DODGE CITY SCHOOL DISTRICT ELA UNIT OF STUDY 1 GRADE 3 UNIT NAME Unit 1: Analyze Text/Text Features, Evaluate Content INSTRUCTIONAL DAYS: 21 Aug.16 Sept.14 Students will analyze text through text features and evaluate the content through classroom discussion evaluate the contents of the aspect of texts UNIT OVERVIEW illustrations. While speaking in complete sentences. Students will then write a short research project based on the writing & language requirement below. READING FOUNDATIONS RF.3a Identify and know the meaning of the most common prefixes and derivational suffixes Assessed in Unit 4 RF.3.c Decode multisyllable words. Assessed through use of Rigby using a fluency rubric in Units 4 and 6 RF.4.a Read on level text with purpose and understanding. Assessed through use of Rigby in Units 4 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 4 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 4 and 6 RF.3 d Read grade appropriate irregularly spelled words. Assessed through sight word list in Unit 1 ESSENTIAL STANDARDS READING LITERATURE RL.3.7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). READING INFORMATIONAL 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 only on text features. Search tools addressed in Unit 6. 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). WRITING SPEAKING & LISTENING LANGUAGE 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. Growth will be teacher monitored throughout the year.* SL.3.1. b. Follow agreed upon 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* L.3.1** e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject verb and pronounantecedent 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.* 1 ** assessed with 6 Trait writing samples.
ESOL R.15 During reading, demonstrate comprehension of modified text, including confirming and adjusting predictions or asking and answering questions about the text, with R.18 After reading, respond to modified text, including making comments and asking questions, with NA W.12 Use grade-level punctuation, including end punctuation, commas and quotation marks, with W.13 Use grade-level capitalization, including capital letters to begin sentences and to identify proper nouns, with L.6 Respond appropriately to a variety of factual and inferential grade-level questions that have simple language structures. L.8 Demonstrate active listening strategies in social and grade-level academic interactions by asking on-topic questions, with S.2 Use general grade-level academic vocabulary, including terms used as academic language functions, within scaffolded academic discussions, with visual, nonverbal and text S.9 Express personal information and ideas, including stating a position and supporting it with reasons, with support such as sentence stems and sentence frames. S.10 Express opinions and feelings, including stating a position and supporting it with reasons, with support of sentence stems and sentence frames. L.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 L.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 nonverbal L.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, non-verbal and text S.4 Use appropriate word order in simple and compound statements and questions, with S.12 Explain grade-level twostep academic procedures using complex sentences, with S.18 Ask simple questions to gain basic information and clarify academic content, with 2 S.5 Use subject-verb agreement in simple and compound statements and questions, with S.6 Use verb tenses to indicate present, past, and future events, with modeling and visual
ESOL Reading Foundational Skills R.1 Apply phonics to decode words with consonant and vowel patterns, including blends, digraphs and diphthongs, with R.5 Use word structure to determine meanings of words, including prefixes, suffixes, root/ base words, and grade-appropriate compound words, with support of visuals and illustrated dictionaries. R.13 Read with appropriate pace, phrasing, intonation and rhythm of speech in familiar text, with R.14 Prepare for reading (including surveying and previewing the text and making connections and predictions) by making comments and asking questions about the text, with SUPPORTING STANDARDS 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. SL3.1. 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. d. Explain their own ideas and understanding in light of the discussion. L3.1. g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. L 3.6. 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). L 3.2 a. Capitalize appropriate words in titles. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L3.3. b. Recognize and observe differences between the conventions of spoken and written standard English. 3
Analyze Text/Text Features, Evaluate Content SETTING A PURPOSE (WHAT and WHY) Decoding multisyllable words enables the student to fluently read grade level materials. Focusing on prefixes and suffixes during reading helps students understand the meaning of words during decoding. ESSENTIAL QUESTIONS (to determine success) What are the types of syllable patterns? Closed Vowel C e (magic e) Open Vowel Team Vowel r (r controlled) Consonant le How does vowel/consonant placement impact our reading of unknown words? What is a prefix or suffix? What are the meanings of common prefixes and suffixes? Prefixes: mis= wrong pre= before pro=for re= again un=not Suffixes: ed=did er=someone who est=most ing= now ly=in a way y=full of How can changing the prefixes/suffixes in a word change its meaning? Why is knowing the difference between word structures helpful in reading? SUCCESS CRITERIA (WHAT and HOW) How good is good enough? The student will fill out a graphic organizer by independently reading and sorting multi syllable words by common syllable patterns. 12 out of 15 words sorted correctly The student will define in their own words what a prefix and suffix are. The student will match common prefixes and suffixes with their meanings using cooperative learning structures such as Mix Match Pair or Find Someone Who. 4
Using and identifying text features and illustrations helps the reader to effectively locate and comprehend the text. Using planning, revising, and editing in writing allows the writer to stay organized, focused and encourages the use of a critical eye of peers and self. Rules of grammar and punctuation exist to allow writers to make their meaning clearer to readers. Collaborative discussions lead to active listening, self reflection, and appreciating different opinions. What are some types of text features? Why is it important to use text features? What is the writing process? Why do accomplished writers use it? What are effective parts of grammar? How does incorrect grammar and punctuation affect the reader? Why is it necessary to use correct grammar when speaking or writing? What is the effect when correct grammar is not used? What does a discussion look like? What is the difference between a good discussion and a bad discussion? The student will fill out a graphic organizer to identify and display understanding of all text features. All text features were identified An acceptable explanation of each text feature was included The student will use planning, revising, and editing in their independent writing by creating a written passage. (teacher s discretion as to the type of written text) Has a planning paper (graphic organizer) Creates a rough draft Peer or adult editing Peer or adult revision Produces / publish a final draft 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 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 KEY VOCABULARY Text features include: bold, italics, captions, illustrations, diagrams, maps, charts, graphs, timelines, headings, subheadings, index, glossary, table of contents, graphics Digital sources (e.g. internet, i pad, ELMO, Smartboard, clickers) Mastery Check 1 FORMATIVE ASSESSMENT 5
INSTRUCTIONAL STRATEGIES MATERIALS/RESOURCES Cut text features out of a newspapers and magazines to glue onto a tree map. This is a great time to integrate with science and social studies. Thinking maps Scholastic Book Room (Guided Reading) Kagen Activities Classroom magazines (Time for Kids, National Geographic) 6