1

3rd Grade Literacy Curriculum Guide Module 2

2014-2015

Unit Name The Mayflower

Module 2 Start 92914 End 103114

Test Date 11314 TLI Reading Focus Informational

TLI Writing Focus

Unit Overview

In this unit students will learn about the Pilgrims who left England lived in Holland sailed to the New World in 1620 and established Plymouth Colony They will understand why the Pilgrims undertook such a long grueling journey what sea travel was like then and how the Pilgrims adapted to the New World They will also learn many interesting details about the Pilgrims lives with engaging stories of the Pilgrimsrsquo journey and their first interactions with Native Americans

Performance Tasks

1-After students have studied some of the ways historians present the past they will have an opportunity to further research life in the 1600s Students will compare the life of a third grader in Arkansas today with the life of a child in the 1600s They will use words and illustrations (pictures maps timelines) but the focus is up to the student They may choose characters the point of view the events and the language in their descriptions of life

2-Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class

Essential Questions

How do people accept a new way of Life

Building Background Knowledge Prior to Teaching

Please refer to the North Carolina Unpacked Standards Explanations and Instructional Activities and Strategies in this document reference the Arizona Delaware North Carolina and Ohio Departments of Education

2

PBSD- Grade 3- Common Core- Module 2

Reading Complex Texts RLRI310

Writing About Texts W31-2 4-6 10

Research Project W37-8

RLRI31-10

Narrative Writing W33-610

5-9 Short Texts 1 Extended Text Routine Writing 2 Analyses 1 Research Project 1-2 Narratives

Literature A Day in the Life of a

Pilgrim Girl A Day in the Life of a

Pilgrim Boy

Informational

If You Sailed the Mayflower in 1620 By Ann McGovern

Lexile 600L

Develop and Convey

Understanding

Readers Response

Journal

For extended text and

short text students will

recall a time when they

or someone they know

had to move to a new

place How did the

person who had to move

feel about the

experience Discuss how

it is possible to have both

positive and negative

feelings associated with

the move

Focus on Inform and

Explain

Students will analyze the text through series of comprehensive short

answer questions

Integrates knowledge

from sources when

composing

Students will choose to

research a chosen historical figure pilgrims

or Native Americans They will use several

texts to gather information about the

person They will write a biography of the person

Convey Experiences

Students will write a first-person account of a day in the life of a pilgrim boy or

girl telling pertinent actions in order as they

occur

Literature Voices in the Park

Literature Tapenumrsquos Day A

Wampanoag Indian Boy

in Pilgrim Times Focus on Inform and

Explain

Students will write 1 paragraph in response to

a prompt to analyze a specific section of the

text Students will provide evidence from

the text to support their answers

Convey Experiences

Students will compare and

contrast their daily

routines to that of pilgrim

boys and girls They will

state their opinion on

which lifestyle they would

prefer and give evidence

to support their opinion

Social Studies Squantorsquos Journey

Social Studies Virtual Field Trip-

Plymouthrsquos Plantation Website

Daily Life in the 1620s Art

What Do Illustratorrsquos Do

For Reading and Writing in Each Module

Cite Evidence RLRI31

Analyze Content RLRI32-9 SL32-3

Study and Apply Grammar

L31-3 SL36

Study and Apply Vocabulary

L34-6

Conduct Discussions SL31

Report Findings SL34-6

3

Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

3rd

Grade ELA Checklist for Module 2

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed

RI 31 - Ask and answer questions to demonstrate

understanding of a text referring explicitly to the text as the basis for the answers

RI 32 ndash Determine the main idea of a text

recount the key details and explain how they support the main idea

RI 33 - 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 causeeffect

RI 34 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 35 Use text features and search tools (eg key

words sidebars hyperlinks) to locate information relevant to a given topic efficiently

RI 36 Distinguish their own point of view from

that of the author of a text

RI 37 Use information gained from illustrations

(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)

5

RI 38 Describe the logical connection between

particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

RI 39 Compare and contrast the themes settings

and plots of stories written by the same author about the same or similar characters (eg in books from a series)

L 31 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic

L 32a Demonstrate command of the conventions

of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles

L 32b Use commas in addresses

L 32c Use commas and quotation marks in

dialogue

L33a Use knowledge of language and its

conventions when writing speaking reading or listening a Choose words and phrases for effect

6

3rd

Grade ELA Writing Standards ndash Embedded into All Modules

Text Types and Purposes

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 (eg because therefore since for example) to connect opinion and reasons

d Provide a concluding statement or section

2 Write informativeexplanatory 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 (eg also another and more but) to connect ideas within categories of information

d Provide a concluding statement or section

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 andor 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

4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose

5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing

6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic

8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories

Range of Writing

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

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

3

Context for Instruction

Reading Workshop Block Schedule

Writing Workshop Block Schedule

Familiar or Independent Reading---15 minutes daily

Word StudymdashWhole Group---15-20 minutes daily

Book Talkmdash5 Minutes

Read AloudmdashWhole Group---15 minutes

Vocabulary Instruction ndash5-10 minutes (Tied to Read Aloud)

Strategy based reading mini-lessonmdash15 minutes

Reading Period

Language Standards (conventions)---Whole Group 10-15 minutes daily

Write AloudModeling ---Whole Group---20 Minutes

Strategy based writing mini-lesson using anchor text or passages

Writing Period

Teachers should follow this guide to plan daily literacy instruction Students must participate in daily reading and writing

Guided Reading

bull Small group meet with teacher

bull Comprehension focus

Literature Discussion

bull Student-led literature discussion

bull Teacher set purpose for learning and facilitate discussion

Independent Reading

bull Students Reading Independently

bull Students respond to text in reading response lognotebook

Guided Writing

bull Small Group meets with teacher

bull Writing focus

Independent Writing

bull Teacher sets purpose for writing

bull Students write independently for a minimum of 30 minutes

Conferencing

bull Teacher holds individual writing conferences for at least 3 students daily

4

3rd

Grade ELA Checklist for Module 2

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed

RI 31 - Ask and answer questions to demonstrate

understanding of a text referring explicitly to the text as the basis for the answers

RI 32 ndash Determine the main idea of a text

recount the key details and explain how they support the main idea

RI 33 - 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 causeeffect

RI 34 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 35 Use text features and search tools (eg key

words sidebars hyperlinks) to locate information relevant to a given topic efficiently

RI 36 Distinguish their own point of view from

that of the author of a text

RI 37 Use information gained from illustrations

(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)

5

RI 38 Describe the logical connection between

particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

RI 39 Compare and contrast the themes settings

and plots of stories written by the same author about the same or similar characters (eg in books from a series)

L 31 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic

L 32a Demonstrate command of the conventions

of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles

L 32b Use commas in addresses

L 32c Use commas and quotation marks in

dialogue

L33a Use knowledge of language and its

conventions when writing speaking reading or listening a Choose words and phrases for effect

6

3rd

Grade ELA Writing Standards ndash Embedded into All Modules

Text Types and Purposes

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 (eg because therefore since for example) to connect opinion and reasons

d Provide a concluding statement or section

2 Write informativeexplanatory 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 (eg also another and more but) to connect ideas within categories of information

d Provide a concluding statement or section

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 andor 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

4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose

5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing

6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic

8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories

Range of Writing

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

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

4

3rd

Grade ELA Checklist for Module 2

Standards Date Taught Date Re-Taught Date Reviewed Date Assessed Date Re-Assessed

RI 31 - Ask and answer questions to demonstrate

understanding of a text referring explicitly to the text as the basis for the answers

RI 32 ndash Determine the main idea of a text

recount the key details and explain how they support the main idea

RI 33 - 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 causeeffect

RI 34 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 35 Use text features and search tools (eg key

words sidebars hyperlinks) to locate information relevant to a given topic efficiently

RI 36 Distinguish their own point of view from

that of the author of a text

RI 37 Use information gained from illustrations

(eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)

5

RI 38 Describe the logical connection between

particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

RI 39 Compare and contrast the themes settings

and plots of stories written by the same author about the same or similar characters (eg in books from a series)

L 31 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic

L 32a Demonstrate command of the conventions

of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles

L 32b Use commas in addresses

L 32c Use commas and quotation marks in

dialogue

L33a Use knowledge of language and its

conventions when writing speaking reading or listening a Choose words and phrases for effect

6

3rd

Grade ELA Writing Standards ndash Embedded into All Modules

Text Types and Purposes

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 (eg because therefore since for example) to connect opinion and reasons

d Provide a concluding statement or section

2 Write informativeexplanatory 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 (eg also another and more but) to connect ideas within categories of information

d Provide a concluding statement or section

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 andor 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

4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose

5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing

6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic

8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories

Range of Writing

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

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

5

RI 38 Describe the logical connection between

particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

RI 39 Compare and contrast the themes settings

and plots of stories written by the same author about the same or similar characters (eg in books from a series)

L 31 Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking j Write and organize a paragraph that groups sentences about a topic

L 32a Demonstrate command of the conventions

of standard English capitalization punctuation and spelling when writing a Capitalize appropriate words in titles

L 32b Use commas in addresses

L 32c Use commas and quotation marks in

dialogue

L33a Use knowledge of language and its

conventions when writing speaking reading or listening a Choose words and phrases for effect

6

3rd

Grade ELA Writing Standards ndash Embedded into All Modules

Text Types and Purposes

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 (eg because therefore since for example) to connect opinion and reasons

d Provide a concluding statement or section

2 Write informativeexplanatory 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 (eg also another and more but) to connect ideas within categories of information

d Provide a concluding statement or section

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 andor 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

4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose

5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing

6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic

8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories

Range of Writing

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

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

6

3rd

Grade ELA Writing Standards ndash Embedded into All Modules

Text Types and Purposes

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 (eg because therefore since for example) to connect opinion and reasons

d Provide a concluding statement or section

2 Write informativeexplanatory 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 (eg also another and more but) to connect ideas within categories of information

d Provide a concluding statement or section

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 andor 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

4 With guidance and support from adults produce writing in which the development and organization are appropriate to task and purpose

5 With guidance and support from peers and adults develop and strengthen writing as needed by planning revising and editing

6 With guidance and support from adults use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others

Research to Build and Present Knowledge

7 Conduct short research projects that build knowledge about a topic

8 Recall information from experiences or gather information from print and digital sources take brief notes on sources and sort evidence into provided categories

Range of Writing

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

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

7

3rd

Grade Module 2

Reading for Information Standards CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers Continued on next page

Teachers connect this skill to Science or Social Studies lessons Students recall facts such as how who where or when of a given text Students highlight underline or point to the answer found in the text Students work in teams or partners to write and exchange questions

Questioning the Text As students read an informational text they should generate questions about the information Questions can be written on sticky notes and placed in the book as students read As they find answers to their questions they record the page number of the answer on the original sticky note Topic-specific lists of questions and their answers can be posted Strategy information can be found at Into the Book httpreadingecborgdownloadsqu_lp_QuestioningTheTextpdf Sample Questions Who invented electricity Which sentence(s) from the article supports your answer bull What gave Edison the idea for his invention Which sentence(s) from the article supports your answer bull Where was the first soccer game played Which sentence(s) from the article supports your answer bull When do birds fly south for the winter Which sentence(s) from the article supports your answer bull Why was a written language started Which sentence(s) from the article supports your answer bull How are insects and mammals alike and different Which sentence(s) from the article supports your answer

Lesson Plans and Activities Learn to Cite Evidence from the Text in Your Own Words (video)

8

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers

Teachers ndash Please feel free to include your

own notes in this section

Citing Evidence Strategy

Got Evidence Prove it - Citing Evidence Anchor Chart Citing Evidence Key Terms and Phrases

Because hellip

Based on what I read hellip

For instance hellip

The author stated hellip

For example hellip

According to the texthellip

On page _____ it said that hellip

In paragraph ____ it said that hellip

From the reading I knew that hellip

Two different sources told me that hellip

9

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI32 Determine the main idea of a text recount the key details and explain how they support the main idea Continued to next page

The emphasis of this standard is the relationship of details to the main idea Teachers model using a graphic organizer to explain how key details support the main idea Students may read a variety of informational text sources and use graphic organizers to show key ideas and details that support them

Main Idea

Detail Detail Detail

Conclusion

Read aloud two books with similar topics As you read the books discuss the following questions

What is the main idea of the book Of each section

What are the key points used to create the main idea

How are the two books similar

How are they different

What are the text features used by the authorsillustrators to teach more about a concept

Do these books have the same purpose

Does one of the books teach more than the other

How could one of the books be improved (SL32 SL31 RI32 RI39 RI36) Sample Questions What is the main idea of the article What key details support this main idea bull What are the key details in the article How do the key details support the main idea bull What is ____ a good title for the article How do the key details support the selection of this title

Lesson Plans and Activities Main Idea and Details Lessons

10

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI32 Determine the main idea of a text recount the key details and explain how they support the main idea

Teachers ndash Please feel free to include your own notes in this section

Types of Main Idea Questions Anchor Chart

Boxes and Bullets Graphic Organizer

May also be used for brainstorming paragraphs and citing evidence to support a claim

11

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI33 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 causeeffect Continued to next page

Structures of Informational Text Signal Words

Structure Signal Words

CauseEffect ProblemSolution

because due to since as a result consequently

Compare amp Contrast

like just as similar both also too unlike different but

Time Order Chronological Order Sequence

before first during after then next finally last now when

Sample Questions What caused the plant to grow What information from the article supports your answer bull What is the effect of not getting enough sleep What information from the article supports your answer bull Why is it important to sand the wood before it is painted What information from the article supports your answer bull Explain how a bird makes its nest Use information from the article in your explanation bull Explain the relationship between _____ _____ and _____ (series of historical events) Use information from the article in your explanation bull Explain the relationship between ______and _____ (scientific conceptsideas) Use information from the article in your explanation bull Explain the steps in ____ (a technical procedure) Use information from the article in your explanation

Lesson Plans and Activities

Learn How to Sequence Events in a Text (videos)

wwwlearnzillioncom instructional videos RI 33

Engage NY lessons for RI 33

12

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI33 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 causeeffect

Teachers ndash Please feel free to include your own notes in this section

Sequencing Anchor Charts

Cause and Effect Anchor Charts

13

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area Continued to next page

Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall Teacher models (through thinking aloud) use context clues to determine a word or phrase

Look at the illustration or graph

Use background knowledge regarding the subject

Look at the sentence before and after to help build meaning

Use morphology affixes and Greek amp Latin roots to help arrive at meaning

Students keep word journals or records for easy reference

Language ActivityAcrostic Poem Using the formatted Preamble text below give students the following instructions ldquoChoose a key word (in bold) from the Preamble Look up the meaning in the dictionary practice using it in a sentence and then create an acrostic poem showing what the word means Include defining phrases simple similes or synonyms in the poemsrdquo You may want to do one as a class example and then have the students work independently or put the students with partners to complete the task (RI34 W310 L32 L34 W32 SL31)

We the People of the United States in Order to form a more perfect Union establish Justice insure domestic Tranquility provide for the common defense promote the general Welfare and secure the Blessings of Liberty to ourselves and our Posterity do ordain and establish this Constitution for the United States of America

Sample Questions What does the word _____ mean in paragraph 2 bull Which words help the reader understand the meaning of _____ in paragraph 5 bull What does ___ (a general academic wordphrase) mean as it is used in this article How does it help the readerrsquos understanding of the information presented

Lesson Plans and Activities

Lessons and videos for Teaching Context Clues

Context Clues Teaching Tips Lesson Graphic Organizers and Assessment

Context Clues Graphic Organizers and Lesson

Write vocabulary on the board As students read and come a vocabulary word they use context clues and the graphic organizer to determine the wordrsquos meaning Follow up with discussion

Target Fundamental Lessons MI009 (RI34)

14

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI34 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area

Teachers ndash Please feel free to include your own notes in this section

Pinterest Board with Anchor Charts and Ideas for Context Clues

15

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently Continued on next page

Students use timelines and primary source materials (eg photos artifacts maps) to locate information on a social studies topic studied (eg exploration of New World Ancient Greece and Rome immigration to the United States) Students create text-feature journals as a resource Students highlight text features in text

Informational Text Choose a book that has good examples of text features (eg cross-section diagram table) such as The Codrsquos Tale by Mark Kurlansky Create a list of all the text features the students will see in the book Display the text as you read instructing students to look for text features as you turn each page Give each student one Post-It As they spot a text feature have them write the page number on the Post-It and put it by the name of the text feature on the list Discuss the purpose of each text feature in general and in the text you are reading (RI35) Diagramming Text Features Students can use a photocopy of a page from a childrenrsquos informational magazine such as Time for Kids or National Geographic Kids (these can often be found on the magazine websites and copied for classroom use without violating copyright) and using colored sticky notes label the text features common to informational text (ie headings illustrations charts maps) Sample Questions What does the caption under the picture tell you bull What information do the headings give the reader about the next section of the text bull Why are some words in bold print bull Why does the author provide hyperlinks bull Where can more information on ___ be located

Lesson Plans and Activities

wwwinternet4classroomscom - 11Text Feature Lessons

ReadWriteThinkorg Text Feature Lesson Plan

Graphic Organizer - httpwwwscholasticcom From Teaching Students to Read Nonfiction

Great Lesson Plans and Explicit Information from Jefferson KY

16

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI35 Use text features and search tools (eg key words sidebars hyperlinks) to locate information relevant to a given topic efficiently

Teachers ndash Please feel free to include your

own notes in this section

Pinterest Board with Text Features Anchor Charts and

Activities

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

17

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI36 Distinguish their own point of view from that of the author of a text Continued on next page

Teachers model using a graphic organizer to distinguish their point of view from that of the author in informational text Point of View Organizer

Subject

Authorrsquos Point of View My Point of View

Evidence Evidence

Sample Questions bull How does the author feel about the topic Do you agree or disagree Explain why or why not

Lesson Plans and Activities

Point of View Lesson and Activities - True Story of the Three Little Pigs

18

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI36 Distinguish their own point of view from that of the author of a text

Teachers ndash Please feel free to include your own notes in this section

Pinterest Board with Point of View Anchor Charts

19

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues Continued on next page

Students use primary source materials (eg photos artifact illustrations maps) to locate information on a social studies topic studied (eg people and issues of the Civil War individuals who worked for the rights and freedoms of others Ancient Greece and Rome)

Using 3-2-1 Once students complete an informational selection either in pairs or as a whole class they should record three facts they learned from their reading two things they found interesting and one question they would like answered (Adapted from a lesson at NCTErsquos Read Write Think) Sample Questions bull How does the map help the reader understand why the countries fought for control of the river bull How does the photograph help the reader understand why people were eager to visit the canyon bull How does the map help the reader understand where the battle occurred bull How does the photograph help the reader understand when the event occurred

Lesson Plans and Activities

Read Visualize amp Draw Activity

Mental Image Mini-lessons

Applying P-QAR to Pictures to Understand their Importance Lesson Plan

Learn How to Use the Purpose-Question Answer Response (P-QAR) Strategy to teach Visualizing

Pedagogy for Teaching Meaning using Words and Visualizing

Target Fundamental Lesson MI009 PR005 (RI37)

20

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI37 Use information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur) Interpret Words amp Visual Clues

Teachers ndash Please feel free to include your own notes in this section

21

cause effect

effect

effect

effect effect

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page

The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart

Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Determining-relationships-through-sequence-and-order - Video and lessons

Paragraph Puzzles (Science) for Sequential Ordering

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Great Lesson Plans and Explicit Information from Jefferson KY

21

cause effect

effect

effect

effect effect

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence) Continued on next page

The emphasis in this standard is the organization of details in informational text Teachers teach different informational text structures (eg cause amp effect sequentialchronological descriptive comparison) individually Teachers model using different graphic organizers with text Cause amp Effect Problem Solution Sequential ndash flow chart

Sample Questions bull Explain how the first paragraph relates to the second paragraph Use examples from the article in your explanation bull Explain how the author develops hisher idea across the paragraphs Use examples from the article in your explanation bull Explain what the author does to help the reader understand how to put the tent together Use examples from the article in your explanation

Lesson Plans and Activities

Use the Graphic Organizer to Decide How the Text is Structured

Graphic Organizers to Identify Text Structure

Determining-relationships-through-sequence-and-order - Video and lessons

Paragraph Puzzles (Science) for Sequential Ordering

Exploring Compare and Contrast Test Structure Lesson Plan

wwwstudyzoneorg - Cause and Effect Text Structure

Great Lesson Plans and Explicit Information from Jefferson KY

22

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI38 Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

Teachers ndash Please feel free to include your own notes

in this section

Pinterest Board for Text Structure and Features -

Anchor Charts and Foldables for Reading Journals

23

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI39 Compare and contrast the most important points and key details presented in two texts on the same topic

Teachers use Social Studies Standards (eg Strand 1 American History Strand 2 World History) or Science to select appropriate topics Students select various forms of text brochures web sites newspapers magazines or books to compare Students complete graphic organizers (T-chart 2-column chart Venn diagram) to illustrate their comparisons

Topic

Text 1 Text 2

Most important Point Most Important Point

Key Details Key Details

Similarities

Differences

Class DiscussionInformational Text Choose two books about presidents for the students to compare and contrast such as So You Want to Be a President and Lives of the Presidents Ask students the following questions

In what ways are the two books similar

How are they different

Did you feel that any of the humorous comments made about the presidents were inappropriate (Note Be sure they quote from the text to back up their opinion) CompareContrast Students create a visual or graphic organizer to compare and contrast information presented about a topic from two different sources An alternative to this activity would be to have students do a comparison between a nonfiction text and a fictional text based on the same subject Examples of texts to pair Diary of a Worm by Doreen Cronen Wiggling Worms at Work by Wendy Pfeffer and Steve Jenkins Everybody Needs a Rock by Byrd Baylor Rocks by Sally Walker Sharing the Seasons by Lee Bennett Hopkins The Reasons for Seasons by Gail Gibbons Sample Questions bull How are the most important points in the two texts about ______ alike and different bull How are the key details in the two texts about _____ alike and different

24

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI39 Compare and contrast the most important points and key details presented in two texts on the same topic

Teachers ndash Please feel free to include your own notes in this section

Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan

Compare and Contrast Graphic Diagram

Compare and Contrast Mini-lesson

The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)

Venn Diagram with Paragraph Summary

Great Lesson Plans and Explicit Information from Jefferson KY

24

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

RI39 Compare and contrast the most important points and key details presented in two texts on the same topic

Teachers ndash Please feel free to include your own notes in this section

Lesson Plans and Activities Compare and Contrast 2 books passages Lesson Plan

Compare and Contrast Graphic Diagram

Compare and Contrast Mini-lesson

The Wolf in Childrens Books - Comparing Multiple Texts (other topics available)

Venn Diagram with Paragraph Summary

Great Lesson Plans and Explicit Information from Jefferson KY

25

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences

Continued on next page

Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Students identify given conventions and spelling patterns in context

Lesson Plans and Activities Writing Templates For Publishing Paragraphs

6 Traits of Writing Interactive Website with Strategies and Lessons

26

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L31 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking c) Use abstract nouns e) Form and use the simple (eg I walked I walk I will walk) verb tenses f) Ensure subject-verb and pronoun antecedent agreement h) Use coordinating and subordinating conjunctions i) Produce simple compound and complex sentences

Teachers ndash Please feel free to include your own notes in this section

Boxes and Bullets Graphic Organizer

May also be used for brainstorming paragraphs and citing evidence to support a claim

Pinterest Board for Writing Activities

27

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

a) Capitalize appropriate words in titles

b) Use commas in addresses

c) Use commas and quotation marks in dialogue

Continued on next page

Students need regular exposure to appropriate conventions through direct instruction The students should have a variety of opportunities to participate in capitalization punctuation and spelling activities which increase in complexity through the year Teachers can demonstrate the use of the conventions through modeling identifying use in literature and providing opportunities for correcting samples Teachers identify conventions and spelling patterns in context as it appear in writing speaking and literature Teachers provide text with convention errors Students will identify and correct errors Students identify given conventions and spelling patterns in context

What Did You Say Write a single sentence on three sentence strips varying the ending punctuation on each Have students read sentences as they are punctuated This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed Write sentences with quotes on sentence strips and have students use macaroni for commas and quotation marks

Lesson Plans and Activities Use the text students are reading for Language activities

such as locating capital letters in titles and headings commas when people are addressed and commas and quotation marks in the dialogue between characters

Use Comic Strips to Teach Capitals and Punctuation Lesson Plan

wwwcomicsintheclassroomnet

Who Said That - Use Quotes from chapters worksheet

Sentence Surgery (Pinterest Link below)

28

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L32 Demonstrate command of the conventions of standard English capitalization punctuation and spelling when writing

a) Capitalize appropriate words in titles

b) Form and use possessives

c) Use commas and quotation marks in dialogue

Teachers ndash Please feel free to include your own notes in this section

Pinterest Board with Conventions Anchor Charts and Activities

29

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L33 Use knowledge of language and its conventions when writing speaking reading or listening

a) Choose words and phrases for effect

LP311j

Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts

Students in grade 3 will use what they know about HOW language works when they write speak read and listen

Students at this level will develop strategies for choosing words for effect and comparing written and spoken Standard English In

order to do so students will need strategies for reading across various authors and genres to compare writing styles and effects

of language usage

Beginnings and Endings Read aloud first andor last lines from age-appropriate stories Have students talk about what ldquograbbed their attentionrdquo Create a brainstorm list of the ways these authors used their ldquocraftrdquo to engage readers She Said He Said Brainstorm a list of words to replace the word said Post the list for students to use when crafting their own narratives There are a number of pre-made lists available online but lists created by the students in a classroom are often the ones most remembered This activity can be repeated with other commonly over-used words (ie interesting nice things happy) Chart the words and display around the classroom for students to use when doing independent writing Informational WritingInformative Text Assign to the students a research project on a planet other than earth Create a display of many books on the planets and have students choose a book with which to start their research Using the key words ldquowhere when why and how key events occurrdquo students should begin by creating a list of questions they want to answer through their research The generating of questions could happen as a class if students need modeling of the process Give students large index cards with each question on one side and have them right the answers on the other side When they are finished finding the answers have them use these cards to write a report on the planet As students revise they should focus on word choice to make their reports as literary and interesting as possible Students should create one prop to help explain their most interesting finding about the planet (L31 L32 L33 L35 W38 W37 W310 W32)

Lesson Plans and Activities

Students write their memoir in ONLY six words lesson

30

CCCS Focus Standards Explanation of Standard Instructional Activities and Strategies

L33 Use knowledge of language and its conventions when writing speaking reading or listening

a) Choose words and phrases for effect

LP311j

Produce and expand complete simple and compound declarative interrogative imperative and exclamatory sentences in response to prompts

Teachers ndash Please feel free to include your own notes in this section

Pinterest Board with Vocabulary Anchor Charts and

Activities

31

Standards Extended Text If You Sailed On The Mayflower in 1620

Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary RI32 Describe the Main Idea and Supporting Details RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area RI33 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 causeeffect RI37 Pose possible how why and what if questions to understand andor interpret a passage Other standards taught within the lessons but not assessed L31f L31i L34 RF33 RL34

Sections 1 September 29- October 15

Mayflower p 10-31 (The Pilgrims - The New World)

Reading Mini-lessons TLI Unit for Mayflower

Text Feature Headings p8 9 26

Respond to Reading Comprehension and Analysis Short Answer p10 27

Language

RL31f (Target Fundamental Lesson LC029)

RL31i (Target Fundamental Lesson LC024)

Writing TLI Unit for Mayflower

Textual Analysis What problems did passengers face p 11 28

Common Core ProgressELA (RI32) Pg 62-67

(RI33) Pg 68-73

(RI34) Pg 150-155

(RI37) Pg 232-237

Vocabulary p8 25 TLI Unit for Mayflower

agreement

courage

journey

majority

passenger

32

Standards

Extended Text If You Sailed On The Mayflower in 1620

Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI31 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers L32a Capitalize appropriate words in titles L32c Use commas and quotation marks in dialogue W310 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 Other standards taught within the lessons but not assessed RI310 RF34 W38

Sections 2 October 16 - November 6

Mayflower p 32-80 (Plymouth - The First Thanksgiving)

Reading Mini-lessons TLI Unit for Mayflower

Text Feature Illustrations p1330

Respond to Reading Comprehension and Analysis Short Answer p 14 31

Assessments TLI Unit for Mayflower

Multiple Choice pg 33

Short Answer pg 34

Essay A pg 35-36

Essay B pg 37-38

Language

L32a (Target Fundamental Lesson LC021)

L32c (Target Fundamental Lesson LC022)

Writing TLI Unit for Mayflower

Textual Analysis What did the Pilgrims and sailors do on Sundays p1532

Common Core ProgressELA

(RI31) Pg 56-61

Vocabulary p12 29 TLI Unit for Mayflower

Cure

Evidence

Obey

Plenty

Risk

Treaty

33

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences

A Day in the Life of a Pilgrim Girl by Sarah Morton A Day in the Life of a Pilgrim Boy By Samuel Eaton Reading Mini Lessons- Compare and Contrast the books - The Day in the Life of a Pilgrim Girl with The Day in the life of a Pilgrim Boy Compare and Contrast the different lives in Plymouth Colony and among the Wampanoag People Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters wwwplimothorgjust-kids

Narrative Writing Write a clear and concise first-person account of a day telling pertinent actions in order as they occur Linking events with transitional words and phrases Including observations from the point of view of the character chosen using vocabulary the character might use

Website Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids Measuring up to Common Core Book (Using Illustrations)-P 122

Measuring up to Common Core

BookmdashPage 127

Whose Story is it

Vocabulary

task

sachem

34

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI32

Determine the main idea of a text

recount the key details and explain

how they support the main idea

RI33

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 causeeffect

Squantorsquos Journey The story of

the First Thanksgiving

Reading Mini Lessons Main Idea On chart paper the teacher writes the main challenges and supporting details from the text Measuring Up to Common Core Book pg 98

Students will make a list of all the ways Squanto helped the pilgrims survive by creating a causeeffect chart using clue words such as because and so (example-Squanto taught them how to hunt so they were able to find food)

Writing Students will write in a way similar to a historian recalling the details that were instrumental in the events leading to the first Thanksgiving Flip Book Story Map Students will write in a flip book showing how meeting the Wampanoag people helped the Pilgrims survive and celebrate the first Thanksgiving Directions for making Flip Book

Vocabulary Use the Frayer Model to facilitate discussion of these words clarify misconceptions and provide examples

exchange

survive

guide

entwined Meaning of the Mayflower Compact httpwwwsail620orghistoryarticles112-continued-meaninghtml wwwplimothorg Book (The Pilgrims Before the Mayflower) Book (Three Young Pilgrims) Whose Story is it (Guide)

35

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI36 Distinguish their own point of view from that of the author of a text SL31 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

Voices in the Park

Reading Mini Lesson-Understanding the concepts of point of view and voice A writer chooses words to make readers understand what a particular character is like (Measuring up to Common Core Book-Lesson 25 Page 117)

Writing Teacher models with the class how to take the point of view of a character from the text and write his or her version of the events that occurred in the park Students take the point of view of one of the characters in the text and write a narrative about what that character believes occurred in the park Students must introduce the character they are writing about explain what they know about him or her and then give the characterrsquos version of what happened Students use linking words and phrases (eg because therefore since for example Provide a concluding statement or section

Vocabulary

voice

pedigree

mongrel

36

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers

RI33

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 causeeffect

RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area

RI38

Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

Journeys Text Book

Reading Mini-lessons

What Do Illustrators Do Blackline Master-72

Use master to teach who an illustrator is and how illustrators tell stories

(Journeys TE pageT119)

Projectable 75a 75b 75c

Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)

Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not

Vocabulary

illustrate

research

sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)

36

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI31 1 Ask and answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers

RI33

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 causeeffect

RI34 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics or subject area

RI38

Describe the logical connection between particular sentences and paragraphs in a text (eg comparison causeeffect firstsecondthird in a sequence)

Journeys Text Book

Reading Mini-lessons

What Do Illustrators Do Blackline Master-72

Use master to teach who an illustrator is and how illustrators tell stories

(Journeys TE pageT119)

Projectable 75a 75b 75c

Identify the text and graphic features and record responses on projectable Describe a part of Jack and the Beanstalk where an illustrator might need to draw a character with a happy expression (Journeys TE pages T121 T123)

Writing Exit Ticket ndash Explain what an illustrator does Would you like to be an illustrator Why or why not

Vocabulary

illustrate

research

sketches Websites httpteachingkidsnewscom httpwwwsciencenewsforkidsorg (advanced readers)

37

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Writie narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences

Tapenumrsquos Day A Wampanoag Indian Boy in Pilgrim Times ReadingMini Lesson

Students may not understand the overall concept that different cultures have different expectations for children and they affect how they are brought up Go to the living history museum and discuss the roles of historical characters

wwwplimothorgjust-kids

Writing

Write a clear and concise first-person account of a day telling pertinent actions in order as they occur

Linking events with transitional words and phrases

Including observations from the point of view of the character chosen using vocabulary the character might use

Vocabulary

warrior

determination

advisors

quiver

initiation Virtual Field Trip-Plimothrsquos Plantation Website Daily Life in the 1620s wwwplimothorgjust-kids (hyper-link)

38

Standards

Short Text If You Sailed On The Mayflower in

1620 Mini Lessons

Language amp Routine Writing in

ldquoMy Reading Journalrdquo

Related Resources amp

Vocabulary

RI37 Use information gathered from illustrations and word in a text to demonstrate understanding of the text RI39 Compare and contrast the most important points and key details presented in two texts on the same topic W33 Write narratives to develop real or imagined experiences or events using effective technique descriptive details and clear sequences

SL34 Report on a topic or text tell a story or recount an experience with appropriate facts and relevant descriptive details speaking clearly at an understandable pace

SL36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

Reading Mini-lesson Virtual Field Trip-Plymouthrsquos Plantation Website Daily Life in the 1620s

Writing

Quick write - Write 1 paragraph comparing your life to the life of a young pilgrim boy or girl

Share descriptive details with classmates

Vocabulary

task

sachem

39

Writerrsquos Workshop Performance TaskResearch Project (10 days)

PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING

TLI Unit of Related Resources for Mayflower p 33-39

Research Project on Historical Figures

Presentation of their paper and product

Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class

The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as

Early life and Family

Education

Contributions

Interesting Facts

Day 1

Teacher will read aloud a text about a historical figure that heshe has chosen to research

The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person

Students will use the workshop time to peruse resources and make a choice about their historical figure

At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them

Day 2

The teacher will use the same

Day 3

The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence

During the work time the students will write a paragraph about their chosen historical figures

Day 5

The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time

Day 7

The teacher will model the process of constructing a paragraph using the note cards from the previous day

Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions

39

Writerrsquos Workshop Performance TaskResearch Project (10 days)

PERFORMANCE TASK PLANNING DRAFTING REVISINGEDITING

TLI Unit of Related Resources for Mayflower p 33-39

Research Project on Historical Figures

Presentation of their paper and product

Students will research a chosen historical figure They will use several texts to gather information about the person They will write a biography of the person Students will create visuals for their historical person in the form of posters products or clothing Students will present their papers and product to their class

The teacher will model a process for collecting information on a historical figure taking notes on note cards and storing the notes in library pockets in a file folder Each library pocket will be labeled as

Early life and Family

Education

Contributions

Interesting Facts

Day 1

Teacher will read aloud a text about a historical figure that heshe has chosen to research

The teacher will place post-it notes in places that provide interesting information about this historical figure that cause her to want to do further research on the person

Students will use the workshop time to peruse resources and make a choice about their historical figure

At the end of the workshop they will share in small groups of with partners who they have chosen and what characteristics made them

Day 2

The teacher will use the same

Day 3

The teacher will model using the note cards to write a paragraph about the early life and family of the chosen historical figure First the teacher will put the cards in order Then the teacher will demonstrate writing a topic sentence and using the cards to complete the paragraph After that the teacher will model writing a concluding sentence

During the work time the students will write a paragraph about their chosen historical figures

Day 5

The teacher will model the process from day 3 of constructing a paragraph using the note cards day 4 The students will do the same during work time

Day 7

The teacher will model the process of constructing a paragraph using the note cards from the previous day

Day 8 Students will use a combination of Peer Editing and Teacher conferencing to edit and revise paragraphs for their historical paper Days 9 and 10 Publishing Research Projects may be published in the form of a traditional paper or teachers may choose to publish in the form of a book to demonstrate the understanding of the conventions of nonfiction text features Title Headings Table of Contents Bold Print Maps Labels Index Glossary Picture Captions

40

text from day one and model using the Table of Contents and index to locate information about the historical personrsquos early life and family The teacher will model making notes on 3-5 index cards and think aloud about how to put the sentences into her own words The cards will be stored into the library pocket labeled Early Life and Family

During the work time the students will collect 3-5 facts on their historical figure and store the facts on note cards in their library pockets The teacher will provide scaffolding as needed one-to-one conferences or a small group if necessary

DAY 4

The teacher will model the process from day 2 to collect information about the personrsquos education The students will do the same during the work time

Day 6

The teacher will model the process from day 2 to collect information about the personrsquos contributions and any other interesting facts The students will do the same during the work time

41

WRITING WORKSHOP (Management Conventions Process

Mini Lesson Ideas) - CCCS

NARRATIVE WRITING MINI LESSON IDEAS

OPINION WRITING MINI LESSONS

RELATED RESOURCES

Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons

Point of View Lessons Day 1

The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view

The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally

During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view

Day 2

The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words

During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing

OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen

Pinterest Board with Writing Activities

Lessons and Anchor Charts

41

WRITING WORKSHOP (Management Conventions Process

Mini Lesson Ideas) - CCCS

NARRATIVE WRITING MINI LESSON IDEAS

OPINION WRITING MINI LESSONS

RELATED RESOURCES

Conventions Lessons Students use linking words and phrases (eg because therefore since for example first next then and finally) Provide a concluding statement or section Writing Management Lesson Peer Editing Peer Editing Lessons

Point of View Lessons Day 1

The teacher will model taking the point of view of one of the adults who sailed on the Mayflower and planning a narrative about a day traveling on the Mayflower from a Pilgrimrsquos Point of view

The teacher will use a graphic organizer that includes beginning middle and end and uses transition words such as first next then and finally

During work time the students will plan a narrative using the selected narrative graphic organizer from a Pilgrim childrsquos point of view

Day 2

The teacher will model using the graphic organizer to draft a narrative about a day traveling on the Mayflower from a Pilgrimrsquos point of view The teacher will use transition words

During work time the students will draft about a day traveling on the Mayflower from a Pilgrim childrsquos point of view The teacher will conference with students and scaffold them as they use transition words in their writing

OREO Writing Lesson Opinion ndash State Opinion Reason ndash Give Reason Example Give An Example Explain ndash Provide an Explanation Opinion ndash Restate your Opinion After reading the texts during reading workshop A Day in the Life of a Pilgrim Girl and A Day in the Life of a Pilgrim Boy and the teacher and students comparing and contrasting the lives of children today and the lives of Pilgrim boys and girls the teacher will model planning an opinion piece about whether heshe would like to be an adult during the time of the pilgrims The teacher will use the OREO writing graphic organizer to plan the piece The students will plan an opinion piece about whether or not they would want to be a child during the times of the pilgrims Day 1 Model Planning ndash students plan Day 2 Model Drafting ndash students draft Day 3 Model Revising ndash students revise Conference Day 4 Model Editing ndash students edit Conference Day 5 Publish if chosen

Pinterest Board with Writing Activities

Lessons and Anchor Charts

42

Day 3

The teacher will model the revision process

The students will revise their writing The teacher will conference with the students

Day 4

The teacher will model the Peer Editing process

The students will Peer Edit Day 5 Publish if chosen

How to manage where all students are in the writing process