• Elementary Literacy Third Grade, Quarter 4 Unit 2

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

    Quarter 4 Unit 2 Overview: 


    In this final 4 ½ week unit, students focus on reading and comprehending text at the higher end of the third grade complexity band.  Students will read informational pieces about Erie and the Lake Erie region.  Also included is a poem recommended in the Common Core appendix.   Students will take notes and write short responses in preparation for completion of the culminating activity.  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 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.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
    RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
    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.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
    RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
    RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.
    RI.3.10-By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
    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.3.4-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.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details
    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.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.
    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.
    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…

    -read text closely for facts and information
    -distinguish between fact and opinion
    -take effective notes
    -identify essential and non-essential information
    -utilize reading strategies
    -utilize standard English grammar and conventions
    -determine the meaning of unknown words through context clues, word analysis and use of resources
    -use text evidence questions
    -compare and contrast
    -use series of events when writing
    -use text features
    -utilize graphs or maps for understanding
    -write personal essays

    District Assessment

    • Skill based groups
    • Reading level groups
    • DRA2

    Interdisciplinary Connections:
    -Scholastic News
    -Social Studies; Unit 1 Community and Geography