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 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 |
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Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
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Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Seesaw,Googlio, Digication), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 | Reading
Writing/Language
Word Study
Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
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| By the end of 4th grade,
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Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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.
| ||
| 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. | ||
| 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. | ||
| 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) | |||
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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 |
| ||
Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Task | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 | Reading
Writing/Language
Word Study
Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
3-5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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.
| ||
| 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. | ||
| 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. | ||
| 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) | |||
|
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 |
| ||
Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program (Hardcopy and electronic edition)
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 | Reading
Writing/Language
Word Study
Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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. | ||
| 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. | ||
| 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. | ||
| 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) | |||
|
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 |
| ||
Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program (Hardcopy and electronic edition)
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 | Reading
Writing/Language
Word Study
Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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. | ||
| 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. | ||
| 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. | ||
| 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) | |||
|
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 |
| ||
Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
| ||
Know | By the end of this unit, students will know:
| ||
Do | By the end of this unit, students will be able to:
| ||
Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies 53 Ways to Check for Understanding | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-3rd Gr. ELA Unpacking the Standards ● 3rd Grade ELA-Common Core Resources Writing/Language ● Keys to Content Writing and Keys to Argumentative Writing Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
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| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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.
| ||
| 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. | ||
| 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. | ||
| 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) | |||
|
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 |
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Enduring Understandings | In Reading, students will understand:
In Writing, students will understand:
In Word study, students will understand:
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Know | By the end of this unit, students will know:
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Do | By the end of this unit, students will be able to:
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Evidence of Learning | |||
Formative | Wonders Weekly Assessment Running Records Formative Assessment Strategies | ||
Summative/ Benchmark | Wonders Unit Assessment MAP Reading Assessment F&P Benchmark Assessment | ||
Alternative Assessments | Wonders Fluency Assessment Wonders Unit Research and Inquiry Projects Steps in Designing a Performance TaskTask Template (WORD)Performance Task Review CriteriaTechnology Upgrades for Performance Tasks | ||
Learning Activities | |||
Technology Utilized: Wonders Online, Google Classroom, Google Docs, Chromebooks
Technology Utilized: Wonders Online, Scholastic Reading Counts, Websites for Individualized Instruction (see above), Chromebooks, SMARTboards
Technology Utilized: Scholastic Book Wizard Website, Google Classroom, Supplemental Websites (Read Theory, Scootpad, Epic), Chromebooks
Technology Utilized: SMARTboard, Chromebooks, Google Docs and Classroom, Supplemental Websites
Technology Utilized: EPortfolio Program (Googlio, Digication, Seesaw), Chromebooks, Google Classroom/Docs
Technology Utilized: Google Docs, Chromebooks, Supplemental Websites (Spelling City) | |||
Materials / Equipment / Resources | |||
Core Instructional Materials and Texts | Wonders Reading Program ( Hardcopy and electronic edition)
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 | Sound Spelling Cards High-Frequency Word Cards Interactive Games Interactive Read-Alouds: Linking Standards, Fluency, and Comprehension (Book) F&P Prompting Guides Reading ● North Carolina-3rd Gr. ELA Unpacking the Standards ● 3rd Grade ELA-Common Core Resources Writing/Language ● Keys to Content Writing and Keys to Argumentative Writing Speaking & Listening ● Literacy TA-Speaking and Listening Activities ● Learn Zillion-Crafting a Persuasive Speech ● Literacy Design Collaborative Modules ● Literacy in Science-Animal Adaptations Critical Thinking ● Newsela | ||
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
|
| By the end of 4th grade,
|
Technology Standards - 8.1 | ||
3 -5th Grade | ||
A. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems and operations. | ||
| 8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
| |
| 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. | ||
| 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. | ||
| 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. | ||
| 8.1.5.D.1 Understand the need for and use of copyrights. | |
| 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. | ||
| 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. | ||
| 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. | ||
| 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) | |||
|
END OF UNIT