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ELA G3:M1:U3:L17

End of Unit On-Demand Assessment and Bookmark Celebration

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The Foundational Reading and Language Standards Resources Package for Grades 3–5

Use this guide to build additional literacy blocks alongside the module lessons.

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Long Term Learning Targets

  • I can write an informative text. (W.3.2)

Supporting Targets

Learning TargetsOngoing Assessments
  • I can write a new informative paragraph about how people help deliver books to children in remote and difficult places.
  • I can read my Accessing Books around the World bookmark fluently to my audience.
  • On-Demand End of Unit Assessment (informative paragraph)
  • Student presentation of bookmark

Agenda

AgendaTeaching Notes

1.  Opening

A.  Engaging the Writer (5 minutes)

2.  Work Time

A.  On-Demand End of Unit Assessment (35 minutes)

B.  Bookmark Share and Celebration (15 minutes)

C.  Creating Illustrations (30 minutes)

3.  Closing and Assessment

A.  Debrief (5 minutes)

4.  Homework

A.  None.

  • In this assessment, students read an excerpt from My Librarian is a Camel from another country (not the country that they made their bookmark about).
  • Be sure to invite a real audience for the bookmark share (it may be students within the class, students in a different class, families, etc.). Depending on the audience, the share may happen within this lesson or within another block of time.
  • Note: Although students read their bookmarks aloud, this does not formally address a fluency CCLS, since students’ own writing is unlikely to be at the third-grade reading level.

Vocabulary

VocabularyMaterials

audience, informative, paragraph, fluently

 

  • Paragraph Writing Accordion graphic organizer (one per student)
  • Students will need access to the text from My Librarian Is a Camel for the following countries: Finland, Indonesia, Papua New Guinea, Thailand, Zimbabwe.
  • On-Demand End of Unit Assessment: Accessing Books around the World: An Informative Paragraph (one per student)
  • Final published bookmarks
  • Accessing Books around the World Paragraph Content Checklist (introduced in Lesson 12; included here for Teacher Reference for scoring the assessment)Materials for student illustrations (small pieces of paper, colored pencils, markers)

Opening

Opening

A. Engaging the Writer (5 minutes)

  • Tell the class that today’s lesson is all about demonstrating and celebrating what they’ve learned as writers and bookmark creators.
  • Students should be familiar with the language of the targets, so read them aloud and invite students to turn and tell a partner what each target means in their own words. Address any questions or misconceptions.

Work Time

Work TimeMeeting Students' Needs

A. Publishing Paragraphs, Part 2 (15 minutes)

  • A. On-Demand End of Unit Assessment (35 minutes)
  • Students will write a paragraph independently (no assistance from peers or teachers).
  • Introduce the assessment with language such as: “You all have been working hard as writers to learn what makes a quality informative paragraph. Today you are going to show everything you know about writing a quality informative paragraph. You may not write about the librarian or organization portrayed on your bookmark, but you may write about any other librarian or organization you learned about in My Librarian Is a Camel.
  • Answer any clarifying questions and invite students to begin writing once they are clear on the assessment task.
  • Tell them that they may use the Paragraph Writing Accordion graphic organizer if it is helpful.
  • Provide time for students to practice reading their bookmark paragraph aloud fluently in preparation for the celebration/share.

B. Bookmark Share and Celebration (15 minutes)

  • Celebrate the end of Module 1 by having students share their Accessing Books around the World bookmarks with others. Students read their paragraphs aloud to an audience (this may be done one-on-one or in small groups) and answer any questions the audience has about the librarian. Depending on the audience, consider setting up a structure for audience feedback: “I like how you __________,” and “I learned _________.”

Closing & Assessments

ClosingMeeting Students' Needs

A. Debrief (5 minutes)

  • Invite students to share with a small group their most interesting new learning about Accessing Books around the World.  
  • “I used to __________, but now I _________.” (For example: “I used to think that all children went to the library to get their books, but now I know that people like the ‘Book Woman’ delivered books to children high in the Appalachian Mountains on her horse.”)
  • Consider providing a sentence frame or starter, or a cloze sentence to assist ELLs with language production and the structure required.

Assessment

None

Homework

Homework
  • None

Supporting Materials

None

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