• Elementary Literacy Third Grade, Quarter 3 Unit 2


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

     
    Quarter 3 Unit 2 Overview: 

    In this 4 ½ week unit, students focus on reading and writing informational pieces in order to create an opinion-based essay. They compare and contrast text with similar themes and topics as well as interpret information that is presented visually and orally.  Students recall relevant information from experiences gathered from print or digital sources.  They will read such stories as Cocoa Ice, Charlene’s Sea of Cortez Journal, Glaciers and various informational pieces. Students will determine the meaning of words and phrases as used figuratively in text.  They will also study cause and effect as well as studying how text is organized (i.e. sequence, question/answer, compare/contrast, or problem and solution).  Students will determine the theme of a story or poem summarizing the major points. They continue to 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 3 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.3.7-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).
    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.
    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).
    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).
    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.3.8-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.
    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…

    -identify different purposes and strategies to comprehend informational text

    -determine purpose, topic, and audience to guide types of writing

    -compare and contrast similar themes and topics between two or more text

    -organize thoughts to form an opinion

    -determine theme

    -summarize text

    -utilize the writing process to construct a well-developed paragraph

    -use vocabulary

    -identify main idea and supporting details

    -use illustrations

    -participate in class discussions

    -utilize text features for comprehension

    -write opinion pieces


     
    Assessments:
    District Assessment

     
     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News