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My Librarian is a Camel: How Books are Brought to Children Around the World

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Week 1-2 Unit 1: Building Background Knowledge: Seeking the Power of Education and Reading

Instructional FocusLong-Term TargetsAssessments
  • Introduce Superheroes of Reading around the world; introduce close reading
  • Read and discuss stories from around the world about people seeking the power of education, learning, and reading
  • Launch independent reading
  • Introduce paragraph writing
  • I can identify the main message or lesson of a story using key details from the text. (RL.2)
  • I can follow our class norms when I participate in a conversation. (SL.3.1b)
  • I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
  • I can ask questions that are on the topic being discussed. (SL.3.1c)
  • I can connect my questions to what others say. (SL.3.1c)
  • Mid-Unit 1 Assessment: Collaborative Discussion Skills (SL.3.1b and c)
  • Practice close reading and note-taking
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
  • End of Unit 1 Assessment: Close Reading and Powerful Note-Taking (RL.3.2, RL.3.3, W.3.8, and L.3.4)

Weeks 3-4 Unit 2: Building the Power of Reading

Instructional FocusLong-Term TargetsAssessments
  • Learn about and build the personal powers of reading through stories and classroom structures (e.g., vocabulary, independent reading stamina)
  • Set individual reading goals and write an informational letter about those goals
  • I can write an informative/explanatory text. (W.3.2)
  • I can accurately use third- grade academic vocabulary to express my ideas. (L.3.6)
  • Mid-Unit 2: Assessment: A Letter about My Reading Goals (W.3.2 and L.3.6)
  • Develop reading fluency and create an oral recording of fluent reading for an audience
  • I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
  • End of Unit 2 Assessment: Listen Up!: Recording Our Reading (SL.3.5)


Weeks 5-8 Unit 3: Culminating Project: Accessing Books Around the World

Instructional FocusLong-Term TargetsAssessments
  • Introduction to geography: Building background knowledge about physical environments and reading maps
  • Revisit Close Reading protocol
  • Determine the main idea of informational texts about accessing texts around the world
  • I can answer questions using specific details from the text. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can document what I learn by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • Mid-Unit 3 Assessment: Librarians around the World: Answering Text-Dependent Questions (RI.3.1, RI 3.2, W.3.8, and SL.3.1)
  • Plan, draft, revise, edit, and publish a Librarians around the World informative paragraph
  • Create an Accessing Books around the World bookmark that explains how librarians or organizations help readers access books in a unique way
  • I can write an informative/explanatory text. (W.3.2)
  • I can group supporting facts together about a topic in an informative text using both text and illustrations. (W.3.2)
  • End of Unit 3 Assessment: Accessing Books around the World: On-Demand Informative Paragraph about a New Country (W.3.2)

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