Quarter 3 Unit 1: Informational Text Structures and Writing to Inform

(21 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.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

 

Integration of Knowledge and Ideas

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).

 

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.

d. Read grade-appropriate irregularly spelled words.

 

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.

 

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.3.2 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.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified

 

Knowledge of Language

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

a. Choose words and phrases for effect.*

 

Vocabulary Acquisition and Use

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

 

Standards that support the unit of study focus materials

Key Ideas and Details

RL.3.2 Recount stories, including fables, folktales, and myths from a diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

 

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 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

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, 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

• 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

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

• USE information gained from illustrations and words in a text

• • DEMONSTRATE understanding of the text

• 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 foundational skills

• KNOW and APPLY grade-level phonics and word analysis skills

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

  • DECODE multisyllable words

  • READ grade-appropriate irregularly spelled words

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

• 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

• 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

• • EXPLAIN the function of nouns, pronouns, verbs, adjectives, and adverbs in general

  • EXPLAIN the function of nouns, pronouns, verbs, adjectives, and adverbs in particular sentences

• FORM and USE comparative and superlative adjectives and adverbs

• • CHOOSE between comparative and superlative adjectives and adverbs depending on what is to be modified

• USE knowledge of language and its conventions

• • CHOOSE words and phrases for effect

• DEMONSTRATE understanding of word relationships and nuances in word meanings

• • DISTINGUISH shades of meaning among related words that DESCRIBE state of mind or degrees of certainty

 

Essential Questions

• Why is it important to be able to explain how supporting details relate specifically to a text?

• Why is it important to be able to use text features to locate information about a topic?

• Why should students be able to compare and contrast important points and details from different texts?

• How does a reader explain the connections between sentences and paragraphs in a text using comparison, cause/effect, or sequencing?

• How does a writer compose an effective informational piece?

• Why is it important for a writer to use credible sources while conducting research?