You are here

ELA G3:M2A:U2

Case Study: Reading to Build Expertise about Freaky 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 Closely to Expand Understanding of Adaptations

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 text features to locate information efficiently. (RI.3.5)
  • I can answer questions using specific details from the text. (RI.3.1)
  • I can identify the main idea of “Staying Alive: Animal Adaptations” by reading the text closely.
  • I can list key details in the text that support the main idea.
  • I can describe the different kinds of animal adaptations. 
  • Close Reading as Researchers recording form 
  • None

Lesson 2Using Informational Text Features and Learning Freaky Frog Vocabulary

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (RI.3.5)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
  • I can use what the sentence says to help me determine what a word or phrase means. (L.3.4a)
  • I can use resource materials (glossaries and dictionaries) to help me determine the meaning of key words and phrases. (L.3.4d)
  • I can use text features to efficiently find information in the text Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can determine the meaning of key words about freaky frogs.
  • Text Feature Scavenger Hunt recording form
  • Vocabulary notebooks
  • 3-2-1 Exit Ticket
  • Think-Pair-Share

Lesson 3Asking and Answering Questions: Studying the Life Cycle of a Frog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can describe steps in a procedure, in the order they should happen. (RI.3.3)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can ask and answer questions about the life cycle of a frog.
  • I can describe the life cycle of the frog.
  • I can determine the meaning of unknown words using context clues.
  • Sticky Note Gist recording
  • Asking and Answering Questions: “Life Cycle of a Frog” recording form
  • “Life Cycle of a Frog” Sequence recording form
  • None

Lesson 4Asking and Answering Questions: Studying the Skin of a Frog

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can describe steps in a procedure, in the order they should happen. (RI.3.3)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can ask and answer questions about frogs’ skin in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can describe how frogs shed their skin.
  • I can determine the meaning of unknown words using context clues.
  • Asking and Answering Questions: “Super Skin” recording form
  • “Super Skin” Sequence recording form
  • Vocabulary notebooks
  • None

Lesson 5Asking and Answering Questions: Reading about a Frog’s Habitat

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can describe steps in a procedure, in the order they should happen. (RI.3.3)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can ask and answer questions about frogs’ habitat in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can describe an adaptation that helps a frog survive in a particular habitat.
  • I can determine the meaning of unknown words using context clues.
  • Asking and Answering Questions: “Home, Sweet Home” recording form
  • “Home, Sweet Home” Sequence recording form
  • Vocabulary notebooks
  • Think-Pair-Share

Lesson 6Mid-Unit Assessment: Close Reading of “The Spadefoot Toad”

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 text features to locate information efficiently. (RI 3.5)
  • 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 answer questions using specific details from the text. (RI.3.1)
  • I can determine the meaning of unknown words in an informational text. (L.3.4)
  • I can identify the main idea of an excerpt from “The Spadefoot Toad” 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 the main idea.
  • I can determine the meaning of new vocabulary using clues in the text around a word.
  • Mid-Unit 2: Close Reading of an Excerpt about a New Freaky Frog (the Spadefoot Toad)
  • Mid-Unit 2 Tracking My Progress recording form
  • Exit ticket
  • Exit
  • Think-Pair-Share

Lesson 7Reading about Freaky Frogs: “The Glass Frog,” Pages 32 and 33 of Everything You Need to Know about Frogs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can read 3rd grade level texts accurately and fluently to make meaning. (RF 3.4)
  • I can use text features to locate information efficiently. (RI.3.5)
  • I can use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text  (e.g., where, when, why, and how key events occur). (RI.3.7)
  • I can ask questions about glass frogs in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can answer questions about glass frogs.
  • I can determine the meaning of words in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can use text features to find information efficiently about glass frogs.
  • I can use information from illustrations (maps, photographs) to understand about glass frogs.
  • I can use information from the words to understand about glass frogs.
  • Asking and Answering Questions about Freaky Frogs recording form: The Glass Frog
  • Freaky Frog Scavenger Hunt recording form: The Glass Frog
  • Vocabulary notebooks
  • Think-Pair-Share

Lesson 8Reading about Freaky Frogs: “The Water-Holding Frog,” Pages 36 and 37 of Everything You Need to Know about Frogs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can use text features to locate information efficiently. (RI.3.5)
  • I can use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (RI.3.7)
  • I can ask questions about water-holding frogs in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can answer questions about water-holding frogs.
  • I can determine the meaning of words in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can use text features to find information efficiently about water-holding frogs.
  • I can use information from illustrations (maps, photographs) to understand about water-holding frogs.
  • I can use information from the words to understand about water-holding frogs.
  • Asking and Answering Questions about Freaky Frogs recording form: The Water-Holding Frog
  • Freaky Frog Scavenger Hunt recording form: The Water-Holding Frog
  • Vocabulary notebooks
  • Think-Pair-Share

Lesson 9Reading about Freaky Frogs: “The Amazon Horned Frog,” Pages 20 and 21 of Everything You Need to Know about Frogs

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can ask questions to deepen my understanding of an informational text. (RI.3.1)
  • I can answer questions using specific details from an informational text. (RI.3.1)
  • I can determine the meaning of unknown words in an informational text. (RI.3.4)
  • I can read 3rd grade level texts accurately and fluently to make meaning. (RF 3.4)
  • I can use text features to locate information efficiently. (RI.3.5)
  • I can use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text  (e.g., where, when, why, and how key events occur). (RI.3.7)
  • I can ask questions about the Amazon horned frog from the text Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can answer questions about the Amazon horned frog section.
  • I can determine the meaning of words about the Amazon horned frog.
  • I can use text features to find information efficiently about the Amazon horned frog section.
  • I can use information from illustrations (maps, photographs) to understand the Amazon horned frog.
  • I can use information from the words to understand the Amazon horned frog.
  • Asking and Answering Questions recording form: The Amazon Horned Frog
  • Freaky Frog Scavenger Hunt Recording Form: The Amazon Horned Frog
  • Vocabulary notebooks
  • Think-Pair-Share

Lesson 10Comparing and Contrasting Two Texts about Poison Dart Frogs: Poison!

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can determine the main idea and supporting details in a text that is read aloud to me. (SL.3.2)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can read 3rd grade level texts accurately and fluently to make meaning. (RF 3.4)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.8)
  • I can read and identify the main idea and key details of pages 14–15 in Deadly Poison Dart Frogs.
  • I can listen and identify the main idea and key details of pages 8–9 in Poison Dart Frogs Up Close.
  • I can compare and contrast the main ideas and key details of sections of Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.
  • Close Reading as Researchers (Main Idea and Details) recording form
  • Group Venn diagram
  • None

Lesson 11Comparing and Contrasting Two Texts about Poison Dart Frogs: Legs and Toes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can determine the main idea and supporting details in a text that is read aloud to me. (SL.3.2)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can read 3rd grade level texts accurately and fluently to make meaning. (RF 3.4)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.8)
  • I can read and identify the main idea and key details of pages 8–9 in Deadly Poison Dart Frogs.
  • I can listen and identify the main idea and key details of pages 12–15 in Poison Dart Frogs Up Close.
  • I can compare and contrast the main ideas and key details of sections of Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.
  • Vocabulary notebooks
  • Close Reading as Researchers (Main Idea and Details) recording form
  • Partner Venn diagram
  • Think-Pair-Share

Lesson 12Comparing and Contrasting Two Texts about Poison Dart Frogs: Eggs and Tadpoles

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can determine the main idea and supporting details in a text that is read aloud to me. (SL.3.2)
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can read 3rd grade level texts accurately and fluently to make meaning. (RF.3.4)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.8)
  • I can read and identify the main idea and key details of pages 10–11 in Deadly Poison Dart Frogs.
  • I can listen and identify the main idea and key details of pages 16–19 in Poison Dart Frogs Up Close.
  • I can compare and contrast the main ideas and key details of sections of Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.
  • Vocabulary notebooks
  • Close Reading as Researchers (Main Idea and Details) recording form
  • Partner Venn diagram
  • Think-Pair-Share

Lesson 13End of Unit Assessment: On-Demand Informational Paragraph about How the Poison Dart Frog 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 read third-grade-level texts accurately and fluently to make meaning. (RF.3.4)
  • I can read third-grade-level texts with fluency.
  • I can create a plan for my poison dart frog informational paragraph.
  • I can write an informative paragraph to explain the adaptations that help poison dart frogs survive.
  • I can support my topic with details from Deadly Poison Dart Frogs and Poison Dart Frogs Up Close.
  • I can write a sentence to close my paragraph.
  • I can use words and phrases for effect to help my reader learn about the poison dart frog.
  • I can read a freaky frog poem fluently.
  • Students’ Accordion graphic organizers
  • End of Unit 2 Assessment: On-demand paragraph
  • Completed Fluent Reader Criteria checklists
  • None

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up