• Elementary Literacy Third Grade, Quarter 2 Unit 1

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

    Quarter 2 Unit 1 Overview: 

    In this 4-4 ½ week unit, students focus on informational pieces of literature.  As they focus on the types of texts that inform as well as entertain, students will read such stories as Turtle Bay, Wild Shots, They’re My Life, Extreme Animals, and Sea Turtles as well as informational texts about animals. Students will study cause and effect as well as text organization (i.e. sequence, question/answer, compare/contrast, or problem and solution).  Students will also determine a theme of a story or poem.  They will summarize the major points of fiction or nonfiction text and 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 2 Unit 1 Performance Task:

    Write an informational piece about one of the animals studied in this unit.  Your written paragraph will be titled, and answer questions such as:  who (animal), where, when, why, what, and how.  Also include a labeled diagram to further explain information. 


    Teachers, please note:  There are several optional articles attached.  You may choose to use these resources, supply your own or have your students do their own research.

    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.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
    RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.
    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).
    RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
    RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.
    RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
    W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    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.3.7-Conduct short research projects that build knowledge about a topic.
    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.
    L.3.1-Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.


    Student Objectives/Competencies:

    Students will be able to…

    -summarize key information and the implied or stated main ideas of text
    -identify and distinguish between components of fiction and non-fiction texts
    -differentiate fact from opinion across text
    -use and cite evidence from text to make predictions, inferences and draw conclusion
    -use organizational features of text (e.g., sequence, question/answer, compare/contrast, problem/solution)
    -demonstrates command of the conventions of standard English, capitalization, punctuation, and spelling when writing
    -choose words that bring the topic to life and clarifies the writer’s attitude towards the subject
    -make inferences
    -compare and contrast texts
    -determine author’s point of view
    -ask and answer text evidence questions
    -determine main idea and details
    -read and make a labeled diagram
    -read with accuracy and fluency
    -use text features for comprehension
    -write informational pieces

    Q2U1 Rubric                                                                                                    










    € Creates a fully accurate nonfiction description of chosen animal

    € Provides thoroughly detailed information (who, what, where, when, why, how)


    € Creates a somewhat accurate nonfiction description of chosen animal

    € Provides adequately detailed information (who, what, where, when, why, how)


    € Creates a minimally accurate nonfiction description of chosen animal

    € Provides minimally detailed information (who, what, where, when, why, how)



    € Does not create an accurate nonfiction description of chosen animal

    € Does not provide detailed information



    ____ x 4 =


    ____ x 3=





    € Nonfiction – There is a well-developed organization to the piece




    €    Nonfiction – There is some organization to the piece




    € Nonfiction – There is an attempt to organize the piece




    € Nonfiction – There is no evidence of organization

    ____ x 2 =







    € Writing contains few errors for the amount written

    Writing contains some errors for the amount written

    € Writing contains many errors for the amount written

    € Writing contains serious and distracting grammar errors

    ____ x 2=



    € Nonfiction piece contains all of the following elements: title, paragraph form and labeled diagram


    € Nonfiction piece contains 2 of the following elements: title, paragraph form and labeled diagram


    € Nonfiction piece contains 1 of the following elements: title, paragraph form and labeled diagram


    € Nonfiction piece does not contain the following elements: title, paragraph form and labeled diagram


    ___ x 3 =



                  Total = ____ / 42

    • Skill based groups
    • Reading level groups
    • DRA2

    Interdisciplinary Connections:
    -Scholastic News