• Elementary Literacy Third Grade, Quarter 1 Unit 2

    Subject: Literacy
    Grade: Third
    Timeline: 4 - 4 1/2 weeks

    Quarter 1 Unit 2 Overview: 

    This narrative unit is estimated to be 4-4 ½ weeks.  In this unit, students read stories and develop their own sense of storytelling through multiple types of texts.  They recount stories, including fables and folktales from diverse cultures.  Students will determine the central message, lesson, or moral and explain how it is conveyed through details.  Interpreting a synonym or antonym used in context, decoding words with common prefixes and suffixes, and using multisyllabic words are all goals.  They will make inferences and /or draw conclusions based on information from 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 2 Performance Task:
    The Performance Task for this unit has been removed and replaced with a CLOSE READ that includes a culminating activity.  

    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.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
    RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
    RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
    RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
    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).
    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.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    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.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
    SL.3.3-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.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    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…

    -describe how characters actions contribute to the sequence of a story
    -identify features of fables and folktales
    -determine the meaning of unknown words using context, decoding skills, and/or dictionary
    -ask and answer questions (who, what, when, where, how, why) from narrative
    -demonstrate appropriate speaking /listening behaviors
    -discuss characterization, plot, setting, problem/solution, and moral/lesson
    -write narrative stories for a variety of audiences
    -utilize word wall and classroom resources when writing and reading
    -differentiate fact from opinion
    -apply comprehension strategies
    -utilize temporal words
    -describe character traits
    -compare and contrast themes
    -utilize text evidence
    -identify main idea and details

    District Assessment

    • Skill based groups
    • Reading level groups
    • DRA2

    Interdisciplinary Connections:
    -Scholastic News
    -Science; Houghton Mifflin Science, Chapter 8 Lesson 2 pp.20