• Elementary Literacy Third Grade, Quarter 4 Unit 1


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

     
    Quarter 4 Unit 1 Overview: 

    In the first 4 ½ week unit, students focus on reading narrative and informational text from print and digital sources.  Students make connections between texts when they compare and contrast key details and important points presented in two texts on the same topic.  As students near the end of third grade, they will write a short research essay or report about the desert ecosystem with appropriate facts and relevant descriptive details.  Speaking and listening focuses on complete sentences that provide clarification and/or details appropriate to grade level.  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 4 Unit 1 Performance Task:

    What is this desert ecosystem like? After reading informational texts and completing additional research, write an essay which describes the climate, landforms, animal life, and addresses the question. Support your discussion with evidence from the text (s). Your work will be judged with the attached rubric.

    Teachers Please Note: A two column note taking organizer should be utilized by the students to assist in essay writing. You will find some examples in the resource section.


     
    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.3.9-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.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.
    W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
    W.3.7-Conduct short research projects that build knowledge about a topic.
    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.3.4- 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.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    L.3.6-Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
     

    Student Objectives/Competencies:

    Students will be able to…

    -determine essential from non-essential information
    -identify credible sources when researching
    -take notes with accuracy and detail
    -take concise notes and paraphrase
    -utilize comprehension strategies to make meaning of text
    -utilize text features to deepen understanding
    -write an informational essay or report
    -use grade level appropriate conventions
    -ask and answer text based questions
    -identify main idea and details
    -use maps to gather information
    -understand author’s purpose
    -use figurative language
     

     
    Assessments:
    Q4U1 Rubric     

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Creates a fully accurate nonfiction description of desert ecosystem

    € Includes most essential facts in the notes and research report

     

    € Creates a somewhat accurate nonfiction description of desert ecosystem

    € Includes some essential facts in the notes and research report

     

    € Creates a minimally accurate nonfiction description of desert ecosystem

    € Includes few essential facts in the notes and research report

     

    € Does not create an accurate nonfiction description of desert ecosystem

    € Includes random or nonessential facts in the notes and research report

     

    ____ x 4 =

     

    ____ x 4 =

     

     

    ORGANIZATION

     

     

    € There is a well-developed organization to the research piece

     

     

     

    €    There is some organization to the research piece

     

     

     

    € There is an attempt to organize the research piece

     

     

    € There is no evidence of organization

     

     

    ____ x 2 =

     

     

     

     

    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

     

     

    € Either piece contains serious and distracting grammar errors

    ____ x 2=

    TASK SPECIFIC REQUIREMENTS

     

    € Effectively uses two column note taking to complete research

    € Adequately uses two column note taking to complete research

    € Attempts two column note taking to complete research

     

    € Does not use two column note taking to complete research

     

    ___ x 2 =

     

     

     

     

                  Total = ____ / 42

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

     
    Interdisciplinary Connections:
    -Scholastic News