3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 1-12

3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 1-12

1

PleaseuseGoogleChrometoaccessresourcesusingthebluehyperlinksforthisMELDinstructionalBlock.

OverviewWeek

(5DayCycles)

MELD/LanguageObjectives

CaliforniaStateStandards/DOK

Levels

MELDResources

CLRTextUsed

Assessments

MELDStartSmartLessonPlans:3rdGradeMELDStartSmartLessonResources:3rdGradeStartSmartHandouts

ThepurposeoftheMELDStart

Smart:

Ø EstablishCulturallyandLinguisticallyResponsiveClassroomManagementProcedures

Ø AdministerSELLinguistic

ScreenersØ Obtainabeginningoftheyear

writingsample

Week1

(2weeklesson)

ResponsiveEnvironment:TheMELDObjectivesandEssentialQuestionsthatarelistedinthissectioncanbeusedonyourMELDBoard.

MELDObjectives:

Studentsunderstandwhyprotocolsareimportanttotheclassroomculture.

StudentswillbeintroducedtotheParticipationandDiscussionProtocols.

StudentswillbepracticeusingtheDiscussionandParticipationProtocols.

Studentswillworktogethertocompleteatask.

Studentswillcreateanautobiographicalcinquainpoem.

SpeakingandListening

SpeakingandListening3.1SpeakingandListening3.1bSpeakingandListening3.1dSpeakingandListening3.2SpeakingandListening3.3SpeakingandListening3.4SpeakingandListening3.6

ReadingLiteratureReadingLiterature3.3

WritingWriting3.5

Non-VolunteerismBasedProtocols

DiscussionProtocolsPostersParticipationProtocolsPosters

UpdatedLinguisticScreeners

AdvancedGraphicOrganizers

Culturallyrelevantbookorvideoselected

byteacher:

FreshPrinceofBelAiropeningvideo

SofiatheFirst

openingvideo

SpongeBobSquarePantsvideoclip

LinguisticScreenersAuthenticWritingSamples:AutobiographicalPoemsAuthenticStudentworksamples,criteriachartsandrubricsgeneratedcanbedisplayedontheMELDBoard.


2

Overview

Week(5Day

Cycles)

MELD/LanguageObjectives


Levels

MELDResources

CLRTextUsed

Assessments

Aculturallyrelevanttextisusedto:

Ø motivateanintroductiontonarrativewriting

Ø providesacurriculumspacetoauthenticallypracticeusingthediscussionandparticipationprotocols

Week2

(2weeklesson)

MELDObjectives:

Studentswillcreateacinquainpoem.Studentswillusethesaurustofindsynonyms.Studentswillusethenouns,verbs,andadjectivesfromthecinquainpoemtowritecompletesentences.Studentswilldrafttheirautobiographies.

Studentswillpublishtheirwork.

Studentswillcompletefinaldrafts.Studentswillcreateaculturalpaperdollofthemselves.


SpeakingandListening3.4SpeakingandListening3.6

WritingWriting3.5Writing3.6

ReadingLiteratureReadingLiterature3.1ReadingLiterature3.3

Language

Language3.1

Language3.2

UpdatedLinguistic

Screeners

PersonalThesaurus

AdvancedGraphicOrganizers

Sarah,PlainandTall,

orRubyBridges

LinguisticScreenersAuthenticWritingSamples:PersonalNarrativesAuthenticStudentworksamples,criteriachartsandrubricsgeneratedcanbedisplayedontheMELDBoard.


3

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

MELDConstructiveConversationsStartSmart

LessonPlans:3rdGradeMELDStartSmartCCPracticesResources:3rdGradeCCStartSmartSupplementalResources

Studentswilllearnhowtousethe4ConstructiveConversationSkillsinorderto…

Ø ParticipateinaRangeofCollaborativeDiscussions

Ø UseComplexLanguageØ FortifyComplexOutputØ EngagewithComplex

Text

Week3

(2weeklesson)


MELDObjectives:Studentswillbeabletoengageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacherled)withdiversepartnersongrade3topicsandtextstoproducecomplexoraloutputusingallfourconversationalskills:CREATE,CLARIFY,FORTIFY,andNEGOTIATEaswellasbuildonothers’ideasandexpressingtheirownclearly.

EssentialQuestions:

Whatmightbethequalities,signsof,andactionsofagoodfriend?

Whatkindsofchoicesdoesagoodfriendmake?

SpeakingandListeningSpeakingandListening3.1SpeakingandListening3.1cSpeakingandListening3.1dSpeakingandListening3.6DOKLevels

DOK1–Selectappropriatewordswheninterpretedmeaning/definitionisclearlyevidentDOK2–UsecontexttoidentifythemeaningofwordphrasesDOK3–Analyzeinterrelationshipsamongconcepts,issues,and/orproblemsDOK4-Synthesizeinformationacrossmultiplesourcesortexts

ConversationNormsPoster

ConstructiveConversationSkillsPosters

VisualText:goodfriends,badfriends

OnlineText:“EnemyPie”

www.storylineonline.net

http://bit.ly/20rkQ8EText#2“TheNewGirl”

ConversationAnalysisToo

CATTool:CATTool


4

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

MELDConstructiveConversationsStartSmart

LessonPlans:3rdGradeMELDStartSmartCCPracticesResources:3rdGradeCCStartSmartSupplementalResources

Studentswilllearnhowtousethe4ConstructiveConversationSkillsinorderto…

Ø ParticipateinaRangeofCollaborativeDiscussions

Ø UseComplexLanguageØ FortifyComplexOutputØ EngagewithComplex

Text

Week4

(2weeklesson)


MELDObjectives:Studentswillbeabletoengageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacherled)withdiversepartnersongrade3topicsandtextstoproducecomplexoraloutputusingallfourconversationalskills:CREATE,CLARIFY,FORTIFY,andNEGOTIATEaswellasbuildonothers’ideasandexpressingtheirownclearly.

EssentialQuestions:

Whatmightbethequalities,signsof,andactionsofagoodfriend?

Whatkindsofchoicesdoesagoodfriendmake?

SpeakingandListeningSpeakingandListening3.1SpeakingandListening3.1cSpeakingandListening3.1dSpeakingandListening3.6DOKLevels


ListeningTaskPoster

PersonalThesaurus/Dictionary

DigitalText:“WhatMakesaGoodFriend?”

DigitalText:“FriendshipSoup”

AuthenticOpinionWritingSample

AuthenticStudentworksamples,criteriachartsandrubricsgeneratedcanbedisplayedontheMELDBoard.


5

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

MELDNarrativeWritingLesson

LessonPlans:3rdGradeMELDNarrativeWritingResources:3rdGradeMELDNarrativeWritingSupplementalResources

CulminatingTaskStudentswillutilizetheWritingProcesstocreateapersonalnarrative.Theywillusesensorydetailstodescribeamemorableexperience.

Week5

(2weeklesson)

ResponsiveEnvironment:TheMELDObjectivesandEssentialQuestionsthatarelistedinthissectioncanbeusedonyourMELDBoard.MELDObjectives:InteractiveReadAloud:TeacherwillreadIftheShoeFitsbyGarySoto.

TeacherwillmodelhowtocreateaCharacterTraitBoxforoneofthecharactersinthebook,IftheShoeFits.

Incooperativegroups,studentswillmatchupthewritingstageswiththeexplanation.

Discusscharactertraits.Whatcanyouinferaboutthecharacterthroughhisactions?Usethesentenceframeifneeded.

TeacherwillrefertotheculturallyrelevantbookorFreshPrincevideotodiscussstoryelements.Whoisthemaincharacter?Whatisthesetting?


SpeakingandListening3.1bSpeakingandListening3.1dSpeakingandListening3.4SpeakingandListening3.6ReadingLiterature

ReadingLiterature3.1ReadingLiterature3.3

WritingWriting3.3Writing3.3aWriting3.3bWriting3.3cWriting3.3dWriting3.4Writing3.5

IftheShoeFitsbyGarySoto

AuthenticNarrativeWritingSample



6

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

CulminatingTask

StudentswillutilizetheWritingProcesstocreateapersonalnarrative.Theywillusesensorydetailstodescribeamemorableexperience.

Week6

(2weeklesson)


Studentsbeginillustratingtheirsettingfortheirpersonalnarrativeona12in.X18in.pieceofpaper

MiniLesson-Teacherwillconductaminilessononaninterestingbeginning(grabber).

Teacherwillmodelhowtospiceuptheirwritingbyaddingdetails,code-switchinghomelanguagetoschoollanguage,andusingtier2vocabularywords.

StudentswillusePersonalNarrativeplanningsheetandcharactertraitboxtobeginwritingtheirpersonalnarrative.


SpeakingandListening3.1bSpeakingandListening3.1dSpeakingandListening3.4SpeakingandListening3.6ReadingLiterature

ReadingLiterature3.1ReadingLiterature3.3


IftheShoeFitsbyGarySoto

AuthenticNarrativeWritingSample



7

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

LatinoHeritageWritingDuringthefollowing2weeks,studentswillobserveandreadaboutvariousstylesofartthathaveinfluencedLatinoCulture.Studentswillcreateaself-portraittosubmitasanentryintheSecondAnnual,AMAE/AEMPArtContest-“YoSoy”(Iam).AssociationofMexican-AmericanEducators(AMAE)andtheAcademicEnglishMasteryProgram(AEMP)ArtContest

Week7

(2weeklesson)

ResponsiveEnvironment:TheMELDObjectivesandEssentialQuestionsthatarelistedinthissectioncanbeusedonyourMELDBoard.MELDObjective:Studentswillreadnarrative/informativetextsinordertoanalyzeillustrations/portraitstoderivemeaningaboutLatinartistsandtheirwork.EssentialQuestions:Howmightartistsevokeemotionsinself-portraits?Howwouldyoucompareorcontrastyourself-portraittoaportraitcreatedbyotherfamousLatinartists?

Reading:ReadingLiterature3.7Writing:Writing3.3.bSpeakingandListening:SpeakingandListening3.1SpeakingandListening3.1cSpeakingandListening3.1dSpeakingandListening3.6Language:Language3.6

ThefollowinglinksbelowaresuggestedFieldTripopportunitiestovisittheLosAngelesCountyMuseumofArt–LACMALACMA–GuidedToursLACMA–RequestforBus*CreateanonlineaccountwithReadworks.orgStudentswriteideasfromthetextstodescribe:

1. MajoreventsinFrida’sLife2. CharacteristicsofFrida’sArt3. Connectionsbetween

Frida’slifeandart

Text:FridabyJonahandJonah


8

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

LatinoHeritageWritingDuringthefollowing2weeks,studentswillobserveandreadaboutvariousstylesofartthathaveinfluencedLatinoCulture.Studentswillcreateaself-portraittosubmitasanentryintheSecondAnnual,AMAE/AEMPArtContest-“YoSoy”(Iam).AssociationofMexican-AmericanEducators(AMAE)andtheAcademicEnglishMasteryProgram(AEMP)ArtContest

SMARTERBALANCEDASSESSMENTCLAIMS

1:Studentscanreadcloselyandanalyticallytocomprehendarangeofincreasinglycomplexliteraryandinformationaltexts.

2:Studentscanproduceeffectivewritingforarangeofpurposesandaudiences

Week8

(2weeklesson)

MELDObjectives:Studentswillparticipateinpartneredandsmallgroupdiscussionsinordertocompareandcontrasttheworksofvariousartist.Studentswillwriteadescriptionoftheirself-portraitusingacademicvocabularythatcomparestheirartworktothatofanotherLatinartist.DepthofKnowledgeLevels:DOK2Skill/Concept:CompareandshowrelationshipsDOK3StrategicThinking:DescribeandsupportideaswithdetailsandexamplesDOK4:Createoriginalartworkandsynthesizeinformationfromvarioussources

VisualArtsStandards2.0CreativeExpressionStudentsapplyartisticprocessesandskills,usingavarietyofmediatocommunicatemeaningandintentinoriginalworksofart.intentinoriginalworksofart.3.0HistoricalandCulturalContext3.1Compareanddescribevariousworksofartthathaveasimilarthemeandwerecreatedatdifferenttimeperiods.

AcademicVocabularyDevelopment:

ElementsofArtTheteachershouldaccesstheElementsofArthyperlinkaboveforthisresource.Studentswilldevelopagraphicorganizertodemonstratetheshadesofmeaningforartvocabulary.Studentswilldesignanillustrationtomatchtheintensityoftheassociatedterm.Ex:line-thick-coarse-dotted-angle

TheteacherwillaccessresourcesfromtheLosAngelesCountyMuseumofArtsinordertoguidestudentsindescribingart.LACMAResourcesforTeachers–3rdGrade

WeepingWomanwith

Handkerchief,PabloPicasso,1937Theteacherasksstudentstodescribewhattheyseeintheportraitandwritesstudents’responsesusingaclassgraphicorganizer.

ConversationAnalysisTool(CAT)–TeacherwillratepartneredandsmallgroupdiscussionsbasedontheDimensions.ConversationAnalysisTool(CAT)Instructions:bit.ly/cattoolinstuctionsCATTool:bit.ly/CATTOOL


9

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

Objectives:

Teachers,youwillusetheresourcessuggestedinthistemplatetodesignyouownMELDLesson!TheLearningActivitiesthatyoudesignshouldprovidestudentswithopportunitiestoengageinlearningactivitiesthatarealignedwiththe4SBAClaims.Claim#1--Reading:Studentscanreadcloselyandanalyticallytocomprehendarangeofincreasinglycomplexliteraryandinformativetexts.Claim#2--Writing:Studentscanproduceeffectiveandwell-groundedwritingforarangeofpurposesandaudiences.

Week9

(2weeklesson)

Teacher-Designed

ComplexText

Layering

MELDLesson


EssentialQuestion:You

Decide!MELDObjectives:

YouDecide!YoucanUsetheRon’sBigMissionCloseReadingMELDLessonfoundinInstructionalBlock3asaMentorTextasyoudesignthislesson.

PossibleOptionsforStandardsBundling:

SpeakingandListeningSpeakingandListening3.1bSpeakingandListening3.1dSpeakingandListening3.4SpeakingandListening3.6


LanguageLanguage3.1Language3.2aLanguage3.2cLanguage3.2e

YoucreatetheMELDresources!!

Usetheresourcesprovided

here(andadditionalresources)todesignaResponsiveLiteracy

Lessonthatincludes:AcademicConversationsfacilitatedbypurposefuluseofDiscussionandParticipationProtocolsTier2andTierAcademicVocabularyDevelopment

AcademicLanguageDevelopmentfacilitatedbyContrastiveAnalysisduringtheRevisionstageoftheWritingProcess.

Aftercreatingyourownlessonplan,shareitwiththeAEMP

Teamforfeedbackandpublication!!

IntoActivity:WhatisaCareer?WatchSupremeCourtJusticeSoniaSontomayoronSesameanswerthisquestion.Bilingual CLR Text found in PHLibrarySoniaSotomayor:AJudgegrowsintheBronxSoniaSotomayor:lajeuezquecrecioenelBronxAnoralreadingofCLRtextfoundonYouTubeOralReadingofSontomayorText

CulminatingWritingTaskIdeas:Studentswillwriteanarrativeaboutachildwhoachieveshis/hercareergoal.Craftideas:•Studentscanmakeaflowerwithadifferentgoaloneachpetal.

•Studentscandrawthemselvesachievingtheirgoals.


10

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

ComplexTextLayering

Objectives:TheLearningActivitiesthatyoudesigntobeusedduringthisMELDInstructionalBlockshouldprovidestudentswithopportunitiestoengageinlearningactivitiesthatarealignedwiththe4SBAClaims.Claim#3--SpeakingandListening:Studentscanemployeffectivespeakingandlisteningskillsforarangeofpurposesandaudiences.Claim#4—Research/Inquiry:Studentscanengageinresearchandinquirytoinvestigatetopics,andtoanalyze,integrate,andpresentinformation.

Week10

(2weeklesson)

MELDObjectives:YouDecide!

YoucanUsetheRon’sBigMissionCloseReadingMELDLessonfoundinInstructionalBlock3asaMentorTextasyoudesignthislesson.PossibleDiscussiontopicsforduring/afterreading:• Whoinspired

Sonia?• Istheresomeone

whoinspiresyoutodobetter?

• Whatdotheysayordotohelpyoureachyourgoals?

PossibleDOKLevelOptions:


MELDLessonPlanningTemplates

CloseReadingTemplate

ReadWorks.orgisawebsitethatcanbeusedtoaccessLeveledReadingComprehensionPassageswithquestionsets.

InformationalTextfoundonTIMEforKids“AJusticeLikeNoOther”

CulminatingWritingTaskIdeas:Studentswillwriteanarrativeaboutachildwhoachieveshis/hercareergoal.Craftideas:•Studentscanmakeaflowerwithadifferentgoaloneachpetal.

•Studentscandrawthemselvesachievingtheirgoals.


11

Overview

Week(5Day

Cycles)

MELD/Language

Objectives


Levels

MELDResources

CLRTextUsed

Assessments

LessonPlans:

Grades3-5GrammarMini-Lessons

GrammarMini-Lessonsare10-15minuteContrastive

Analysislessons.

ContrastiveAnalysistakesplaceduringtheRevision

stageoftheWritingProcess.

Week11

(1weeklesson)


Sentence-LiftingContrastiveAnalysis

LessonObjective:StudentswillengageinSentence-LiftingContrastiveAnalysistocode-switchsentenceswritteninHome-LanguagetoSchool-Language.LanguageObjective:Studentswillrevisetheirwriting,asneeded,toensuretheirwritingmeetsStandardEnglishLanguageConventions.

Writing:

Writing3.2c

Language

Language3.1Language3.2aLanguage3.2cLanguage3.2dLanguage3.2eLanguage3.3

LinguisticScreeners

http://bit.ly/AALCommonRulesListhttp://bit.ly/MxALCommonRulesList

LinguisticFeaturesAddressedinthislesson:

Third-PersonSingular:(Subject-Verb

Agreement)is/are

was/werepasttensemarker_ed

Students’writingsamplesCLRTextthatcontainsexamplesofAALorMxAL

Authenticstudentwritingsamples


12

Week12:NarrativeLAUSDGrade3InterimElementaryLiteracyAssessment

DuringtheMELDInstructionalBlock,youmaycontinueusingtheMini-GrammarLessonsstartedinWeek11.• ThiswouldprovidestudentswithguidedContrastiveAnalysis(whenneeded)skills.• Studentscanapplythisknowledgeofcode-switchingtotheirownwork,whenneeded,whilerevisingtheirwritingduringtheirassessment.

Documents

3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 1-12