpose.
  • Strong, descriptive words help make writing clear.
  • Strong writing uses a variety of verbs, contractions, and complex sentences.

In Word study, students will understand:

  • Writers use knowledge of variant vowels, as well as knowledge of plural rules and rules governing the formation of words with soft c and g, to both decode words while reading and improve the readability of their own writing.
  • Knowledge of homophones enhances writing by allowing for more complex word choice and readability of stories.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary Strategies to help understand unknown words or phrases in a text.
  • Reading Strategies to improve comprehension of text.
  • Characteristics of texts belonging to the folktale, realistic fiction, expository, and poetry genres.
  • Writing
  • Narrative writing can take many different forms.
  • FIctional Narratives and poetry offer writers a chance to tell stories and relay the author’s purpose.
  • Narrative writing has an opening that grabs the reader’s attention, uses dialogue to enhance the narrative, showcases the author’s voice, and has as strong closing that shows the author’s purpose.
  • Strong, descriptive words make writing clear and show, rather than tell, the events in a story.
  • There are a variety of verbs and contractions, as well as types of sentences, that can be used to enhance writing.
  • Word Study
  • Knowledge of spelling patterns for variant vowels, homophones, plurals and soft c and g can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use root words, prefixes, metaphors, context and sentence clues to analyze unknown words and phrases within a text.
  • Employ the strategies of asking and answering questions and rereading to understand complex text.
  • Within the Folktale and Realistic Fiction genres, read and analyze complex text using Point of View skills.
  • Within the Expository genre, read and analyze complex text by identifying cause and effect and comparing/contrasting.
  • Within the Narrative and Free Verse Poetry genres, read and analyze complex text by finding theme.

  • Writing
  • Write Narrative texts in the forms of Fictional Narratives and Poetry.
  • Write Narrative pieces with strong, descriptive words that show, rather than tell, story events.
  • Write strong paragraphs that use dialogue and narration to enhance stories and show voice.
  • Write a strong conclusion that clearly shows the author’s purpose.
  • Within individual, group, or modeled writing:
  • Identify and use linking verbs
  • Identify and correctly use contractions with “not”
  • Identify and correctly use main and helping verbs
  • Identify and correctly use complex sentences
  • Identify and correctly use irregular verbs and plural words
  • Word Study
  • Identify spelling patterns for variant vowels /u/, /u, and /o/
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for common homophones
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for soft c and g words
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for commonly used plural words
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting (Blogging via Google Classroom, YouTube Channel, Surveys via Google Forms, etc.)
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program (Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Seesaw

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Reading

Writing/Language

Word Study

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

B. Provide reasons that support the opinion.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

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

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

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.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.

D. Provide a conclusion.

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

RL.3.3. Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

C. Use temporal words and phrases to signal event order.

D. Provide a sense of closure

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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.

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.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

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.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

W.3.7. Conduct short research projects that build knowledge about a topic.

RL.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lesson, and/ or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

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.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

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.

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.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

D. Form and use regular and irregular verbs.

E. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

F. Ensure subject-verb and pronoun-antecedent agreement.

G. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

H. Use coordinating and subordinating conjunctions.

I. Produce simple, compound, and complex sentences.

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.

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

C. Use commas and quotation marks in dialogue.

E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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.

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose words and phrases for effect.

B. Recognize and observe differences between the conventions of spoken and written standard English.

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

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

RI.3.6. Distinguish their own point of view from that of the author of a text.

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

C. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

RI.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).

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).

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI.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

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding and encoding words.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • History of Flight (6.1.4.C.15)
  • Inventions (6.1.4.C.16)

  • Social Skills/Character Development
  • Making Good Choices
  • Helping Others
  • Solving Problems

  • Science
  • Animal Adaptations (3-LS4-2)
  • Habitats (3-LS4-2)
  • Motion/Forces (3-PS2-2)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 5- Taking Action (Reading)

            Opinion Text (Writing)

            Compound Words, Endings, and Syllables (Word Study)

Timeframe 

6 Weeks (5 Instruction, 1 Assessment)

March-April

Unit Summary

      In this Reading unit, student learning will be organized around the questions “How do people take action?” Student learning will focus on the the themes of trading, reusing and recycling, teaming up, good citizens, and energy. Students will learn about these topics through the fairy tale, realistic fiction, expository, and biography genres. They will focus on asking and answering questions and summarizing to better understand text. They will review the skills of author’s point of view and cause and effect. Students will focus on determining point of view of independently selected text, as well as ask and answer questions about their reading. They will use the structure of independent reading and center time to form literature circles and create an advertisement for their book.

      In Writing, students will focus on utilizing the steps of the writing process to produce Opinion pieces. They will compose opinion essays and book reviews/commercials.They will develop sentence fluency, use sensory language, group related ideas, craft unique openings, and showcase their opinions on a given topic. Through small group and individual conferencing, students will learn about singular/plural, subject/object, and possessive pronouns, focusing on pronoun-verb agreement. Throughout the unit, they will continue to grow and edit their writing portfolio.

       In Word Study, studies will work on several topics. They will learn about inflected endings and types of syllables. Finally, they will work on compound words.

Learning Targets

Essential Questions

  • Reading

  • How do we get what we need? (Week 1)
  • How can we reuse what we already have? (Week 2)
  • How do teams work together? (Week 3)
  • What do good citizens do? (Week 4)
  • What are different kinds of energy? (Week 5)
  • Writing
  • How can varying sentence structure make writing more interesting? (Week 1)
  • How can sensory language describe experiences? (Week 2)
  • How do paragraphs show the main idea? (Week 3)
  • How can I craft an interesting opening using a question? (Week 4)
  • How can I show my own opinion in my writing? (Week 5)
  • What are the types of pronouns, and how do I use them in my writing? (Weeks 1-5)
  • Word Study
  • How does knowledge of compound words improve word analysis and writing? (Week 1)
  • How do I decode and spell words with inflected endings? (Weeks 2 and 4)
  • How do writers use the knowledge of open and closed syllables to improve word analysis and writing? (Weeks 3 and 5)

Enduring Understandings

In Reading, students will understand:

  • People meet their needs in different ways.
  • Conservation and recycling are important ways to protect our natural resources.
  • Teams work together during disasters.
  • Good citizens help other people and participate in their communities.
  • Alternative energy sources are better for the environment.

In Writing, students will understand:

  • Writers use a variety of sentences to make stories more interesting for their readers.
  • Good writers use sensory language to tell how something looks.
  • Writers group related ideas together in paragraphs.
  • Strong openings grab readers’ attention.
  • Writers choose topics they feel strongly about and share their personal opinion with the reader.
  • Strong writing accurately uses many types of pronouns.

In Word study, students will understand:

  • Writers use knowledge of inflected endings, as well as knowledge of open and closed syllables, to both decode words while reading and improve the readability of their own writing.
  • Knowledge of compound words enhances writing by allowing for more complex word choice and readability of stories.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary strategies to help understand unknown words or phrases in a text.
  • Reading strategies and skills to improve comprehension of text.
  • Characteristics of texts belonging to the Fairy Tale, Expository, and Biography genres.
  • Writing
  • Opinion writing can take many different forms.
  • Opinion Essays and Book Reviews/Commercials offer writers a chance share their feelings on a certain topic.
  • Opinion writing has an opening that states the author’s opinion, uses sensory details to enhance the story, showcases the author’s opinion, and has as strong closing that summarizes main idea of the story.
  • Pronouns can be used to enhance sentence fluency and avoid repetitious words in writing.
  • Word Study
  • Knowledge of spelling patterns for inflected endings, syllables, and compound words can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use root words, homographs, homophones, context clues, and prefixes/suffixes to analyze unknown words and phrases within a text.
  • Employ the strategies of asking and answering questions and summarizing to understand complex text.
  • Within the Fairy Tale and Realistic Fiction genres, read and analyze complex text using Point of View skills.
  • Within the Expository and Biography genres, read and analyze complex text by identifying cause and effect.

  • Writing
  • Write Opinion texts in the forms of an Opinion Essay and a Book Review/Commercial.
  • Write Opinion pieces with sensory details words that enhance story events.
  • Write strong paragraphs that group like ideas and show the main idea.
  • Write a strong conclusion that clearly shows the author’s opinion and an introduction that asks a question.
  • Within individual, group, or modeled writing:
  • Identify and use singular and plural pronouns
  • Identify and correctly use subject and object pronouns
  • Identify and correctly use pronoun-verb agreement
  • Identify and correctly use possessive nouns
  • Identify and correctly use pronoun-verb contractions
  • Word Study
  • Identify spelling patterns for compound words
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for inflected endings -ed,-ing, -s, and y to i
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for closed syllables
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for open syllables
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting (Blogging via Google Classroom, YouTube Channel, Surveys via Google Forms, etc.)
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides 

Reading

●          North Carolina-3rd Gr. ELA Unpacking the Standards

●          PARCC Evidence Tables

●          Character Traits

●          Fact and Opinion

●          Point of View

●          3rd Grade ELA-Common Core Resources

●          Teaching Text Features

Writing/Language

●          Brainstorm before Writing

●          Mini Writing Lessons

●          Keys to Content Writing and Keys to Argumentative Writing

●          Writing Genres

●          Writing Process

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

B. Provide reasons that support the opinion.

C. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

D. Provide a conclusion.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

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

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

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.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.

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

RL.3.3. Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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.

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.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

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.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

W.3.7. Conduct short research projects that build knowledge about a topic.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

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.

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.

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.

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.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

F. Ensure subject-verb and pronoun-antecedent agreement. 

I. Produce simple, compound, and complex sentences.

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.

L.3.2. Demonstrate command of the conventions of standard English capitalization

D. Form and use possessives.

E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). F. Use spelling patterns and generalizations (e.g., wo

rd families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

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

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose words and phrases for effect.

B. Recognize and observe differences between the conventions of spoken and written standard English.

RI.3.6. Distinguish their own point of view from that of the author of a text.

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

RI.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).

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

RI.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

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).

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • History of Trading (6.1.4.C.2)
  • Economics (6.1.4.C.1-9)
  • Citizenship (6.1.4.D.20)

  • Social Skills/Character Development
  • Characteristics of Citizens
  • Working together
  • Solving Problems

  • Science
  • Conservation (3-ESS2-1-2)
  • Energy/Resources (3-LS1)
  • Motion/Forces (3-PS2)

  • Math
  • Currency (2.MD.C.8)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

 

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

 

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT

Unit Title

Unit 6- Think It Over (Reading)

            Informative Text (Writing)

            Prefixes, Vowel Teams, Suffixes (Word Study)

Timeframe 

6 Weeks (5 Instruction, 1 Assessment)

April-June

Unit Summary

     In this Reading unit, student learning will be organized around the concept of “Think It Over”. Student learning will focus on the the themes of treasures, weather, learning to succeed, animals and you, and funny times. Students will learn about these topics through the Myth/Drama, Historical Fiction, Biography, Expository, and Narrative Poem genres. They will focus on making/confirming/revising predictions and rereading to better understand text. They will review the skills of theme and point of view, as well as review the text structures of problem/solution and compare/contrast. Students will focus on determining text structures of independently selected text, as well as determine common themes in their reading. They will use the structure of independent reading and center time to generate self-selected book projects.

      In Writing, students will focus on utilizing the steps of the writing process to produce Informative text. They will compose a Feature Article and Research Report.They will develop sentences of varying length, use linking words and phrases, organize their ideas, construct strong conclusions, and use precise language to clarify their writing. Through small group and individual conferencing, students will learn about adjectives and articles, adverbs, and prepositions. Throughout the unit, they finalize and share their writing portfolio.

       In Word Study, studies will work on several topics. They will learn about prefixes and suffixes, as well as syllables. Finally, they will work on vowel-team and r-controlled syllables.

Learning Targets

Essential Questions

  • Reading

  • How do you decide what’s important? (Week 1)
  • How can weather affect us? (Week 2)
  • Why are all goals important? (Week 3)
  • How can learning about animals help you respect them? (Week 4)
  • What makes you laugh? (Week 5)
  • Writing
  • How can varying sentence lengths make writing more interesting? (Week 1)
  • How do linking words and phrases improve your writing? (Week 2)
  • How can grouping like ideas help show sequence in your writing? (Week 3)
  • How do you use summarizing to generate a strong conclusion? (Week 4)
  • How can I incorporate precise language into my writing? (Week 5)
  • What are comparative adjectives and adverbs, and how can they improve my sentence structure? (Weeks 1-4)
  • How can prepositions be used in writing? (Week 5)
  • Word Study
  • How does knowledge of compound words improve word analysis and writing? (Week 1)
  • What are the types of prefixes and suffixes, and how do I use them in my writing? (Weeks 1,5)
  • How can knowledge of syllable patterns improve my writing? (Weeks 2-4)

Enduring Understandings

In Reading, students will understand:

  • Things that we value are things we feel are important.
  • Weather conditions can change and affect us every day.
  • Goals are things that that we want to do and are motivated to achieve.
  • The more you know about animals, the more you can do to help them.
  • Humorous things make people laugh, and your sense of humor is unique.

In Writing, students will understand:

  • Writers use sentences that vary in length.
  • Good writers use linking words and phrases to show the order of their ideas.
  • Writers organize like ideas into paragraphs.
  • Strong conclusions summarize key details, facts, and other important information.
  • Writers choose precise language to enhance their stories.
  • Strong writing includes comparative adjectives and adverbs, as well as prepositions.

In Word study, students will understand:

  • Writers use knowledge of syllables, specifically the vowel-team, consonant + -le, and r-controlled patterns, to both decode words while reading and improve the readability of their own writing.
  • Knowledge of prefixes and suffixes enhances writing by allowing for more complex word choice and readability of stories.

Know

By the end of this unit, students will know:

  • Reading
  • Vocabulary strategies to help understand unknown words or phrases in a text.
  • Reading strategies and skills to improve comprehension of text.
  • Characteristics of texts belonging to the Myth/Drama, Historical Fiction, Biography, Expository, and Narrative Poem genres.
  • Writing
  • Informational writing can take many different forms.
  • Featured Articles and Research Reports offer writers an in-depth look about topics in the world around them.
  • Informational text has varied sentence length, uses linking words and phrases, groups like ideas together, uses precise vocabulary, and has as strong closing that summarizes key facts and details.
  • Comparative adjectives and adverbs can be used to improve sentence structure and increase reader interest.
  • Word Study
  • Knowledge of spelling patterns for prefixes, suffixes, and syllables can be used to improve reading comprehension and can help improve the readability of your writing.

Do

By the end of this unit, students will be able to:

  • Reading
  • Use root words, idioms, greek/latin roots, and paragraph clues to analyze unknown words and phrases within a text.
  • Employ the strategies of making/confirming/revising and rereading to understand complex text.
  • Within the Myth/Drama and Historical Fiction genres, read and analyze complex text using theme.
  • Within the Biography and Expository genres, read and analyze complex text through analysis of text structures (Problem and Solution and Compare/Contrast.
  • Within the Narrative Poem genre, read and analyze complex text using Point of View.

  • Writing
  • Write Informational texts in the forms of an Featured Article and Research Report.
  • Write Informational text with linking words and phrases.
  • Write strong paragraphs that group like ideas.
  • Write a strong conclusion that summarizes key facts and details.
  • Use precise language to make writing informative.
  • Within individual, group, or modeled writing:
  • Identify and use adjectives and articles
  • Identify and correctly use adjective that compare
  • Identify and correctly use adverbs
  • Identify and correctly use adverbs that compare
  • Identify and correctly use prepositions
  • Word Study
  • Identify spelling patterns for prefixes
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for consonant + le syllables and vowel team syllables
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.
  • Identify spelling patterns for r-controlled
  • Generate accurate spelling for words using the patterns.
  • Edit mistakes in own writing using the patterns.

Evidence of Learning

Formative

Wonders Weekly Assessment

Running Records

Formative Assessment Strategies 

53 Ways to Check for Understanding

Traits Rubric for Grades 3-6

Summative/ Benchmark

Wonders Unit Assessment

MAP Reading Assessment

F&P Benchmark Assessment

Alternative Assessments

Wonders Fluency Assessment

Wonders Unit Research and Inquiry Projects

LCD Task Template Collection 

Steps in Designing a Performance Task

Task Template (WORD)

Performance Task Review Criteria

Technology Upgrades for Performance Tasks

Learning Activities

  • Weekly Reading Activities
  • Whole Group Instruction
  • Monday- Build Background, preview genre and strategy, close read of “Shared” text, vocabulary skill mini-lesson
  • Tuesday- Comprehension mini-lessons, vocabulary and genre mini-lessons
  • Wednesday- Phonics/Fluency mini-lessons, close read of main story
  • Thursday- Close read of connecting story; write about reading (Respond. Answer. Tell Evidence.)
  • Friday- Review and Assess

                       Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks       

  • Small Group Instruction
  • Monday- Vocabulary Mini-Lesson or Phonics/Decoding Mini-Lessons
  • Tuesday- Comprehension Mini-Lessons
  • Wednesday- Vocabulary or Fluency Mini-Lessons
  • Thursday- Paired Reads or Skill specific instruction
  • Friday- Self Selected Reading, Literature Circles, or Supplemental Websites (ScootPad, Read Theory, Seesaw, etc.)

                      Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards

  • Reading Workshop
  • Students select “just-right” books to read that meet provided genre requirements
  • Reading conferences with teacher once a week
  • Individualized skill instruction provided during meeting 

                      Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks

  • Weekly Writing Activities
  • Monday-Thursday
  • Whole Group Mini-Lesson: Daily Writing Trait
  • Guided Practice: Writing Entry: Prewrite/Draft
  • Independent Writing Time and Writing Conferences
  • Centers (Grammar, Reference/Technology Skills, Research Skills)

                      Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites

  • Friday
  • Sharing/Reflecting (Blogging via Google Classroom, YouTube Channel, Surveys via Google Forms, etc.)
  • Portfolio (Self-selected writing) Time

                      Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs

  • Weekly Word Study
  • Monday: Introduce spelling pattern and word study list
  • Tuesday: Sort/Practice Activity Center
  • Wednesday: Sort/Practice Activity Center
  • Thursday: Sort/Practice Activity Center
  • Friday: Assessment of Spelling Pattern; word journaling

                      Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City)

Materials / Equipment / Resources

Core Instructional

Materials and Texts

Wonders Reading Program ( Hardcopy and electronic edition)

  • Teacher Edition
  • Reading/Writing Workshop
  • Literature Anthology
  • Leveled Readers
  • Your Turn Practice Book
  • Visual Vocabulary Cards
  • Leveled Workstation Activity Cards

Classroom Library Trade Books

Extended Complex Text - Classroom Library

Google Classroom

Crafting Nonfiction:  Lessons on Writing Process, Traits, and Craft (Book)

Explorations in Nonfiction Writing (Book)

Writing by Design (Book)

Equipment

Chromebooks

Smartboards

Supplemental Resources

Newsela 

Sound Spelling Cards

High-Frequency Word Cards

Interactive Games

Graphic Organizers 

Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book)

F&P Prompting Guides

Reading

●          North Carolina-3rd Gr. ELA Unpacking the Standards

●          PARCC Evidence Tables

●          Character Traits

●          Fact and Opinion

●          Point of View

●          3rd Grade ELA-Common Core Resources

●          Teaching Text Features

Writing/Language

●          Brainstorm before Writing

●          Mini Writing Lessons

●          Keys to Content Writing and Keys to Argumentative Writing

●          Writing Genres

●          Writing Process

Speaking & Listening

●          Partner talk

●          Accountable talk

●          Literacy TA-Speaking and Listening Activities

●          Learn Zillion-Crafting a Persuasive Speech

●          Literacy Design  Collaborative Modules

●          Literacy in Science-Animal Adaptations

●          Collaboration Kit 

Critical Thinking

●          Current Event Lessons

●          Smithsonian TweenTribune

●          Newsela

●          Critical Thinking Handbook

●          Critical Thinking Lessons in Literacy

●          Whole Brain Teaching Video

Standards

Standards in bold are major areas of focus for the unit.

Reading

Writing & Language

Speaking and Listening

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.

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

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

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

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.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic and group related information together; include text features (e.g.: illustrations, diagrams, captions) when useful to support comprehension.

B. Develop the topic with facts, definitions, and details. C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

D. Provide a conclusion.

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

RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

W.3.3. Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences.

B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

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.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

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.

RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters.

W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

SL.3.5. Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

RL.3.7. Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

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.

SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity (See Appendix A) or above, with scaffolding as needed.

W.3.7. Conduct short research projects that build knowledge about a topic.

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.

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.

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.

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.

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.

L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

F. Ensure subject-verb and pronoun-antecedent agreement.

G. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

I. Produce simple, compound, and complex sentences.

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

L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. G. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

RI.3.6. Distinguish their own point of view from that of the author of a text.

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

A. Choose words and phrases for effect.

B. Recognize and observe differences between the conventions of spoken and written standard English.

RI.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).

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.

A. Use sentence-level context as a clue to the meaning of a word or phrase.

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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

RI.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

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).

RI.3.10. By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

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.

21st Century Skills and Themes

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation  

Science:  Students will read informational texts connected to Science content. Students will connect the unit theme with various informational texts.

Social Studies: Students will read informational texts connected to Social Studies content. Students will connect the unit theme with various informational texts.

Arts/Media:  Students will explore the portrayal of the unit theme through various artistic mediums

  • Social Studies
  • Cultures/Values (6.1.4.D.19)
  • Historical Figures (6.1.4.D.12)

  • Social Skills/Character Development
  • Decision Making
  • Setting Goals
  • Conversation Skills
  • Science
  • Weather (3-ESS2)
  • Animals (3-LS4)
  • Heredity (3-LS3)
  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.

  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.

  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Technology Standards - 8.1

3 -5th Grade

A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations.

  • Understand and use technology systems.

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

 

  • Select and use applications effectively and productively.

8.1.5.A.2. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

B. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge and develop innovative products and process using technology.

  • Apply existing knowledge to generate new ideas, products, or processes.
  • Create original works as a means of personal or group expression.

8.1.5.B.1 Collaborative to produce a digital story about a significant local event or issue based on first-person interviews.

C. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

  • Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media.
  • Communicate information and ideas to multiple audiences using a variety of media and formats.
  • Develop cultural understanding and global awareness by engaging with learners of other cultures.
  • Contribute to project teams to produce original works or solve problems.

8.1.5.C.1 Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps.

D. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

  • Advocate and practice safe, legal, and responsible use of information and technology.

8.1.5.D.1 Understand the need for and use of copyrights.

  • Demonstrate personal responsibility for lifelong learning.

8.1.5.D.2 Analyze the resource citations in online materials for proper use.

8.1.5.D.3 Demonstrate an understanding of the need to practice cyber safety, cyber security, and cyber ethics when using technologies and social media.

  • Exhibit leadership for digital citizenship.

8.1.5.D.4  Understand digital citizenship and demonstrate an understanding of the personal consequences of inappropriate use of technology and social media.

E: Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

  • Plan strategies to guide inquiry.
  • Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
  • Evaluate and select information sources and digital tools based on the appropriateness for specific tasks.

8.1.5.E.1  Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks.

 

F: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

  • Identify and define authentic problems and significant questions for investigation.
  • Plan and manage activities to develop a solution or complete a project.
  • Collect and analyze data to identify solutions and/or make informed decisions.
  • Use multiple processes and diverse perspectives to explore alternative solutions.

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding.

Modifications/Accommodations

(IEPs, ELLs, 504s, G/T & BASIC SKILLS)

  • I.E.P
  • Individualized student modifications will be determined by collaboration between Child Study Team, Regular and Special Education teachers, and OT/PT/Speech specialists (as needed).
  • 504 s
  • Individualized student modifications will be determined by collaboration between Principal, Parents, Teachers, and School Nurse/Other medical professionals (as needed).
  • GT
  • Small Group Instruction to extend skills (Weekly, TBD by Principal/GATE instructors)
  • Student-Selected, Independent Research Projects/Presentations
  • “Beyond” Leveled Readers and Small Group Instruction (Wonders)
  • “Challenge” Word Study Lists
  • Differentiated Writing Checklists for Writing Assignments
  • Basic Skills
  • “Approaching” Leveled Readers and Small Group Instruction (Wonders)
  • “Approaching” Word Study Lists
  • Small group instruction/remediation of skills
  • Dedicated Title 1 Instruction time with Title 1 Teachers (TBD by Principal)
  • Differentiated Writing Checklists for Writing Assignments
  • ELLs
  • Students will receive extended time (as needed)
  • Visual Vocabulary Lists and ELL Word Study Lists
  • Sheltered English Instruction (Additional language objectives for lessons)
  • “ELL” Leveled Readers and Small Group Instruction (Wonders)
  • Additional Small Group Instruction of Foundational Literacy Skills (TBD by principal)
  • Differentiated Writing Checklists for Writing Assignments
  • Modifications for PARCC Assessment (Extended time)

END OF UNIT