Reading Unit 2: Keeping It Real 3 rd Grade

Transcription

1 Reading Unit 2: Keeping It Real 3 rd Grade Key Learning: Good readers understand the relationships between and among events, ideas/concepts or steps/procedures and use that information to make sense of what they read and write. Unit Essential Question: How can we use non-fiction features to help us make sense of what we read and write? Concept: Text Features of Non-Fiction Concept: Strategic Reading Lesson Essential Questions: How do text features help me identify what is important? RI5 How can I use text features and search tools to locate information about a topic efficiently?ri 5 How can I determine the main idea of a text? RI2 How can I explain how the key details support the main idea in a text? RI2 Lesson Essential Questions: What words signal relationships in text? (e.g., cause/effect, sequence) RI8 How are signal words used in text to make connections between ideas? RI8 What is the difference between a fact and an opinion?ri8 How do I compare and contrast two texts on the same topic? RI9 How can I use features of non-fiction writing to answer questions about what I have read? RI1

2 Vocabulary: Text features: Captions: words that explain pictures or photographs Bold print: dark print to make words stand out to the reader Subheadings: a heading within a text that clues the reader in to what that section will be about Glossary: An alphabetical list of words relating to a specific subject or text, usually found in the back of a book; a brief dictionary. Index: An alphabetical list of topics that tells the reader where to find information Vocabulary: Cause/effect words: so, because, therefore Compare/contrast: similarities/differences Fact: a written or spoken statement that can be proved Opinion: a written or spoken statement that someone thinks, feels, or believes Sequence words: Words that show the proper order of events Illustrations: pictures or drawings in a story that represent the subject and/or events taking place Map: a visual representation (drawing) of an area or region Photographs: Real images captured

3 Concept: Writing & Speaking/Listening Lesson Essential Questions: What form of writing will best match my purpose and audience? W4 What linking and sequential words should I include to help my reader understand my writing? W2 What features of non-fiction writing should I include to help my reader understand my writing? W2 What strategies do good writers use when revising and editing? W5 Vocabulary: Dictionary: A book that lists the words of a language in alphabetical order and gives their meaning Glossary: An alphabetical list of words relating to a specific subject or text, usually found in the back of a book; a brief dictionary. Temporal words: Words that show time order or a sequence of events (e.g. first, next, then) Linking words: Words used to connect words and ideas (e.g. also, and, another, but) Spatial words: Words that define space/location (e.g. near, under)

4 Note: While not specifically addressed, it is expected that in this unit of instruction, the following reading and writing skills are embedded through instruction. RI1- ask and answer explicit and inferential questions related to text. RI 4-Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. RI 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. W10- 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 Additional Information/Resources: Throughout Third Grade, students should be expected to work within RL 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. ( ) Text suggestions from Pearson: o Unit 2: Penguin Chick 690L o Unit 3: Volcanoes 860L o Unit 4: Hottest, Coldest, Highest, Deepest 1000L o Picture Book Suggestions o A Drop of Water by Walter Wick (from Common Core Text Exemplars) 870L o From Seed to Plant by Gail Gibbons 660L On Wegivebooks.org you can find many non-fiction titles to be used as shared reading experiences on the Smartboard or through a projector. Incredible Insects Q&A will build on skills learned in 2 nd grade. Look to the Stars has examples of text features you could model for use as well.

5 Ongoing Research Experience: Throughout the year, students should be given brief research experiences. These experiences should provide students with the skills necessary to complete the required research project in Unit 7. This could be modeled by the teacher with a cross curricular opportunity and include a small product demonstrating the use of information such as a brochure or graphic organizer. Speaking and Listening Standards/Foundational Standards There is an overlap of the Speaking & Listening and Foundational standards. These can be assessed by having students answer the following questions when decoding words and using context clues: o How can using phonics rules and word parts help us decode unfamiliar words? o What strategies and resources can I use to help clarify unfamiliar words? You may need to define or post the following words: context clues, prefix, suffix, root/base word as they are a necessary part of decoding in third grade and come right from the Common Core. Grammar and fluency are addressed in both the Reading and Writing concepts. A fluency rubric is included. Please use this when assessing your students for fluency. Continue to use the fluency rubric provided in Unit Writing and Language Standards When planning, you may choose to separate the writing concepts out and create a student learning map specific for writing. In Writing, you will need to introduce and review Standard 2 informative writing and the steps of the writing process. Editing marks students should be familiar with: insertion ^, deletion (e.g. the the), and capitalization The following Language skills are assessed at the end of the unit. While they are not taught as a specific concept, it is expected that the instruction of these as they are embedded in Reading and Writing. They are included in the end of unit assessment, as well. They are defined below: o Abstract nouns: the name we give to an emotion or idea; we cannot see, touch, hear or taste them (e.g. childhood, sadness) o Subject/verb agreement: the subject and verb in a sentence must be either singular or plural; the gender must also match (e.g. The students is going out to recess; The students are going out to recess.) o Pronoun: word that takes the place of a noun (e.g. He for a boy s name)

6 There is one common summative assessment for the entire unit. It is expected that teachers will develop their own formative assessments throughout the unit to compliment your developed acquisition plans. Suggested spelling patterns: V/cv & VC/V (From Unit 2: Week 1 of Pearson) -le (Unit 2, Week 2) Compund words (Unit 2, Week 3)