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Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 3

Unit 8: Determining Important Ideas (Fiction and Expository Nonfiction)3 Weeks

Students should understand and be able to:Comprehension Focus

Students explore important ideas in stories. Students make inferences to understand stories. Students visualize to understand and enjoy stories. Students synthesize by interpreting a story’s message or theme. Students read independently.

Social Development Focus Students take responsibility for their learning and behavior. Students relate the value of respect to their behavior. Students develop the group skill of giving reasons for their ideas. Students learn and practice the cooperative structure “Think, Pair, Write.” Students participate in a check-in class meeting.

Mentor Texts Fables Lifetimes A Day’s Work Keepers

Making MeaningWeek 1

Day 1: Read-aloud/Strategy Lesson – “The Camel Dances” in Fables

Pair students and get ready to work together

Introduce the story and read aloud with visualizing

Reread the fable Discuss important ideas Discuss the moral IDR: Review the

“Reading Comprehension Strategies” chart and read independently

Day 2: Read-aloud/Strategy Lesson – “The Mouse at the Seashore” in Fables

Introduce the prompt for supporting ideas

Introduce the story and read aloud with visualizing

Reread the fable Discuss important ideas Discuss and make

connections with the moral

Reflect on using the prompt

IDR: Discuss reading comprehension strategies

Extension: Make connections between texts

Day 3: Guided Strategy Practice – “The Young Rooster” in Fables

Review the prompt for supporting thinking

Introduce the story and read aloud

Reread the fableUse “Think, Pair, Write to

explore important ideasDiscuss important ideasReview thinking about

important ideasReflect on giving reasons for

ideasIDR: Discuss reading

comprehension strategies/Document IDR conferences

Extension: Read other fables, Read about Arnold Lobel

Day 4: Class Meeting

Gather for a class meeting

Discuss how students are creating a caring community

Use “Think, Pair, Write” to reflect on the meeting

Discuss the writing as a class

IDR: Write about reading comprehension strategies in IDR journals

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.

L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main

care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Making Meaning VocabularyWeek 22

Vocabulary Words: frolic, slink, wriggle, ultimate, involved, bounce backWord-learning Strategy: Recognizing synonymsDay 1

Introduce and define new words

Act out the words

More Strategy Practice: Play Synonym Match

Day 2 Review words Vocabulary

activities

Day 3 Introduce and define

new words Discuss the words

Day 4 Review words Answer questions

about the words

Day 5 – Ongoing Review Display the word

cards and review the words

What Do You Think About?

Assessment: comprehension based on word association, using words in their writing and informal

conversationsCommon Core State Standards

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 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,

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.



Day 1: Read-aloud/Strategy Lesson – “A lifetime for an army ant is about three years” in Lifetimes

Review important ideas and making inferences

Introduce the topic of ants and share background knowledge

Read aloud and discuss what students learned

Reread and discuss the important message

Connect the reading to classroom community

IDR: Think about and discuss important messages

Extension: Do the activities on page 6 of Lifetimes

Day 2: Guided Strategy Practice – “A lifetime for and elephant in about 65 years” in Lifetimes

Review giving reasons for ideas

Introduce elephants and share background knowledge

Read aloud and discuss what students learned

Reread and write the important message

Share and discuss writing about important ideas

Discuss what they students wonder about elephants

IDR: Write about important messages in IDR journals

Extension: Read about elephants, Do the activities on page 19 of Lifetimes

Assessment: use text to infer, support thinking with evidence from text

Day 3: Independent Strategy Practice – A Day’s Work

Review the week Model identifying

important ideas and messages

Read independently Retell in pairs Discuss important ideas

Day 4: Independent Strategy Practice

Get ready to read independently

Read independently Retell in pairs Reread and talk to a

partner Discuss important

ideas Talk about working

together

Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or

RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.



Vocabulary Words: diligent, frank, self-confident, headstrong, overwhelmed, contentmentWord-learning Strategy: Recognizing synonyms, Using knowledge of compound words to determine meaningDay 1 Introduce and define

new words Discuss the words Vocabulary activities Extension: Discuss

the suffix -ly


activities


new words Review compound

words Vocabulary activities Discuss the words


activities

Day 5 – Ongoing Review Display the word


Play “Finish the Story”

Common Core State StandardsL.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific

in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.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.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal


RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in

spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at

words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in

language.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

light of the discussion. a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.


Day 1: Read-aloud – Keepers

Review important ideas Introduce the story and read

aloud Discuss the story as a class IDR: Discuss important

messages/Document IDR conferences

Day 2: Read-aloud

Discuss asking clarifying questions

Talk about important ideas Read the second part of

the story aloud Discuss the story as a

class IDR: Discuss important

messages/Document IDR conferences

Extension: Share a personal story

Day 3: Guided Strategy Practice

Discuss important ideas in longer texts

Reread the end of the story

“Think, Pair, Write” about messages in the story

Share and discuss the writing

Reflect on “Think, Pair, Write”

IDR: Document IDR conferences/write about important messages in IDR journals

Extension: Compare similar stories

Assessment: identify important messagesconnect important ideas to text, give reasons

Day 4: Independent Strategy Practice

Review the week Read independently

without stopping Retell in pairs Discuss important

ideas Write about important

ideas Share and discuss Reflect on the unit

Individual Comprehension Assessment: identifying important ideas and messages

Common Core State StandardsL.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the



RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one,

grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.SL.3.2 Determine the main

in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and

presented in diverse media and formats, including visually, quantitatively, and orally.

ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

audiences.


Vocabulary Words: collaborative, aggressive, evacuate, distress, unaggressive, considerateWord-learning Strategies: Recognizing synonyms, Recognizing antonyms, Using the prefix –un to determine word meaningsDay 1

Introduce and define new words

Talk about the words Vocabulary activities

Day 2 Review the words Answer questions

about the words


new words Vocabulary activities


activities

Day 5 –Ongoing ReviewDisplay the word


Play “Which Word Am I?”

Assessment: word identification, using words accurately in informal conversations, using word-learning strategies during independent reading

Common Core State StandardsL.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use

L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4b Determine the



friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information

(e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known

meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to

(e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other

(e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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 others' ideas and expressing their own clearly.SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that

known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

preparation and other information known about the topic to explore ideas under discussion.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.

Helpful TipsMaking Meaning

Decide how you will randomly assign partner to work together during the unit. Prepare to model identifying important ideas in independent reading. Collect narrative texts at a variety of reading levels for students to read independently. Make copies of the Unit 8 Parent Letter to send home at the end of the unit.

Making Meaning Vocabulary Review More Strategy Practice on p. 412 Write sentences for “Find Another Word” on the board (Step 2 p. 437) Collect and use the following words cards for ongoing review: 91, 92, 96, 96, 97, 98, 99, 103, 106, 109, 115, 118, 121, 125,

and 129

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literacy.cmswiki.wikispaces.netliteracy.cmswiki.wikispaces.net/file/view/PG Grade 3 Uni… · Web viewStudents take responsibility for their learning and behavior. ... Students