unit: 2 stage 1 – desired results enduring understandings

TBOE Approved 8/26/2013

UNIT: 2

Grade Level Cluster: 3-5 District-Approved Text: Rigby, On Our Way to English

Stage 1 – Desired Results Enduring Understandings:

• Effective readers use a variety of strategies to make sense of key ideas and details presented in text. • Making connections in reading helps the reader to understand the text.

Essential Questions:

• What do good readers do? • Am I clear about what I just read? • How do I know? • How can I identify myself with the text?

ESL Support:

• Word Wall • Small Groups/Partner Work • Leveled Readers • Adapted Text • Sentence Frames • Graphic Organizers • Pictures/Photographs • Timeline

Standard

Student Learning Objective (SLO)

Content Objective (CO) Language Objective (LO)

Suggested Instructional Scaffold Skills

Suggested Assessments

Suggested Resources

CCSS: RL.3.3 Describe characters, in a story (e.g., their traits, motivations, or feelings, and explain how their actions contribute to the sequence of events. WIDA ELDS: 1,2 Reading

SLO 1, 2 CO: Identify characters in a story and explain how their actions contribute to the sequence of events. LO: Describe in writing the characters in a story and explain the connection between their traits, feelings, and motivation to the sequence of events using a graphic

ELP 1 Describe characters using single adjectives and identify the connection between the character traits, motivations, and feelings and the sequence of events in a leveled text using single words that represent ideas. ELP 2 Describe characters using adjective/noun phrases and explain the connection between the

Formative • Conferencing • Check for

Understanding • Graphic

Organizer • Response

Journals

• http://ell.nwresd.org/node/96

• http://esl.about.com/o

d/vocabularylessonplans/a/characteradj.htm

• Reading is

Fundamental http://www.rif.org

http://ell.nwresd.org/node/96

http://ell.nwresd.org/node/96

http://esl.about.com/od/vocabularylessonplans/a/characteradj.htm




http://www.rif.org/


Speaking Writing Standard 1: Social and Instructional Language –English language learners communicate for Social and Instructional purposes within the school setting. Standard 2: Language of Language Arts-English language learners communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

organizer.

character traits, motivations, and feelings and the sequence of events in leveled text using phrases that represent key concepts. ELP 3 Describe characters from an adapted text in simple sentences with key content-based vocabulary and explain the connection between the character traits, motivations, and feelings and the sequence of events. ELP 4 Describe characters and explain their connection between their traits, motivations, and feelings and the sequence of events from a text complexity level in complete sentences with content-based vocabulary. ELP 5 Describe characters from a grade level story and explain in detailed, complex sentences with content-based vocabulary the connection between the character traits, motivations, and feelings and the sequence of events.

Summative • State

Assessments • Benchmarks • End-of- the Unit

tests. • ACCESS

• Everything ESL

http://www.everythingesl.net/

• http://teachers.net/les

sons/posts/4708.html • Scholastic

CCSS RL.5.3 Compare and Contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact) WIDA ELDS: 2 Reading Writing

SLO 1 CO: Select two or more characters, setting or events in a story or drama and compare and contrast using specific details from the text. LO: Compare and contrast in writing the characters, the setting or the events in a story by referring to specific details from the text and organizing the information with graphic organizers.

ELP 1 Compare and contrast characters, the setting or the events by referring to specific details from a leveled text using pictures, gestures, drawings and/or high-frequency, content-related single words in short phrases. ELP 2 Compare and contrast characters, the setting or the events by referring to specific details from a leveled text in English, using key, content-based vocabulary in phrases and short



http://teachers.net/lessons/posts/4708.html

http://teachers.net/lessons/posts/4708.html


sentences with formulaic structures. ELP 3 Compare and contrast characters, the setting or the events by referring to specific details from an adapted text using key, content-based vocabulary in simple sentences with repetitive grammatical structures that represent multiple, related ideas. ELP 4 Compare and contrast characters, the setting or the events by referring to specific details from grade level complexity text within using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5 Compare and contrast characters, the setting or the events by referring to specific details from the grade level text using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Stage 2 – Assessment Evidence Suggested Performance Tasks:

• Identify characters, settings, and events in a story. • Describe characters in s story using physical and emotional traits. • Explain how characters actions cause events to occur in a certain

order/sequence. • Compare and contrast two or more characters settings, or events in

a story or drama using specific details from the text.

Other Evidence:

• Class participation • Group work • Classwork


UNIT: 2


Stage 1 – Desired Results Enduring Understandings/Goals:

• Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. • Authors write with different purposes in mind.


• Author’s choice: Why does it matter? • What makes a story a “great” story? • Why do we need to evaluate what we read?

ESL Support:

• Leveled Text • Adapted text • Sentence Frame • Pictures • Venn Diagram • Digital Tools ( iPad and Smart Board)

Standard

Student Learning Objective (SLO)




Suggested Resources

CCSS RL.3.6 Distinguish point of view from that of the narrator or those of the characters.

SLO 3 CO: Distinguish reader’s point of view from that of narrator, author, or characters.

ELP 1 Identify the connection between the character traits, motivations, and feelings and the sequence of events from leveled text using single words that represent ideas.


Understanding • Venn Diagram

• http://www.brainpop.com/english/writing/pointofview/preview.weml

• http://www.ereadingw

orksheets.com/point-

http://www.brainpop.com/english/writing/pointofview/preview.weml



http://www.ereadingworksheets.com/point-of-view/point-of-view-activities/



CCSS RI.3.6 Distinguish point of view from that of the author of the text. WIDA ELDS: 2 Reading Speaking

LO: Discuss the distinctions between reader’s point of view and the narrator, author or characters’ point of view using a template

ELP 2 Explain the connection between the character traits, motivations, and feelings and the sequence of events using phrases that represent key concepts. ELP 3 Explain the connection between the character traits, motivations, and feelings and the sequence of events from an adapted text in simple sentences with key content-based vocabulary. ELP 4 Explain the connection between the character traits, motivations, and feelings and the sequence of events in complete sentences with content-based vocabulary. ELP 5 Explain the connection between the character traits, motivations, and feelings and the sequence of events from a grade level text in complete, detailed sentences with content-based vocabulary.

• Questioning • Observation • Response Journals Summative • State Assessments • Benchmarks • End-of- the Unit

tests. • ACCESS

of-view/point-of-view-activities/

• http://www.ereadingw

orksheets.com/point-of-view/point-of-view-worksheets/

CCSS RI.4.6 Compare and Contrast information provided in a firsthand and a secondhand account of the same event or topic. WIDA ELDS: 2-5 Reading Speaking Writing Standard 3:

SLO 11 CO: Compare and contrast a firsthand and a secondhand account of the same event or topic. LO: Explain differences and similarities between primary and secondary sources of the same event or topic using graphic organizers and phrase citations.

ELP 1 Restate differences and similarities between primary and secondary sources using high-frequency, content-related single words or use pictures and gestures. ELP 2 Explain differences and similarities between primary and secondary sources and/or answer wh-questions about the similarities and differences using general, content-based vocabulary in phrases with formulaic structures and with pictures.



http://www.ereadingworksheets.com/point-of-view/point-of-view-worksheets/





Language of Math-English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Mathematics. Standard 4: Language of Science-English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Science. Standard 5: Language of Social Studies- English language learners communicate information, ideas, and concepts necessary for the academic success in the content area of Science.

ELP 3 Explain the differences and similarities between primary and secondary sources using key, content-based vocabulary in simple sentences with repetitive grammatical structures. ELP 4 Explain the differences and similarities between primary and secondary sources using content-based vocabulary in expanded and some complex sentences with varying grammatical structures. ELP 5 Explain the differences and similarities between primary and secondary sources using precise, content-based vocabulary in complex sentences with a variety of grammatical structures.

CCSS RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. WIDA ELDS: 2-5 Reading Speaking Writing

SLO 7 CO: Examine various accounts of the same event or topic, noting important similarities and differences in the point of view they represent. LO: Write the point of view of multiple accounts of the same event on a graphic organizer,

ELP 1 Analyze the point of view of multiple accounts of the same event using pictures, gestures, drawings and high-frequency, content-related single words that represent key ideas. ELP 2 Analyze the point of view of multiple accounts of the same event using pictures, drawings or common, content-based vocabulary in phrases or short sentences that represent key ideas.


ELP 3 Analyze the point of view of multiple accounts of the same event using key, content-based vocabulary in simple sentences with repetitive, grammatical structures. ELP 4 Analyze the point of view of multiple accounts of the same event using content-based vocabulary in expanded and some complex sentences with varying grammatical structures. ELP 5 Analyze the point of view of multiple accounts of the same event using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.


• Define and determine the point of view of a narrator, author, or character of a story.

• Explain how my point of view is similar to or different from the narrator, author, or character in the story.

• Identify the difference between a firsthand and secondhand account of the same even or topic

• Compare and contrast firsthand and secondhand accounts of the same event or topic.

• Determine author’s point of view and explain his/her purpose for writing the text.

• Analyze how various authors develop the same event or topic and determine how each author’s point of view affects the text.

Other Evidence:

• Partner work • Class Participation • Response to questions • Classwork


UNIT: 2



• To gain deeper keener insight into the integrations of knowledge and ideas, effective readers analyze and evaluate content, reasoning, and claims in diverse formats.

• Interpretations of text involve linking information across parts of a text and determining importance of the information presented.

Essential Questions: • In what ways does creative choice impact an audience? • Whose story is it, and why does it matter? • What connections do readers make?

ESL Support:

• Pictures • Graphic Organizer • Leveled Text • Adapted Text • Word Wall


Standard

Student Learning Objectives (SLO)




Suggested Resources

CCSS: RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence). WIDA ELDS: 2 Reading Speaking Writing

SLO: 5 CO: Describe the relationship between particular sentences and paragraphs in a text. LO: Explain the relationship between sentences and paragraphs in a text following a model.

ELP 1: Identify the sequence of events in leveled text words using pictures and/or gestures. ELP 2: State the relationship between sentences and paragraphs in leveled text using simple words or phrases. ELP3: Describe the relationship between sentences and paragraphs from an adapted text in simple sentences. ELP4: Describe the relationship between sentences and paragraphs from a nonfiction text within grade complexity level in complete sentences. ELP5: Describe the relationship between sentences and paragraphs from a grade level nonfiction text in complete, detailed sentences.


Understanding • Graphic Organizer • Response Journals Summative • State Assessments • Benchmarks • End-of- the Unit

tests.

• http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CICERT.pdf

• http://www.mybookez

z.org/cause-and-effect-paragraphs-3rd-grade-1137/


• Identify words authors use to help me make logical connections between sentences and paragraphs (e.g. similar, different, because, if, first, last).

• Explain how connections words (e.g. transition words, signal words) help me understand a text.

• Describe connections an author makes between sentences and paragraphs.

Other Evidence:

• Class work • Homework • Class participation • Group/Partner work

http://www.fcrr.org/assessment/ET/routines/pdf/instRoutines_3CICERT.pdf




http://www.mybookezz.org/cause-and-effect-paragraphs-3rd-grade-1137/





UNIT: 2



• Word analysis and decoding skills are foundational for success as a reader. • Knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help me figure out unfamiliar words while

reading. Essential Questions:

• How do sounds and letters create words? • When a word doesn’t make sense, what can I do? • How do I decode new words?

ESL Support:


• Word Bank • Cognates • Suffix Chart • Pictures

Standard





Suggested Resources

CCSS RF.3.3b Know and apply grade-level phonics and word analysis skills in decoding words.

b. Decode words with common Latin suffixes.

WIDA ELDS: 1,2 Reading Writing

SLO 6 CO: Identify words with common Latin suffixes: Ex: -able, -ible, -ment, and -ation. LO: Decode words with common Latin suffixes using cognates and charts.

ELP 1 Decode high frequency words with common Latin suffixes. ELP 2 Decode common regularly spelled words with common Latin suffixes using cognates and charts. ELP 3 Decode common words and some grade level words with common Latin suffixes. ELP 4 Decode grade-level words with common Latin suffixes. ELP 5 Decode grade-level words with common Latin suffixes.



tests. • Portfolio

• http://www.gobookee.net/4th-grade-decoding-activities/

• http://www.gobookee.

net/3rd-grade-decoding-multisyllabic-words-activities/

• http://www.sadlier-

oxford.com/phonics/student.cfm#grade3

• www.starfall.com

• http://doc.achieve300

0.com/article/UsingCognates.pdf

Stage 2 – Assessment Evidence

Suggested Performance Tasks:

• Determine the meaning of words with common Latin suffixes (e.g. –able, -ment, -tion).

• Form words with the Latin suffixes. • Construct a word web with words that have common Latin suffixes.

Other Evidence:

• Partner work • Classwork • Common Assessment

http://www.gobookee.net/4th-grade-decoding-activities/



http://www.gobookee.net/3rd-grade-decoding-multisyllabic-words-activities/





http://www.sadlier-oxford.com/phonics/student.cfm#grade3



http://www.starfall.com/

http://doc.achieve3000.com/article/UsingCognates.pdf




UNIT: 2



• Word analysis and decoding skills are foundational for success as a reader. • Knowing how to apply phonetic principles, context clues, structural analysis, and spelling patterns can help me figure out unfamiliar words while

reading. Essential Questions:


• How do sounds and letters create words? • When a word doesn’t make sense, what can I do? • How do I decode new words?

ESL Support:

• Word Bank • Word Wall • Leveled text • Adapted text

Standard





Suggested Resources

CCSS RF.3.3d Know and apply grade-level phonics and word analysis skills in decoding.

d. Read grade- appropriate irregularly spelled words.

WIDA ELDS: 1,2 Reading Speaking Writing

SLO 7 CO: Read grade-appropriate irregularly spelled words with accuracy and expression. LO: Orally read grade level irregularly spelled words with accuracy and expression using a word wall.

ELP 1 Read irregularly spelled high frequency words in leveled text. ELP 2 Read irregularly spelled common words in phrases with fluency and accuracy. ELP 3 Read irregularly spelled common words with fluency and accuracy in adapted texts. ELP 4 Read irregularly spelled words with fluency and accuracy in texts within grade-complexity level. ELP 5 Read grade-level irregularly spelled words with fluency and accuracy.



tests.

• http://www5.milwaukee.k12.wi.us/dept/rti/files/2012/03/instRoutines_3FRI.pdf

CCSS RF.4.3a Know and apply grade level phonics and word analysis in decoding words.

a. Use combined knowledge of all letter sound correspondences, syllabication

SLO 13; 14 CO: Use combined knowledge of all letter-sound correspondences and/or morphology to read accurately multisyllabic words in and out of context. LO: Apply phonics to decode multisyllabic words using sound/symbol and syllabication charts,

ELP 1 Apply phonics skills to decode high-frequency, multisyllabic familiar words (matched to pictures) from leveled texts by recognizing common root words and affixes. ELP 2 Apply phonics skills to decode multisyllabic, content-based, familiar words (matched to pictures) in leveled texts by recognizing common root words and affixes.

http://www5.milwaukee.k12.wi.us/dept/rti/files/2012/03/instRoutines_3FRI.pdf





patterns, and morphology (e.g. roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

picture, word pattern flip charts, affix chart and word walls.

ELP 3 Decode key, multisyllabic, content-based words from an adapted text by recognizing roots and affixes. ELP 4 Apply phonic skills to decode multisyllabic, content-based words from texts within grade level complexity by recognizing roots and affixes. ELP 5 Decode multisyllabic, content-based words from grade level texts by recognizing root and affixes.


• Write and read irregularly spelled words (rule breakers) on poster paper.

• Create a word search of irregularly spelled words. • Analyze the structure of words by finding compound words, roots,

prefixes, suffixes, and syllables. • Use my analysis of word structure to help me decode unfamiliar

multi-syllabic words.

Other Evidence:

• Group Work • Classwork • Class Participation • Common Assessment

UNIT: 2



• Fluent readers accurately process print with expression at an appropriate rate.


• Fluent readers are able to read orally and silently with speed, accuracy, and proper phrasing and expression, with attention to text features (punctuation, italics, etc.).


• What do good readers do? • Why does fluency matter? • What impact does fluency have on comprehension?

ESL Support:

• Word Bank • Leveled text • Adapted text • Partner work • Illustrations/Pictures/Diagrams

Standard





Suggested Resources

CCSS RF.3.4b; RF.4.4b Read with sufficient accuracy and fluency to support comprehension.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression.

WIDA ELDS: 1,2 Reading Speaking

SLO 9;16 CO: Read grade-level prose and poetry with accuracy, appropriate rate, and expression. LO: Orally read prose and poetry with fluency, accuracy and expression with a partner.

ELP 1 Read prose and poetry orally in single words from a leveled text. ELP 2 Read prose and poetry orally in phrases from a leveled text with limited accuracy, fluency and expression. ELP 3 Read prose and poetry orally with fluency, accuracy and expression in adapted texts. ELP 4 Read prose and poetry orally with fluency and accuracy in texts within grades- level complexity. ELP 5 Read grade level prose and poetry orally with fluency, accuracy and expression.


Understanding • Graphic Organizer • Response

Journals Summative • State

Assessments • Benchmarks • End-of- the Unit

tests. • ACCESS

• http://msjordanreads.com/2012/02/26/fluency-boot-camp/


Other Evidence:

http://msjordanreads.com/2012/02/26/fluency-boot-camp/




• Orally read grade-leveled text fluently and show comprehension through voice, timing, and expression.

• Write a poem. • Answer comprehension questions based on poem.

• Partner Work • Class Participation

UNIT: 2




• Comprehension is enhanced through a collaborative process of sharing and evaluating ideas. • Speaking and listening are vital for learning and communicating.


• What makes collaboration meaningful? • Making meaning from a variety of sources: What will help? • How do you listen and speak effectively?

ESL Support:

• Word Bank • Sentence frames • Bilingual/Picture dictionary • Cooperative learning groups • Graphic Organizers • Notes

Standard





Suggested Resources

CCSS SL3.1a Engage effectively in a range of collaborative discussions (one-on-one, in-groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on other’s ideas and expressing their own clearly.

a. Come to discussions prepared, having read or

SLO 11 CO: Come to discussion prepared having read and studied required material. LO: Listen to and discuss previously read material using notes and graphic organizer.

ELP 1 Listen to and discuss previously read, grade level material and identify previously read words. ELP 2 Listen to and discuss previously read, grade level material and respond with short sentences. ELP 3 Listen to and discuss previously read, appropriately leveled text using simple sentences. ELP 4 Listen to and discuss previously read text within grade level complexity by using some complex sentences.



tests.

• Scholastic • American Reading

Company • 100 Book Challenge


studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

WIDA ELDS: 1,2 Reading Speaking

ELP 5 Listen to and discuss previously read, grade-level material by using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary.


• List important information about topic discussed. • Identify and follow the agreed upon rules for discussion.

Other Evidence: • Partner/Group Discussions • Individual discussions • Class participation.


UNIT: 2



• Comprehension is enhanced through a collaborative process of sharing and evaluating ideas. • Speaking and listening are vital for learning and communicating.


• What makes collaboration meaningful? • Making meaning from a variety of sources: What will help? • How do you listen and speak effectively?

ESL Support:

• Word Wall/Word Bank • Conversational cue cards • Sentence Frames • Partner • Cue Cards

Standard





Suggested Resources

CCSS SL.3.1c; SL.3.1d Engage effectively in a range of collaborative discussions (one-on-one, in-groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on

SLO 13;14;15 CO: Ask appropriate questions to clarify understanding of information to stay on topic, and connect comments to other students’ remarks. LO: Pay attention to questions to clarify information and discuss previous student’s comments to add remarks using conversational cue

ELP 1 Ask questions and discuss by pointing to picture or using single words. ELP 2 Ask questions to clarify understanding of information for discussion using short phrases. ELP 3 Ask questions to clarify information and hold a discussion by producing simple sentences.


Understanding • Graphic Organizer • Response Journals Summative • State Assessments • Benchmarks

• http://evasimkesyan.com/2011/06/30/asking-questions-some-fun-activities/

• http://www.sandbox-

learning.com/Default.asp?Page=181

http://evasimkesyan.com/2011/06/30/asking-questions-some-fun-activities/




http://www.sandbox-learning.com/Default.asp?Page=181




other’s ideas and expressing their own clearly.

c. Ask questions to check understanding for information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

WIDA ELDS: 1,2 Speaking

cards.

ELP 4 Ask questions to clarify understanding of information and discuss previous comments to add remarks and explain ideas by producing some complex sentences that represent organized thoughts. ELP 5 Ask questions to clarify understanding of information by using multiple, complex sentences with a variety of grammatical structures and precise, content-based vocabulary to discuss comments and add remarks in explaining their own ideas.

• End-of- the Unit tests.

CCSS SL.4.1c Engage effectively in a range of collaborative discussions (one-on-one, in-groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly.

c. Pose and respond to specific questions to clarify or follow up on information, and make

SLO 24 CO: Pose and respond to specific questions to clarify or follow up on information, in one-on one discussion and group discussions and link to the remarks of others. LO: Formulate and respond to questions to clarify and follow up on information using cue cards, question stems and word walls with a partner.

ELP 1 Formulate and respond to questions to clarify and follow up on information using pictures and high-frequency, content-related single words that represent key ideas or answer yes/no; either/or questions. ELP 2 Formulate and respond to questions to clarify and follow up on information using pictures and general, content-based vocabulary in short sentences with formulaic patterns that represent key ideas. ELP 3 Formulate and respond to questions to clarify and follow up on information using key, content-based vocabulary in simple sentences with repetitive grammatical structures. ELP 4 Formulate and respond to


comments that contribute to the discussion and link to the remarks of others.

WIDA ELDS: 1-5 Reading Speaking

questions to clarify and follow up on information using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5 Formulate and respond to questions to clarify and follow up on information using precise content based vocabulary in multiple, complex sentences with a variety of grammatical structures.


• Ask questions when I do not understand. • Stay on topic by making comments about information being

discussed. • Make connections between the comments of other students.

Other Evidence:

• Class participation • Questions • Common Assessment


UNIT: 2



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Essential Questions:

• What do good writers do? • What’s my purpose and how do I develop it?

ESL Support:

• Word Bank • Sentence frames • Group work • Word Wall • Picture

Standard





Suggested Resources

CCSS W.3.2a Write informative/ explanatory texts to examine a topic and convey ideas and

SLO 16;17 CO: Introduce a topic and group related information together when writing.

ELP 1 Illustrate an informative writing topic. ELP 2 Introduce an informative writing topic with illustrations and short sentences.


Understanding • Graphic Organizer/ • Template

• http://www.k12r

eader.com/subject/informative-expository-writing-prompts/

http://www.k12reader.com/subject/informative-expository-writing-prompts/






information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

WIDA ELDS: 1,2 Writing

LO: Draft an informative writing topic using illustrations and a template.

ELP 3 Introduce an informative writing topic with illustrations and simple sentences. ELP 4 Introduce an informative writing topic with illustrations in expanded and some complex sentences. ELP 5 Introduce an informative writing topic with illustrations by producing clear and coherent ideas using multiple, complex sentences.

• Response Journals Summative • State Assessments • Benchmarks • End-of- the Unit

tests. • ACCESS Test

• http://www.3rdgr

adegridiron.com/2011/11/how-toinformational-writing.html

CCSS W.4.2a; W.5.2a Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension

WIDA ELDS: 2-5 Writing

SLO 18; 19; 14; 15 CO: When writing, introduce a topic clearly, group related information in paragraphs and sections, and include headings, illustrations, and multimedia to aid in comprehension. LO: Write to produce a coherent written topic sentence to explain a topic, include formatting, graphics, and multimedia to enhance comprehension by using a word wall/bank and teacher modeling.

ELP 1 Produce clear and coherent topic sentences when composing text and phrase-level captions with pictures to develop an understanding that represent key ideas by using single words, phrase patterns and high frequency, content related vocabulary to enhance vocabulary. ELP 2 Write clear and coherent topic using phrases and short sentences that represent key ideas using formulaic sentence patterns and general, content-based vocabulary. ELP 3 Produce multiple, related topic sentences using key content-based vocabulary in simple sentences with repetitive structures that represent related ideas, formatting, multimedia and illustrations to enhance comprehension. ELP 4 Produce organized topic sentences using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures, formatting,

http://www.3rdgradegridiron.com/2011/11/how-toinformational-writing.html






multimedia, and illustrations to enhance comprehension. ELP 5 Compose clear and coherent topic sentences using multiple, complex sentences with a variety of grammatical structures, precise, content-based vocabulary, formatting, multimedia, and illustrations to enhance comprehension.


• Select a topic and identify information to share. • Organize topic by grouping related information. • Illustrate topic to help readers understand the theme of the information.

Other Evidence:

• Rubrics • Classwork • Teacher Observation


UNIT: 2



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. Essential Questions:

• What do good writers do? • What’s my purpose and how do I develop it?

ESL Support:

• Word Bank • Phrase wall • Pictures • Sentence Frames

Standard





Suggested Resources


CCSS W.3.2c; W.5.2c Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

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

WIDA ELDS: 2 Writing

SLO 19; 17 CO: Apply linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information in a writing piece. LO: Write ideas within categories of information applying linking words and phrases using phrase walls and templates.

ELP 1 Organize and draw ideas within categories of information by applying linking words and phrases in single words. ELP 2 Organize ideas within categories of information by applying linking words in short sentences. ELP 3 Organize multiple, related ideas with in categories of information by applying linking words and phrases in a writing piece using simple sentences. ELP 4 Organize ideas within categories of information by applying linking words and phrases by producing expanded and some complex sentences. ELP 5 Organize ideas within categories of information by applying linking words and phrases using multiple, complex sentences.



tests. • ACCESS

• http://www.k12reader.com/subject/informative-expository-writing-prompts/

• http://www.3rdgra

degridiron.com/2011/11/how-toinformational-writing.html

CCSS W.4.2b;W.5.2b Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the

SLO 20 CO: Develop a topic with facts, definitions, concrete details, quotations or other information and examples related to the topic when writing. LO: Develop and organize the topic for writing with relevant facts, definitions, concrete details, quotations, or examples by using graphic organizers and shared writing.

ELP 1 Develop and organize writing topic with relevant facts, details, and examples by drawing pictures, or high frequency, content-related single words or phrases. ELP 2 Develop and organize writing topic with relevant facts, details, and examples using phrases or sentences that represent key ideas using formulaic sentence patterns. ELP 3 Develop and organize the topic for writing with facts, details and examples using key, content-based vocabulary in simple sentences with repetitive grammatical structures.












topic. WIDA ELDS: 2 Writing

ELP 4 Develop and organize the topic for writing with facts, details and examples using content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5 Develop and organize the topic for writing with facts, details and examples using precise, content-based vocabulary in multiple, complex sentences with a variety of grammatical structures.

Stage 2 – Assessment Evidence

Suggested Performance Tasks:

• Write an explanatory text and connect information (e.g. facts, definitions, details) using linking words and phrases.

• Present information from explanatory text. • Select a topic and gather information (e.g. facts, definitions,

details, quotations, and examples) to share with audience.

Other Evidence: • Group Work • Partner Work


UNIT: 2



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. • Writing is a multi-stage process.


• What do good writers do? • What’s my purpose and how do I develop it? • How do I approach writing?


ESL Support:

• Word Bank • Word Wall • Graphic Organizer • Sentence Frames • Pictures

Standard





Suggested Resources

CCSS W.3.3a Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

WIDA ELDS: 2 Writing

SLO 21;22 CO: Establish a situation and introduce a narrator and/or characters within a piece of writing. LO: Create a writing piece with characters, setting, and plot using a graphic organizer.

ELP 1 Create an introductory writing piece with characters, setting, and plot using single words. ELP 2 Create an introductory writing piece with characters, setting, and plot using short sentences. ELP 3 Create an introductory writing piece with characters, setting, and plot by producing simple sentences. ELP 4 Create an organized Introductory writing piece with characters, setting, and plot by producing some complex sentences. ELP 5 Create a clear and coherent introductory writing piece with characters, setting, and plot by producing multiple, complex sentences.



tests. • Portfolio

• https://secure.ncte.org/library/NCTEFiles/Resources/.../00465Chap07.pdf

• http://www.teachervis

ion.fen.com/creative-writing/graphic-organizers/33536.html


• Write a narrative text with the basic parts: introduction, rising

action, climax, falling action, and resolution. • Put in order the events of a story and defend your thoughts of the

sequence.

Other Evidence: • Rubric • Teacher Observation • Classwork

https://secure.ncte.org/library/NCTEFiles/Resources/.../00465Chap07.pdf




http://www.teachervision.fen.com/creative-writing/graphic-organizers/33536.html






UNIT: 2



• Writing should be purposely focused, detailed, organized, and sequenced in a way that clearly communicates the ideas to the reader. • Use writing to clearly communicate ideas, incorporating technology when appropriate.


Essential Questions: • What do good writers do? • What’s my purpose and how do I develop it? • How can technology be used in written communication?

ESL Support:

• Word Bank • Character Web • Story map • Sentence frames • Pictures

Standard





Suggested Resources

CCSS W.3.3b Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response, of characters to situations.

WIDA ELDS: 2

SLO 23 CO: In a narrative piece, apply dialogue and descriptions of actions, thoughts, and feelings to show the response of characters to situations. LO: Describe in writing actions, thoughts, and feelings and use dialogue to show character responses in a narrative essay using a graphic organizer and/or character web.

ELP 1 Describe actions, thoughts and feelings and use dialogue to complete a narrative by drawing pictures with corresponding single key words or dramatize action. ELP 2 Describe actions, thoughts and feelings and use dialogue to complete a narrative in short sentences. ELP 3 Describe actions, thoughts and feelings and use dialogue to show characters’ responses by using a series of simple sentences. ELP 4 Describe actions, thoughts and feelings and use dialogue to show characters’ responses by producing some complex sentences. ELP 5 Describe actions, thoughts and feelings and use dialogue to show characters’ responses by producing multiple, complex sentences.



tests.

• http://www.webenglishteacher.com/narrative.html

• http://www.time4writin

g.com/uncategorized/dialogue-in-narrative-essays/

http://www.webenglishteacher.com/narrative.html



http://www.time4writing.com/uncategorized/dialogue-in-narrative-essays/





Writing Speaking


• Use character’s thoughts, words, feelings, and actions to show

how events happen and how characters respond to the events. • Smarter Balanced Assessment Consortium Website - Narrative

assessment for grade 3; scroll down to page 10. (Students read a narrative and have to write an ending) directions and rubric included: http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf

Other Evidence: • Rubrics • Classwork • Partner Work • Self-Reflection

UNIT: 2


http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf

http://dese.mo.gov/divimprove/assess/documents/asmt-sbac-ela-gr3-sample-items.pdf



• Producing clear ideas as a writer involves selecting appropriate style and structure for an audience and is strengthened through revision and technology.

• Use writing to clearly communicate ideas, incorporating technology when appropriate. Essential Questions:

• Writing clearly: What makes a difference? • Final product: What does it take? • How can technology be used in written communication?

ESL Support:

• Word Bank • Word Wall • Graphic Organizer • Drawings • Writing Circles • Digital Tools

Standard





Suggested Resources

CCSS W.3.4 With guidance and support from adults, produce writing in which the development and organizations are appropriate to task and purpose. WIDA ELDS: 2 Writing Speaking

SLO 25 CO: Write using appropriate organizational structure to produce writing for a specific task and purpose. LO: Write to demonstrate development and organization appropriate to task and purpose using a graphic organizer.

ELP 1 Write a narrative essay demonstrating development and organization using pictures and drawings and corresponding single key words. ELP 2 Write a narrative essay demonstrating development and organization using phrases to complete sentence frames. ELP 3 Write a narrative essay demonstrating development and organization appropriate to task and purpose in simple, related sentences. ELP 4 Write a narrative essay



tests.

• http://www.teachingenglish.org.uk/activities/creative-group-writing

http://www.teachingenglish.org.uk/activities/creative-group-writing





demonstrating development and organization appropriate to task and purpose using complete sentences. ELP 5 Write a narrative essay demonstrating development and organization appropriate to task and purpose in detailed sentences of varying lengths.


• Create a piece of writing that shows my understanding of a

specific writing style.

Other Evidence: • Class Participation • Classwork • Self-Reflection


UNIT: 2



• Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language. • Written communication and proper grammar mechanics promote fluency of communication.


• Why do rules of language matter? • Communicating clearly: What does it take? • What is the purpose of applying grammar rules and mechanic skills?

ESL Support:

• Word Bank • Verb chart • Pictures • Gestures

Standard





Suggested Resources

CCSS L.3.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

SLO 29 CO: Describe the functions of verbs in general and in particular sentences. LO: Explain the use of verbs in general and how they are used in specific sentences using charts or model sentences.

ELP 1 Identify common verbs from picture book read aloud. ELP 2 Identify and describe the use of verbs in a sentence. ELP 3 Describe the use of verbs and how they are used in simple sentences. ELP 4 Describe the use of verbs and how they are used in specific complete sentences. ELP 5 Describe the use of verbs and



tests.

• http://www.education.ne.gov/forlg/elementary/verbactivities.pdf

• http://havefunteachi

ng.com/worksheets/english-worksheets/verb-worksheets/

http://www.education.ne.gov/forlg/elementary/verbactivities.pdf




http://havefunteaching.com/worksheets/english-worksheets/verb-worksheets/






general and their functions in particular sentences.

WIDA ELDS: 2 Writing Speaking

how they are used in specific detailed sentences.

CCSS L.5.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

d. Recognize and correct inappropriate shifts in verb tense.

SLO 31 CO: Recognize and correct inappropriate shifts in verb tense. LO: Identify and correct inappropriate shifts in verb tense with the assistance of web resources, language reference sheets, and a peer evaluation.

ELP 1 Identify and correct inappropriate shifts in simple verb tenses when using single words in phrases. ELP 2 Recognize and correct inappropriate shifts in simple verb tenses when using phrases and short sentences with formulaic structures. ELP 3 Identify and correct inappropriate shifts in verb tense when using simple sentences with repetitive grammatical structures. ELP 4 Recognize and correct inappropriate shifts in verb tense when using expanded and some, complex sentences with a variety of grammatical structures. ELP 5 Recognize and correct inappropriate shifts in verb tense when using multiple, complex sentences with a variety of grammatical structures.


• Define verb and explain how it functions in a sentence. • Explain the difference between regular and irregular verbs and

how to use them correctly.

Other Evidence: • Class Participation • Flash Cards • Teacher Observation


• Partner Work

UNIT: 2



• Effective communication of ideas when speaking or writing relies on the appropriate use of the conventions of language. • Words powerfully affect meaning


• Why do rules of language matter? • Communicating clearly: What does it take? • How do I develop my academic language? • How does the choice of words affect the message?

ESL Support:

• Word Bank • Word Wall • Sentence Frames • Pictures • Verb Chart

Standard





Suggested Resources

CCSS L.3.1e Demonstrate command of the conventions of standard English grammar and usage

SLO 30 CO: Form and use simple verb tenses (e.g., I walked; I walk; I will walk). LO: Form and use simple verb tenses

ELP 1 Form and use simple verb tenses by using single words or drawings with high frequency words. ELP 2 Form and use simple verb


Understanding • Word Web

• www.edhelper.com • www.readwritethink.o

rg

• www.starfall.com

http://www.edhelper.com/

http://www.readwritethink.org/

http://www.readwritethink.org/

http://www.starfall.com/


when writing or speaking.

d. Form and use the simple verb tenses.


using sentence frames.

tenses by using common words, phrases and pictures. ELP 3 Form and use simple verb tenses using simple related sentences. ELP 4 Form and use simple verb tenses using complete sentences. ELP 5 Form and use simple verb tenses using detailed sentences of varying length.

Summative • State Assessments • Benchmarks • End-of- the Unit

tests. • Response Journals • ACCESS

• www.revisewiseengli

sh.com

• www.spinandspell.com

• http://www.colorincol

orado.org/webcasts/academiclanguage/


• Explain the difference between simple verb tenses (past, present,

future) and form/use them correctly. • Identify simple verb tenses and • ESOL online sample of performance task for simple verb tenses:

http://esolonline.tki.org.nz/ESOL-Online/Teacher-needs/Teaching-and-learning-sequences/Written-language-Write-simple-information-texts-US17368/Learning-task-3-Using-present-tense-verb-forms

Other Evidence:

• Group Participation • Classwork • Homework

http://www.revisewiseenglish.com/

http://www.revisewiseenglish.com/

http://www.spinandspell.com/

http://www.spinandspell.com/

http://www.colorincolorado.org/webcasts/academiclanguage/








UNIT: 2



• Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary. • Various types of texts are used to communicate ideas.


• When a word doesn’t make sense, what can I do? • How do I use what I know to figure out what I don’t know? • How do you interpret various types of texts?

ESL Support:

• Word Bank • Adapted Text • Leveled Text • Pictures • Realia

Standard





Suggested Resources


CCSS L3.5a Demonstrate understanding of figurative language word relationships, and nuances in word meanings.

a. Distinguish the literal and nonliteral meaning of words and phrases in context.


SLO 31 CO: Differentiate the literal and non-literal meanings of words and phrases in context. LO: Distinguish between literal and non-literal meanings of words and phrases in context using reference materials and drawings.

ELP 1 Distinguish between literal and nonliteral meanings of words and phrases in context from read aloud. ELP 2 Distinguish between literal and nonliteral meanings of words and phrases in leveled texts. ELP 3 Distinguish between literal and nonliteral meanings of words and phrases from adapted texts. ELP 4 Distinguish between literal and nonliteral meanings of words and phrases from texts within the grade level complexity. ELP 5 Distinguish between literal and nonliteral meanings of grade level words and phrases in context.


Understanding • Response Journals


tests.

• Big Books • Library Books

• Magazines


• Explain the difference between literal meaning (it means exactly

what it says) and nonliteral meaning (sometimes what y say is not exactly what you mean.

• Read a text and explain when an author’s words and phrases are literal or nonliteral.

Other Evidence: • Teacher observation of student participation and performance. • Homework • Classwork


UNIT: 2



• Effective readers and writers use knowledge of the structure and context of language to acquire, clarify, and appropriately use vocabulary.


• When a word doesn’t make sense, what can I do? • How do I use what I know to figure out what I don’t know?

ESL Support:

• Word Bank • Leveled text • Adapted text • Pictures • Sentence Frames


Standard Student Learning Objectives (SLO) Content Objective (CO)

Language Objective (LO)



Suggested Resources

CCSS L.3.5c Demonstrate understanding of figurative language word relationships, and nuances in word meanings.

c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.


SLO 32 CO: Differentiate shades of meaning among related words that describe states of mind or degrees of uncertainty (e.g., knew, believed, suspected, heard, wondered). LO: Contrast related words that describe states of mind or degrees of uncertainty using paint strips and reference materials.

ELP 1 Differentiate grade-level high frequency words that describe states of mind or degrees of uncertainty in leveled texts. ELP 2 Differentiate grade-level words that describe states of mind or degrees of uncertainty in leveled texts. ELP 3 Differentiate related general words that describe states of mind or degrees of uncertainty in adapted text. ELP 4 Differentiate related content-based words that describe states of mind or degrees of uncertainty in grade level text. ELP 5 Differentiate related grade-level words that describe states of mind or degrees of uncertainty in grade level text complexity.


Understanding • Vocabulary

Knowledge Scale • Vocabulary

Assessment Magazine

• Response Journals


tests.

• Big Books • Scholastic • Information on

Vocabulary Knowledge Scale and Vocabulary Assessment Magazine: http://www.readingrockets.org/article/41555/

• http://www.readt

ennessee.org/teachers/common_core_standards/3rd_grade/language/l35/l35_activitiesandcenters.aspx


• Recognize and choose words that best describe a mood/state of

mind. • Read a passage and explain the author’s/character’s mood/state

of mind. • Recognize words that have similar meaning, and choose the word

that best describes the mood/state of mind.

Other Evidence: • Teacher observation of student participation • Classwork • Homework

Stage 3 – Learning Plan

Lesson Format

7-10 min: Do Now/Journaling/Pretest (whole class)

http://www.readingrockets.org/article/41555/

http://www.readingrockets.org/article/41555/


Journaling Pretest Activate students’ prior knowledge Can be a review of info Pose EQ or provide relevant question / inquiry related to EU Quick multiple choice format

Not to be counted as a test grade Share-out with several students Review correct answers

10-15 min: Homework Review (whole class) 15-20 min: Mini Lesson/Content Presentation /Guided Practice (whole class)

Content Presentation Guided Practice Note taking of solutions to sample problems. Clarify instructions for assignments and projects Video or multi-media presentation Teach specific skills (i.e. which problem solving skill is appropriate,

how to use rubrics) 30 min: Independent Practice (small group/independent)

Anchor Activity: major assignment that everyone is responsible for completing

Center Activities: variety of activities related to unit allowing some flexibility and choice for students to complete

Word Wall activities, technology center 2 min: Transition back to seats for whole class 10 min: Closure/Assessment/Evaluation

Exit slip Assign homework

unit: 2 stage 1 – desired results enduring understandings

Documents