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ELA G3:M2A:U1

Building Background Knowledge: Learning to Become an Expert (about Frogs)

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 1Reading and Talking with Peers: A Carousel of Photos and Texts about Frogs

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 questions to deepen my understanding of informational text. (RI.3.1)
  • I can answer questions using specific details from informational 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
  • Asking and Answering Questions about Mystery Texts sheet
  • Carousel Brainstorm
  • Think-Pair-Share

Lesson 2Close Reading of Pages 4–7 and 12–15 of Bullfrog at Magnolia Circle: Bullfrog Habitat

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can use information from the words to understand informational texts. (RI.3.7)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main idea of pages 4–7 and 12–15 of Bullfrog at Magnolia Circle by reading the text closely.
  • I can list key details in the text that support the main idea.
  • I can define the scientific concept of “adaptation.”
  • I can explain how information in the illustrations and the words help me understand these scientific concepts.
  • I can discuss how the main ideas in this section of Bullfrog at Magnolia Circle are conveyed through key details. 
  • Close Reading: Main Ideas and Details (pages 4-7 and 12-15) 
  • None

Lesson 3Continued Close Reading of Pages 4–7 and 12–15 of Bullfrog at Magnolia Circle: Text-Dependent Questions and Vivid Words and Phrases

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational text. (RI.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can explain what I understand about the topic being discussed. (SL.3.1)
  • I can identify words or phrases the author chose for effect.
  • I can answer questions using specific details from pages 4–7 and 12-15 of Bullfrog at Magnolia Circle.
  • 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.
  • I can define the scientific concept of habitat.
  • I can explain what helps a bullfrog survive. 
  • Close Reading as Researchers: Main Ideas and Details recording form (from previous lesson)
  • Think-Pair-Share

Lesson 4Close Reading of Pages 8–11 and 16–25 of Bullfrog at Magnolia Circle: Predators and Prey

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can use information from the words to understand informational texts. (RI.3.7)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1)
  • I can identify the main idea of pages 8–11 and 16–25 of Bullfrog at Magnolia Circle by reading the text closely.
  • I can list key details in the text that support the main idea.
  • I can explain how information in the illustrations and the words help me understand these scientific concepts.
  • I can discuss how the main ideas in this section of Bullfrog at Magnolia Circle are conveyed through key details. 
  • Close Reading: Main Ideas and Details recording form (for pages 8-11 and 16-25)
  • None

Lesson 5Continued Close Reading of Pages 8–11 and 16–25 of Bullfrog at Magnolia Circle: Text-Dependent Questions and Vivid Words and Phrases

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational text. (RI.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can explain what I understand about the topic being discussed. (SL.3.1)
  • I can identify words or phrases the author chose for effect.
  • I can answer questions using specific details from pages 8–11 and 16–25 of Bullfrog at Magnolia Circle.
  • 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.
  • I can define the scientific concepts of predator and prey.
  • I can explain what adaptations help bullfrogs survive. 
  • Close Reading: Questions from the Text and Vivid Words and Phrases recording form (for pages 8-11 and 16-25)
  • Think-Pair-Share

Lesson 6Mid-Unit Assessment: Close Reading of Pages 26–31 of Bullfrog at Magnolia Circle: Bullfrog Life Cycle

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can use information from the words to understand informational texts. (RI.3.7)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can answer questions using specific details from the text. (RI.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can identify the main idea of pages 26–31 of Bullfrog at Magnolia Circle by reading the text closely.
  • I can list key details in the text that support the main idea.
  • I can explain how information in the illustrations and the words help me understand these scientific concepts.
  • I can determine the meaning of new vocabulary using clues in the text around a word.
  • I can explain what adaptations help bullfrogs survive.
  • Mid-Unit Assessment: Close Reading of Bullfrog at Magnolia Circle (pages 26-31)
  • Tracking My Progress, Unit 1 
  • None

Lesson 7Close Reading of Page 32 of Bullfrog at Magnolia Circle: Main Ideas about the Bullfrog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can retell key ideas from an informational text. (RI.3.2)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can effectively participate in a conversation with my peers and adults. (SL.3.1) 
  • I can identify the main ideas of page 32 of Bullfrog at Magnolia Circle by reading the text closely.
  • I can list key details in the text that support the main idea.
  • I can discuss how the main ideas in Bullfrog at Magnolia Circle are conveyed through the key details on page 32.
  • I can identify the glossary in Bullfrog at Magnolia Circle and define what a glossary is.
  • Close Reading as Researchers (Main Ideas and Details) recording form (for page 32)
  • None

Lesson 8Continued Close Reading of Page 32 of Bullfrog at Magnolia Circle: Text-Dependent Questions, Main Ideas, and Key Vocabulary about the Bullfrog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational text. (RI.3.1)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
  • I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can explain what I understand about the topic being discussed. (SL.3.1)
  • I can identify words or phrases the author chose for effect.
  • I can answer questions using specific details from page 32 of Bullfrog at Magnolia Circle.
  • 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.
  • I can use the glossary to help me understand important science words.
  • I can define the scientific concept of amphibian.
  • I can explain what adaptations help bullfrogs survive.
  • Close Reading as Researchers recording form for page 32 of Bullfrog at Magnolia Circle: Questions from the Text and Vivid Words and Phrases
  • None

Lesson 9Science Talk: How Do Bullfrogs Survive?

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 effectively participate in a Science Talk about how bullfrogs survive.
  • I can follow our class norms when I participate in a conversation.
  • I can prepare for the conversation by using evidence from bullfrog texts.
  • I can ask questions so I am clear about what is being discussed.
  • I can ask questions on the topic being discussed.
  • Preparing Evidence and Questions for the Science Talk recording form
  • Science Talk criteria checklist
  • Science Talk

Lesson 10Planning Writing: Bullfrog Informational Paragraph

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can sort evidence into provided categories. (W.3.8)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can record details about bullfrogs’ adaptations into categories on my Bullfrog Research matrix.
  • I can create a plan for my bullfrog informational paragraph.
  • Bullfrog Research matrix
  • Accordion graphic organizer
  • None

Lesson 11End of Unit 1 Assessment: On-Demand Writing an Informational Paragraph about How a Bullfrog Survives

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 express ideas using carefully chosen words. (L.3.3)
  • I can write routinely for a variety of reasons. (W.3.10)
  • I can write an informative paragraph to explain how bullfrogs survive.
  • I can support my topic with details from Bullfrog at Magnolia Circle.
  • I can write a sentence to close my paragraph.
  • I can use words and phrases for effect to help the reader learn about a bullfrog.
  • End of Unit 1 Assessment
  • None

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