Title: Analysis of Informational Text

Grade 3 English Language Arts, Quarter 2, Unit 1 Title: Analysis of Informational Text Overview Number of instructional days: 20 (1 day = 90 minutes) Unit Summary The analysis of informational texts continues from the first quarter with the marked difference of having students determine the main ideas of a text, recount key details and explain how those details support the main idea using general academic and domain specific words. Students describe the relationship between a series of historical events, scientific ideas, or concepts using the language of time, sequence and cause and effect. Students will continue to use text features to locate relevant information about a given topic more efficiently. When writing informational texts and opinion pieces students will be asked to develop the main idea. Student will use linking words, phrases, and specific details to connect ideas within categories of information. A sense of closure to their writing will also be developed in this unit. Students will write explanatory texts to examine a topic and share, both written and oral compositions, ideas and information clearly. Introducing a topic, grouping related information together and including illustrations will aid understanding of the topic or text. Developing a concluding statement to their writing will also be taught in Unit 2. Students will use glossaries and beginning dictionaries, both print and digital, to determine and clarify the precise meaning of key words and phrases. A skill developed in quarter two focuses on using known root words as a clue to the meaning of an unknown word. Concepts to Be Learned and Skills to Be Used DETERMINE the main idea of a text RECOUNT the key details EXPLAIN how they support the main idea. DESCRIBE the relationship between o a series of historical events, o scientific ideas or concepts, or o steps in technical procedures in a text o using language that pertains to time, sequence, and cause/effect. USE text features to LOCATE information relevant to a given topic efficiently. Page 1 of 10

WRITE informative/explanatory texts to EXAMINE a topic and CONVEY ideas and information clearly o INTRODUCE a topic and GROUP related information; INCLUDE illustrations when useful to aiding comprehension. o DEVELOP the topic with Facts Definitions Details o USE linking words and phrases to CONNECT ideas within categories of information. o PROVIDE a concluding statement or section. 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. o USE a known root word as a clue to the meaning of an unknown word with the same root. o USE glossaries or beginning dictionaries, both print and digital, to o DETERMINE or o CLARIFY the precise meaning of key words and phrases. Essential Questions 1. How can using details from the text help answer questions you have about a particular topic? 2. How can using words that you know help you learn the meanings of new words? 3. How can writing about an idea or topic influence other s knowledge of that topic? 4. How can glossaries and dictionaries help you determine meanings of words? 5. How can recounting the key details help you determine the main idea of the text? 6. How can incorporating facts and details influence others opinion of that idea or topic? Written Curriculum Standards that are the Focus in the Unit of Study: RI.3.2 RI.3.3 RI.3.4 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Page 2 of 10

RI.3.5 RI.3.7 W.3.1 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 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). Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. 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. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) L.3.4 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. c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Standards that Reinforce the Unit of Study Focus Standards: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 3 above.) Page 3 of 10

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 on pages 28 and 29.) W.3.6 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. L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Ensure subject-verb and pronoun-antecedent agreement.* i. Produce simple, compound, and complex sentences. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4 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. 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. a. Use sentence-level context as a clue to the meaning of a word or phrase. Standards that Recur through many/all of the Units of Study: 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. W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. RF.3.4 L.3.6 d. Read grade-appropriate irregularly spelled words. Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). Clarifying the Standards Key: RL = Reading Standards for Literature, RI = Reading Standards for Informational Text, RF= Foundational Skills, W = Writing Standards, SL = Speaking & Listening Standards, L = Language Standards Page 4 of 10

RI In the second grade students asked and answered such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. In the 3 rd grade they build upon this by referring explicitly to the text as the basis for their answers. In the 4 th grade students will begin drawing inferences from the text. Before grade 3, students described the connections between a series of historical events, technical procedures, and scientific ideas and concepts. In grade 3 they further develop the ability to understand the relationship between a series of events or steps in a text using language that pertains to time and sequence. As they move into grade 4, students will be expected to explain events, procedures, and technical text including what happened and why based on citing information from the text. When understanding informational text 2 nd grade students described how reasons supported specific points the author made in a text. Third grade students describe the logical connection between particular sentences and paragraphs in a text relating to sequence. In grade 4, students will explain how an author uses reasons and evidence to support particular points in a text. W - In the second grade students wrote informative and explanatory text in which they introduced a topic, used facts to develop a point and provided a concluding statement. As they progress into the third grade, students write informative and explanatory text, by introducing and developing a topic with facts using linking words and phrases. Students in the third grade must also provide a concluding statement. In grade four students will write explanatory, informative text while introducing a topic clearly and grouping related information into paragraphs that include facts that link ideas. These paragraphs will also include domain specific vocabulary and concluding statements. In the grade 2, students produced complete simple and compound sentences. Moving into grade three, students must produce simple, compound and complex sentences. In grade four, students will use complete sentences recognizing and correcting inappropriate fragments and run ons. In grade 2, students demonstrated command of the conventions of standard English grammar and usage when writing or speaking. Students used collective nouns (e.g., group). Students formed and used frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). Students used reflexive pronouns (e.g., myself, ourselves). Students formed and used the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). Students used adjectives and adverbs, and choose between them depending on what is to be modified. Students produced, expanded, and rearranged complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). In grade 3, students demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Students explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Students form and use regular and irregular plural nouns. Students use abstract nouns (e.g., childhood). Students form and use regular and irregular verbs. Students form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Students ensure subject-verb and pronoun-antecedent agreement.* Students form and use comparative and superlative adjectives and adverbs, and choose between them depending on what was to be modified. Students use coordinating and subordinating conjunctions. Students produce simple, compound, and complex sentences. Page 5 of 10

In grade 4, students will demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Students will use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Students will form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Students will use modal auxiliaries (e.g., can, may, must) to convey various conditions. Students will order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Students will form and use prepositional phrases. Students will produce complete sentences, recognizing and correcting inappropriate fragments andrun-ons.* Students will correctly use frequently confused words (e.g., to, too, two; there, their).* L In the second grade students are required to use a known root word as a clue to the meaning of an unknown word. They may also use glossaries and beginning dictionaries to determine the meaning of words. In grade three, students will use known root words as a clue to the meaning of unknown words with the same root. They will also use glossaries and beginning dictionaries, both print and digital, to determine the precise meaning of words and phrases. In grade four students will use common Greek and Latin affixes and roots as clues to the meaning of words. They will also consult reference materials to find the pronunciation and meaning of words and phrases. In grade 2, students wrote informative/explanatory texts in which they introduced a topic, used facts and definitions to develop points, and provided a concluding statement or section. In grade 3, students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students introduce a topic and grouped relative information together including illustrations when useful for comprehension. Students develop the topic with facts, definitions, and details. Students use linking words and phrases (e.g. also, another, and, more, but) to connect ideas within categories of information. Students provide a concluding statement or section. In grade 4, students will write informative/explanatory texts to examine a topic and convey ideas and information clearly. Students will introduce a topic clearly and group related information in paragraphs and sections to include formatting (e.g. headings), illustrations and multimedia when useful to aiding comprehension. Students will develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Students will link ideas within categories of information using words and phrases (e.g. another, for example, also, because) Students will use precise language and domain-specific vocabulary to inform or explain the topic. Students will provide a concluding statement or section related to the information or explanation presented. Resources: References to Appendices A, B, and C and Other Resources Informational/Explanatory Writing Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers knowledge of a subject, to help readers better Page 6 of 10

understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and domains. Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the pros (supporting ideas) and cons (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence. Appendix B: Text Exemplars and Sample Performance Tasks Informational Texts... 53 Aliki. A Medieval Feast... 53 Gibbons, Gail. From Seed to Plant...54 Milton, Joyce. Bats: Creatures of the Night...54 Beeler, Selby. Throw Your Tooth on the Roof: Tooth Traditions Around the World...54 Leonard, Heather. Art Around the World... 55 Ruffin, Frances E. Martin Luther King and the March on Washington... 55 St. George, Judith. So You Want to Be President?... 55 Einspruch, Andrew. Crittercam... 55 Kudlinski, Kathleen V. Boy, Were We Wrong About Dinosaurs...56 Davies, Nicola. Bat Loves the Night...56 Floca, Brian. Moonshot: The Flight of Apollo 11...56 Thomson, Sarah L. Where Do Polar Bears Live?... 57 Read-Aloud Informational Texts... 57 Freedman, Russell. Lincoln: A Photobiography... 57 Coles, Robert. The Story of Ruby Bridges... 58 Page 7 of 10

Wick, Walter. A Drop of Water: A Book of Science and Wonder... 58 Smith, David J. If the World Were a Village: A Book about the World s People...59 Aliki. Ah, Music!...59 Mark, Jan. The Museum Book: A Guide to Strange and Wonderful Collections...59 D Aluisio, Faith. What the World Eats...60 Arnosky, Jim. Wild Tracks! A Guide to Nature s Footprints...60 Deedy, Carmen Agra. 14 Cows for America...60 Sample performance tasks for informational texts. Sample Performance Tasks for Informational Texts...61 Sample Performance Tasks for Informational Texts Students explain how the main idea that Lincoln had many faces in Russell Freedman s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2] Students read Robert Coles retelling of a series of historical events in The Story of Ruby Bridges. Using their knowledge of how cause and effect gives order to events, they use specific language to describe the sequence of events that leads to Ruby desegregating her school. [RI.3.3] Students use text features, such as the table of contents and headers, found in Aliki s text Ah, Music! to identify relevant sections and locate information relevant to a given topic (e.g., rhythm, instruments, harmony) quickly and efficiently. [RI 3.5] Appendix C: Samples of Student Writing See Horses by Gwen, page 18 Terminology Derivational suffixes adding a suffix to an existing word to form a new word (e.g., happiness, slowly, shipment) Domain-specific words and phrases Vocabulary specific to a particular field of study (domain), such as the human body (CCSS, p. 33); in the Standards, domain-specific words and phrases are analogous to Tier Three words (Language, p. 33). Editing A part of writing and preparing presentations concerned chiefly with improving the clarity, organization, concision, and correctness of expression relative to task, purpose, and audience; compared to revising, a smaller-scale activity often associated with surface aspects of a text; see also revising, rewriting Evidence Facts, figures, details, quotations, or other sources of data and information that provide support for claims or an analysis and that can be evaluated by others; should appear in a form and be derived from a source widely accepted as appropriate to a particular discipline, as in details or quotations from a text in the study of literature and experimental results in the study of science Page 8 of 10

Revising A part of writing and preparing presentations concerned chiefly with a reconsideration and reworking of the content of a text relative to task, purpose, and audience; compared to editing, a larger-scale activity often associated with the overall content and structure of a text; see also editing, rewriting Rewriting A part of writing and preparing presentations that involves largely or wholly replacing a previous, unsatisfactory effort with a new effort, better aligned to task, purpose, and audience, on the same or a similar topic or theme; compared to revising, a larger-scale activity more akin to replacement than refinement; see also editing, revising Technical procedure a procedure to present a process or concept in an objective style to facilitate understanding Temporal words words relating to time (e.g., first, next, last, before) Online Resources The RIDE link below provides various resources for the transition to the Common Core State Standards http://www.ride.ri.gov/division-eeie/transition.aspx The RIDE link below provides various resources for determining text complexity as well as other instructional resources: http: www.ride.ri.gov/instruction/commoncorematerials.aspx The RIDE link below is to the RIDE Comprehensive Literacy Plan http://www.ride.ri.gov/instruction/docs/riclp/riclp_spring_2012.pdf The RIDE link below has resources for the Comprehensive Literacy Plan http://www.ride.ri.gov/instruction/riclp_resources.aspx The link below provides access to the common Core State Standards, as well as Appendices A.B. and C. Appendix A includes research and information about all of the strands; Appendix B includes text exemplars for literature, literary nonfiction, and content-area texts; and Appendix C includes grade-level annotated student writing samples that address the three main text types. http://corestandards.org/the-standards Page 9 of 10

The link provides information about PARCC (Partnership for Assessment of Readiness for College and Careers) www.parcconline.org Other Resources Instructional Planning Guide (Adapted from PARCC Model Content Frameworks) Reading Complex Texts Writing about Texts Research Project 1 extended focus on text / inform & informational explain 5-9 short texts / informational daily writing Science writing Response to text Develop a short research project integrating knowledge from sources Narrative Writing Page 10 of 10