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ELA G3:M4:U2

Reading and Research: Challenges of Water around the World

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 1Gathering, Documenting, and Sorting Information: Determining Challenges Related to Having Clean Water for Everyone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can recall information that is important to a topic. (W.3.8)
  • I can document what I learn about a topic by taking notes. (W.3.8)
  • I can sort my notes into categories. (W.3.8)
  • I can find specific details in images that highlight a challenge to having clean water for everyone.
  • I can take notes from texts that highlight a challenge to having clean water for everyone.
  • I can sort my notes into categories of three specific challenges.
  • Challenges to Having Clean Water recording form
  • Gallery Walk

Lesson 2Writing to Teach a Reader about Water on Earth; Laying the Foundation for Water Challenges Research

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W3.2)

    a. I can write an informative/explanatory text that has a clear topic.

    a. I can group supporting facts together about a topic in an informative/explanatory text using both text  and illustrations.

    b. I can develop the topic with facts, definitions, and details.

    c. I can use linking words and phrases to connect ideas within categories of information (e.g., also, another, and, more, but).

    d. I can construct a closure on the topic of an informative/explanatory text.

  • I can write a paragraph that teaches my reader about water on earth.
  • I can identify the most important information to use in my paragraph.
  • Water on Earth paragraph
  • None

Lesson 3Asking and Answering Questions about One Well, “People at the Well” (Pages 16 and 17), Part 1

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 document what I learn about a topic by taking notes. (W.3.8)
  • I can ask questions to deepen my understanding of “People at the Well.”
  • I can answer questions using specific details from “People at the Well.”
  • I can document my learning by taking notes about how people use water.
  • Asking and Answering Questions recording form
  • None

Lesson 4Asking and Answering Questions about One Well, “People at the Well” (Pages 16 and 17), Part 2

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 document what I learn about a topic by taking notes. (W.3.8)
  • I can ask questions to deepen my understanding of “People at the Well.”
  • I can answer questions using specific details from “People at the Well.”
  • I can document my learning by taking notes about how people use water.
  • Student copies of Asking and Answering Questions recording form—with questions (from Lesson 3)
  • Back-to-Back, Front-to-Front protocol (based on homework from Lesson 3)
  • Back-to-back and Face-to-Face

Lesson 5Asking and Answering Questions about One Well, “Access to the Well” (Pages 20 and 21)

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 document what I learn about a topic by taking notes. (W.3.8)
  • I can ask questions to deepen my understanding of “Access to the Well.”
  • I can answer questions using specific details from “Access to the Well.”
  • I can document my learning by taking notes about how people access water.
  • Back-to-Back, Front-to-Front protocol
  • Asking and Answering Questions recording form
  • Back-to-back and Face-to-Face

Lesson 6Asking and Answering Questions about One Well, “Pollution in the Well” (Pages 24 and 25)

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 document what I learn about a topic by taking notes. (W.3.8)
  • I can ask questions to deepen my understanding of “Pollution in the Well.”
  • I can answer questions using specific details from “Pollution in the Well.”
  • I can document my learning by taking notes about water pollution.
  • Asking and Answering Questions recording form
  • Homework from Lesson 5
  • None

Lesson 7Mid-Unit Assessment: Asking and Answering Questions about Having Enough Clean Water for Everyone

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 document what I learn about a topic by taking notes. (W.3.8)
  • I can ask questions to deepen my understanding of “Demands on the Well.”
  • I can answer questions using specific details from “Demands on the Well.”
  • I can document my learning by taking notes about demands on water.
  • Homework A: Questions about “Pollution in the Well”
  • Homework B: Visual of one thing to do about water pollution
  • Mid-Unit 2 Assessment: Asking and Answering Questions about Having Enough Clean Water for Everyone
  • Mid-Unit Tracking My Progress
  • None

Lesson 8Independent Research: The Challenges to Having Enough Clean Water for Everyone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • I can determine the main idea of an informational text. (W.3.2)
  • I can retell key ideas from an informational text. (W.3.2)
  • I can ask and answer questions about the text I choose in order to build my knowledge about one specific challenge related to having enough clean water for everyone.
  • I can identify key facts and details about my challenge topic.
  • Asking and Answering Questions recording form, with text attached
  • None

Lesson 9Continued Independent Research: The Challenges to Having Enough Clean Water for Everyone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • I can determine the main idea of an informational text. (W.3.2)
  • I can retell key ideas from an informational text. (W.3.2)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L3.4)

    a. I can use resource materials (glossaries and dictionaries) to help me determine the meaning of key words and phrases.         

  • I can determine the meaning of unknown words using context clues and a dictionary.
  • I can ask and answer questions about the text I choose in order to build my knowledge about one specific challenge related to having enough clean water for everyone.
  • I can identify key facts and details about my challenge topic.
  • Asking and Answering Questions recording form, with text attached
  • Gallery Walk

Lesson 10Completing Independent Research: The Challenges to Having Enough Clean Water for Everyone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.3.7)
  • I can determine the main idea of an informational text. (W.3.2)
  • I can retell key ideas from an informational text. (W.3.2)
  • I can ask and answer questions about the text I choose in order to build my knowledge about one specific challenge related to having enough clean water for everyone.
  • I can identify key facts and details about my challenge topic.
  • Vocabulary homework (from Lesson 9)
  • Asking and Answering Questions recording form, with text attached
  • None

Lesson 11End of Unit Assessment: On-Demand Writing to Inform Your Reader about the Challenges to Having Enough Clean Water for Everyone

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)

    a. I can write an informative/explanatory text that has a clear topic.

    b. I can develop the topic with facts, definitions, and details.

    c. I can use linking words and phrases to connect ideas within categories of information. (e.g., also, another, and, more, but)

    d. I can construct a closure on the topic of an informative/explanatory text.

  • With support from peers and adults, I can use the writing process to plan, revise, and edit my writing. (W.3.5)
  • I can write a two-paragraph essay to inform my reader about the challenges of having enough clean water for everyone.
  • I can use a planning page and my note-catchers to help me organize my information clearly.
  • End of Unit Assessment
  • End of Unit 2 Tracking My Progress
  • None

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