Ps 203 Grade 3 Unit 2

?Topic/Theme DurationUnit 2: Informational Reading: – Grasping Main Ideas and Text StructuresGrade 3Duration : 6-8 weeks Essential Question/sHow do readers familiarize themselves with nonfiction, both expository and narrative?How do readers make texts matter to them?How do readers respond to the text with reactions and questions and read on to draw conclusions?How do readers learn new vocabulary and speak critically about the text like an expert?StandardsCCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RF.3.4.a Read grade-level text with purpose and understanding. CCSS.ELA-Literacy.RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS.ELA-Literacy.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-Literacy.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. CCSS.ELA-Literacy.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. CCSS.ELA-Literacy.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. CCSS.ELA-Literacy.L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). CCSS.ELA-Literacy.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). Key Student Learning ObjectivesBend lLesson 1 - I can get ready to read a text by previewing the text, identify the parts, and thinking about how the book might go.Lesson 2 - I can pause as I read expository text to make little summaries in my mind to help me remember the important things in a text.Lesson 3 - I can begin to organize the information in a nonfiction text by focusing on the main ideas and the big subtopics.Lesson 4 - I can become an expert on a topic by focusing on the main ideas and supporting details and teach others by talking about what I have learned.Lesson 5 - I can continue reading for main ideas and supporting details and revise the main ideas as I read new information.Lesson 6 - I can become a better reader by making goals for myself and think about ways to reach these goals.Bend llLesson 7 - I can be an engaged reader when reading a non-fiction text and look for significant details while reading.Lesson 8 - I can develop concepts (big ideas) about the non-fiction text I am reading and use appropriate thought prompts to help develop these ideas.Lesson 9 - I can distinguish and defend my own opinion from that of the authorLesson 10 - I can carry on a well-versed conversation about my non-fiction text with my partner.Bend lllLesson 11 - I can use my knowledge of narrative texts to explore how to read a narrative non-fiction text.Lesson 12 - I can summarize a biographical text using significant events, dates, insights, and information pertinent to the subject matter.Lesson 13 - I can use learned strategies to tackle hard words that might complicate comprehension.Lesson 14 - I can read a narrative non-fiction text recalling key details about the subject matter using underlying events and emotions that drove them to become the person they are.Lesson 15 - I can understand that a biography has an underlying story (the main idea or lessons).Lesson 16 - I can use the strategies I learned for reading narrative non-fiction biographical texts and apply them when reading other types of narrative non-fiction texts. Lesson 17 - I can use my expository and narrative non-fiction strategies to read a hybrid non-fiction text and identify when to use which set of strategies.Sequence of Key Learning ActivitiesApplication of Skills: Students will be able to...Better understand what they are reading by thinking about what they already know.Create categories in which they organize the information they are learning as they read. Discuss the text with others; question the text and grow ideas. Hold a conversation in their mind while reading nonfiction to prepare for talking about reading. Prepare for reading a nonfiction text by reading the title, subtitles, and skimming the text. See more deeply into true stories and note what drove a historical character to accomplish things, for example, rather than just when they were born. Use strategies for holding onto main ideas; for example looking for a "pop-out sentence". Use text structure of narrative nonfiction in order to summarize their learning. Use the structure of nonfiction text to become an expert and teach about the topic.Application of Knowledge: Students will know that...Readers can agree or disagree with the opinion of the author of a nonfiction text. Readers can become experts on a topic by reading nonfiction texts. Readers not only read on to seek answers, but think over everything they have read so far and synthesize it with everything they already know. Readers of nonfiction need to understand main ideas and details. Readers pay attention to text structure to hold on to meaning. Readers seek out underlying ideas and lessons in true stories. Readers use many skills and strategies to tackle the hard words that complicate meaning; for example turning to a glossary.Activities to Support Learning Objectives...Create and refer to anchor charts Study pages from exemplar reader's notebooks Provide and present mentor texts as models Teach the Work of Readers Charts Teach children strategies for holding onto text, for example by using Post-its and graphic organizers Model (Talk Aloud) the strategies good readers use Model, provide, and use a reader's notebook Tap, sketch, or jot across a story as a way of retaining information and details Study book introductions and endings Practice creating mental movies as you read Investigate figurative language and descriptive vocabulary and how authors use them Turn and Talk the dialogue in a story to bring the characters' feelings alive Set mini-reading goals for engagement, print work, fluency, comprehension, and/or conversation Provide checklists and reading progressions to assess and develop on-going reading goals Scaffold skills with strategies, for example using Post-its to identify key elements of a chapter Write long about reading Practice alternating the speed a text is read to reflect tone and mood Plan to celebrate the conclusion of classroom reading projects Use technology in the reading classroom; for example digital journalsKey Texts to be UsedCentral Texts Frogs; Elizabeth Carney (K) Frogs and Toads; Bobbie Kalman (P) Gorillas; Lori McManus The Life Cycle of an Emperor Penguin; Bobbie Kalman and Robin Johnson (N) The Life Cycle of a Frog; Bobbie Kalman and Kathryn Smithyman (N)The Penguin, a Funny Bird; Beatrice Fontanel Penguins; Bobbie Kalman (M)AssessmentsDiagnostic AssessmentsPre Assessment – Start Your Engines – All About Motor Racing (with differentiated worksheets included) (Found online in Heinemann TC on line)Post Assessment – Thrills and Chills – All Rollercoasters Are Not the Same (with differentiated worksheets included) (Found online in Heinemann TC on line)Formative AssessmentsTeacher – student conferencesReading LogsReading NotebooksWriting about reading (journal entries, responding to text, application of mini lessons)ObservationsFinal Performance TaskPost Assessment (C – Diagnostic Assessment)Create an informational bookInterview and write a biography of a family member or classmateCreate a narrative non-fiction text from an expository fiction text or vice versaMeeting Students’ needs For Students Needing More SupportProvide leveled books appropriate for all reading levels Provide support as needed through conferencing Provide support as needed through strategy groups Provide support as needed through guided reading groups Provide individualized copies of teaching charts Provide modified and/or alternate grade level checklists and rubrics to scaffold or stretch learning Scaffold or stretch learning through the use of various strategies Provide appropriate reading partners For Gifted/Advanced Studentspreview a text to help decide how to organize thinking or note-taking check comprehension by pausing while reading and asking, "How does this part fit with my overall picture of the topic?" use new vocabulary learned through reading to discuss and write about a topic identify the craft techniques authors use in a text, for example, "The author made a comparison to help readers grasp an idea." recognize that author's want readers to think and feel a certain way about a topic and understand that a reader can disagreeELL SupportsGraphic OrganizersInside-Outside CircleWord/Picture BanksWord SquaresModel Academic LanguageKey Sentence FramesMix and MatchReader's TheatreThink-Write-Pair-Share ................
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