PENNSYLVANIA. Writers use many sources to enhance their writing. Key vocabulary helps me understand specific content.

Transcription

1 Know: Understand: Do: A. -- Essential PURPOSES FOR READING - Identify the author s purpose and type, using grade level text B. -- Essential WORD RECOGNITION SKILLS - Use knowledge of phonics, word recognition (e.g., root words, prefixes, suffixes, and syllabication), and context clues to decode and understand new words during reading D -- Essential COMPREHENSION AND INTERPRETATION - Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and nonlinguistic representations C -- Compact ESSENTIAL AND NONESSENTIAL TEXT - Distinguish between essential and nonessential information within and across a variety of texts, identifying exaggeration (bias) where present. Effective writers use specific techniques (style, conventions, organization, content, and focus) to better inform, entertain, and persuade. Writers use many sources to enhance their writing. Key vocabulary helps me understand specific content. There are various components to the English language (nouns, verbs, sentences, etc.). The goal of effective readers is to use specific strategies to help better understand what they read (context clues, predicting, questioning, clarifying). Effective readers are able to make various connections to the text (self, text, global). Different types of texts have different structures; understanding a text's structure helps one to understand its meaning. Technology is used to enhance learning. Patterns in words help to break the words down and understand their A. -- Essential PURPOSES FOR READING - Identify the author s purpose and type, using grade level text B. -- Essential WORD RECOGNITION SKILLS - Use knowledge of phonics, word recognition (e.g., root words, prefixes, suffixes, and syllabication), and context clues to decode and understand new words during reading C -- Important VOCABULARY DEVELOPMENT - Use meaning and knowledge of words (e.g., synonyms, antonyms) across content areas to develop a reading vocabulary D -- Essential COMPREHENSION AND INTERPRETATION - Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations E -- Essential FLUENCY - Demonstrate fluency in oral reading of grade level texts C -- Compact ESSENTIAL AND NONESSENTIAL TEXT - Distinguish between essential and nonessential information within and across a variety of texts, identifying exaggeration (bias) where present D -- Essential INFERENCES - Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions, citing evidence from the text to support answers E -- Essential TEXT ANALYSIS AND EVALUATION - Read, understand, and respond to essential content of text in all academic areas. Page 1 of 10

2 Know: Understand: Do: D -- Essential INFERENCES - Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions, citing evidence from the text to support answers. meaning. Words have different meanings depending on how they are spelled and used in a sentence A. -- Essential ANALYSIS AND EVALUATION - Read, understand, and respond to works from various genres of literature B. -- Essential LITERARY GENRES - Recognize and identify different types of genres such as poetry, drama, and fiction E -- Essential TEXT ANALYSIS AND EVALUATION - Read, understand, and respond to essential content of text in all academic areas A. -- Essential ANALYSIS AND EVALUATION - Read, understand, and respond to works from various genres of literature B. -- Essential LITERARY GENRES - Recognize and identify different types of genres such as poetry, drama, and fiction A.a -- Essential NARRATIVE - Write poems and stories. Include detailed descriptions of people, places, and things B. -- Essential INFORMATIONAL - Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions) A.a -- Essential NARRATIVE - Write poems and stories. Include detailed descriptions of people, places, and things A.b -- Essential NARRATIVE - Write poems and stories. Include literary elements B. -- Essential INFORMATIONAL - Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions) A. -- Essential FOCUS - Write with a focus, with an understanding of topic, task, and audience B.a -- Essential CONTENT - Develop content appropriate for the topic: Gather and organize information, incorporating details relevant to the topic B.b -- Essential CONTENT - Develop content appropriate for the topic: Write a series of related sentences or paragraphs with one central idea C -- Essential ORGANIZATION - Organize writing in a logical order. Include a recognizable beginning, middle, and end D -- Essential STYLE - Write, developing an awareness of style, using a variety of sentence structures, adjectives, precise nouns, and action verbs. Page 2 of 10

3 Know: Understand: Do: A. -- Essential FOCUS - Write with a focus, with an understanding of topic, task, and audience E -- Essential REVISING - Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically Fd -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Use correct grammar and sentence formation B. -- Compact EVALUATING MEDIA SOURCES - Understand media as a source of information and entertainment. R3.A Essential Identify and/or interpret meaning of multiplemeaning words used in text E -- Essential REVISING - Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically Fa -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly Fb -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Use capital letters correctly Fc -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Punctuate correctly Fd -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Use correct grammar and sentence formation A. -- Important LISTENING SKILLS/DISCUSSION - Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions B. -- Compact SPEAKING SKILLS/PRESENTATION - Use appropriate volume and clarity in formal speaking presentations A. -- Compact FORMAL AND INFORMAL LANGUAGE - Recognize formal and informal language used in speech, writing, and literature A. -- Compact MEDIA AND TECHNOLOGY RESOURCES - Use media and technology resources for directed and independent learning activities. Page 3 of 10

4 Know: Understand: Do: R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences B. -- Compact EVALUATING MEDIA SOURCES - Understand media as a source of information and entertainment. R3.A Essential Identify and/or interpret meaning of multiple-meaning words used in text. R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: - ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A Essential Make inferences and/or draw conclusions based on information from text. R3.A Essential Make inferences and/or draw conclusions based on information from text. R3.A Essential Summarize the key details and events of a fictional text as a whole. R3.A Essential Identify intended purpose of text. Note: narrative and poetic text. R3.A Essential Summarize the key details and events of a fictional text as a whole. R3.A Essential Identify intended purpose of text. Note: narrative and poetic text. R3.A Essential Identify and/or interpret the meaning of multiplemeaning words used in text. R3.A Essential Identify and/or interpret the meaning of contentspecific words used in text. Page 4 of 10

5 Know: Understand: Do: R3.A Essential Identify and/or interpret the meaning of multiplemeaning words used in text. R3.A Essential Identify and/or interpret the meaning of contentspecific words used in text. R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, - ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: - ful, -less, -ble, -ly, -or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A Essential Make inferences and/or draw conclusions based on information from text. R3.A Essential Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. R3.A Essential Summarize the major points, processes, and/or events of a nonfictional text as a whole. R3.A Essential Identify intended purpose of text. Note: informational, biographical, and instructional (practical/how-to) text R3.A Essential Make inferences and/or draw conclusions based on information from text. Page 5 of 10

6 Know: Understand: Do: R3.A Essential Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. R3.A Essential Summarize the major points, processes, and/or events of a nonfictional text as a whole. R3.A Essential Identify intended purpose of text. Note: informational, biographical, and instructional (practical/ how-to) text Page 6 of 10

7 Which standards are students learning in this unit? A. -- Essential PURPOSES FOR READING - Identify the author s purpose and type, using grade level text B. -- Essential WORD RECOGNITION SKILLS - Use knowledge of phonics, word recognition (e.g., root words, prefixes, suffixes, and syllabication), and context clues to decode and understand new words during reading C -- Important VOCABULARY DEVELOPMENT - Use meaning and knowledge of words (e.g., synonyms, antonyms) across content areas to develop a reading vocabulary D -- Essential COMPREHENSION AND INTERPRETATION - Demonstrate comprehension / understanding before reading, during reading, and after reading on grade level texts through strategies such as retelling, summarizing, note taking, connecting to prior knowledge, supporting assertions about text with evidence from text, and non-linguistic representations E -- Essential FLUENCY - Demonstrate fluency in oral reading of grade level texts C -- Compact ESSENTIAL AND NONESSENTIAL TEXT - Distinguish between essential and nonessential information within and across a variety of texts, identifying exaggeration (bias) where present D -- Essential INFERENCES - Make inferences from text when studying a topic (e.g., science, social studies) and draw conclusions, citing evidence from the text to support answers E -- Essential TEXT ANALYSIS AND EVALUATION - Read, understand, and respond to essential content of text in all academic areas A. -- Essential ANALYSIS AND EVALUATION - Read, understand, and respond to works from various genres of literature B. -- Essential LITERARY GENRES - Recognize and identify different types of genres such as poetry, drama, and fiction A.a -- Essential NARRATIVE - Write poems and stories. Include detailed descriptions of people, places, and things A.b -- Essential NARRATIVE - Write poems and stories. Include literary elements. Page 7 of 10

8 1.4.3.B. -- Essential INFORMATIONAL - Write informational pieces using illustrations when relevant (e.g., descriptions, letters, reports, instructions) A. -- Essential FOCUS - Write with a focus, with an understanding of topic, task, and audience B.a -- Essential CONTENT - Develop content appropriate for the topic: Gather and organize information, incorporating details relevant to the topic B.b -- Essential CONTENT - Develop content appropriate for the topic: Write a series of related sentences or paragraphs with one central idea C -- Essential ORGANIZATION - Organize writing in a logical order. Include a recognizable beginning, middle, and end D -- Essential STYLE - Write, developing an awareness of style, using a variety of sentence structures, adjectives, precise nouns, and action verbs E -- Essential REVISING - Revise writing to improve detail and order by identifying missing information and determining whether ideas follow logically Fa -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Spell common, frequently used words correctly Fb -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Use capital letters correctly Fc -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Punctuate correctly Fd -- Essential CONVENTION - Use grade appropriate conventions of language when writing and editing. Use correct grammar and sentence formation A. -- Important LISTENING SKILLS/DISCUSSION - Listen critically and respond to others in small and large group situations. Respond with grade level appropriate questions, ideas, information, or opinions. Page 8 of 10

9 1.6.3.B. -- Compact SPEAKING SKILLS/PRESENTATION - Use appropriate volume and clarity in formal speaking presentations A. -- Compact FORMAL AND INFORMAL LANGUAGE - Recognize formal and informal language used in speech, writing, and literature A. -- Compact MEDIA AND TECHNOLOGY RESOURCES - Use media and technology resources for directed and independent learning activities B. -- Compact EVALUATING MEDIA SOURCES - Understand media as a source of information and entertainment. R3.A Essential Identify and/or interpret meaning of multiple-meaning words used in text. R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix.note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, - or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A Essential Make inferences and/or draw conclusions based on information from text. R3.A Essential Summarize the key details and events of a fictional text as a whole. R3.A Essential Identify intended purpose of text. Note: narrative and poetic text. R3.A Essential Identify and/or interpret the meaning of multiple-meaning words used in text. R3.A Essential Identify and/or interpret the meaning of content-specific words used in text. Page 9 of 10

10 R3.A Essential Identify how the meaning of a word is changed when an affix is added; identify the meaning of a word from the text with an affix. Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-, mis-, non-; suffixes: -ful, -less, -ble, -ly, - or, -ness, -ment. Target words should have either a prefix or a suffix, but not both. If a target word has a prefix, it will not also have an inflectional ending (-ing, -ed). R3.A Essential Define and/or apply how the meaning of words or phrases changes when using context clues given in explanatory sentences. R3.A Essential Make inferences and/or draw conclusions based on information from text. R3.A Essential Identify and/or explain stated or implied main ideas and relevant supporting details from text. Note: Items may target specific paragraphs. Items might ask about information in the text that is most important or helpful for understanding a particular fact or idea. Items may require recalling key information stated in text. R3.A Essential Summarize the major points, processes, and/or events of a nonfictional text as a whole. R3.A Essential Identify intended purpose of text. Note: informational, biographical, and instructional (practical/how-to) text Page 10 of 10

11 Key Learning: Effective writers use specific techniques (style, conventions, organization, content, and focus) to better inform, entertain, and persuade. Writers use many sources to enhance their writing. Key vocabulary helps me understand specific content. There are various components to the English language (nouns, verbs, sentences, etc.). The goal of effective readers is to use specific strategies to help better understand what they read (context clues, predicting, questioning, clarifying). Effective readers are able to make various connections to the text (self, text, global). Different types of texts have different structures; understanding a text's structure helps one to understand its meaning. Technology is used to enhance learning. Patterns in words help to break the words down and understand their meaning. Words have different meanings depending on how they are spelled and used in a sentence. Unit Essential Question(s): How do I become a better reader? What patterns will help me spell and read words? What grammar skills will improve my speaking and writing? How can I become a better writer? How will vocabulary improve my learning? Page 1 of 3

12 Concept: Concept: Concept: Reading Comprehension Spelling/Word Skills Vocabulary (content/academic) B., R3.A.1.1.1, R3.A.1.2.1, R3.A.2.2.1, Fa, R3.A B., C, R3.A , R3.A.2.1.1, R3.A Lesson Essential Question(s): How do I predict and infer? (A) Lesson Essential Question(s): How do I use parts of words to understand the Lesson Essential Question(s): Why are vocabulary words important in whole word? (A) understanding content? (A) What is cause and effect? (A) How do you monitor and clarify a legend? (A) How do I summarize a fictional selection? (A) B., R3.A.1.1.1, R3.A.1.2.1, R3.A.2.2.1, Fa How do I use context to choose the correct meaning of a word? (A) B., C How will understanding vocabulary words help me to understand new stories? (A) How do I organize and sequence events in a fictional story? (A) How do you compare and contrast? (A) How do you predict and infer a non-fiction selection? (A) How do I evaluate and understand poetry? (A) B., R3.A.1.1.1, R3.A.1.2.2, R3.A.2.1.1, R3.A How do I spell words with short vowels? (A) How do I spell words with vowel-consonant-e pattern? (A) How do I spell words with long i patterns? (A) R3.A.2.1.2, C Vocabulary: Vocabulary: Vocabulary: Concept: Concept: Concept: Grammar Skills Writing B., Fd, Fb, Fc B., A., E, Fd, B.a, B.b, C, D, Fa, Fb, Fc, A., B., A.a Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s): What are the parts of a sentence? (A) How do I write a paragraph that explains? (A) B., Fd How do I capitalize correctly? (A) Fb How do I punctuate correctly? (A) Fc What are the different kinds of sentences? (A) How do I identify the subject and predicate in a sentence? (A) B., A., E, Fd, B.a, B.b, C, D, Fa, Fb, Fc, A., B. How do I write a friendly letter? (A) B., A., E, Fd, B.a, B.b, C, D, Fa, Fb, Fc, A. How do I write a poem? (A) A.a, A., E, Fd, B.a, B.b, C, D, Fa, Fb, Fc, A. Vocabulary: Vocabulary: Vocabulary: Page 2 of 3

13 Additional Information: Attached Document(s): Page 3 of 3

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