Unit 5: Reading to Achieve Goals and Support Challenges Grade Level: 3 Timeframe: 5 Weeks Unit Overview: Through selections from Journeys Common Core 3, readers are given the opportunity to read a variety of texts informational, poetry, myths, fables, and plays to compare and contrast them, as well as to practice skills in critical reading and interpretation learned in their preceding units of study. This unit is designed to encourage and empower readers to develop a deeper understanding of how these, and all stories work. The continued use of Reading Workshop (Balanced Literacy) and all of its components will provide the student with multiple opportunities to grow as readers. Throughout the unit the teacher should continue to model the skill or strategy he/she wants the students to learn (I Do), work on the skill/strategy as a whole class (We Do), and then release them to practice on their own (You Do). Enduring Understanding/ Essential Questions Genre influences organization, technique, and style The single central goal of reading is to make meaning of the text. Readers build their knowledge on subjects through conversations with others. Readers read from multiple texts to build their knowledge of a topic, to cross-check, and to synthesize information as readers. Readers read to learn and write to learn. Readers write to teach themselves and others. What strategies do proficient readers utilize to make meaning of the text? How do text features support comprehension in a text? Why are fables and myths important? What patterns exist in fables and myths? How do we read for interpretation and critical reading? Common Core Standards Standards/Cumulative Progress Indicators (Taught and Assessed): RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson; or moral and explain how it is conveyed through key details in the text. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.3.10 By the end of the year, read and comprehend, including stories, dramas, and poetry, at the high end of the grades 3-4 text complexity band independently and proficiently. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social sciences, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. 21 st Century Skills Standard and Progress Indicators: Critical Thinking and Problem Solving Creativity and Innovation Collaboration, Teamwork, and Leadership Cross-Cultural Understanding and Interpersonal Communication Accountability, Productivity, and Ethics Unit 5 Target Vocabulary Week 1: pollen, store, clumps, passages, absorb, throughout, coverings, spines, tropical, dissolve Week 2: scolding, greedily, ignores, hesitation, burden, glancing, base, console, drowsy, heroic Week 3: shelter, colony, constant, wilderness, climate, region, unexpected, gliding, overheated, layer Week 4: migrate, survival, plenty, frightening, accidents, solid, chilly, landscape, thunderous, dramatic Week 5: approached, section, avalanches, increases, equipment, tanks, slopes, altitude, succeed, halt Unit 5 Academic Vocabulary Week 1: text features, stanza Week 2: scene, point of view Week 3: main idea/key details, myth Week 4: compare/contrast, fable Week 5: summarize, stage directions Application in Centers: Reading-Students read books at their independent level and use post it notes to jot ideas/responses/findings in reader s response notebook. Writing- Throughout the unit, students will have multiple opportunities to read and write narratives to develop real or imagined experiences or events that include well-written characters. Speaking and Listening-Students follow agreed-upon rules for discussions and carry out assigned roles. Word Work- Students complete word sorts that correspond to the assigned word study lessons or the teacher may assign previous lessons to specific students, based on identified areas of need. Technology Students utilize technology to process and publish their writing. Instructional Plan Reflection Pre-assessment DRA; Guided reading Anecdotal Notes; Running Records; EDU Assessments 1-4 DLO SWBAT Instructional Practice Student Strategies Formative Assessment Activities and Resources Reflection
Day 1 SWBAT discover the meaning of words and phrases in The World Tree by using context clues. Day 2 SWBAT use text and graphic features in A Tree is Growing to understand an author s main idea. Day 3 SWBAT independently complete a Column Chart of text and graphic features in A Tree Is Growing to understand an author s main idea. Day 4 SWBAT recognize rhyming patterns within stanzas of Stopping by Woods on a Snowy Evening. Day 5 SWBAT read Stopping by Woods on a Snowy Evening with sufficient accuracy and fluency to support comprehension. Oral Responses Column Chart on Text and Graphic features Word and Clues to Meaning T-Map Whole group completion of Column Chart Independent completion of Column Chart Writer s Notebook: Openended questions-- extended response text and graphic features Writer s Notebook: Open-ended questions identifying stanzas in poetry Journeys*: Day 1 The World Tree, Unit 4 T202-T203 Minilesson Informational Text (LLG3, T221) Teacher models how to notice new vocabulary and use clues to figure out the meanings of the words. Suggested language: When you find a word you do not understand, look at nearby words and sentences. They can help you figure out what the word means. How can you figure out the meaning of tropical in the second paragraph of this selection? (I see the nearby words warm all year round, so tropical must mean warm all year round.) Discuss other boldfaced words in the selection. Have students explain how they figured out the meaning of each word. Write their ideas in a T-Map labeled Word and Clues to Meaning. First Read A Tree is Growing., Unit 4 T210-T223 Day 2 Second Read A Tree is Growing, Unit 4 T210-T223 (Your Turn, T230-T231) Day 2-3 Minilesson Text and Graphic Features (LLG3, T220) Teacher models how readers use pictures and labels to help them understand an author s ideas. Suggested language: The author of this selection included many pictures and labels to help you understand his ideas. Let s look at the page with the pictures of the many kinds of leaves. How do the pictures help you better understand the information? (The pictures show details. They show how leaves can be very different.) Follow-up: What is the purpose of the labels? (The labels tell the kinds of leaves.) Continue by focusing on the other text features and how these help them understand the author s ideas. Record students ideas in a Column Chart. Day 3 Independent Reading A Tree is Growing, Unit 4 T238-T239 Minilesson Text and Graphic Features (reteach/review) Day 4 Read Poetry Stopping by Woods on a Snowy Evening Unit 4, T246-T247 Minilesson Stanzas Teacher models how poems can be broken into stanzas, or groups of lines. Tell students they will learn how stanzas often follow a rhyming pattern. Discuss the minilesson principle using examples from Stopping by Woods on a Snowy Evening. Suggested language: Stopping by the Woods on a Snowy Evening is broken into four stanzas. How many lines are in each stanza? (four) Explain how each stanza follows a rhyming pattern. Guide students to identify the pattern in each stanza. Day 5 Optional Second Read Stopping by Woods on a Snowy Evening Unit 4, T246-T247 Academic Vocabulary: text feature, stanza RI.3.2,3.4 RF.3.4
Day 6 SWBAT chart what characters in Bear Scare say and do to understand what they are like. Day 7 SWBAT identify the main action of the opening scenes of Two Bear Cubs and understand the structure of the story. Day 8 SWBAT independently complete a Story Map to recount the story structure of Two Bear Cubs. Day 9 SWBAT identify the cause and effect text structure in Whose Land Is It? Day 10 SWBAT determine the main idea of Whose Land Is It? and recount the key details to explain how they support the main idea. RL.3.2 RI.3.2 Oral Responses Graphic Organizer-- Understanding Characters: Column Chart Graphic Organizer Story Structure: Story Map Anchor Chart Story Map Whole group completion of Story Map Independent completion of Story Map Writer s Notebooks--Openended questions-- extended response story structure Writer s Notebooks-Openended questions understanding characters. Journeys: Day 6 Teacher Bear Scare, Unit 4 T296-T297 Minilesson Understanding Characters (LLG3 T223) Teacher models how students are going to learn to notice what characters say and do to understand what they are like. Discuss the principle with students, using Nan as an example. Suggested language: How did Nan feel at the beginning of the story? (worried) Follow-up: Why did she feel that way? (She was on a vacation in the woods and was afraid of the woods.) What did she do? (She tried to make the best of it and go exploring.) Create a Column Chart and continue to focus on Nan to guide the students. First Read Two Bear Cubs Unit 4, T304-T315 Day 7 Second Read Two Bear Cubs Unit 4, T304-T315 (Your Turn, T322-T323) Day 7-8 Minilesson Story Structure (LLG3 T224) Teacher models how readers learn to think about how the action in one scene leads to the next scene. Discuss the principle with students, using details from Two Bear Cubs. Suggested language: In the first scene of the play, two bear cubs went to gather berries for their mother. What other important things happened in this scene? (The two cubs disobeyed their mother and went downstream. They fell asleep on a stone that grew into a huge mountain.) Continue in the same way, having students identify the important events in Scene 2. Guide students to understand how the events in Scene 1 lead to the events in Scene 2. Work with students to record important events from the play in a Story Map. Day 8 Independent Reading Two Bear Cubs, Unit 4, T330-T331 Minilesson Story Structure (LLG3 T224) Review/Reteach Independent practice Day 9 Read Informational Text, Whose Land Is It?, Unit 4, T338-T339 Minilesson Cause and Effect (LLG3, T223) Teacher points out that this selection is a newspaper feature article. Tell students they will learn how to notice that one event can make other events happen. Focus on Whose Land Is It? Suggested language: In Whose Land Is It?, the author explains that animals are moving into human habitats. What is causing this to happen? (Animals are losing their habitats through such events as fire and people destroying the habitats.) Ask students to recall selections they read this week. Have them discuss specific examples of one event making another event happen in these selections. Day 10 Optional Second Read Whose Land Is It?, Unit 4, T338-T339 Academic Vocabulary: scene, point of view
Day 11 SWBAT determine the main idea of Clever Colonies by recounting key details. Day 12 SWBAT utilize a Idea-Support Map to identify key details of Life on the Ice. Day 13 SWBAT independently complete an Idea-Support Map to identify key details of Life on the Ice. Day14 SWBAT recount The Raven to determine the central message. Day15 SWBAT explain how the central message of The Raven is conveyed through key details. Oral responses Graphic Organizer: Idea- Support Map Independent completion of graphic organizer of story map Open-ended questions-- extended response main ideas and details Open-ended questions compare and contrast Journeys: Day11 Teacher Clever Colonies, Unit 4 T388-T389 Minilesson Main Ideas and Details (LLG4, T225) Teacher models how details give information about the main idea. Use information from Clever Colonies to guide students in identifying main ideas and the details that tell more about them. Guide students in identifying the main idea of the entire selection and details that give information about the main idea. Suggested language: What is the main idea of the selection? (Possible response: African termites are interesting creatures that build amazing termite homes.) First Read Life on the Ice. Unit 4, T396-T407 Day 12 Second Read Life on the Ice. Unit 4, T396-T407, (Your Turn, T414-T415) Day 12-13 Minilesson Main Ideas and Details (LLG3 T 2224) Teacher models how details give information about the main idea. Discuss the principle with students, using specific details from Life on the Ice. Suggested language: Remember that the main idea is what a selection or a part of a selection is mostly about. When you read, think about how details give information about the main idea. Cite details from the story. Follow-up: What are some details that give more information about the main idea? Work with students to complete an Idea-Support Map. Day 13 Independent Reading Life on the Ice, Unit 4, T422-T423 Minilesson Main Idea and Details Independent completion of an Idea-Support Map. Review/Reteach Day 14 Read Myth, The Raven: An Inuit Myth, Unit 4, T430-T431 Minilesson Genre:Myth (LLG3, T225) Teacher tells students they are going to think about the setting of a myth, or where and when it takes place. Tell them they are also going to think about what the myth explains about the world. Remind students of the definition of a myth. Suggested language: A myth is an old story that explains something about nature and the world. It usually is told by one person to another and passed down through generations. Remind students how the setting of the myth is important. Suggested language: A myth often takes place very long ago and is meant to explain the way something in nature came to be the way it is. What did this myth explain about the world? Day15 Optional Second Read The Raven: An Inuit Myth Unit 4, T430-T431 RL.3.2 RI.3.2 Academic Vocabulary: main idea/key details, myth
Day 16 SWBAT compare and contrast the key details in The Taste of Hope. Day 17 SWBAT find similarities and differences in The Journey: Stories of Migration. Day 18 SWBAT use a Venn Diagram compare and contrast key details The Journey: Stories of Migration. Day 19 SWBAT retell The Grasshopper and the Ant and determine its central message or lesson. Day 20 SWBAT explain how the central message of The Grasshopper and the Ant is conveyed through key details. RL.3.2 RI.3.9 Oral responses Graphic organizer : Venn Diagram (Compare/Contrast) Independent completion of Venn Diagram for understanding Open-ended questions-- extended response compare/contrast Open-ended questions fable Journeys: Day16 Teacher The Taste of Hope, Unit 5 T104-T105 Minilesson Compare and Contrast (LLG3, T229) Teacher tells students they are going to learn to think about how things are the same and how they are different as they read. Discuss the principle with students, contrasting the trip to Ellis Island for poor people and wealthy people in the selection The Taste of Hope. Suggested language: In The Taste of Hope, we read about poor people and wealthy people immigrating to America. How was the trip across the ocean different for poor travelers and wealthy travelers? (Wealthy travelers had cleaner cabins higher up in the ship. Their cabins were also less crowded.) Talk with students about what was the same for both rich and poor people entering the United States. Suggested language: All passengers, whether rich or poor, had to do the same two things to enter the United States. What were the two things? (They all had to answer 29 questions and pass a health exam.) Reinforce how thinking about similarities and differences provides a better understanding. First Read The Journey: Stories of Migration. Unit 5, T112-T123 Day 17 Second Read The Journey: Stories of Migration. Unit 5, T112-T123, (Your Turn, T130-T131) Day 17-18 Minilesson Compare and Contrast (LLG3 T228) Teacher tells students they are going to learn how to find similarities and differences in the things they read about. Discuss the principle with students, comparing and contrasting the locusts and whales in The Journey: Stories of Migration. Suggested language: In the selection The Journey: Stories of Migration, we read about locusts and gray whales and learned that in some ways they are the same. What must both creatures do to survive? (migrate) Work with students to think of other similarities and differences in the migration of locusts and whales. Record students ideas in a Venn Diagram. Day 18 Independent Reading The Journey: Stories of Migration, Unit 5, T138 Minilesson Compare and Contrast Review/reteach Day 19 Read Fable, The Grasshopper and the Ant, Unit 5, T146-T147 Minilesson Genre: Fable (LLG3, T229) Teacher models for students that a fable is a kind of story that teaches a lesson. Tell students they are going to learn to think about what characters do and what lesson they learn. Using the characters Grasshopper and Ant from The Grasshopper and the Ant, discuss with students what each character does and what lesson they learn. Suggested language: In the story The Grasshopper and the Ant, we met two characters. One was Ant, who worked hard to gather food for winter and didn t have much fun. The other character was Grasshopper. What did Grasshopper do while Ant was working? (played his fiddle and sang).discuss with students the lesson learned at the end of the story. Day 20 Optional Second Read The Grasshopper and the Ant, Unit 5, T146-T147 Academic Vocabulary: fable, compare/contrast
Day 21 SWBAT recount key details and summarize Extreme Skiing, Extreme Danger. Day 22 SWBAT interpret text and graphic features in Mountains: Surviving on Mt. Everest. Day 23 SWBAT record text and graphic features from Mountains: Surviving on Mt. Everest in a Column Chart. Day 24 SWBAT read and comprehend the stage directions of The Big Cleanup. Day 25 SWBAT comprehend the setting and characters in The Big Cleanup. RL.3.10,RI.3.2, RI.3.10 Oral responses T- Map graphic organizer to chart summarization work. Column Chart Independent completion of Column Chart for understanding Writer s Notebooks-- Open-ended questions-- extended response summarization Writer s Notebook-- Open-ended questions-- extended response text and graphic features. Journeys: Day 21 Teacher Extreme Skiing,Extreme Danger, Unit 5 T382-T383 Minilesson: Summarize(LLG3 T235) Teacher tells students they are going to learn to think about the author s most important ideas and state those ideas in their own words. Use the headings and text in Extreme Skiing, Extreme Danger to discuss with students how to summarize information. Suggested language: The selection Extreme Skiing, Extreme Danger has a lot of information. Headings are used to break the text into smaller parts. The first section is called Not for Everyone. Think about the most important point the author is telling you. Tell what it is in your own words. Utilize a T-Map graphic organizer to chart their work. First Read Mountains: Surviving on Mt.Everest. Unit 5, 390- T401 Day 22 Second Read Mountains: Surviving on Mt.Everest. Unit 5 T390-T401 (Your Turn, T408-T409) Days 22-23 Minilesson Text and Graphic Features(LLG3 T234) Teacher models how to pay attention to special features used in informational text. Discuss the principle with students, using examples of text and graphic features found in Mountains: Surviving on Mt. Everest. Suggested language: In Mountains: Surviving on Mt. Everest, many special features were used to give readers information about mountains and the people who climb them. What special features did you see in the text? (headings, diagrams, captions, boxed facts, and a map) Work with students to find the other special features used in the story and what each one shows. Record students ideas in a Column Chart. Day 23 Independent Reading Mountains: Surviving on Mt.Everest, Unit 5, T416 Minilesson Text and Graphic Features Independent completion of a Column Chart. Review/Reteach Day 24 Read Play, The Big Cleanup, Unit 5, T424-T425 Minilesson Genre: Play (LLG3 T235) Teacher models how students learn to pay attention to stage directions in a play to learn about the setting and characters. Discuss the principle with students, using examples of stage directions in The Big Cleanup. Suggested language: In the play The Big Cleanup, stage directions give information about the characters and setting. The stage directions appear in parentheses to set them off from the rest of the script. What is the first stage direction you see in the play? (A special team is preparing to clear garbage from Sunshine Point Park.) Follow-up: How does this help you understand the play s setting? (It tells you where the play will take place.) Day 25 Optional Second Read The Big Cleanup, Unit 5, T424- T425 Minilesson Genre: Play Academic Vocabulary: summarize, stage directions
Benchmark Assessment: End of Unit 5 Benchmark Assessment: Possible Water Shortage Summative Written Assessments End of Unit 5 Benchmark Assessment DRA Word Analysis Tasks DRA Assessment Summative Performance Assessment *Teachers may substitute texts for read alouds and model lessons as long as they illustrate the on-going reading and comprehension strategies for the Unit 5 SLO s. Along with regular use of Academic Vocabulary within the and WW environments, texts should be compared and contrasted on a continuous basis so that students are accustomed to reviewing different texts and determining the similarities and differences in terms of structure, genre, theme, and author s purpose.