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ELA G3:M4

The Role of Freshwater 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.

Weeks 1-3 Unit 1: Building Background Knowledge: Getting to know H2O

Instructional FocusLong-Term TargetsAssessments
  • Identifying main ideas and key details about where water is on earth
  • Writing an on-demand paragraph about where water is on earth
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
  • Mid-Unit 1: On-Demand Informational Paragraph: Where in the World Is Water? (W.3.2 and L.3.1)
  • Identifying the main idea and key details in texts about water and the water cycle
  • I can determine the main idea of an informational text (RI.3.2)
  • I can recall key details 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 make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
  • Comparing and contrasting texts about water and the water cycle
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
  • I can use a variety of strategies to determine the meaning of words and phrases.

c. I can use the meaning of root words to help me determine the meaning of new words with the same root (e.g., company, companion).

  • End of Unit 1: Comparing and Contrasting Two Texts about the Water Cycle (RI.3.2, RI.3.7, RI.3.8, RI.3.9 and L3.4c)

Weeks 4-5 Unit 2: Reading and Research: Challenges of Water around the World

Instructional FocusLong-Term TargetsAssessments
  • Asking and Answering Questions about Water Challenges
  • Guided Research Practice
  • 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 make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
  • Asking and Answering Questions about Having Enough Clean Water for Everyone (RI.3.1 and RI.3.8)
  • Asking and Answering Questions about a Specific Water Challenge
  • Independent research
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • End of Unit 2: On-Demand Writing to Inform Your Reader about the Challenges to Having Enough Clean Water for Everyone (W.3.2 and W.3.4)

Weeks 6-8 Unit 3: Writing and Speaking about the Challenges and Solutions to Clean Water: Creating VoiceThread Presentations

Instructional FocusLong-Term TargetsAssessments
  • Identifying Main Idea and Key Details about the Solutions to Water Challenges
  • Writing an Opinion about “the Best Solution”
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • Mid-Unit 3: On-Demand Opinion Writing: One Thing That Should Be Done to Conserve, Protect, or Provide Access to Clean Water (W.3.1 and W.3.4)
  • Drafting a VoiceThread Script
  • I can use facts and details to describe a story or experience (SL.3.4)
  • Practicing Fluent Reading of the VoiceThread Script
  • Crafting a VoiceThread
  • I can write an opinion piece that supports a point of view with reasons. (W.3.1)
  • With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
  • With support from adults, I can use technology to publish a piece of writing. (W.3.6)
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • I can speak clearly and at an understandable pace. (SL.3.4)
  • I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
  • I can use drawings or other visual displays to support what I say. (SL.3.5)
  • I can speak in complete sentences with appropriate detail. (Sl.3.6)
  • I can express ideas using carefully chosen words.
  • End of Unit 3: VoiceThread Script Presentation and Critique (SL.3.4)
  • Final Performance Task: VoiceThread Public Service Announcement (W.3.1, W.3.4, W.3.6, W.3.7, SL.3.4, SL.3.5, SL 3.6 and L3.3b.)

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