Unit Overview - Tewksbury Township Schools
|Unit Overview |
|Content Area: English Language Arts |
|Unit Title: Comprehension of Fictional Literary Text |
|Target Course/Grade Level: 3rd Grade Timeline: Ongoing |
|Unit Summary: Students will focus on continuing to build the strategies that good readers utilize when reading for comprehension. The unit |
|focuses on strategies to aid in comprehension while reading fictional literature. These strategies include visualizing, questioning, making |
|connections, determining importance, inferring meaning, and synthesizing. Good readers will also learn the metacognitive strategies for |
|deepening the understanding of texts. In addition, students will practice self-monitoring and use fix-up strategies to aid in successful |
|comprehension. |
|Primary interdisciplinary connections: Character Education, Technology, Science, Social Studies and Math |
|21st century themes and skills: Creative Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills: -flexibility |
|and adaptability, initiative and self-direction, social skills, productivity and accountability, leadership and responsibility. |
|Anchor Standards for Reading: |
|Key Ideas and Details |
|1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing |
|or speaking to support conclusions drawn from the text. |
|3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |
| |
|Craft and Structure |
|5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, |
|scene, or stanza) relate to each other and the whole. |
|6. Assess how point of view or purpose shapes the content and style of a text. |
| |
|Integration of Knowledge and Ideas |
|7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 |
| |
|Anchor Standards for Speaking and Listening: |
|Comprehension and Collaboration |
|1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and |
|expressing their own clearly and persuasively. |
|2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. |
|3. Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric. |
|Learning Targets/Activities |
|Domain: Reading Literature, Speaking and Listening |
|Cluster: Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, Comprehension and Collaboration |
|Standard # | Standards |
|RL.3.1 |Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the |
| |answers. |
|RL.3.3 |Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to |
| |the sequence of events. |
|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.3.7 |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). |
|SL.3.1.a-d |Engage effectively in a range of collaborative discussions (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 |
| |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. |
| |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). |
| |Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of |
| |others. |
| |Explain their own ideas and understanding in light of the discussion. |
|SL.3.2 |Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and |
| |formats, including visually, quantitatively, and orally. |
|SL.3.3 |Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. |
|Unit Essential Questions: |Unit Enduring Understandings: |
|How do readers apply reading strategies to improve comprehension? |The use of a variety of comprehension strategies enhances the reader's |
|How do readers apply word structure and vocabulary skills to |understanding of text. |
|comprehend literature selections? |Reading with sufficient accuracy and fluency supports comprehension. |
|How does reading accurately and fluently impact comprehension? |Fictional literature has identifiable and common story elements |
| |(characters, setting, plot, problem/solution) to effectively tell a |
| |complete story. |
|Unit Learning Targets |
|Students will ... |
|Ask and answer questions to demonstrate understanding using evidence from the text. (RL.3.1) |
|Relate prior knowledge and personal experiences to comprehend literature. (RL.3.1) |
|Use vocabulary development and an understanding of text elements and structures to comprehend fictional texts. (RL.3.4, L.3.4.a-d, L.3.5.a-c) |
|Read with fluency and accuracy to comprehend text. (RF.3.4.a and c) |
|Identify and relate to characters and their traits, feelings and motivations. (RL.3.3) |
|Indentify how the characters actions contribute to the sequence of events. (RL.3.3) |
|Refer to parts of stories and describe how each successive part builds on earlier sections. (RL.3.5) |
|Distinguish their own point of view from that of the narrator or those of the characters. (RL.3.6) |
|Compare and contrast the themes, settings and plots of stories written by the same author about the same or similar characters. (RL.3.9) |
|Read and comprehend literature. (RL.3.10) |
|Fluently read prose and poetry with accuracy. (RF.3.4.b) |
|Participate actively and appropriately in discussions about fictional literature. (SL.1.a - d, SL.3.2, SL.3.3) |
|Use comprehension strategy of “Questioning the text” referring back to the text as the basis for the answers. (RL.3.1) |
|Continuously use the reading comprehension strategies of “Visualizing”, “Inferring Meaning”, and “Making Connections” in order to read 3rd |
|grade comprehensive text at a proficient level. (RL.3.10) |
|Learning Activities |
|Mini-lessons |Mentor texts/read alouds |
|Anchor charts |Teacher/peer conferencing |
|Modeling |Level readers |
|Shared, guided and independent reading |Think alouds |
|Flexible groups |Reading journal |
|Story retellings |Reader’s response |
|Readers Theatre |Guided Reading small group lessons |
|Large & small group discussions |Graphic Organizers |
|Book projects and reports |Book reviews |
|Evidence of Learning |
|Formative Assessments |
|Graphic organizers (compare/contrast, Venn diagram, story elements) |Individual reading conferences |
|Book discussions |Reading Response Notebook |
|Readers Theatre |Anecdotal notes |
|Group presentation | |
|Oral and written response/summary | |
|Summative Assessments |
|Constructive responses |
|Comprehension tests |
|DRA |
|RESOURCES/TECHNOLOGY |
|Teacher Instructional Resources: |
|Guiding Readers and Writers, Grades 3-5, Teaching Comprehension, Genre and Content Literacy by I. Fountas and G. Pinnell |
|Leveled Texts |
|Lucy Calkin, Units of Study |
|Websites |
|Drama/Play |
|Poetry |
|Leveled Readers |
|Mentor texts Strategies That Work, Harvey and Goudvis |
|Reading With Meaning, Debbie Miller |
|Lessons in Comprehension, Frank Serafini |
|Growing Readers, Kathy Collings |
|7 Keys to Comprehension; Susan Zimmermann |
|Mosaic of Thought; Susan Zimmerman |
|Conferring: The Keystone of Readers Workshop; Patrick Allen |
|Guided Reading, Fountas and Pinnell |
|Guided Comprehension in the Primary Grades, Maureen McLaughin |
|The Big Book of Graphic Organizers; Jennifer Jacobson & Dottie Raymer |
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|Integration of Technology: |
|SMARTBoard, Laptop Cart, Classroom computers, Computer Lab |
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|Technology Resources: |
|Click the links below to access additional resources used to design this unit: |
| |
| This website features lessons based on comprehension strategies and the books “Strategies that Work” and “Mosaic |
|of Thought.” |
| This website takes students and teachers (separately) through the comprehension strategies explaining what they are and|
|how they apply to independent reading. Very visual and entertaining. |
| Short article on teaching students how to make connections |
|while reading. this is a sight for all the different comprehension |
|strategies with numerous examples of lessons to support each strategy. |
| Multiple articles and lessons to teach various comprehension strategies. |
| Article that describes how to systematize conferencing and |
|assessing throughout the reading workshop structured classroom. |
| Resource of academic information to assist teacher in evaluating their own teaching methods for reading instruction. Some |
|resources for use with students in the classroom. |
| Electronic bulletin board that has endless resources for all components of teaching reading. You have to navigate through |
|the various resources. |
|Reading A-Z special preview of 28 leveled books for guided and independent reading for beginning readers. You can download and print all of |
|them out. |
|Reading Comprehension Resources for struggling readers from The Resource Room |
|Fluency Through Fables provides six fables online six fables for students to read and then completes some online comprehension exercises. |
|Merry Bee's Subject Chart offers a section entitled "comprehension" that provides free printable worksheets and online comprehension exercises.|
|Other literacy topics include reading strategies, phonics, grammar, and websites for teachers. |
|KidReach Online Reading Center has many types of anticipation guides for students to refer to as they read new books. |
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|Opportunities for Differentiation: Readers Workshop: Guided reading, guided practice |
|Leveled readers |
|Independent reading |
|VAKT modeling: storyboards, graphic organizers |
|Question/discussion techniques |
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|Teacher Notes: |
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