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English Language Arts – Grade 3

Table of Contents

Unit 1: Let’s Read 1-1

Unit 2: Thinking Critically 2-1

Unit 3: Write On Target 3-1

Unit 4: Resource Round-Up 4-1

Unit 5: “Use Your Senses…” Through Poetry 5-1

Unit 6: Reading and Writing Nonfiction Texts 6-1

Unit 7: Who’s Who – Autobiographies/Biographies 7-1

Unit 8: Author Study 8-1

2012 Louisiana Transitional Comprehensive Curriculum

Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculum is aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013-14 Curriculum and Assessment Summaries posted at . The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15.

Organizational Structure

The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning. Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014-15 are not included in activities in this document.

Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

Features

Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions) opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at .

Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis.

A Materials List is provided for each activity and Blackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course.

The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at .

Grade 3

English Language Arts

Unit 1: Let’s Read

Time Frame: Approximately four weeks

Unit Description

This unit focuses on reading and responding to a variety of texts, including fiction, folktales from various cultures, and nonfiction. The central message, lesson or moral of texts is identified and examined throughout this unit. The unit is taught through read-alouds and whole group instruction, as well as guided, shared, interactive, and independent reading. In this unit, students will identify, compare, and contrast, various literary elements (setting, theme, plot, character traits, feelings, motivation and conflict), and determine the main idea of a text and its related key points. In addition, non-text features such as maps, illustrations, and photographs will be used to help obtain knowledge of text. Students will demonstrate competence in using the conventions of standard English punctuation—specifically capitalizing proper adjectives, the first word of dialogue, and titles and grammar in speaking, reading, and writing. An emphasis will be placed on making subject and verbs agree, avoiding run-ons, and identifying simple and compound subjects and predicates, prefixes and suffixes. Collaborative discussions on previously- read information will be conducted using agreed-upon rules about being a respectful listener, speaker, and viewer. Explicit instruction in determining the general academic and domain-specific vocabulary word relationships and the subtle differences in word meaning will be ongoing throughout the school year.

Student Understandings

Students will read with sufficient accuracy and fluency to support comprehension. Students will write narratives, explanatory, and informative texts using appropriate conventions of standard English. Student will recognize and effectively apply appropriate listening, speaking, and viewing skills.

Guiding Questions

1. Can students compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, written, and visual responses?

2. Can students read and respond to a variety of texts including fiction and nonfiction?

3. Can students write using standard English, punctuation and capitalization?

4. Can students determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics and subject areas?

5. Can students develop an opinion composition on a point of view about a topic or text and provide convincing supporting details?

6. Can students write a composition of two or more paragraphs using the writing process?

7. Can students speak in complete sentences when appropriate to a task and situation in order to provide requested details or clarification?

Unit 1 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|04. |Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) |

|05. |Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word |

| |meanings, word choices, and pronunciations (ELA-1-E1) |

|06b. |Determine meanings of unfamiliar words using a variety of strategies, including use of context clues (ELA-1-E1) |

|06c. |Determine meanings of unfamiliar words using a variety of strategies, including identification of base words and root |

| |words (ELA-1-E1) |

|08a. |Identify story elements including theme (ELA-1-E4) |

|08b. |Identify story elements including conflict (ELA-1-E4) |

|08c. |Identify story elements including character traits, feelings, and motivation (ELA-1-E4) |

|10. |Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected |

| |details from the text in oral and written responses (ELA-1-E5) |

|12. |Demonstrate oral reading fluency of at least 110 words per minute in third-grade text with appropriate pacing, |

| |intonation, and expression (ELA-1-E7) |

|13. |Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) |

|14. |Compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, |

| |written, and visual responses (ELA-6-E1) |

|17a. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including |

| |sequencing events (ELA-7-E1) |

|17b. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |

| |predictions using information from texts (ELA-7-E2) |

|17c. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making |

| |simple inferences and drawing conclusions about information in texts (ELA-7-E2) |

|17d. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing|

| |and contrasting, including story elements (e.g., theme, character, and conflicts) and main points or ideas in |

| |informational texts (ELA-7-E2) |

|17f. |Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including |

| |identifying main ideas of texts (ELA-7-E2) |

|24a. |Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3) |

|29a. |Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2) |

|29b. |Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2) |

|30. |Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2) |

|31a. |Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3) |

|31b. |Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3) |

|31c. |Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple |

| |and compound subjects and predicates (ELA-3-E3) |

|42a. |Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5) |

|42b. |Use active listening strategies, including giving oral responses, such as explanations of written and/or spoken texts |

| |(ELA-4-E5) |

|44. |Assume the role of discussion leader, contributor, and active listener |

| |(ELA-4-E7) |

|45a. |Locate information using organizational features of a variety of resources, including electronic information such as |

| |pull-down menus, icons, keyword searches, passwords, and entry menu features (ELA-5-E1) |

|ELA CCSS |

|CCSS# |CCSS Text |

|Reading Standards for 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.3.5 |Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, |

| |scene, and stanza; describe how each successive part builds on earlier sections. |

|RL.3.6 |Distinguish their own point of view from that of the narrator or those of the characters. |

|RL.3.9 |Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar |

| |characters (e.g., in books from a series). |

|Reading Standards for Informational Text |

|RI.3.1 |Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the|

| |answer. |

|RI.3.2 |Determine the main idea of a text, recount the key details and explain how they support the main idea. |

|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. |

|RI.3.8 |Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparisons, cause/effect, |

| |first/second/third in a sequence). |

|RI.3.9 |Compare and contrast the most important points and key details presented in two texts on the same topic. |

|Writing Standards for Informational Text |

|W.3.1 |Write opinion pieces on topics or texts, supporting a point of view with reasons. |

|Reading Standards for Literature |

|RF.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. |

|Speaking and Listening Standards |

|SL.3.1a |Engage affectively in a range of collaborative discussion (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 |

| |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.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or |

| |clarification. |

|Language Standard |

|L.3.6 |Speak in complete sentences when appropriate to task and situation in order to provide requested detail or |

| |clarification. |

Sample Activities

Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.

Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLE 13)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Independent reading occurs anytime a student reads alone. Independent reading may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out independent reading material. Have students read silently or softly to a partner until the designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides opportunities for students to read with purpose and understanding while rereading as necessary. D.E.A.R. should not take the place of regular guided reading instruction. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability levels.

Activity 2: Daily Edits (Ongoing) (GLEs: 29a, 29b, 30, 31a, 31b, 31c)

Materials List: list of sample sentences with errors in punctuation and grammar, overhead projector, transparencies, board or sentence strips, student copy of incorrect sentences (optional)

Building a foundation for standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar, and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules, and further apply the rules when writing complete sentences. Since children innately have a strong interest in informational text, nonfiction resources may encourage additional motivation for daily edits during this unit. Time should be given for guided practice and for follow-up with independent practice using similar sentences.

Mini-Lesson

• Present sample sentences with grammatical errors on overhead, board or sentence strips, Smart Boards, or using Promethean Board flip-charts

• Distribute student copies of sentences for correcting. Display sentences with mistakes. Have students look at their copies. Together in a shared reading, they will read and correct one or two sentences daily. A mini lesson will follow.

• Model correcting a mistake, then ask for volunteers to correct the mistakes.

• Ultimately, the students will correct the errors automatically with less support from the teacher.

• Please note: These mini lessons offer an opportunity to review everything quickly from subject-verb agreement to identifying when standard English punctuation is needed.

Sample Errors:

➢ Jane went to the store Beth went to the park.

➢ Ben Franklin invented many things he invented the first bifocals.

➢ Ralph looked out the window he saw it was going to rain.

➢ The softball team win the championship this year.

➢ Laura Ingalls Wilder wrote books set in the late 19th century she wrote about long journeys in covered wagons I wonder what it would have been like to live during that period of time.

➢ Mammals feed their babies milk have live births and have fur or hair.

➢ Our family likes to eat at the chinese restaurant.

➢ 123 bluebird rd is my address

➢ baton rouge louisiana

➢ Every morning I brush my teeth comb my hair and put on my shoes.

➢ Our class read a book tomorrow.

Activity 3: Writing Journal (Ongoing) (GLEs: 24a, 31a, 31b, 31c)

Materials List: student journals, pencils, journal prompts

Have students designate a special section of their writer’s notebooks for making daily journal entries. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, opinion pieces on a specific topic or text, supporting a point of view with reasons, free writes, and diary entries.

2013-2014

Activity 4: Journal Writing (CCSS: W.3.1, SL.3.6)

This is an extension of Activity 4. Students will write opinion pieces on topics or texts, supporting a point of view with reasons. Model writing an opinion piece on a topic for the students. Use a graphic organizer such as a web to organize the information. First list the topic in the center. Next, place the reasons that support the opinion in bubbles around the topic. Explain that linking words (e.g. because, therefore, since, for example) should be used to connect the opinion with the reasons. Then model creating a concluding statement for the students. Allow students to go through this process independently, but conference with the students to make sure that their paragraphs include complete sentences. Once the students have created their opinion pieces, allow them to read their paragraphs aloud to the class. Remind them to speak in complete sentences.

Activity 5: Dictionary Skills (GLEs: 05, 06b, 06c; CCSS: L.3.5, L.3.6, RL.3.4)

Materials List: dictionaries, alphabet chart, word list, board/overhead, transparencies, Vocabulary Self-Awareness Chart BLM, Vocabulary Self-Awareness Rubric BLM

Guide students in strengthening vocabulary skills by using context clues to expand and develop vocabulary. Also assist them in acquiring and accurately using grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationship (e.g. After dinner that night, we went looking for them).

Game Suggestion: Using a Dictionary

Teach that words can be found in the front, middle, or back of a dictionary. Next, direct students to observe the order of the letters on an alphabet chart.  Review ABC order with students, and have them turn through dictionaries to observe this.  Give students a vocabulary word, and direct them to use a dictionary to identify the base word (root word).

Note:  It may help to divide the class into small groups. Weaker students will have more opportunity to locate words and feel successful while working and learning in a smaller group.

Game Suggestion: Vocabulary Self-Awareness

This lesson will involve the use of vocabulary self-awareness (view literacy strategy descriptions. Because students have varying levels of understanding of new information, especially new topics, it is essential to assess their background knowledge of a concept. Students can self-assess what they already know about a topic as well as what they still need to learn in order to comprehend fully what they are reading.

Before reading an assigned text, give students a list of domain-specific vocabulary words and have them complete a vocabulary self-awareness (view literacy strategy descriptions) of their knowledge of the words by using a Vocabulary Self-Awareness Chart BLM like the one below. Students do not receive definitions or examples at this stage. Instruct them to rate their understanding of each word with either a “+” (understand well), a “√” (limited understanding or unsure), or a “—” (don’t know).

Example of a Completed

Vocabulary Self-Awareness Chart

|Word |+ |√ |-- |Example |Definition |

|monitor | | | |Teachers monitor students at recess. |watching someone or something carefully |

|lively | | | |The children were lively during recess |active, excited, full of energy |

| | | | |because they had stayed in their seats all | |

| | | | |morning. | |

After reading the text and being exposed to other information, students return to the chart and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Give students many opportunities to revisit their vocabulary charts to revise their entries. Once the assigned text is completed, check students’ charts to make sure that all minus signs have been changed to pluses, all examples are good, and definitions for all words are accurate. Give students additional opportunities to use the newly-learned words in class discussions, shared writing, and independent writing. Encourage students to speak in complete sentences when they are reporting the requested information.

Activity 6: Vocabulary Activities (Ongoing) (GLEs: 04, 05, 06b, 06c; CCSS: RI.3.4, SL.3.1a)

Materials List: text at various reading levels, dictionaries, thesauruses, sticky note pads, alphabet chart, index cards, Vocabulary Card Chart BLM

In order to become effective readers, students need to develop vocabulary knowledge. Informational texts offer many examples of concepts and technical vocabulary. Students must understand this vocabulary to understand the text. Introduce vocabulary activities that give opportunities to learn and use new vocabulary words. Context clues will be used to expand and develop vocabulary.

This activity will use the modified vocabulary self-awareness (view literacy strategy descriptions) strategy. As students are able to create this organizer using vocabulary words, they will be able to comprehend and effectively read fiction and informational text. Instruct students in how to create vocabulary cards (view literacy strategy descriptions). Distribute 3x 5 or 5x 7 inch index cards or Vocabulary Card Chart BLM to students, and ask them to follow directions in creating a sample card. A targeted word is written in the middle of the card, as in the example below. Students provide a definition in their own words in the appropriate space. Next, have students write sentences using words and clues that show a “mind movie” to help with their understanding of the words. In the next step, have students look at thesauruses for antonyms and synonyms for the words and record them. Finally, have students create a simple illustration of the term in the last area of the card. When appropriate, have students add a prefix or suffix to change the meaning of the word. Students can use their completed cards to review with one another in preparation for class activities and quizzes.

Game Suggestion: Do You Hear What I Hear?

This Activity will take place over a two-day period.

Day 1: Divide students into pairs. Give a sticky note to each student. Read a section or paragraph of informational text, taking about 5 minutes. Instruct students to jot down “worthy” words, which are words students feel have merit or add value to the text. Then ask students to report a few words they consider “worthy” and record these on the board. Choose one of the words, and model making a vocabulary card using an index card or BLMs. Begin with a student-generated definition. Then record a sentence that gives clues about what the word means. Circle or underline these clues. Direct students to record key information on an index card or on their copy of the Vocabulary Card Chart BLM. Ask one student to write the word on a sentence strip and display the word in the vocabulary development section of a wall or bulletin board.

Day 2: Give each student a list of 2 or 3 key vocabulary words. Allow a few minutes for pairs of students to read a section in a predetermined student textbook. Instruct students to fill in the four areas on an index cards or on the Vocabulary Card Chart BLM. Provide time for students to show and discuss their cards with another group and the time to do the same with the class. Choose three students to record the words for bulletin board display of “Worthy Words.” (Allow each student to write his/her name on the card to promote confidence and ownership.)

Sample Vocabulary Card:

[pic]

See Vocabulary Card Chart BLM for clue word section.

In closing this lesson, have students report their sentences, synonyms, antonyms, and clues that helped them understand the word. Students can use this strategy to review vocabulary words before a test. Do not assess initial guided lessons. Once students have had adequate practice and guidance, a Vocabulary Self-Awareness Rubric BLM can be used as an assessment on specific words. No more than one or two words should be used for this assessment because of the time and details required to complete it. Once several words have been learned, a vocabulary assessment can be given. Allow class time for review before assessing.

Activity 7: Demonstrate Understanding of Text (GLEs: 17b, 17c, 17d, 17f, 24a, 42b; CCSS: RL.3.2, RL.3.6, RL.3.9, SL.3.6)

Materials List: Compare and Contrast BLM, Venn diagram BLM, books by same author (series), and informational text with maps, photographs, illustrations, diagrams

This activity will incorporate the use of a graphic organizer (view literacy strategy descriptions) to compare and contrast theme, setting, plots, and the main idea of the texts. In addition, determining cause and effect relationships will help students identify key points and details in two texts. Have students use books in a series to compare the same character. Begin by having students summarize stories, determine the central message, lesson, or moral of each story, and explain how key details convey the message. Then, have students listen to the read-alouds by the same author. Additionally, instruct students to use the discussion strategy Think-Pair-Square-Share (view literacy strategy descriptions) for discussing information gained from observing non-text features such as photographs, maps, illustrations, charts, and tables. They will be able to tell where, when, why, and how the non-text feature allows them to obtain knowledge about a concept.

In order to incorporate Think-Pair-Square-Share, present a question, problem, situation, or thought-provoking issue. Allow students to think alone for a moment. Next, pair students and tell them to report their thoughts to each other. Then form pairs into groups of four to again report their thoughts. Monitor the conversations and elicit additional responses as needed. Remind students to focus on reporting their own ideas rather than automatically agreeing with their partners. This activity is most effective when students report a variety of opinions and perspectives.

Next, focus on comparing themes, settings, and plots of stories. Demonstrate how to use a T-chart or Venn diagram to organize notes that will be used to compare and contrast. Model how to compare and contrast the stories’ most important points and key details. Direct students to think-pair-square-and share information they notice and then record the information on a Compare and Contrast BLM. Compose a model paragraph using the information on the chart. Make sure students can recognize the differences between a main idea and summary. After observing the model paragraph, have students select a topic and then create their own paragraph. This activity may take several days: one day for each read aloud and recording of important points and key details. Also, lots of modeling will be needed when students are first presented with the organizers. It may also be necessary to review the importance of good speaking, listening, and viewing behavior.

When this lesson has concluded, let students know that thinking about ways stories are alike and different can help them better understand what they are reading. Provide graphic organizers in a writing center and encourage students to compare and contrast their favorite series. Allow students to read aloud their paragraphs to the class.

Activity 8: “During Reading” Strategies (GLEs: 17b, 17c, 17d, 17f; CCSS: RL.3.5)

Materials List: questions for students to sort, a work of literature, Sample Story Map BLM, Story Map BLM copies for each student, Venn diagram, Problem/Solution Story Chart BLM

Read and reread aloud a selected work of literature and model “during reading” strategies such as making predictions, reading and verifying, questioning and reading to confirm, and activating prior knowledge. Focus on only one strategy at a time.

Instruct students to use various during-reading strategies to do the following:

• comprehend story events

• identify story elements, including character traits and actions, theme, and conflict

• make inferences and/or verbal connections

• examine the story’s use of pronouns to determine first- or third-person point of view

• refer to parts of stories, dramas, and poems when writing or speaking about a text, accurately use terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections

Choose whether to use teacher-provided questions or questions students construct. Read aloud a selected text. Then instruct students to make connections among texts read aloud and to answer questions in oral discussions followed by completing one or more of the following: Story Map BLM, Venn diagram, Problem/Solution Story Chart BLM (or self- or teacher-made).

Activity 9: Story Impressions in Color (GLEs: 08a, 08c, 10, 13, 17a, 17b, 17c)

Materials List: teacher-created list of words and phrases that reveal aspects of a selected story, student copies of teacher-created list of words and phrases, color-coded web map for each student (optional), board/overhead/worksheet, color-coded transparency for teacher, teacher-chosen selection (fiction or nonfiction), construction paper and glue

Step One: Story impressions is a reading strategy that provides students with opportunities to predict events in the story. On a worksheet that will be given to each student, list the teacher-created list of words and/or phrases that reveal key aspects of the story, including setting, character names or descriptions, plot and resolution. To begin the activity, present a specific theme or topic to introduce a work of literature. Next, have students work with the teacher-created list of words and phrases. Write the lists of words and/or phrases either on the board or project on an overhead. After reading aloud the set of word/phrases, direct students to use them to compose a brief story of their own before reading the actual selection. Have students read their stories to the class before reading the actual story. Then assign the story for oral or silent reading. Once students have read the selection, lead the class in comparing its predictions to the events of the actual story.

Step Two: Using color-coded webbing as a graphic organizer, direct the class to web the events of the actual story. Use different colors to represent 1) prior knowledge, 2) student-generated predictions, and 3) actual events and elements discovered through reading the literature independently.

After students complete the webbing process, have them sequence the actual story events and determine the author’s purpose (to entertain, to inform, to persuade), using information gathered on the visual color-coded web.

Note: Story Impressions may be used with any story throughout the year as a pre-reading strategy.

Activity 10: Reading Fluency Workshops (GLEs: 08c, 12, 42a, 44, 45a; CCSS: RI.3.8)

Materials List: books or passages at the students’ independent reading levels or word cards, timer, Venn diagram, two similar selections from different cultures, teacher-created reading goal chart, teacher-created Power Point® presentation demonstrating how to make a Power Point® presentation, computers for web search and Power Point® presentations, materials for making posters/mobiles, Social Studies/Science texts

Devise a reading goals chart for students to use to set their own goals for reading. Include the following on the chart: developing meaning of unfamiliar words using reference aids; improving speed of reading; connecting what is read with prior knowledge; demonstrating oral fluency of at least 110 words per minute in grade-level texts; comparing and contrasting literature from different cultures; and/or explaining the effect of oral, written, and visual responses. Use social studies and science texts and trade books, as well as other non-fiction titles, to motivate students to read. Model describing a logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Then have students read silently at their independent level and describe making logical connections between particular sentences and paragraphs in the text. Record these connections using project-based assessments such as a poster, mobile, or Power Point® presentation. Posters/mobiles may be used by students to “advertise” books read or to express favorite parts of books. Venn diagrams may be used to compare and contrast elements of literature. Have students set and adjust reading goals throughout the year to aid them in developing vocabulary and increasing fluency rate. Require students to keep a response journal learning log (view literacy strategy descriptions) section in their writer’s notebooks for writing notes about logical connections between particular sentences and paragraphs in a text. The learning log can be kept in a notebook, binder, or spiral notebook. This log allows students to record reflections, new learning, ideas, questions and reflections. The documenting of thoughts, questions, and ideas promotes deeper thought processes and also gives the teacher insight into possible misconceptions.

Mini-Lesson

• Assign research of student-selected topics, and provide opportunities for access to the Internet to develop computer skills, reading fluency levels, and motivation to read. Guide students to practice locating information using pull-down menus, icons, keyword searches, passwords, and entry menu features while surfing the worldwide web on the Internet. Allow students to choose social studies and science topics to research in addition to non-fiction material being studied across the curriculum.

• Provide students with instruction on “How to Make a Power Point© Presentation” (See for a sample Power Point© in the Classroom tutorial), and allow time for them to practice the skill by creating Power Point© presentations of their own. Then instruct students to prepare and present their presentations to the class. Place students in small groups to create additional projects on the computer, and have groups plan a class presentation of their project. Direct each group member to assume the various roles of discussion leader, contributor, and active listener to produce the final project. Final projects should be published in some way.

Teacher Note: Careful attention should be given to the selection of decodable text to accommodate the varied reading levels of the students. Texts should be selected so students can read at their independent (95% or above accuracy) reading level. Encourage students to use the five-finger rule to determine if the text is too difficult. (Five Finger Rule: Hold up one finger for each unknown word on any page of the book. If you can hold up five fingers on one page, the text is not at the independent reading level.)

Activity 11: Multicultural Story Comparisons (GLEs: 08a, 08b, 08c, 10, 13, 14, 17a,17b, 17c, 17d)

Materials List: selected works with similar characters and plots from different cultures (for example, Lon Po Po and Little Red Riding Hood; Cinderella—American, The Princess and the Golden Shoes—Scottish, The Little Glass Slipper—French, The Golden Sandal—Middle Eastern, The Three Little Pigs and The Three Little Javelinas), story webs or maps, sequencing sentence strips, Venn diagram, response journals learning log (view literacy strategy descriptions) section to keep in student writer’s notebooks for recording new information and reflection on information learned.

Choose a different cultural version of a well-known fairy tale, and show students the illustrations. Read the story aloud and ask students to make oral predictions about the story. Periodically, stop reading and ask students to make inferences about a story element and summarize portions. After reading the story, have students identify conflicts in the story. Follow this with modeling how to use identified conflict(s) to determine the theme of the work. Direct students to construct story webs and maps to demonstrate comprehension in their response journals.

Then, read aloud a similar version of the same story from a different culture (e.g., Lon Po Po, The Princess and the Golden Shoes, The Three Little Javelinas) Direct students to identify conflict(s) to determine the theme and write their ideas in their response journals. Then have students sequence the events in each story. Using a Venn diagram, compare and contrast the cultural differences in a whole-class discussion. Direct students to take notes in their response journals.

Activity 12: Reading-Interest Groups (GLEs: 42a, 42b, 44)

Materials List: variety of literature (can be leveled readers, books from the class reading center, or books students may have from home), Genre Interest Self-Evaluation Form BLM for each student, Sample Book Report Form BLM

Have students meet in genre or interest groups to discuss what they are reading independently. Direct students to keep a record of group meetings using the Genre Interest Self-Evaluation Form BLM. Monitor group discussions and assist when needed. Using a Book Report Form BLM, have students record information about the following: how a book is organized; answers to questions about the author’s intent; the author’s life experiences as reflected in the literature; examples of elements of the genre (based on their study of the characteristics and elements of the genre); and/or the author’s style, language, and voice. Encourage students to refer to graphic organizers and journal entries completed earlier in this unit to assist them in this activity and to listen actively and pose questions to build a community of readers. Suggest that students keep notes about works they might read and include in their record of books and stories.

Activity 13: Speaking of Text: (GLEs 08b, 08c, 10, 12, 17a, 17b, 42a, 42b, 44; CCSS: RF.3.4, RI.3.1, RI.3.2, RL.3.5, RL.3.6, RI.3.9, SL.3.1a, SL.3.6, L.3.6)

Material List: a selection of trade books, “Reader’s Theater” plays for young children, poems, and chart paper, markers

This activity will incorporate the use of a DL-TA (view literacy strategy descriptions). In this activity, students make and monitor their predictions during and after new learning has occurred. The literacy DL-TA teaches students to self-monitor, which will increase comprehension and attention to detail and lead to greater achievements in reading.

Lesson 1

Conduct a brief discussion about the genres that will be used for this activity. Direct student attention to the titles and covers of various selected books. Place books, play manuscripts, and poetry books in a “Featured Book” rack, on a chalkboard ledge or on a table so students can view the covers. Allow students to talk about their ideas and background knowledge. Record their answers on chart paper. Explain that they are going to give a “Book Talk” about the book, play, or poem they choose to read. Have each student record his or her name and first and second choice of genre on an index card, and use these cards to divide students into groups of four according to their interest.

Lesson 2

Hand out chart paper and a literary work to each group. Direct each group to preview the work and make predictions about its content. Prompt students with questions such as “What do you expect the main idea of this text will be?” and “From the title, what do you expect the author to say about this piece?” Instruct students to record and save their predictions. Next, guide students through a section of text or portion of the poem or play. Predetermine the stopping points and mark them with sticky notes. This is the crucial step in DL-TA instruction. When a stopping point is reached, ask the students to reread the predictions they wrote and change them if necessary. The new predictions, revisions, and evidence should be written down along with references to the chapter, scene, or specific stanza the revision to refers to. Repeat this cycle several times throughout the lesson. Then allow students to work together independently while monitoring the groups closely. Students should be given the opportunity model their predictions, revisions, and evidence. Ask questions such as “What evidence do you have to support what you know?” and “What do you expect to learn next?”

Next, direct each group to use the discussion strategy Think-Pair-Square-Share to discuss the following questions: What did you expect to learn before we began reading? and “What did you actually learn?” Instruct the paired students to turn and explain their answers to the other two group members. Instruct groups to then prepare two to three minute “Book Talks” about the book, play, or poem they chose. Remind them to refer to the chapter, stanza, or scene when presenting the summary of what they read. In closing this activity, allow a few volunteers to report to the class. Remind students that they can use this strategy when reading nonfiction, too.

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• Students will correctly identify parts of stories, dramas, and poems when writing or speaking about text.

• Students will explain how specific a text’s illustrations contribute to the message conveyed.

• Students will record their ideas, questions, and comments in reading response journals as they read stories and informational text and use the journal as a reference in ongoing discussions and assignments.

• Students will organize information they read in a variety of the following ways, which can be used to assess comprehension skills:

➢ Book Report Form BLM

➢ Color-coded story webs to link prior knowledge, predictions, and actual story information

➢ Venn diagrams to compare and contrast

➢ Charts/forms to record information

Activity-Specific Assessments

Activity 6: Initial vocabulary awareness cards need not be assessed while modeling the strategies, but monitoring student use of the strategy is necessary. Once it is evident students are comfortable with activity, use an agreed-upon rubric to assess cards.

Activity 7: Have students complete a Compare/Contrast graphic organizer during a modeled lesson, and check progress in an informal assessment. Then after completing two or three guided lessons, have students independently complete a compare and contrast graphic organizer for a new text as a test. A variation can be to add elements to the compare and contrast organizer, and direct students to add their findings to the form.

Activity 10: Provide instruction on “How to Make a Power Point©

Presentation” (see for a sample

Power Point© in the Classroom tutorial), and allow time for students to practice the skill. Assign students a Power Point© presentations or project to create in small groups. Assess the work using an agreed-upon rubric. In small group settings, have students assume the various roles of discussion leader, contributor, and active listener to produce the final project. Students should be allowed to assume all roles at some point while working on the group projects. The final projects should be shared with the class and assessed.

Activity 11: Students will construct story webs and maps after each story is read aloud a second time. The webs and maps may be created on paper or in more creative formats such as posters/mobiles and assessed using a rubric that students are given prior to preparation. Assign Power Point© presentations, story webs, and/or maps, and assess these using a rubric. Use a completed compare and contrast Venn Diagram BLM as an assessment.

Activity 13: Assess the “Book Talk” about the student-selected book, play, or poem. Remind students to cite the chapter, stanza, or scene when presenting the summary. Create a rubric BLM to distribute while presentations are being prepared, and use it to score the presentations.

Resources

• Suggested Read-Aloud Stories

➢ Kipling, Rudyard. How the Camel Got His Hump

➢ Kipling, Rudyard. How the Leopard Got His Spots

➢ A Cherokee Story retold by Sanjit. Why Opossum's Tail Is Bare

➢ Polacco, Patricia. Thank You Mr. Falker

➢ Polacco, Patricia. Chicken Sunday

➢ Polacco, Particia. The Lemonade Club

➢ White, E.B., Charlotte’s Web

➢ Seldon, George, The Cricket in Time Square

➢ Dicamillo, Kate. Because of Winn Dixie

➢ Dicamillo, Kate. The Tale of Despereaux

➢ Cleary, Beverly. Ramona Quimby, Age 8

➢ Cleary, Beverly. The Mouse and the Motorcycle

➢ Naylor, Phyllis Reynolds. Shiloh

➢ Atwater, Richard and Florence. Mr. Popper’s Penguins

➢ Fontenot, Mary Alice. Clovis Crawfish and Raoul Raccoon

➢ Hirshberg, Jacklyn Sonnier. Nicky the Swamp Dog

➢ Rappaport, Doreen. Martin’s Big Words The Life of Martin Luther King, JR.

➢ Larson, Kirby and Mary Nethery. Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival

➢ Budzik, Mary. Created by Brasher. Brasher Basics: Grammar

• Suggested Informational Texts

➢ Gibbons, Gail. From Seed to Plant

➢ Gibbons, Gail. Owls

➢ Gibbons, Gail. Tornados

➢ Gibbons, Gail. Horses

➢ Milton, Joyce. Bats: Creatures of the Night

➢ Coles, Robert. The Story of Ruby Bridges

➢ Venezia, Mike. Picasso

➢ Venezia, Mike. Horace Pippin

➢ Landau, Elaine. A True Book Mexico

➢ Friedman, Mel. A True Book Iraq

➢ Holland, Simon. DK Eye Wonder

➢ Thimmesh, Catherine. Friends: True Stories of Extraordinary Animal Friendships

➢ Chin, Jason. Redwoods

➢ Carson, Mary Kay. Inside Weather

➢ Wood, Jenny. I Wonder Why Kangaroos Have Pouches and other questions about baby animals

➢ Rizzo, Johnna. Oceans, Dolphins, Sharks, Penguins, and More!

➢ Branley, Franklin. Down Came the Rain

➢ Branley, Franklin. What Makes Day and Night

• Website Resources



Teacher resources and interactive activities



Informational articles written for students – Colorful and engaging



Power Point lessons



Third grade resources – lots of games and interactive activities

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Grade 3

English Language Arts

Sentence

I will learn about dogs because I will read many books about taking care of them.

Suffix

-ed learned

Synonym

discover

Illustrations

(Draw a picture)

Definition

Learn—to obtain new knowledge

learn

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