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ELA G3:M4:U1

Building Background Knowledge: Getting to know H2O

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 Water

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 express ideas using carefully chosen words. (L.3.3)
  • I can retell key ideas from an informational text. (RI.3.2)
  • 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 wonder about photographs.
  • I can identify key details using vivid words and phrases about water in the photographs.
  • I can use key details in the photographs to ask questions about water.
  • I can ask and answer questions about a text.
  • Observation of partner discussions
  • Contributions to conversation norms
  • Asking and Answering Questions about Mystery Excerpts
  • Carousel

Lesson 2Close Reading of Pages 4–7 of One Well: The Story of Water on Earth—Where Is Water on Earth?

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 determine the meaning of unknown words in informational text. (RI.3.4)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
  • I can identify the main idea of pages 4 and 5 of One Well: The Story of Water on Earth by reading the text closely.
  • I can list key details in the text on pages 4–7 of One Well that support the main idea on pages 4 and 5.
  • I can use words in the text to help me understand the main idea.
  • I can write an informational paragraph to explain where water is on earth.
  • Observation of partner discussions
  • Contributions to conversation norms
  • Asking and Answering Questions about Mystery Excerpts
  • None

Lesson 3Language Workshop: Simple, Compound, and Complex Sentences

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI 3.7)
  • I can write simple, complex, and compound sentences. (L.3.1)
  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can use information from a physical map to understand where water is on earth.
  • I can revise my paragraph about where water is on earth to include simple, compound, and complex sentences.
  • Students’ paragraph revisions
  • Concentric Circles

Lesson 4Finding Key Details in Informational Text: “Where in the World Is Water?”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can answer questions using specific details from informational text. (RI.3.1)
  • I can retell key ideas from an informational text. (3.2)
  • I can determine the meaning of unknown words in informational text. (RI.3.4)
  • I can answer questions about “Where in the World Is Water?”
  • I can identify key details about water sources from the text “Where in the World Is Water?”
  • I can determine the meaning of unknown words using context clues.
  • Where in the World Is Water: Key Details recording form
  • Vocabulary recording form
  • None

Lesson 5Mid-Unit Assessment: Writing an On-Demand Informational Paragraph about Where Water Is on Earth

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
  • I can create a plan for my on-demand informational paragraph about where water is on earth.
  • I can write an on-demand informational paragraph to explain where water is on earth.
  • Organizing Ideas recording form
  • Paragraph Writing Accordion graphic organizer
  • Students’ on-demand informational paragraphs
  • None

Lesson 6Determining Main Idea: “Rivers and Streams”

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea of an informational text. (RI.3.2)
  • I can use multiple strategies to determine the meaning of unknown words in “Rivers and Streams.”
  • I can demonstrate my understanding of the main idea of “Rivers and Streams” by writing a main idea statement.
  • Students’ annotated text, “Rivers and Streams”
  • None

Lesson 7Finding Key Details: “Rivers and Streams”

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 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)
  • I can determine the key details of “Rivers and Streams.”
  • I can describe connections between sentences in “Rivers and Streams” and how they support the key details and main idea.
  • I can revise my main idea statement based on the key details of “Rivers and Streams.”
  • Students’ annotated text “Rivers and Streams”
  • None

Lesson 8Determining the Main Idea and Key Details: “River to the Sea”

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 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)
  • I can determine the main idea of “River to the Sea.”
  • I can determine the key details of “River to the Sea.”
  • I can describe connections between sentences in “River to the Sea” and how they support the key details and main idea.
  • Students’ annotated text “River to the Sea”
  • None

Lesson 9Comparing and Contrasting: Finding the Similarities and Differences between Two Texts about Rivers and Streams

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
  • I can compare and contrast two texts about rivers and streams.
  • Comparing and Contrasting Texts recording form
  • None

Lesson 10Determining the Main Idea and Key Details: “Recycling Water in the Well” from Page 8 of One Well

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 the meaning of root words to help me determine the meaning of new words with the same root. (L.3.4c)
  • I can use root words to help determine the meaning of unfamiliar words in “Recycling Water in the Well.”
  • I can determine the main idea and key details of “Recycling Water in the Well.”
  • I can answer questions using specific details from “Recycling Water in the Well.”
  • Students’ annotated text, “Recycling Water in the Well”
  • None

Lesson 11Determining the Main Idea and Key Details: “The Water Cycle” (from the USGS)

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 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)
  • I can use words and illustrations to determine the main idea and key details of “The Water Cycle.”
  • I can describe connections between sentences in “The Water Cycle” and how they support the key details and main idea.
  • Students’ annotated text, “The Water Cycle”
  • None

Lesson 12Comparing and Contrasting: Finding the Similarities and Differences between Two Texts about the Water Cycle

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
  • I can describe the relationship of words about the water cycle using a relational word wall.
  • I can compare and contrast two texts about the water cycle.
  • Comparing and Contrasting Texts recording form
  • None

Lesson 13End of Unit Assessment: Comparing and Contrasting Two Texts about the Water 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 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)
  • I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
  • I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
  • 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). (L.3.4c)
  • I can use words and illustrations to determine the main idea and key details of “Earth’s Water Cycle.”
  • I can compare and contrast two texts about the water cycle.
  • End of Unit 1 Assessment: Comparing and Contrasting Two Texts about the Water Cycle
  • Tracking My Progress, End of Unit 1 recording form
  • None

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