ELA Grade 3 Quarter 1 Unit 1

ENGLISH LANGUAGE ARTS GRADE 3

Quarter 1 Unit 1: Drawing Meaning from Text by Providing Text-Based Evidence and Narrative Writing

(21 days)

Written Curriculum

Reading Standards for Literature

Key Ideas and Details

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

Craft and Structure

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing

literal from nonliteral language.

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

RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words.

Writing Standards

Text Types and Purposes

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

Production and Distribution of Writing

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

Research to Build and Present Knowledge

W.3.7 Conduct short research projects that build knowledge about a topic.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Speaking and Listening Standards

Comprehension and Collaboration

SL.3.1 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.

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.

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).

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.

Presentation of Knowledge and Ideas

SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

Language Standards

Conventions of Standard English

L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize appropriate words in titles.

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.

Vocabulary Acquisition and Use

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Standards that support the unit of study focus standards

None at this time

Standards that recur through many/all of the units of study

RL3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

W3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Concepts and Skills

Concepts to be learned and skills to be used

When reading:

ASK and ANSWER questions to demonstrate understanding of text
REFER to text for answers
DETERMINE the meaning of words and phrases
DISTINGUISH between literal and non-literal language
DISTINGUISH between one’s own point of view and that of the narrator or characters

When applying foundational skills:

KNOW AND APPLY phonics and word analysis skills

- DECODE multisyllable words
- KNOW and READ fluently irregularly spelled words

When writing:

WRITE narratives to DEVELOP real or imagined experiences or events
USING effective technique, descriptive details, and clear event sequence
ESTABLISH a situation and INTRODUCE narrator and/or characters
ORGANIZE an event sequence
USE dialogue and descriptions of actions, thoughts and feelings to
DEVELOP experiences and events
SHOW response of characters to situations
USE temporal words and phrases to SIGNAL event order
PROVIDE sense of closure

PRODUCE writing in which the development and organization are appropriate to task and purpose (with guidance and support from adults)

CONDUCT short research projects that BUILD knowledge about topic
RECALL information from experiences or GATHER information from print and digital sources

- TAKE notes on sources
- SORT evidence into categories

When speaking and listening:

ENGAGE in a range of collaborative discussions BUILDING ON others’ ideas and EXPRESSING their own ideas clearly

- COME to discussion prepared explicitly drawing on preparation
- FOLLOW agreed-upon rules for discussions
- DETERMINE main ideas and supporting details of text read aloud or information presented in diverse media and formats (visually, quantitatively, and orally)
- SPEAK in complete sentences when appropriate to task and situation to PROVIDE requested detail or clarification

When using language:

DEMONSTRATE command of conventions of standard English capitalization, punctuation and spelling
CAPITZALIZE appropriate words in titles
USE conventional spelling for high-frequency and studied words
USE conventional spelling for adding suffixes to base words
USE spelling patterns and generalizations (word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts)
DETERMINE OR CLARIFY meaning of unknown and multiple-meaning words and phrases choosing from range of strategies
DETERMINE meaning when known affix is added to word
USE known root word as clue to meaning of unknown word with the same root

Essential Questions

Why is it important to refer back to text when answering questions to improve understanding?
Why is it important for the reader to distinguish her own point of view from that of the narrator?
What strategies does a reader use to determine the meaning of unfamiliar words and phrases?
How does a reader decide if a word or phrase has a literal meaning (exactly what is said) or a nonliteral meaning? Why is this important to the reader?
What does it mean to read with fluency?
How does a writer use effective techniques and descriptive details to improve the reader’s experience?
Why should a writer use clear event sequences within a narrative?
How do writers conduct and summarize research?