Unit 6: Fix-Up Monitoring/Distinguish and Evaluate Grade ...

[Pages:2]Unit 6

3 Grade

Unit 6: Fix-Up Monitoring/Distinguish and Evaluate Fact and Opinion

Strategies and Skills at a Glance

Mini-Lesson Focus

Small-Group Reading Focus Word Study Workshop Benchmark Writer's Workshop

WEEK 1

WEEK 2

WEEK 3

Explicitly model metacognitive and text dependent comprehension strategies using interactive posters.

COMPREHENSION 4 Fix-Up Monitoring 4 Distinguish and Evaluate Fact

and Opinion

WRITING 4 Constructed Written Response:

Write a fact and opinion passage using a graphic organizer

Apply strategies during close reading and analysis of genre texts.

GENRE STUDIES 4 Persuasive Letter

COMPREHENSION THROUGH CLOSE READING 4 Fix-Up Monitoring 4 Distinguish and Evaluate Fact

and Opinion 4 Analyze Author's Point of View 4 Make Connections Across Texts

Integrate new and previously taught comprehension strategies. Build fluency and performance skills through fluency mini-lessons and reader's theater.

COMPREHENSION 4 Apply metacognitive strategies:

Make Inferences, Ask Questions 4 Analyze Author's Purpose

VOCABULARY 4 Build Tier Two Vocabulary:

Analyzing Strong Verbs

VOCABULARY 4 Determine the meaning of words and

phrases in close reading texts

WRITE TO SOURCES 4 Opinion/Argument

FLUENCY 4 Read with inflection/intonation

(stress) 4 Choral-read, echo-read, partner-read

SHARED WRITING 4 Create a class Fluency anchor chart 4 Create a class list of ideas about the

author's purpose

COMPREHENSION

4 Distinguish and Evaluate Fact and Opinion

COMPREHENSION

4 Distinguish and Evaluate Fact and Opinion

4 Read and analyze persuasive letters

FLUENCY

4 Build fluency through repeated oral reading practice and performance

WORD STUDY

WORD STUDY

WORD STUDY

4 Long i patterns in accented syllables 4 Long o patterns in accented syllables 4 Long u patterns in accented syllables

SUGGESTED UNIT OF STUDY: Informational Reports Use the mentor text and explicit mini-lessons to focus on writing process, writing traits, and grammar and conventions.

4 Recommended Read-Alouds for Modeling Fix-Up Monitoring

TITLE Follow the Drinking Gourd

AUTHOR Jeanette Winters

The Life Cycle of a Tree

Bobbie Kalman

Milton Hershey: Chocolate King, Town Builder Charnan Simon

My Rows and Piles of Coins

Tololwa M. Mollel

Plantzilla

Jerden Nolen

What Is the Animal Kingdom?

Bobbie Kalman

fiction nonfiction nonfiction fiction fiction nonfiction

GENRE

Unit 6

4 Multicultural Connections and Teaching Points

WEEK

1

1

2 3

COMPONENT Comprehension Anchor Poster 1 (Monarch Butterflies)

Comprehension Anchor Poster 4 (Number Games)

Genre Poster 2 (Eat a Salad!)

The Food Pyramid Disaster Reader's Theater Script

MULTICULTURAL CONNECTIONS AND TEACHING POINTS

Students have read that monarch butterflies migrate south from Canada and the northern United States. Explain that monarchs can't survive in the cold weather of the north, so in late fall they head to southern California and Mexico. The butterflies return to Canada and the northern United States in the spring. Display a map of North America. With your finger, trace a line from the northern regions down to Southern California and Mexico to show how far monarchs migrate. Using a world map or a globe, ask students about their family's or ancestors' migration to the United States from another place in the world, or within the United States. Use this opportunity for recent immigrants to share their experiences moving here, including what it was like to leave their home, friends, and traditions, and how they've made new friends and learned new traditions in their new homes.

This poster features number games from around the world and across civilizations. Share these facts about number games: 4 Dominoes have been around for thousands of years. Egyptian King Tutankhamen was buried with a set in the

1300s b.c.e.

4 Nobody knows for sure where and when hopscotch was invented. However, some people believe that soldiers in Ancient Roman times used hopscotch courses for training, and the Chinese wrote about hopscotch in the 2300s b.c.e.

4 A magic square is a grid filled with numbers that add up to the same sum horizontally, vertically, and diagonally. This number game has been around for millennia, possibly as far back as the 28th or 29th century b.c.e.

Invite students to share number games from their countries or cultures. If possible, allow them to play some games.

This letter encourages readers to eat healthy foods. Invite students to brainstorm foods from around the world. List their ideas on chart paper. Suggest a few to get them started, such as tortilla (Mexico) and crepe (France). After you've compiled a list, point out that some of the foods are healthy and some not so healthy. Invite students to categorize the food by healthy and not healthy.

Everyone can make healthy food choices. Invite students to share the healthy food choices they make. Then ask: 4 What are some healthy food choices people around the world, in all cultures, can make?

4 What foods should people in all cultures avoid?

4 Unit 6 Research and Collaboration W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10, SL.3.1, SL.3.2, SL.3.4, SL.3.6

Choose from the following cross-disciplinary projects. They provide opportunities for your students to work collaboratively with partners or small groups, to use media and technology resources, to conduct short research projects, and to demonstrate their knowledge through oral and/or written reports.

MATH

Invite small groups to prepare persuasive arguments about what kind of pet they would like to get for the classroom. First, students will conduct a class poll to find out favorite pet choice, and record results on a bar graph or pictograph. Then they will use the poll results and presentation software to create a slide show that makes their case to you or the school's principal.

SCIENCE

Invite pairs to research facts about an environmental issue, such as pollution or global warming. Using the facts they find, students will write a speech convincing their peers to take action toward solving the problem. Encourage students to include charts and graphs with their speech to help make their arguments. Some suggested sites include: The EPA Climate Change Kids Site

EPA Student Center

SOCIAL STUDIES

Conduct a classroom debate concerning a school-related issue about which students care deeply. Example issues may include school clothing rules, healthy snack options in the cafeteria, class size, or length of school day. Divide students into small groups to research the issue and develop the team's argument. Encourage students to use factual information (such as concrete examples and statistics) and supporting visuals (such as photos, charts, and graphs) to strengthen their arguments.

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