Approximate Pacing: 5-6 weeks

Transcription

1 UNIT 4- EXTREME NATURE In order to reach all the Common Core Standards, the Main Selection, Paired Selection, Extending the Common Core- Reading Adventures, as well as mentor texts must be utilized. Approximate Pacing: 5-6 weeks Unit Objectives/EnduringUnderstandings Students will understand: how to use evidence from the story to determine author's purpose, draw conclusions, cause/effect relationships, and main idea/details, as well as use text and graphic features to have a deeper understanding of fiction and nonfiction texts. CCSS Units 1-6; Lessons 1-30 Priority CCSS SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2, SL.3.3, SL.3.4, SL.1.6, (speaking and listening) RL.3.10 and RI.3.10 (read on instructional level), RF.3.3a, RF.3.3c, RF.3.4b (fluency), RF.3.4c CCS Standard Reading: Literature Reading: Informational Reading: Foundation Vocabulary Lesson 16 Lesson 17 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. are used in text, distinguishing literal from non-literal language. are used in text, distinguishing literal from non-literal language. RI.3.1 Ask and answer questions to demonstrate the RF.3.3c Decode multisyllable RF.3.3b Decode words with common Latin suffixes. text features question graphic features author's purpose theme monitor clarify conclusion visualize supporting details cause/effect summarize main idea infer predict compare/contrast expression intonation Page 1 of 5

2 Lesson 18 books from a series). are used in a text, distinguishing literal from nonliteral language. books from a series). 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.3.1.Ask and answer questions to demonstrate the 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. when, why,, and how key events occur). RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b Decode words with common Latin suffixes. Mentor Texts/ Read Aloud: Roxaboxen by Alice McLerran The Other Side by Jacqueline Woodson Alexander, Who Used to be Rich Last Sunday by Judith Viorst Snowflake Bentley by Jacqueline Briggs Martin Mufaro's Beautiful Daughters by John Steptoe (Time for Kids,National Geographic for Kids,Highlightsfor Kids) The Hundred Dresses by Eleanor Estes Page 2 of 5

3 Lesson 19 Lesson 20 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. are used in a text, distinguishing literal from nonliteral language. RL.3.7 Explain how specific aspects of text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or a setting). books from a series) (Kat Kong by Dave Pilkey) RL.3.2 Recount stories, inclusing fables, folktales, and myths from diverse cultures; determine the central message, lesson, or maoral and explain how it is conveyed through key details in the text. when, why, and how key events occur). RI.3.1 Ask and answer questions to demonstrate the RF.3.4a Read on-level text with purpose and understanding. Page 3 of 5

4 RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. when, why, and how key events occur). RF.3.4a Read on-level text with purpose and understanding. 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards CPI # Cumulative Process Indicator (CPI) A.5 Apply critical thinking and problem-solving skills in classroom and family settings B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.3 Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom. Students will: Key Knowledge Process/Skills/Procedures/Application of Key Knowledge Higher Level Thinking/Blooms Students will understand: Students will be able to: - details in a story help to figure out the author's purpose and theme - visualizing text details can help draw conclusions about a text - interpret details from the story to identify the big idea (theme) and the author's purpose for writing using a graphic organizer - use text clues (photographs, pictures, maps, etc.) and their own experiences to make smart guesses about things an author does not say Level 2- Skills/Concepts Level 3- Strategic Thinking - text and graphic help to increase comprehension - analyze the purpose of the text and graphic features to help determine meaning (ask and answer questions related to the material) Level 4- Extended Thinking Page 4 of 5

5 - cause and effect relationships in a story - use cause and effect relationships to summarize or retell the most important events in a story Level 1- Recall - text clues can help infer main ideas; identify main ideas and supporting details in an informational text - infer, or figure out, ideas that are not directly stated in the text by creating their own Idea-Support Map organizer Evidence of Learning Level 2- Skills/Concepts Formative Reading Journal, Graphic Organizers for Reading Lessons, Journey s Practice Book, Grab and Go Activities, Guided Reading Conferences Summative Weekly Journeys Test, Benchmark Assessment, Running Records, STAR Assessment, Weekly Spelling Tests. Page 5 of 5