DODGE CITY SCHOOL DISTRICT ELA UNIT OF STUDY GRADE 3 UNIT NAME Unit 6: Word Meaning INSTRUCTIONAL DAYS: 25 Apr.8-May10 UNIT OVERVIEW

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1 ESSENTIAL STANDARDS DODGE CITY SCHOOL DISTRICT ELA UNIT OF STUDY GRADE 3 UNIT ME Unit 6: Word Meaning INSTRUCTIOL DAYS: 25 Apr.8-May10 UNIT OVERVIEW The student will use search tools (e.g., key words, sidebars, hyperlinks) to locate information. The student will recount stories with the use of key details. The student will write narratives assessed through 6-trait. READING FOUNDATIONS RF.3.c Decode multisyllable words. Assessed through use of Rigby using a fluency rubric in Units 3 and 6 RF.4.a Read on-level text with purpose and understanding. Assessed through use of Rigby in Units 3 and 6 RF.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Assessed through use of Rigby using a fluency rubric in Units 3 and 6 RF.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Assessed through use of Rigby in Units 3 and 6 RF.3 d Read grade-appropriate irregularly spelled words. READING LITERATURE 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. RL 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 INFORMATIOL RI.3.5. Uses text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. * Focus on the search tools (technology aspect) RI 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 W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. *Assessed through 6- Trait writing sample.* SPEAKING & LISTENING SL.3.1. b. Follow agreedupon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion.) *checklist* SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. *checklist* LANGUAGE L.3.1 a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement. i. Produce simple, compound, and complex sentences. L.3.2 a. Capitalize appropriate words in titles. c. Use commas and quotation marks in dialogue e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L 3.3 a. Choose words and phrases for effect.* All of the above standards are assessed through the 6- Trait writing samples. 1

2 ESOL R.17 Use text features, including tables of contents, graphs, and charts/tables, to make meaning from text, with L.8 Demonstrate active listening strategies in social and grade-level academic interactions by asking on-topic questions, with S.12 Explain gradelevel two-step academic procedures using complex sentences, with Li.1 Demonstrate comprehension of grade-level vocabulary, including multiple-meaning words and idioms, within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal Li.2 Demonstrate recognition of word structures to determine the meaning of words within scaffolded conversations and academic instruction on familiar topics, with repetition and visual or non-verbal Li.7 Demonstrate listening comprehension of topic, details and main idea about familiar and unfamiliar information presented in normal speech, with visual S.1 Use grade-level content-specific vocabulary within scaffolded academic discussions, with visual, non-verbal and text S.2 Use general grade-level academic vocabulary, including terms used as academic language functions, within scaffolded academic discussions, with visual, non-verbal and text S.3 Use general vocabulary terms from all parts of speech within scaffolded interpersonal discussions, with visual, nonverbal and text S.4 Use appropriate word order in simple and compound statements and questions, with 2

3 SUPPORTING STANDARDS W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 found in Language Section.) W3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. SL3.4 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. SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) L3.1 b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. g. Form and use comparative and superlative adjectives and adverbs, and choose between them h. Use coordinating and subordinating conjunctions. L 3.2 d. Form and use possessives. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L3.5 a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). 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). 3

4 Word Meaning SETTING A PURPOSE (WHAT and WHY) Asking and answering questions about a text with complete sentences in a discussion helps us and others to develop relationships to the text. ESSENTIAL QUESTIONS (to determine success) How do you ask a good question? What does a discussion look like? What is the difference between a good discussion and a bad discussion? Why do we ask questions about a text? How do we justify our answer? SUCCESS CRITERIA (WHAT and HOW) How good is good enough? Through a group discussion the students will ask and answer questions about a text using complete sentences. Ask 2 higher level questions about the text. Answer 2 questions with a justification. Determining the meaning of unknown words and phrases in a text provides a deeper understanding of the topic and/or author s point of view. (context clues) What is a phrase? How do you figure out what an unknown word means? Why can t you just skip a word if you don t know what it means? Using a nonsense or phrase the student will discover the meaning of the unknown. Identify the correct meaning. Explains why it is the correct definition Using search tools manages information in a faster and more efficient manner. Collaborative discussions lead to active listening, self-reflection, and appreciating different opinions. Using glossaries and beginning dictionaries allows students to use vocabulary purposefully and precisely. What are some search tools? What would it be like if we didn t use search tools? What does a discussion look like? What is the difference between a good discussion and a bad discussion? What is a glossary? What is a dictionary? What would it be like if there were no glossaries or dictionaries? Using an appropriate website the students will identify and use search tools. Correct tools were identified Uses search tools to locate relevant information pertaining to the topic. The student will participate in a collaborative discussion (while being observed by the teacher). Only one person talks at a time while others are listening attentively Uses positive tone and nonverbal cues Clearly states opinions and can support that opinion with reasons Respect others point of views The student will use a glossary and/or dictionary to define unknown words. Provides correct definitions Finds the correct word or phrase 4

5 Rules of grammar and punctuation exist to allow writers to make their meaning clearer to readers. Using spelling patterns and generalizations in writing words helps the student to apply the rules to inventive spelling. (phonics) What are effective parts of grammar? How does incorrect grammar and punctuation affect the reader? What is the best way to attempt an unknown spelling? Why do we need to know and understand the spelling patterns? The student will produce a writing sample following the rules of grammar and punctuation. (could use previously mentioned writing sample) Form and use the simple verb tenses (I walk, I will walk, I walked) Form and use comparative and superlative adjective and adverbs and choose between them depending on what is to be modified. Produce simple, compound, and complex sentences. Use commas and quotation marks in dialogue. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words. (examples: sitting, smiled, cries, happiness) The student will use spelling patterns and generalizations in writing unknown words in a produced writing sample. (Before revision and editing) Demonstrates understanding of inventive spelling using the phonics taught. Even though spelling may be incorrect, it should support the taught spelling patterns After revision and editing uses appropriate materials, including dictionaries, spell check, etc. KEY VOCABULARY Search tools hyperlinks, search box, side bar, websites Nonliteral language - general (Example: I am feeding the animals. ) Literal language -specific (Example: I am feeding the cats and dogs. ) INSTRUCTIOL STRATEGIES For search tools please use heavy monitoring! Poetry for nonliteral language Guess the covered word Use nonsense words for context clues Mastery Check 6 FORMATIVE ASSESSMENT MATERIALS/RESOURCES demonstrates search, key words, side bars, tabs demonstrates search, key words Thinking maps Scholastic Book Room (Guided Reading) Kagen Activities 5