Quarter 2 Unit 1: Analyzing Informational Text and Opinion Writing

(18 days)

 

Full Curriculum

 

Written Curriculum

 

Reading Standards for Informational Text

Key Ideas and Details

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.

 

Craft and Structure

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.

 

RI.3.6 Distinguish their own point of view from that of the author of a text.

Integration of Knowledge and Ideas

 

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).

 

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

 

Reading Standards: Foundational Skills

Phonics and Word Recognition

RF.3.3 Know and apply 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.

 

Writing Standards

Text Types and Purposes

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

 

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.

d. 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.

 

Language Standards

Conventions of Standard English

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

b. Form and use regular and irregular plural nouns.

 

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

b. Use commas in addresses.

c. Use commas and quotation marks in dialogue.

 

Knowledge of Language

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

b. Recognize and observe differences between the conventions of spoken and written standard English.

 

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.

a. Use sentence-level context as a clue to the meaning of a word or phrase.

Standards that support the unit of study focus standards

 

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.

 

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.)

 

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

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.)

 

Language Standards

Vocabulary Acquisition and Use

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

 

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, an 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.

 

Concepts and Skills

Concepts to be learned and skills to be used

When reading

• DESCRIBE the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures

• • USE language that pertains to time, sequence, and cause/effect

• DETERMINE the meaning of general academic and domain-specific words and phrases

• DISTINGUISH their own point of view from that of the author

• DESCRIBE the logical connection between particular sentences and paragraphs (e.g. comparison, cause/effect, first/second/third in a sequence)

• COMPARE and CONTRAST the most important points and key details presented in two texts on the same topic

When applying Reading Foundational Skills

• KNOW and APPLY grade level phonics and word analysis skills

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

  • DECODE multisyllable words

When writing

• WRITE opinion pieces SUPPORTING a point of view with reasons

• • INTRODUCE the topic or text, state an opinion, and create an organizational structure that lists reasons

  • PROVIDE reasons that SUPPORT the opinion

  • USE linking words and phrases to CONNECT opinion and reasons

  • PROVIDE a concluding statement or section

When speaking and listening

• ENGAGE effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) while BUILDING on others’ ideas and EXPRESSING their own ideas clearly

• • EXPLAIN their own ideas and understanding in light of the discussion

• DETERMINE the main ideas and supporting details of a text read aloud

• DETERMINE the main ideas and supporting details PRESENTED in diverse media and formats

When using language

• DEMONSTRATE command of the conventions of standard English grammar and usage

• • FORM and USE regular and irregular plural nouns

• DEMONSTRATE command of the conventions of standard English capitalization, punctuation, and spelling

• • USE commas in addresses

  • USE commas and quotation marks in dialogue

• USE knowledge of language and its conventions

• • RECOGNIZE and OBSERVE differences between conventions of spoken and written standard English

• DETERMINE or CLARIFY meaning of unknown and multiple-meaning words and phrases

• CHOOSE flexibly from range of strategies

• • USE sentence-level context as a clue to meaning

 

Essential Questions

• Why should students demonstrate command of the conventions of standard English grammar and usage when speaking or writing?

• What strategies does the reader use to determine the meaning of unfamiliar words or phrases?

• Why is it important for the reader to distinguish the difference between their point of view and the author’s?

• How does a writer write an effective opinion piece?

• How does the correct use of grammar and punctuation help a reader understand a piece of writing?

• How does a speaker effectively explain ideas and understanding as they connect to the discussion?