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Elementary Literacy Third Grade, Quarter 1 Unit 1
Subject: LiteracyGrade: Third
Timeline: 4 - 4 1/2 weeksQuarter 1 Unit 1 Overview:In this 4-4 ½ week unit, students read stories that are worth retelling. The students will read narratives, poems, and identify fact and opinion in non-fictional text. Learners decode multisyllabic words with common prefixes and suffixes as they identify synonyms or antonyms used in text. Students will read narratives such as Arthur Writes a Story, Marta’s Magnets, and Ronald Morgan Goes to Camp. Comprehension is enhanced by making inferences and/or drawing conclusions based on information from text. Additionally, they will summarize the major events and key details of a fictional text. They will use their knowledge of language and its conventions as they write, speak, read and listen. During this time period, students will be introduced to five words per week (four high frequency words and one word from the prefix/suffix weekly focus). The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.
Quarter 1 Unit 1 Performance Task:Craft an unprompted personal narrative worth retelling. Create an illustration for your personal narrative that will capture the major character(s) and setting. Your personal narrative should include components of story elements, temporal words and phrases, descriptive details and closure. Stories will be shared orally with a small group, with a partner, or as a whole group. (Collected stories can be turned into a class book for a book basket.
Focus Standards:RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).W.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.W.3.6-With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.W.3.10-Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.SL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.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.Student Objectives/Competencies:
Students will be able to…
-demonstrate command of the conventions of Standard English grammar-utilize abstract nouns (e.g. childhood)-utilize word wall and classroom resources-identify and/or interpret a synonym or antonym of a word used in text-ask and answer questions to demonstrate understanding of a text-make inferences-draw conclusions based on information from the text-demonstrate appropriate speaking and listening behaviors-utilize comprehension strategies-discuss setting, characterization, plot, problem/solution-write narrative stories-identify character traits-answer text dependent questions-build descriptive sentences-revise writingAssessments:Q1U1 Rubric3
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Scoring
CONTENT
Creates an unprompted personal narrative that includes all of the following story elements: plot, setting, narrator and characters
Includes many descriptive details and a closure
Thoroughly focused
Creates an unprompted personal narrative that includes at least 3 of the following story elements: plot, setting, narrator and/or characters
Includes some descriptive details and a closure
Focused on topic
Creates an unprompted personal narrative that includes at least 1-2 of the following story elements: plot, setting, narrator and/or characters
Lack either descriptive details or closure
Somewhat focused on topic
Students narrative includes no story elements
Lacks both details and closure
Not focused on the topic
____ x 3 =
____ x 2 =
____ x 2 =
ORGANIZATION
The writing has a well-developed beginning, middle, and end
All details are presented in logical order for the task
Includes many temporal words and phrases to signal event order
The writing has an adequately developed beginning, middle, and end
Most details are presented in a logical order for the task
Includes some temporal words or phrases to signal event order
The writing is missing one or two of the following: beginning, middle, or end
Some details are presented in a logical order for the task
Includes at least one temporal word to signal event order
The writing has no clear organizational plan
Details and examples are random or do not exist
Lacks temporal words and/or phrases
____ x 1 =
____ x 1 =
____ x 1 =
CONVENTIONS
Writing contains few errors for the amount written.
Writing contains some errors for the amount written.
Writing contains many errors for the amount written.
Contains serious and distracting grammar errors
____ x 2=
TASK SPECIFIC REQUIREMENTS
Presentation includes excellent pacing and audibility
Appropriate answers are offered for questions relating to the narrative using complete sentences
An illustration is created for personal narrative that fully captures major character(s) and setting.
Presentation includes adequate pacing and audibility
Answers are offered for questions relating to the narrative using complete sentences
An illustration is created for personal narrative that captures either major character(s) or setting.
Presentation includes either pacing or audibility
Incomplete answers are offered for questions relating to the narrative
An illustration is created for personal narrative but it does not capture major character(s) or setting.
Presentation lacks pacing and audibility
No answers are offered for questions relating to the narrative
No illustration is created for personal narrative
___ x 2 =
___ x 1 =
___x 1=
Total = ____ / 48
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