Grade 3, Unit 8: Getting There

Transcription

1 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. W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 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. L.3.1i: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. Produce simple, compound, and complex sentences. WEEK 1. Anchor Selection: Running Shoes, R and RfR SE pp WEEK 2. Alternate Selection: Two Clever Plans, R and RfR SE pp WEEK 3. Alternate Selection: One Man s Goal, R and RfR SE pp WEEK 4. Alternate Selection: Nonfiction Selection: Flight by Robert Burleigh Throughout this unit: Reading Foundations: Prefixes un-, re-; Suffixes -y, -ly; Suffixes -less, -ful; Syllable Types; Multisyllabic Words CONTENT CONNECTION: Social Studies WEEK 1: Running Shoes Accessing the Anchor Selection Common Core Standard 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. Read aloud the Anchor Selection as students track the print. Introduce the Using illustration and teacher guidance, have students use pictures to tell how Sophy met her goal. Have students supply what her next two goals are in order to respond to the Have students track the print and echo-read the Anchor Selection with you. Introduce the Big Question. Have students tell how Sophy met her goal. With a partner, have students compose phrases and simple sentences to tell what Sophy s next two goals are. Choral-read the Anchor Selection. Introduce the Have students describe Sophy's goal and tell how she met it using illustrations and oral sentence frames. Have students state and describe her next two goals. Have students relate answers to the Reading Common Core Standard 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. Have students show how Sophy feels when she puts on the running shoes. From oral discourse using pictures or gestures, have students draw and label pictures of the two main characters and what each of them do. Call on students to match labels to the See: RfR T491, T496, T504 Have students show how Sophy feels when she puts on the running shoes. From models, have students draw and caption pictures of the two main characters and what each of them do. Ask students to organize ideas about the Big Question using illustrated graphic organizers. See: RfR T491, T496, T504 Using illustrations and oral sentence starters, have small groups describe how Sophy feels when she puts on the running shoes. Have groups organize ideas and complete character webs on the two main characters. Ask groups to relate their webs to the See: RfR T491, T496, T504 How does meeting a goal help us set our next goal? Have pairs take turns reading aloud sections of the Anchor Selection. Present the Big Question. Have pairs identify details about Sophy's goal and how she met it. Have pairs describe her next two goals using illustrations and word banks. Ask pairs to discuss the Have pairs take turns reading the Anchor Selection page-by-page. Present the Have pairs identify Sophy's goal and how she met it. Have students describe her next two goals and connect the original goal to her future goals in order to reinforce the Have small groups discuss the number man's actions and his motives. Then have groups describe Sophy's actions and her motives using word banks. Ask groups to suggest ideas to answer the Big Question using Anchor Selection evidence. See: RfR T491, T496, T504 Have pairs discuss the number man's actions and his motives. Then have pairs describe Sophy's actions and her motives. From oral discourse using graphic organizers, ask students to connect the Big Question to the Anchor Selection. See: RfR T491, T496, T504

2 Writing Common Core Standard W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Speaking and Listening Common Core Standard 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. WIDA Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. Language Common Core Standard L.3.1i: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. Produce simple, compound, and complex sentences. WIDA Standard 2: English language learners communicate in the content area of Language Arts. Assessment Common Core Standard 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. in the content area of Social Studies. Remind students that Sophy's mother cannot read. From models, have students imagine they are Sophy; have students draw pictures to tell her mother about how the running shoes helped to achieve a goal. Ask students to supply words for sentences that explains their drawings in relation to the Have students identify illustrations and text in the Anchor Selection that shows how the boys treated Sophy at school. From models, have students follow simple oral directions by acting out Sophy's first day of school. Ask students how goals and outcomes are related to the, T506a Using illustrations and teacher guidance, lead students in making a story map for the Anchor Selection. Help students connect subjects and predicates to form complete sentences. Have students read aloud their sentences. With a partner, have students discuss the a With a partner, have students take turns pantomiming and guessing actions from the Anchor Selection. Ask pairs to supply two sentences to answer the Use the WIDA CAN Have pairs imagine they are Sophy. Using illustrations, oral sentence starters, and teacher guidance, have pairs organize ideas and list everything Sophy needs to go to school. Ask pairs to list what she needs to build a school. Have pairs compose phrases and simple sentences to respond to the From models, have students act out Sophy's first day of school. Have small groups discuss how the boys treated Sophy and what happens to change their behavior towards her. Ask students to state reasons for outcomes in relation to the, T506a Using illustrations, oral sentence starters, and teacher guidance, have groups make a story map for the Anchor Selection. Show students how to edit the events on their story map to make each a complete sentence. Have students read sentences aloud in order to state reasons for outcomes related to the a With a partner, have students take turns pantomiming and guessing actions from the Anchor Selection. Ask pairs to compose four sentences to answer the Use the WIDA CAN Have students imagine they are Sophy writing to her father. Using illustrations and oral sentence frames (or the sentence frame on page 506), have students produce simple narrative text. Ask students to compose a Big Question answer as Sophy might answer it. Have pairs identify language and read aloud text that describes Sophy's first day of school. Have pairs describe how the boys treated Sophy and what happens to change their behavior towards her. Using graphic organizers, have students locate details in the Anchor Selection that relate to the, T506a Using the first two events on the Story Map on page 507, review how to form a compound sentence. From models, have groups complete a story map composing complete sentences for each event. Have students relate the story map to the a Using illustrations and oral sentence frames, have pairs portray talk show host and guest stating their goals and how to achieve them to respond to the Use the WIDA CAN WEEK 1: Running Shoes Display the model response to the Write About It prompt on page 506. Using word banks, have students author narrative writing from the model. Have students share their narratives. Then, ask students to elaborate a Big Question answer as Sophy might answer it. Based on texts, have students write an extended response to the Write About It prompt on page 506. Encourage students to use Key Words in their journal entries. Ask students to share their work with a partner; have partners provide detailed feedback in relation to the Using graphic organizers, have pairs complete a web to show how Sophy is treated on the first day of school. Have each use their notes on the web to summarize what happened and then tell what makes the boys change their behavior towards her. Ask students to elaborate an answer for the Big Question by connecting personal experiences. From oral discourse using graphic organizers, have pairs pretend to be a classmate giving Sophy advice on her first day of school. Have pairs share their work with the class. Then, have students connect personal experiences to the, T506a, T506a Using word banks, have pairs make a story map for the Anchor Selection. Have small groups work together to edit the sentences on their story maps to be simple, compound, and complex. Ask groups to explain in detail outcomes based on the a Have students make a story map for the Anchor Selection. Have partners work together to provide detailed feedback in order to edit the sentences on their story maps to be simple, compound, and complex. Based on texts, have students answer the Big Question from the point of view of Sophy s father or mother. a Using manipulatives in small groups, have students make a map to show places that are eight kilometers from your school. Ask groups to elaborate on the connection between the map and the Use the WIDA CAN DO Descriptors for assessing. Using illustrations or realia, have students write to provide goals could they meet by having the running shoes. Ask students to connect their work to the Big Question. Use the WIDA CAN DO Descriptors to assess.

3 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. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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. L.3.1e: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CONTENT CONNECTION: Social Studies WEEK 2: Two Clever Plans WEEK 1. Anchor Selection: Running Shoes, R and RfR SE pp WEEK 2. Alternate Selection: Two Clever Plans, R and RfR SE pp WEEK 3. Alternate Selection: One Man s Goal, R and RfR SE pp WEEK 4. Alternate Selection: Nonfiction Selection: Flight by Robert Burleigh Throughout this unit: Reading Foundations: Prefixes un-, re-; Suffixes -y, -ly; Suffixes -less, -ful; Syllable Types; Multisyllabic Words What tools can we use to achieve our goals? Accessing the Alternate Selection Common Core Standard 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. Reading Common Core Standard 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. Introduce the As you read aloud Two Clever Plans, pause and ask questions. Have students answer by pointing at illustrations and supplying words for sentences. With a partner, have students discuss what helped Melanion and Turtle to support the See: RfR T508c, T509 Have students act out "Three Golden Apples." From oral discourse using pictures or gestures, remind students to include the most important details. Repeat for "Turtle and His Four Cousins." Have students list ideas related to the See: RfR T , T Introduce the As you read aloud Two Clever Plans, pause and ask choice questions. Have students tell what helped Melanion and Turtle achieve. With a partner, have students organize ideas to support the See: RfR T508c, T509 Have students act out "Three Golden Apples" using dialogue. Discuss the central message of the story. Repeat for "Turtle and His Four Cousins." Using graphic organizers, have students state reasons for outcomes related to the See: RfR T , T Introduce the Have students choral-read Two Clever Plansi in small groups. Have students tell what helped Melanion and Turtle achieve their goals. Using manipulatives and illustrated examples in small groups, have students act out a scene from the Alternate Selection. See: RfR T508c, T509 Have pairs retell "Three Golden Apples." Have pairs find and read text that tells what Atalanta learned. Repeat for "Turtle and His Four Cousins" telling what Deer learned. From models, have students state a goal in which they have used tools to achieve to support the See: RfR T , T Introduce the Have students read Two Clever Plans aloud in small groups. Have students tell what helped Melanion and Turtle achieve their goals. Using illustrations and words and phrase banks, have students distinguish among the goals. See: RfR T508c, T509 Have pairs use the Key Words to retell the stories in Two Clever Plans. Have small groups discuss what lessons Atalanta and Deer learned using word banks. Ask groups to explain in detail outcomes related to the See: RfR T , T Introduce the Have students read Two Clever Plans aloud in pairs. Based on texts, have students tell what helped Melanion and Turtle achieve their goals. Have pairs explain in detail outcomes for both stories. See: RfR T508c, T509 Using illustrations, have each student retell the stories in Two Clever Plans to groups of students. Encourage students to include Key Words. Have students end their retellings by explaining the central message of each story to connect information in support of the See: RfR T , T

4 Writing Common Core Standard W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. WIDA Standard 4: English language learners communicate in the content area of Science. Speaking and Listening Common Core Standard 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. WIDA Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. Language Common Core Standard L.3.1e: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. WIDA Standard 2: English language learners communicate in the content area of Language Arts. Assessment Common Core Standard 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. in the content area of Social Studies. Have students choose the story that is their favorite based on the characters goals and outcomes. Have students supply words for sentences to support their opinion. From oral discourse using pictures of gestures, ask students to relate their opinions to the a, T507a, T507b, T507c, Lead students in a discussion of how the two stories in the Alternate Selection relate to the Using illustrations and teacher guidance, remind students to use the illustrations to help them respond. Have students state reasons for outcomes related to characters goals., T518a See: RfR T509, T519h Point out the future tense verb will race on page 514. Write sentences using different tenses of race and the story characters. Have students read the sentences. Repeat for sing, run, and cry. From models, ask students to supply three future tense verbs from a list of verbs. As a class, discuss the See: RfR T546a Using manipulatives and illustrated examples in small groups, have students make a map to show the race between Turtle and Deer. Call on students to supply answers for the Use the WIDA CAN DO Descriptors for assessing. Have students choose the story in the Alternate Selection that is their favorite. Have students organize ideas and make lists of what they like about it, based on the characters goals and outcomes. Using graphic organizers, have students relate their ideas to the a, T507a, T507b, T507c, Lead students in a discussion of how the two stories in the Alternate Selection relate to the Have students describe pictures, events, or people in their responses. Then, have students compose phrases and simple sentences to record their ideas. With a partner, have students review ideas., T518a See: RfR T509, T519h Point out the future tense verb will race on page 514. With a partner, have students mime the action and use it in their own sentence. Have pairs change tenses to make new sentences. Repeat for sing, run, and cry. Ask students to compose a sentence using a future tense verb to respond to the Big Question on a personal level. See: RfR T546a From models, have students pantomime using tools to meet a goal and have groups guess the tool and goal. Ask students to state reasons for outcomes related to the Use the WIDA CAN DO Descriptors to assess. Have students choose their favorite story in the Alternate Selection based on characters goals. Using illustrations and oral sentence frames, have students compose sentences to support their opinions. Call on students to share and relate their opinions to the a, T507a, T507b, T507c, Have students use an Inside-Outside Circle routine to discuss how the two stories relate to the Big Question. Lead them by asking simple content-based questions. From oral discourse using graphic organizers, have students compose questions that relate to the Big Question that they would like to ask the Alternate Selection characters. See: R PD59, T509a, T518a See: RfR BP46, T509, T519h Have pairs list three action verbs from page 511. Have students compose the present, past, and future tenses of the verbs and use each in a sentence. Using graphic organizers, have students brainstorm pertinent verbs related to the Big Question and explain the connection to their partner. See: RfR T546a From models, have students make maps for the two races in the Alternate Selection. Have students state answers for the Use the WIDA CAN WEEK 2: Two Clever Plans Have students choose their favorite story based on the characters goals. Using graphic organizers, have students review the story and take notes to support their opinions. Ask students to use the notes to compose a paragraph, explaining in detail outcomes related to the a, T507a, T507b, T507c, Have students choose their favorite story in the Alternate Selection. Based on texts, have students write an opinion piece that includes at least three supporting reasons. Have students connect their opinions to the a, T507a, T507b, T507c, Have students use the Think, Pair, Share routine to discuss how the two stories relate to the Using word banks, have students write a pretend interview with one of the Alternate Selection characters. Call on students to share their work. See: R PD59, T509a, T518a See: RfR BP46, T509, T519h Have students use an Inside-Outside Circle routine to discuss how the two stories in the Alternate Selection relate to the Ask students to come up with a new ending for one of the Alternate Selection stories; using manipulatives in small groups, have students reenact the story. See: R PD58, T509a, T518a See: RfR BP45, T509, T519h Have pairs identify three verbs on page 511 and write the present, past, and future tenses on cards. Have pairs take turns drawing cards to use the verbs in a sentence. Using illustrations and word banks, have students rewrite one of the stories using all three verb tenses. Call on students to share and relate their work to the See: RfR T546a Have pairs identify five verbs on page 511 and write the present, past, and future tenses on cards. Have pairs take turns drawing cards and using the verbs in a sentence. Using illustrations or realia, have students write their own myth; ask students to share and connect their myths to the See: RfR T519i, T519j, T546a From oral discourse using graphic organizers, have students make a Concept Map for the Big Question and the Alternate Selection. Ask students to elaborate answers for the Use the WIDA CAN Based on texts, have students choose a tool to write a story about using the tool. Have students connect their work to the Use the WIDA CAN

5 RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. 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. L.3.4d: 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. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. CONTENT CONNECTION: Social Studies WEEK 1. Anchor Selection: Running Shoes, R and RfR SE pp WEEK 2. Alternate Selection: Two Clever Plans, R and RfR SE pp WEEK 3. Alternate Selection: One Man s Goal, R and RfR SE pp WEEK 4. Alternate Selection: Nonfiction Selection: Flight by Robert Burleigh Throughout this unit: Reading Foundations: Prefixes un-, re-; Suffixes -y, -ly; Suffixes -less, -ful; Syllable Types; Multisyllabic Words WEEK 3: One Man s Goal Accessing the Alternate Selection Common Core Standard 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. Introduce the Have students track the print as you read the Alternate Selection aloud. Have students trace Eruç's trip on a world map. Have students pantomime the different ways he traveled (row, bike, walk, climb) using illustrations or realia and teacher guidance. See: RfR T526, T527 Present the Big Question and have students list ideas. Then, have students track the print as you read the Alternate Selection aloud. Have students echo-read parts of the text. Have students trace Eruç's trip on a world map and name the different ways he traveled using manipulatives and illustrated examples in small groups. See: RfR T526, T527 Choral-read the Alternate Selection. Have students identify Eruç's goal and trace his trip on a world map using manipulatives and illustrate examples in small groups. Ask groups to state an answer for the Big Question based on the Alternate Selection. See: RfR T526, T527 Reading Common Core Standard RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Reread portions of the Alternate Selection. With a partner, have students formulate questions; then, have students answer Yes/No questions about the selection. Have pairs discuss the Big Question and state reasons for outcomes related to the Alternate Selection. Reread portions of the Alternate Selection. With a partner, have students compose five questions based on the Alternate Selection. Ask pairs to trade with another pair and find text answers. Have pairs discuss the After reading the Alternate Selection, have pairs take turns asking and answering simple content-based questions using illustrations and oral sentence starters. Then, have students compose sentences related to the Big Question; call on students to share. How do goals help us make progress? Have partners whisper-read Alternate Selection together. Have pairs identify details about Eruç's goal and trace his trip on a world map. Using graphic organizers, have students relate details to the Have partners read each section of the Alternate Selection independently and then pause to identify the main idea. Have pairs identify Eruç's goal and trace his trip on a world map; then have students connect information to the Big Question using illustrations or realia. See: RfR T526, T527 See: RfR T526, T527 After reading the Alternate Selection, ask pairs questions about the content. Have pairs provide facts from the text to elaborate an answer; then, have pairs relate information to the Big Question using illustrations and word banks. After reading the Alternate Selection, have pairs take turns asking content-based questions to each other. Instruct the student answering to identify text evidence in their answers. Then, have students provide answers for the Big Question using graphic organizers.

6 Common Core Standard 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. Writing Common Core Standard 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. Speaking and Listening Common Core Standard 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.. WIDA Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. Language Common Core Standard L.3.4d: 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. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. WIDA Standard 2: English language learners communicate in the content area of Language Arts. Assessment in the content area of Social Studies. Using illustrations or realia and teacher guidance, have students draw and label pictures to illustrate one of their goals. Have students state reasons for outcomes in their illustrations. Ask students to relate their drawings to the Alternate Selection and to the See: RfR T486 Have students use the photographs in the Alternate Selection to tell what the selection is mainly about. Using illustrations or realia and teacher guidance, ask students to supply reasons of how the Alternate Selection relates to the See: RfR T521a, T522, Help students look up Key Words in the Picture Dictionary. Help students use the pronunciation key to pronounce each word and help students clarify the meaning of each word. Using illustrations or realia and teacher guidance, have students list ideas related to the Big Question using at least three Key Words. See: RfR T522a From models, have students add the tools Eruç used to the Concept Map. Ask students to state reasons for outcomes related to the Big Question. Use the WIDA CAN DO Descriptors for assessing. Have students draw pictures to illustrate one of their goals. Have students state reasons for outcomes in their illustrations. With a partner, have students explain their drawings and relate their work to the Big Question and to the Alternate Selection. See: RfR T486 Have groups complete the main idea graphic organizer on page 539. Using graphic organizers, have students discuss in small groups how the Alternate Selection relates to the Call on groups to compose ideas on the class board. See: RfR, T522, Have groups look up Key Words in the Picture Dictionary. Have students use the pronunciation key to pronounce each word. Using illustrations or realia, oral sentence starters, and teacher guidance, have students compose a paragraph relating to the Big Question using at least three Key Words. See: RfR T522a With a partner, have students take turns pantomiming and guessing actions from One Man's Goal. Ask pairs to compose a paragraph stating reasons for outcomes related to the Use the WIDA CAN DO Descriptors for assessing. Using illustrations and oral sentence starters, have students compose a paragraph about a goal they had and how they reached it. Call on students to share their work with the class. Make a list of students goals and relate goals to the Big Question as a class. See: RfR T486 Have pairs complete the main idea graphic organizer on page 539. From oral discourse using graphic organizers, have students determine how the Alternate Selection relates to the Call on pairs to state connections to the See: RfR, T522, Have groups list Key Words as they reread the Alternate Selection. Using manipulatives and illustrated examples in small groups, have students use dictionaries and the Picture Dictionary to define and pronounce Key Words. Have groups compose a paragraph relating to the Big Question using at least four Key Words. See: RfR T522a From models, have students make a list of supplies they would need to travel across the Pacific. Have students state connections between lists, the Alternate Selection, and the Use the WIDA CAN DO Descriptors to assess. WEEK 3: One Man s Goal Have students complete a story map that states a goal they had, events that happened, and explains in detail outcomes. Have students use their notes to write a personal narrative. Call on students to share their work and relate their work to the See: RfR T486 Based on texts, have students write a paragraph that states a goal they had and explains in detail outcomes of how they reached it (or didn't reach it). With a partner, have students exchange papers in order to provide detailed feedback and give suggestions for improvement. Have pairs discuss the See: RfR T486 Have students identify details and the main idea for One Man's Goal. With a partner using graphic organizers, have students elaborate how the main idea relates to the Big Question. Ask pairs to share their work with another pair. Have students share supporting details for One Man's Goal. Then have pairs work together to form a main idea statement. Based on texts, have pairs connect the main idea and their main idea statement to the See: RfR, T522, See: RfR, T522, Have pairs list Key Words as they reread the Alternate Selection. Have pairs use dictionaries to clarify meanings of Key Words. Using illustrations or realia and word banks, have pairs discuss the words and meanings with another pair in relation to the Call on students to state discussion points. See: RfR T522a Have students list Key Words as they reread the Alternate Selection. Have students use dictionaries to clarify meanings of Key Words. With a partner, have students connect the words and meanings to the Based on texts, have pairs discuss other unit selections in relation to the See: RfR T522a Using illustrations or realia and word banks, have pairs draw and label a map to show Eruç's travels. Based on the Alternate Selection, ask students to explain in detail outcomes related to the Use the WIDA CAN Using illustrations or realia, have pairs portray talk show host and Eruç discussing his goals and how he achieved them. Have students connect the Alternate Selection to the Use the WIDA CAN

7 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). W.3.7: Conduct short research projects that build knowledge about a topic. SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.4a: 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. WEEK 1. Anchor Selection: Running Shoes, R and RfR SE pp WEEK 2. Alternate Selection: Two Clever Plans, R and RfR SE pp WEEK 3. Alternate Selection: One Man s Goal, R and RfR SE pp WEEK 4. Alternate Selection: Nonfiction Selection: Flight by Robert Burleigh Throughout this unit: Reading Foundations: Prefixes un-, re-; Suffixes -y, -ly; Suffixes -less, -ful; Syllable Types; Multisyllabic Words CONTENT CONNECTION: Social Studies WEEK 4: Flight Accessing the Alternate Selection Common Core Standard 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. Have students track the print as you read the Alternate Selection aloud. Review a list of essential words. Provide labels and have students match labels to words and illustrations in the text. Introduce the Big Question and have students supply words for sentences to respond. List ideas and review as a class. With a partner, have students choral-read the Alternate Selection. Then, lead students in using illustrations and context clues to aid in understanding unfamiliar words. Have students compose phrases and simple sentences related to the Big Question with at least three new learned words. Have small groups read the Alternate Selection aloud. Pause as you read to have students locate details and identify main ideas. Have students summarize Lindbergh's goal; from oral discourse using graphic organizers ask students to compose sentences related to the Big Question Reading Common Core Standard 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). Ask students where, when, why, and how questions about the text. Allow students to answer with single words or by pointing to details in illustrations. Using illustrations or realia and teacher guidance have students draw one scene from the Alternate Selection related to the Ask small groups where, when, why, and how questions about the text. Have groups search the text and illustrations to find facts in response to questions. Then, have students state reasons for outcomes related to the Big Question with a partner. Lead students in using the text and illustrations to make an hour-by-hour timeline of Lindbergh's flight across the Atlantic. Using manipulatives and illustrated examples in small groups, have students state answers for the What can we do if a goal feels impossible? Have pairs read the Alternate Selection aloud. Have students find and explain in detail outcomes that support main ideas and the Have students identify details and summarize Lindbergh's goal from oral discourse using graphic organizers. Have pairs whisper-read the Alternate Selection. Ask students analytical questions about the text. Using manipulatives in small groups, have students summarize Lindbergh's goal to their classmates. Have groups connect information to the Have small groups use the text and illustrations to make an hour-by-hour timeline of Lindbergh's flight across the Atlantic. Using manipulatives in small groups, ask students to elaborate answers for the Have pairs use the text and illustrations to make an hour-by-hour timeline of Lindbergh's flight across the Atlantic. Using illustrations or realia, have students provide answers to the Call on students to share.

8 Writing Common Core Standard W.3.7: Conduct short research projects that build knowledge about a topic. Speaking and Listening Common Core Standard SL.3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. WIDA Standard 1: English language learners communicate for Social and Instructional purposes within the school setting. Language Common Core Standard L.3.4a: 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. WIDA Standard 2: English language learners communicate in the content area of Language Arts. Assessment Common Core Standard 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. in the content area of Social Studies. Provide websites or nonfiction resources that provide photographs of Lindbergh, his plane, or the parade in New York City. Have students supply words, phrases, and short sentences that describe a photo. With a partner, have students discuss the Have students display the photograph from the Writing activity. Have students recite words, phrases, or complete sentences that describe the photo. Using illustrations or realia and teacher guidance, have students follow simple oral commands to act out a scene related to the Using illustrations teacher guidance, and context clues, help students define unknown words such as, cockpit, aloft, coastline, diary, icebergs, dawn, twilight, deafened. Ask students to demonstrate non-verbally an essential word and explain how it relates to the From oral discourse using pictures or gestures, have students act out what Lindbergh did to stay awake on his long flight. Ask students to supply answers to the Big Question. Use the WIDA CAN Provide websites or nonfiction resources that provide photographs of Lindbergh, his plane, or the parade in New York City. Using graphic organizers, have students compose phrases and simple sentences about Lindbergh. Call on students to provide an answer for the Have students display the graphic organizer from the Writing activity. Have students restate content-based facts from their writing in complete and compound sentences. Using manipulatives and illustrated examples in small groups, have students follow simple oral directions to act out a scene related to the Reread portions of the text aloud to students. Have them identify unknown words. Using illustrations, oral sentence starters, teacher guidance, and context clues, have students determine the meanings. Have small groups find clues to the meanings of some of their identified words. Using manipulatives and illustrated examples in small groups, have groups of students make a mural to show Lindbergh's flight. Ask students to compose sentences related to the Big Question. Use the WIDA CAN DO Descriptors to assess. Provide websites or nonfiction resources that have information on Lindbergh's flight across the Atlantic. From oral discourse using graphic organizers, have students produce simple expository text that tells what Lindbergh did to reach his goal. Ask students to compose sentences related to the Have students read aloud their expository text from the Writing activity. Have students answer simple content-based questions by composing complete sentences and then reading them aloud to a partner. Ask pairs to answer the Big Question using illustrations and oral sentence frames. Reread portions of the text aloud to students. Have them identify unknown words. Have pairs use illustrations, locate details, and find context clues to determine the meanings of some of the identified words. Ask students to answer the Big Question using graphic organizers Have students make a list of questions by composing sentences they would ask Lindbergh in an interview. Using graphic organizers, have students answer the Big Question. Use the WIDA CAN WEEK 4: Flight Help small groups research websites or nonfiction resources on Lindbergh's flight across the Atlantic. Have students take notes and write a summary of information using illustrations or realia and word banks. Call on students to elaborate their work and relate it to the Help pairs research websites or nonfiction resources on Lindbergh's flight across the Atlantic. Using graphic organizers and based on texts, have students produce character sketches of Lindbergh. Ask students to infer how Lindbergh might answer the Have students read aloud their summaries from the Writing activity. Ask students opinion questions such as, Do you think Lindbergh was a hero? Why or why not? Have students respond and elaborate in complete sentences. Using word banks, have students explain in detail outcomes related to the Have students read aloud their character sketches from the Writing activity. Have students explain in complete sentences how they did their research and what they learned. Ask students to connect information to the Big Question using illustrations or realia. Have small groups reread portions of the text. Have them identify unknown words. Have students work together to use illustrations and context clues to determine the meanings of some of the identified words. Have groups explain in detail outcomes that relate to the Big Question using word banks. Have pairs reread portions of the text. Have pairs identify unknown words. Based on texts, ask pairs to use illustrations and context clues to determine the meanings for the identified words. Have pairs connect two learned words to the Ask students to distinguish among text details in order to complete a concept map related to the Using word banks, have students write a paragraph about the Big Question. Use the WIDA CAN Have students write a journal entry about a goal they worked hard to accomplish to connect personal experiences to the Based on texts, have students explain in detail outcomes related to the Use the WIDA CAN

9 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. L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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). Reading Foundations Prefixes un-, re- Suffixes -y, -ly Suffixes -less, -ful Syllable Types Multisyllabic Words Level 1: Entering Define prefix re-. Display rebuild, rejoin, replay. Have students circle the root word and tell the meaning of each. Repeat for un- and unhappy, uncover, unsafe. Define suffix -y. Display dirty, rainy, sunny. Have students circle the root word and tell the meaning of the word. Repeat for -ly and happily, quickly, safely. Define suffix -less. Display harmless, sleepless. Have students circle the root word and tell the meaning of the word. Repeat for -ful and careful, truthful. Dictate two-syllable words and have students clap and count the syllables. Write the words and show students how to divide words and sound out syllables. Dictate multisyllabic words and have students clap and count the syllables. Write the words and show students how to divide words and sound out syllables. Level 2: Emerging Lead students in writing rebuild as a sentence, re + build = build again. Repeat for un + happy = not happy. Use other words and have pairs write sentences. Lead students in writing quickly as a sentence, quick + ly = in a quick way. Repeat for dirt + y = having dirt. Use other words and have pairs write sentences. Lead students in writing harmless as a sentence, harm + less = without harm. Repeat for harm + ful = full of harm. Use other words; have pairs write sentences. Provide pairs with a list of two-syllable words with -le, -y, a-. Have pairs divide the words, sound out syllables, and read each word. Provide pairs with a list of multisyllabic words. Lead pairs in dividing each word, sounding out the syllables, and reading each word. Level 3: Developing Write eight un- words on cards. Have pairs write definitions on the backs. Ask pairs to take turns reading a definition and guessing the word. Repeat with re- words. CC STANDARDS: RF.3.3, RF.3.4 Write eight -y words on cards. Have pairs write definitions on the backs. Ask pairs to take turns reading a definition and guessing the word. Repeat with -ly words. CC STANDARDS: RF.3.3, RF.3.4 Write six -less words on cards; have pairs define on the backs. Ask pairs to take turns reading a definition and guessing the word. Repeat with -ful words. CC STANDARDS: RF.3.3, RF.3.4 Write pairs of words on cards where pairs contain the same syllable (i.e., table/nibble, brainy/dirty, apart/around). Have pairs play a concentration game matching syllables. Give pairs a list of multisyllabic words. Have each divide words into syllables. Have pairs use a dictionary to check their work, and then sound out each word. Level 4: Expanding Write un- words on cards. Have pairs write definitions on the backs. Ask pairs to take turns reading a definition, guessing the word, and using it. Repeat with re- words. Write -y words on cards. Have pairs write definitions on the backs. Ask pairs to take turns reading a definition, guessing the word, and using it. Repeat with ly words. Write -less words on cards. Have pairs write definitions on the backs. Ask pairs to take turns reading a definition, guessing the word, and using it. Repeat with -ful. Display two-syllable words. Write -le, -y, a- randomly on a nine-box grid. Have pairs take turns tossing a penny onto the grid, saying a word, and using it in a sentence. Write multisyllabic words on cards. Teams play basketball: Player 1 shows a card to a teammate. If player reads correctly, he/she shoots a beanbag at a basket. Level 5: Bridging Provide teams lists of un- and re- words. Have Team 1 call out two words; have Team 2 write a sentence within a minute that has the two words. Teams take turns. CC STANDARDS: RF.3.4, L.3.2, L.3.6 In a circle, have students take turns tossing a ball to another, calling out -y or -ly. Have the student who catches the ball say a word with the suffix and use it. In a circle, have students take turns tossing a ball to another, calling out -less or -ful. Have the student who catches the ball say a word with the suffix and use it. Display a list of two-syllable words. Have pairs write four clues for each (# of letters, # of syllables, vowel sounds, meaning). Have pairs exchange with another pair. CC STANDARDS: RF.3.4, L. 3.2, L.3.6 Give small groups a list of multisyllabic words. Have pairs write a skit about taking a trip using as many multisyllabic words as possible. CC STANDARDS: RF.3.4, L. 3.2, L.3.6