• Elementary Literacy Third Grade, Quarter 1 Unit 1

    Subject: Literacy
    Grade: Third
    Timeline: 4 - 4 1/2 weeks
     
    Quarter 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 writing
     
    Assessments:
    Q1U1 Rubric                                                                                                                                                                  

     

    3

    2

    1

    0

    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

                   
     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2
     
    Interdisciplinary Connections:
    -Scholastic News