Quarter 1 Unit 2: Drawing Meaning from Varied Genres and Writing to Inform

(21 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Literature

Craft and Structure

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.

 

Integration of Knowledge and Ideas

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).

 

Reading Standards for Informational Text

Key Ideas and Details

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

 

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

 

Craft and Structure

RI.3.5 Use text features and search tools (eg. keywords, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

 

Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.3.3 Knowing and applying grade level phonics and word analysis skills in decoding words.

a.   Identify and know the meaning of the most common prefixes and derivational suffixes.

c.     Decode multisyllable words.

d.     Read grade appropriate irregularly spelled words.

 

Fluency

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

 

Writing Standards

Text Types and Purposes

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

 

Production and Distribution of Writing

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

 

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.

c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

 

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.

 

Language Standards

Conventions of Standard English

L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

d. Form and use regular and irregular verbs.

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

 

Vocabulary Acquisition and Use

L.3.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

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Support Standards

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.

 

Writing Standards

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.)

 

Presentation and Knowledge of 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.)

 

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

Reading Standards for Literature

Range of Reading and Level of Text Complexity

RL.3.10 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.

 

Reading Standards for Informational Text

Range of Reading and Level of Text Complexity

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.

 

Writing Standards

Range of Writing

W.3.10 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.

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Concepts and Skills

Concepts to be learned and skills to be used:

When reading

• RECOUNT a folktale from a diverse culture

• • DETERMINE the central message, lesson or moral and EXPLAIN how it is conveyed through key details

• REFER to parts of stories, drama and poems USING terms such as chapter, scene, and stanza

• • DESCRIBE how each part builds upon earlier sections when discussing or writing about story, drama, or poems

• EXPLAIN how illustrations contribute to what is conveyed in words in the text (for example, to create mood and describe character or setting)

 

• ASK and ANSWER questions to DEMONSTRATE understanding of an informational text

• • REFER explicitly to details in the text

• DETERMINE the main idea of informational text

• • RECOUNT the key details

  • EXPLAIN how the key details support the main ideas

• USE text features and search tools to LOCATE information relevant to a topic

When applying foundational skills

• KNOW and APPLY phonics and word analysis skills

• • IDENTIFY and KNOW meaning of common prefixes and derivational suffixes

  • DECODE multisyllable words

  • READ irregularly spelled words

• READ with accuracy and fluency to support comprehension

• • USE context to confirm or self-correct

When writing

• WRITE informative/explanatory texts to EXAMINE a topic and CONVEY ideas and information

• • INTRODUCE a topic and GROUP related information together (include illustrations when helpful)

  • USE facts, definitions, and details to develop topic

  • USE linking words and phrases to connect ideas

  • PROVIDE concluding statement or section

• DEVELOP and STRENGTHEN writing by planning, revising, and editing (with guidance and support from peers and adults)

When speaking and listening:

• ENGAGE in collaborative discussions

• • ASK questions to check understanding, stay on topic, and link comments to others

• DETERMINE the main ideas presented in text read aloud or information in diverse media and formats (including visually, quantitatively, and orally)

When using language

• DEMONSTRATE conventions of Standard English grammar and usage

• • EXPLAIN functions of nouns, pronouns, verbs, adjectives, and adverbs

  • FORM and USE regular and irregular verbs

  • FORM and USE the simple verb tense

• ACQUIRE and USE academic and domain-specific words, including words that signal spatial and temporal relationships

 

Essential Questions

• How do readers prepare for reading?

• What is the main idea of this text?  How do you know?

• What are the important ideas in this text?  How do you know?

• How does understanding the plot of folktales support comprehension and recounting of these types of texts?

• Why is information organized in different ways?

• How does the purpose influence the format of your writing?

• In what ways are ideas communicated orally?