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ELA G3:M1:U1

Building Background Knowledge: Seeking the Power of Education and Reading

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Talking with My Peers: Carousel of Reading Superheroes around the World

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1) 
  • I can ask and answer questions about a text. (RI.3.1)
  • I can talk with my partner in order to record what I Notice and I Wonder about pictures.
  • I can ask and answer questions about a text.
  • Observation of partner discussions
  • Contributions to conversation norms
  • Quotes from My Librarian Is a Camel
  • Think-Pair-Share
  • Admit and Exit Ticket
  • Carousel Brainstorm

Lesson 2Introducing Close Reading: Finding the Main Message and Taking Notes About Rain School

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main message of Rain School by reading the text closely.
  • I can sort key details from Rain School into categories.
  • I can describe what the children of Chad wanted and what they did.
  • I can discuss how the main message of Rain School is conveyed through key details. 
  • Close Read recording form (parts 1 and 2)
  • Think-Pair-Share

Lesson 3Continued Close Reading of Rain School: Text-Dependent Questions and Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RL.3.1) 
  • I can explain what I understand about the topic being discussed. (SL.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can answer questions using details from Rain School.
  • I can explain why I chose specific details to answer questions about the text.
  • I can determine the meaning of a word using clues in the text around it.   
  • Close Read recording forms (completed)
  • Rain School: Questions from the text
  • Vocabulary cards
  • Think-Pair-Share
  • Jigsaw
  • Quiz-Quiz-Trade

Lesson 4Choosing a Book That Interests Me: Seeking the Superhero Reader in Me

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can choose texts that interest me. (RL.3.11a)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can speak in complete sentences with appropriate detail. (SL.3.6)
  • I can select a “power book” that I want to read.
  • I can talk with a small group about why I chose my power book.
  • I can speak in complete sentences when I participate in group discussions.
  • Book selection
  • Conversation Criteria checklist
  • Final Word Fishbowl Discussion

Lesson 5Informative Paragraph Pre-Assessment: What is One Reason You Want the Power of Reading?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can speak in complete sentences with appropriate detail. (SL.3.6)
  • I can write an informative/explanatory text. (W.3.2)
  • I can write an informative/explanatory text that has a clear topic. (W.3.2)
  • I can follow our class norms when I participate in a conversation.
  • I can speak with complete sentences when I participate in group discussions.
  • I can write an informative paragraph with a clear topic that explains why I want to get the power of reading.
  • Conversation Criteria checklist
  • Student paragraphs (as pre-assessment)
  • Think-Pair-Share

Lesson 6Close Reading of Nasreen’s Secret School: How Do People Access Books in Afghanistan?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can follow our class norms when I participate in a conversation. (SL.3.1b)
  • I can identify the main message of Nasreen’s Secret School by reading the text closely.
  • I can describe what Nasreen wanted and what she did.
  • I can sort key details from Nasreen’s Secret School into categories.
  • I can discuss how the main message is conveyed through key details.
  • Close Read recording form (parts 1 and 2)
  • Conversation Criteria checklist
  • None

Lesson 7Continued Close Reading of Nasreen’s Secret School: Discussion of Questions and Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RL.3.1) 
  • 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)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can answer questions using details from Nasreen’s Secret School.
  • I can explain why I chose specific details I found to answer questions. 
  • I can determine the meaning of new vocabulary using clues in the text around it.
  • Close Read recording forms (completed)
  • Nasreen’s Secret School: Questions from the text
  • Complete Mid-Unit 1 Assessment, using Conversation Criteria checklist
  • Carousel Brainstorm

Lesson 8Paragraph Writing Instruction

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write an informative/explanatory text that has a clear topic. (W.3.2)
  • I can develop the topic with facts, definitions, and details. (W.3.2)
  • I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
  • I can write routinely for a variety of reasons. (W.3.10)
  • I can write a paragraph about what Nasreen wants and why.
  • I can support my topic with details from Nasreen’s Secret School.
  • I can write a sentence to close my paragraph.
  • Students’ on-demand paragraphs
  • None

Lesson 9Close Reading of That Book Woman: How Did People Access Books in Rural Areas of the United States?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
  • I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main message of That Book Woman by reading excerpts from the text closely.
  • I can sort key details from That Book Woman into categories.
  • I can describe what the main character wanted and what he did.
  • I can discuss how the main message of That Book Woman is conveyed through key details. 
  • Close Read recording form
    (parts 1 and 2)
  • None

Lesson 10Continued Close Reading of That Book Woman: Text-Dependent Questions and Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from the text. (RL.3.1) 
  • I can explain what I understand about the topic being discussed. (SL.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can answer questions using specific details from the That Book Woman.
  • I can explain why I chose specific details to answer questions about
    the text.
  • I can determine the meaning of new vocabulary using clues in the text around a word.
  • Close Read recording forms (completed) for That Book Woman: Questions from the Text
  • Vocabulary cards
  • Quiz-Quiz-Trade

Lesson 11End of Unit 1 Assessment: Close Reading and Powerful Note-Taking On My Own

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
  • I can describe the characters in a story (their traits, motivations, feelings). (RL.3.3)
  • I can describe how a character’s actions contribute to the events in the story. (RL.3.3)
  • 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 what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can sort key details from The Librarian of Basra into categories.
  • I can answer questions using details from The Librarian of Basra.
  • I can describe what the librarian of Basra wanted and what she did.
  • I can determine the meaning of a word by using clues in the text around it.
  • End of Unit 1 Assessment: Reading Closely
  • None

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