Ps 203 Grade Reading Test PREP Unit



Topic/Theme DurationTest Prep ReadingGrade 3Duration: 6 – 8 weeks February and March (done in addition to regular TC units)Essential Question/sHow can I improve my performance and ensure success on high stakes tests by using skills I’ve already learned? How can I build stamina for taking high stakes tests?How do I read and comprehend test questions?How do I refer back to the text to find my answers for both multiple choice and extended response questions?StandardsCCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.3.3 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. CCSS.ELA-Literacy.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. CCSS.ELA-Literacy.RI.3.5 Use text features to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text. CCSS.ELA-Literacy.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). CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension. CCSS.ELA-Literacy.RL.3.1?Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the SS.ELA-Literacy.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.??CCSS.ELA-Literacy.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.??CCSS.ELA-Literacy.RL.3.4?Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.??CCSS.ELA-Literacy.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.??CCSS.ELA-Literacy.RL.3.6?Distinguish their own point of view from that of the narrator or those of the characters.??CCSS.ELA-Literacy.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).?? Key Student Learning ObjectivesBend I - Fiction (3 – 4 Weeks)I can:Hi – Lite or annotate important parts of a text Read and use all the text features on the page (directions, illustrations, word boxes, etc.) to help in my comprehensionDetermine if a text is fiction, non-fiction, or realistic fiction and know how to approach the text and what to expectI can learn strategies to answer multiple choice questionsI can determine the best choice when answering multiple choice questions I can understand what a question is asking me to determineI can differentiate between the 5 Ws in order to accurately answer a questionCharacter:Better understand a character by paying attention to what a character says, does, and/or how a character actsBetter understand a character by questioning a character’s motives and actionsIdentify who is speaking and telling the storyIdentify how a character has changed throughout a story and what has caused those changesIdentify the problem and solution of a storyIdentify the relationship between characters in a story and the importance of those relationships to the story Main Idea/Theme:Identify the main idea/theme of a story whether stated or impliedIdentify the lesson the character learnsIdentify what the story is mostly about and the section of the text that best states thatIdentify the details in the text that best support the main idea/theme of the storyIdentify the author’s purpose in writing Setting:Identify the setting (place and time) of the story and understand the role the setting plays in the storyUse setting to identify the mood or atmosphere in a story Vocabulary:Identify when an author is using figurative language and interpret itUse context clues to decode and comprehend unknown/challenging wordsNotice when authors make interesting and particular word choices to enhance the story and how those word choices impact the storyLearn strategies to answer vocabulary related multiple choice questions Text Relationships:Identify how a word, phrase or theme in one sentence or sentences connects to another sentence or sentences in the textIdentify the relationship of one part of the text to anotherIdentify the relationship between parts of the story to the whole storyBends ll & lll – Narrative Non-Fiction & Non-Fiction ( 3 – 4 Weeks)I can: Narrative Non-FictionRecognize a text as narrative non-fictionUse skills learned in both fictional and informational reading to read narrative non-fiction textsRecognize a narrative non-fiction text is written to teach me about a subject/topic Main IdeaIdentify the main idea of a text (whole or paragraph) whether stated or impliedLocate the best details/evidence to support the main ideaSummarize the main idea of the articleLocate the sentence/paragraph that best represents the main idea Vocabulary Use context clues to decode and comprehend unknown/challenging/domain specific wordsAuthor’s Craft and PurposeIdentify how a word, phrase or idea in one sentence or sentences connects to another sentence or sentences in the textIdentify the relationship of one part of the text to anotherIdentify the relationship between parts of the text to the whole storyIdentify the author’s purpose/point of view in writing the textIdentify how an author organizes the information in the text and why it is organized that waySequence of Key Learning ActivitiesMini-lessons to review skills already covered in TC units 1 – 4Work in partnerships to hone, enhance and master these skillsUnderstanding how to answer multiple choice questions and bubble in their answers accuratelyWork independently to show mastery of these skillsAdministration of practice testsSelf assess work Review previous years scored work to compare and contrast their work to already scored workRevise and edit work based on feedbackKey Texts to be UsedCentral Texts Previous state ELA testsReady ELALast year’s after school practice booksAssessmentsPractice tests both multiple choice and extended responseFinal Performance TaskPractice tests both multiple choice and extended responseMeeting Students’ needsGraphic organizersProvide support as needed through conferencing Provide support as needed through strategy groups Provide support as needed through guided reading groups Provide individualized copies of teaching charts Scaffold or stretch learning through the use of various strategies Provide appropriate reading partners ELL SupportsGraphic OrganizersInside-Outside CircleWord/Picture BanksWord SquaresModel Academic LanguageKey Sentence FramesThink-Write-Pair-Share ................
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