UNIT: 3 Stage 1 – Desired Results Enduring Understandings · 2015. 9. 24. · Stage 1 – Desired Results Enduring Understandings: • To gain deeper insight, effective readers

TBOE Approved 8/26/2013 Page 1

UNIT: 3

Grade Level Cluster: 3-5 District-Approved Text: Rigby, On our way to English

Stage 1 – Desired Results Enduring Understandings:

• To gain deeper insight, effective readers analyze and evaluate content, reasoning, and claims from diverse formats. • Effective readers use a variety of strategies to make sense of key ideas and details presented in text.

Essential Questions:

• How do I know what is the central theme of the text? • What strategies to do good readers use to understand the text?

ESL Support:

• Sentence Frames • Pictures/Diagrams/Drawings • Posters • Word Wall • Graphic Organizer • Partner Work

Standard

Student Learning Objectives (SLO)

Content Language (CO) Language Objective (LO)

Suggested Instructional Scaffold Skills

Suggested Assessments

Suggested Resources

CCSS: 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.

WIDA ELDS: 2 Reading

SLO 1, 2, 3 CO: Determine and explain how the central message, lesson, or moral of a text is conveyed through key details in the text. LO: Identify and explain the central message, lesson, or moral of a text using a Story Map, Word Wall and Partner Work

ELP 1 Identify and explain the central message, lesson, or moral of grade level stories by matching words with illustrations/ diagrams/ drawings. ELP 2 Identify and explain the central message, lesson, or moral of grade-level stories using general, content-based vocabulary in phrases and short sentences with formulaic patterns. ELP 3 Identify and explain the

Formative • Conferencing AQ • Check for

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

tests • Projects • ACCESS

• Grade 3-5 leveled Text

• Adapted Text

• www.scholastic.com

• www.readwritethink.

org • www.thinkfinity.org • www.colorincolorad

o.org

http://www.scholastic.com/

http://www.readwritethink.org/


http://www.thinkfinity.org/

http://www.colorincolorado.org/



Writing

central message, lesson, or moral of adapted grade-level stories using key, content-based vocabulary in multiple, simple, related sentences. ELP 4 Identify and explain the central message, lesson, or moral of grade level stories using key, content-based vocabulary in expanded sentences with emerging complexity. ELP 5 Identify and explain the central message, lesson, or moral of grade-level stories using precise, content-based vocabulary in multiple, complex sentences of varying grammatical structures.

• www.teachersfirst.c

om • Mentor Text • http://www.ereading

worksheets.com/free-reading-worksheets/theme-worksheets/teaching-theme/

CCSS: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. WIDA ELDS: 2 Reading Writing Speaking

SLO 3 CO: Determine a theme of a story, drama, or poem from details in the text and summarize the text. LO: Identify and summarize the central message of a story, drama, or poem using Graphic Organizers, Word Wall and Marking the Text.

ELP 1 Identify central message of texts and answer Choice questions about main idea by pointing to picture and using pictures, Gestures and high-frequency, content-related, single words or memorized phrases. ELP 2 Identify central message of texts and answer wh- questions about main idea using general, content-based vocabulary in short phrases to complete sentence frame. ELP 3 Identify and summarize central message of texts by using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 Identify and summarize the central message of a story, drama, or poem using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures.

http://www.teachersfirst.com/


http://www.ereadingworksheets.com/free-reading-worksheets/theme-worksheets/teaching-theme/







ELP 5 Identify and summarize the central message of a story, drama, or poem using precise, content-based vocabulary in multiple and complex sentences with varying grammatical structures.

CCSS: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). WIDA ELDS: 2 Reading Writing

SLO 3 CO: Analyze how the graphics or the media in a multimedia presentation help the reader to understand more about the meaning, tone, or beauty of a text. LO: Describe, in written form, how the graphics or the media in a multimedia presentation help the reader understand more about the meaning, tone and beauty of a text using Graphic Organizers.

ELP 1 Describe, in written form, how the graphics or the media in a multimedia presentation help the reader understand more about a text by matching the graphics or media to icons and list of high-frequency adjectives. ELP 2 Describe, in written form, how the graphics or the media in a multimedia presentation help the reader understand more about a text by identifying the key phrases and words of the media or graphics. ELP 3 Describe, in written form, how the graphics or the media in a multimedia presentation help the reader understand more about the meaning, tone and beauty of a text, by using key, content-based, grade-level vocabulary in a series of simple, related sentences with some repetitive structures. ELP 4 Describe, in written form, how the graphics or the media in a multimedia presentation help the reader understand more about the meaning, tone and beauty of a text using expanded and some complex sentences and key, content-based, grade-level vocabulary. ELP 5 Describe, in written form, how the graphics or the media in a multimedia presentation help the


reader understand more about the meaning, tone and beauty of a text using complex sentences, and content-based vocabulary on grade level.

Stage 2 – Assessment Evidence Suggested Performance Tasks:

• Retell a story in my own words. • Define and explain the central message, lesson, and/or moral using

key details from the story. • Write a summary using details from the text. • Identify and analyze how multimedia presentations of text add to

meaning tone, and beauty of an original text.

Other Evidence:

• Teacher Observation • Student Participation • Classwork • Common Assessment


UNIT: 3



• The meanings of words and phrases can be solved using many strategies, • The author’s style and structure shapes the message of the text.


• How can I determine the meaning of unknown words and phrases as they are used in text? • How do I analyze text to help me understand what I read?

ESL Support:

• Sentence Frames • Pictures/Diagrams/Drawings • Leveled Text • Think Alouds • Word Wall • Dictionaries • Figurative Language Charts/Posters

Standard





Suggested Resources

CCSS: RL. 3.4 Determine the meaning of words and phrases as they are used in a

SLO 4, 5 CO: Determine the meaning of words and phrases as they are used in a text, including those that are literal and

ELP 1 Determine the meaning of words, including literal nonliteral language in a text using single words from a leveled text.


Understanding


• Adapted Text


text, distinguishing literal from nonliteral language.

WIDA ELDS: 2 Reading Speaking

nonliteral. LO: Read to clarify the meaning of words and phrases, including literal and nonliteral language as they are used in text using think alouds.

ELP 2 Determine the meaning of words including literal nonliteral language, in a text using general, content-based vocabulary phrases and short sentences from a leveled text. ELP 3 Determine the meaning of words including literal nonliteral language, in a text using multiple, simple, related sentences. ELP 4 Determine the meaning of words including literal nonliteral language, in a text using expanded sentences with emerging complexity. ELP 5 Determine the meaning of words including literal nonliteral language, in a text using multiple, complex sentences.

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





o.org • www.teachersfirst.c

om • http://www.spellingci

ty.com/figurative-language.html

• http://ifl.lrdc.pitt.edu/

parcc/g3/index.php/independent_tasks/index/task4

CCSS: RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). WIDA ELDS: 2 Reading Speaking

SLO 5 CO: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology. LO: Define words and phrases that allude to significant characters found in mythology using cartoons, Think Alouds and Marking the Text.

ELP 1 Define words that allude to significant characters found in mythology from leveled texts by matching objects/pictures to words. ELP 2 Define words and phrases that allude to significant characters found in mythology from leveled text by matching phrases to visuals. ELP 3 Define words and phrases that allude to significant characters found in mythology from adapted texts









http://www.spellingcity.com/figurative-language.html



http://ifl.lrdc.pitt.edu/parcc/g3/index.php/independent_tasks/index/task4





ELP 4 Define words and phrases that allude to significant characters found in mythology in texts within grade 3-4 complexity level band. ELP 5 Define words and phrases that allude to significant characters found in grade-level mythology.

CCSS: RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS: L.5.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figurative language, including similes and metaphors, in context.


SLO 2 CO: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. LO: Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes.

ELP 1 Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes by matching the words/phrases to an illustration. ELP 2 Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes by defining those words in short phrases with an illustration as needed. ELP 3 Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes by using synonyms/antonyms to define the words. ELP 4 Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes by defining them through sentences that indicate understanding. ELP 5 Read to determine the meaning of words and phrases used in a text, including figurative language, metaphors and similes in grade level text.



• Determine meaning of words and phrases as they are used in a text. • Identify words in a text that refer to characters found in mythology

and determine its meaning. • Define and identify various forms of figurative language (e.g., simile,

metaphor, personification, alliteration, onomatopoeia).

Other Evidence:


UNIT: 3



• The meanings of words and phrases can be solved using many strategies, • The author’s style and structure shapes the message of the text.


• How can I determine the meaning of unknown words and phrases as they are used in text? • How do I analyze text to help me understand what I read?

ESL Support:


• Sentence Frames • Pictures/Diagrams/Drawings • Leveled Text • Think Alouds • Word Wall • Dictionaries • Figurative Language Charts/Posters • T-Charts

Standard





Suggested Resources

CCSS: 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. WIDA ELDS: 2-5 Reading Speaking

SLO 12, 13 CO: Determine the meaning of general academic words, and domain specific words and phrases. LO: Identify the meaning of academic words, and domain specific words and phrases in a text using multiple resources, small group and visuals.

ELP 1 Identify the meaning of academic and domain specific words and phrases in a text by matching key words with the matching key words with the illustrations. ELP 2 Identify the meaning of academic and domain specific words and phrases in a text by identifying key phrases that support the meaning of the word or phrase using appropriately leveled text read aloud. ELP 3 Identify the meaning of academic and domain specific words and phrases in an adapted text using key, content-based vocabulary in multiple, simple, related sentences. ELP 4 Identify the meaning of academic and domain specific words and phrases in a text within grade2 – 3 complexity band using key, content-based vocabulary in expanded sentences with emerging complexity. ELP 5 Identify the meaning of academic and domain specific words and phrases in a grade level text





• Adapted Text





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using precise, content-based vocabulary in multiple, complex sentences.

CCSS: RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. WIDA ELDS: 2-5 Reading Speaking

SLO 10 CO: Determine the meaning of general academic and domain-specific words or phrases in a text. LO: Define words and phrases in informational texts through use of pictures, glossaries, dictionaries and/or Think Alouds about using context clues.

ELP 1 Define academic words and phrases from leveled texts using single words, Gestures and pictures. ELP 2 Define academic words and phrases from leveled texts using phrases and pictures. ELP 3 Define key, academic words and phrases in adapted, informational text using simple, related sentences. ELP 4 Define academic words and phrases in informational texts within grades 3-4 complexity level using expanded and some sentences with emerging complexity. ELP 5 Define precise, academic words and phrases in informational, grade-level text using multiple, complex sentences.


• Identify general academic words or phrases (e.g., different ways to

say the same thing such as stated instead of said) in a text. • Identify domain specific words or phrases (content words, e.g.,

sedimentary, igneous, metamorphic) in a text. • Determine and apply strategies (e.g., context clues, root words,

affixes) to determine the meaning of general academic and domain-specific words and phrases in a text.

Other Evidence:



UNIT: 3



• Analyzing texts for structure, purpose, and viewpoint allows an effective reader to gain insight and strengthen understanding. • The author’s style and structure shapes the message of the text. • Readers use text features to help understand and form thoughts and opinions.



• How can I determine the meaning of unknown words and phrases as they are used in text? • How do I analyze text to help me understand what I read? • How do texts written about the same topic compare and contrast to each other?

ESL Support:

• Pictures/Diagrams/Drawings • Leveled Text • Think Alouds • Word Wall • Bilingual Dictionary • Digital tools • Story Map

Standard





Suggested Resources

CCSS: RL. 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

WIDA ELDS: 2 Reading Writing Speaking

SLO 6, 7 CO: Refer to parts of stories, dramas, and poems including terms such as chapter, scene, and stanza when writing or speaking about a text. LO: Connect parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when writing or speaking about a text using a Story Map, Word Wall think alouds. Personal Dictionary and notes.

ELP 1 Refer to parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when writing or speaking about a text using single words in phrase or memorized patterns from leveled texts. ELP 2 Refer to parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when writing or speaking about a leveled text in phrases and short sentences. ELP 3 Connect parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when writing or speaking about an adapted text in multiple, simple, related sentences. ELP 4 Refer to parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when





• Adapted Text





om • http://languageartsr

eading.dadeschools.net/pdf/CCSSExemplarLessons/ExemplarLesson_G3_Read









http://languageartsreading.dadeschools.net/pdf/CCSSExemplarLessons/ExemplarLesson_G3_Reading.pdf






writing or speaking about a text within grade 2-3 complexity band in expanded sentences. ELP 5 Connect parts of stories, dramas, and poems to terms such as chapter, scene, and stanza when writing or speaking about a grade-level text in multiple, complex sentences.

ing.pdf • http://www.learnnc.o

rg/lp/pages/2976 • http://mhschool.com

/lead_21/grade4/ccslh_g4_ri_2_2c.html

CCSS: RL. 3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

WIDA ELDS: 2 Reading Writing Speaking

SLO 8 CO: Describe how each successive part of a chapter, scene, or stanza builds on earlier sections within the text. LO: Describe how each chapter, scene, or stanza builds on earlier sections within a text using a Story Map, Outline and Word Wall.

ELP 1 Describe how each chapter, scene, and stanza builds on earlier sections within a text by using single words in phrase and memorized patterns. ELP 2 Describe how each chapter, scene, and stanza builds on earlier sections within a text in phrases and short sentences. ELP 3 Describe how each chapter, scene, and stanza builds on earlier sections within a text in multiple, simple, related sentences. ELP 4 Describe how each chapter, scene, and stanza builds on earlier sections within a text in expanded sentences. ELP 5 Describe how each chapter, scene, and stanza builds on earlier sections within a grade-level text by using precise, content-based vocabulary in multiple, complex sentences.


http://www.learnnc.org/lp/pages/2976

http://www.learnnc.org/lp/pages/2976

http://mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2c.html




CCSS: RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. WIDA ELDS: 2-5 Reading Writing

SLO 11 CO: Describe the overall structure of events, ideas, concepts, or information in a text or part of a text. LO: Read and analyze how the overall structure contributes to the development of ideas in an informational text by using an outline or web and Marking the Text.

ELP 1 Read and analyze how the overall structure contributes to the development of ideas from an informational-leveled text by matching word and phrase citations. ELP 2 Read and analyze how the overall structure contributes to the development of ideas from an informational-leveled text using phrases and short sentences with formulaic structures. ELP 3 Read and analyze how the overall structure contributes to the development of ideas from an adapted informational text using key content-based vocabulary in simple, related sentences. ELP 4 Read to analyze how the overall structure contributes to the development of ideas from informational text within grades 3-4 complexity level using key, content-based vocabulary in expanded and sentences of emerging complexity. ELP 5 Read and analyze how the overall structure contributes to the development of ideas from grade-level informational text using precise, content-based vocabulary in multiple, complex sentences of varying lengths and complexity.

CCSS: RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison,

SLO 6 CO: Compare and contrast the overall structure of concepts or information in two or more texts.

ELP 1 Compare and contrast the overall structure of concepts or information in two or more texts by matching key, high-frequency single words to Pictures and Photographs.


cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. WIDA ELDS: 2-5 Reading Writing

LO: In written form compare and contrast the overall structure of concepts or information in two or more texts using a Graphic Organizers and groups.

ELP 2 Compare and contrast the overall structure of concepts or information in two or more texts by using key, grade-level vocabulary in short sentences using formulaic structures. ELP 3 In written form, compare and contrast the overall structure of concepts or information in two or more texts by using key, content-based, grade-level vocabulary in multiple, simple, related sentences. ELP 4 In written form, compare and contrast the overall structure of concepts or information in two or more texts using key, content-based, grade-level vocabulary in expanded sentences with emerging complexity of grammatical structures. ELP 5In written form, compare and contrast the overall structure of concepts or information in two or more texts by producing detailed, paragraphs of complex sentences of varying lengths with grade-level, content-based vocabulary appropriate to the theme.

Stage 2 – Assessment Evidence


Suggested Performance Tasks:

• Explain how stories, dramas, and poems are written in different forms (e.g., chapter, scene, stanza).

• Apply terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text.

• Describe how chapters, scenes, and stanzas give the reader information and work tighter to create the story, drama, or poem.

• Identify and explain different structures used informational text (e.g., chronology, compare/contrast, cause/effect, problem/solution).

• Describe how events, ideas, concepts, or information are structured in a text.

Other Evidence:


UNIT: 3



• Effective readers use a variety of strategies to make sense of key ideas and details presented in text. Essential Questions:

• How can I find the most important ideas in a text? • Why are details important? • How does knowing the story parts help you recount what you read in a text?

ESL Support:

• Pictures/Diagrams/Drawings • Leveled Text • Word Wall • Digital tools • Story Map • Choice Questions

Standard





Suggested Resources


CCSS: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

WIDA ELDS: 2-5 Reading Speaking Listening

SLO 9, 10 CO: Identify the main idea and describe how key details support the main idea in informational text. LO: Identify the main idea and key details and describe the connection using a graphic organizer, word wall and pictures.

ELP 1 Identify the main idea and key details and explain the connection in a leveled text read aloud using pictures. ELP 2 Identify the main idea and key details and explain the connection in phrases and short sentences. ELP 3 Identify the main idea and key details and explain the connection in multiple, simple, related sentences. ELP 4 Identify the main idea and key details and explain the connection in expanded sentences with emerging complexity. ELP 5 Identify the main idea and key details and explain the connection in multiple, complex sentences.





• Adapted Text • Bloom’s Taxonomy





om • http://www.brainpopj

r.com/readingandwriting/comprehension/mainidea/grownups.weml

CCSS: RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. WIDA ELDS: 2 Reading Writing Speaking

SLO 8 CO: Summarize a text, referring to the main idea and key details. LO: Summarize an informational text, referring to the main idea and key details using a Story Map and Word Wall.

ELP 1 Summarize an informational text pictures, Gestures or high frequency, content-related single words. ELP 2 Summarize an informational text using pictures or answer wh- questions with general, content-based vocabulary in phrases and formulaic grammatical structures. ELP 3 Summarize an adapted informational text using key, content-based vocabulary in simple sentences with repetitive grammatical structures that









http://www.brainpopjr.com/readingandwriting/comprehension/mainidea/grownups.weml






represent related ideas. ELP 4 Summarize an informational text within grades 3-4 complexity level using key, content-based vocabulary in expanded and some complex sentences with varying grammatical structures. ELP 5 Summarize a grade-level informational text using precise, content-based vocabulary in multiple, complex sentences with varying grammatical structures.


• Determine main idea and key details in a text and explain their

connection. • Write a summary with a main idea and key details.

Other Evidence:



UNIT: 3



• An effective reader analyzes text to gain insight and strengthen comprehension.


• How can I find the most important ideas in a text? • What tools could I use to help me locate important information?

ESL Support:

• Pictures/Diagrams/Drawings • Informational Text • Word Wall • Bilingual Dictionary • Digital tools

Standard





Suggested Resources

CCSS: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. WIDA ELDS: 2-5 Reading Listening

SLO 15 CO: Utilize search tools to find information relevant to given topic. LO: Use search tools to locate relevant information by following oral directions using technology and technology resources.

ELP 1 Use search tools to locate relevant information from texts by following oral directions or using pictures in phrases and memorized patterns. ELP 2 Use search tools to locate relevant information from texts by following oral directions or using pictures and oral directions in phrases and short sentences. ELP 3 Use search tools to locate relevant information from adapted texts by following oral directions in multiple, simple, related sentences.





• Adapted Text





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ELP 4 Use search tools to locate relevant information from texts within grade 2-3 complexity band by following oral directions in expanded sentences. ELP 5 Use search tools to locate relevant information from grade level texts by following oral directions in multiple, complex sentences.

• http://languageartsr

eading.dadeschools.net/pdf/CCSSExemplarLessons/ExemplarLesson_G3_Reading.pdf


• Identify and give examples of text features and search tools. • Explain how text features and search tools help locate information

quickly.

Other Evidence:









UNIT: 3



• Word analysis and decoding skills are foundational for success as a reader. • Grammar and conventions help convey meaning.


• How doo sounds and letters create words? • When a word doesn’t make sense, what can I do? • How does the usage of grammar convey meaning?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sound/Symbol Charts/Poster with rules • Bilingual Dictionary • Digital tools/Technology Resources

Standard

Student Learning Objectives

(SLO) Content Language (CO)

Language Objective (LO)



Suggested Resources

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

c. Decode

SLO 16, 17 CO: Decode and read grade-level/modified irregularly spelled words and grade level/adapted text correctly and with expression.

ELP 1 Decode and read high frequency, irregularly spelled, content-related words from leveled texts with accuracy and expression. ELP 2 Decode and read irregularly spelled, common, content-based


Understanding • Response Journals Summative

• www.starfall.com • http://iteslj.org/Tech

niques/Wilson-PhonicsActivities.ht

http://www.starfall.com/

http://iteslj.org/Techniques/Wilson-PhonicsActivities.html




multisyllable words. d. Read grade- appropriate irregularly spelled words.


LO: Decode and read grade level irregularly spelled words with accuracy and expression using a word wall, pictures, and flash cards.

words in phrases from leveled texts with accuracy and expressions. ELP 3 Decode and read irregularly spelled, key, content-based words from adapted texts with accuracy and expression. ELP 4 Decode and read irregularly spelled, content-based words from texts within the grade 2-3 complexity band with accuracy and expression. ELP 5 Decode and read irregularly spelled, content-based words in grade-level texts with accuracy and expression.

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


ml


• http://esltreasure.co

m/games-activities/phonics-pronunciation-activities/

• Adapted Text


• www.readwritethink.org

• www.thinkfinity.org • www.colorincolorad


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

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

SLO 12 CO: Apply letter-sound knowledge and syllabication patterns to accurately read multisyllabic words in and out of context LO: Apply phonics to decode multisyllabic words using sound/symbol and syllabication Charts/Posters and pictures.

ELP 1 Apply phonics skills to decode high frequency, multisyllabic familiar words from leveled texts. ELP 2 Apply phonics skills to decode multisyllabic, content-based, familiar words from leveled texts. ELP 3 Apply phonics skills to decode, key, multisyllabic, content-based words from an adapted text.


http://esltreasure.com/games-activities/phonics-pronunciation-activities/














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


ELP 4 Apply phonics skills to decode multisyllabic, content-based words from texts within grades 3-4 complexity level. ELP 5Apply phonics skills to decode multisyllabic, content-based words from grade level texts.

CCSS: RF.5.3.a Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context.

WIDA ELDS: 2 Reading

SLO 8 CO: Apply all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in and out of context. LO: Decode unfamiliar multisyllabic words in and out of context, using letter-sound correspondences, syllabication patterns, and morphology using Charts/Posters and Illustrations/diagrams/drawings.

ELP 1 Decode, unfamiliar, high frequency, multisyllabic, key grade level words in context by applying known strategies. ELP 2 Decode common, unfamiliar, multisyllabic, grade-level words in context from a leveled text by applying known strategies. ELP 3 Decode unfamiliar, multisyllabic, grade-level words in context from an adapted text by applying known strategies. ELP 4 Decode unfamiliar, multisyllabic, words in and out of context from a grade 4-5 complexity level text by applying known strategies. ELP 5 Decode unfamiliar multisyllabic, words in and out of context from grade level text by applying known strategies.

Stage 2 – Assessment Evidence


Suggested Performance Tasks:

• Explain how to break apart words into segments to decode words I do not know.

• Identify and read irregularly spelled words. • Analyze the structure of words by finding compound words, roots,

prefixes, suffixes, and syllables to help me decode unfamiliar multi-syllabic words.

Other Evidence:


UNIT: 3



• Writing communicates information and experiences to the reader. • Writers have a purpose for writing.


• Why do we write? • What is the importance of sharing information and experiences?

ESL Support:

• Pictures/Diagrams/Drawings • Transitional Phrase Wall • Word Wall • Sentence Frames • Digital tools


Standard





Suggested Resources

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

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

information. WIDA ELDS: 2-5 Writing

SLO 22 CO: Demonstrate use of linking words and phrases to connect ideas within categories of information. LO: Organize ideas within categories of information applying linking words and phrases.

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




• http://www.isbe.net/common_core/pls/level1/pdf/prog-write-cards.pdf

• Grade 3-5 leveled

Text

• Adapted Text





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CCSS: W.4.3.c & W.5.3.c Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

SLO 18; 15 CO: Develop narratives with real or imagined experiences or events using effective technique, descriptive details, and clear event sequences using a variety of transitional words and phrases to manage the sequence of events in a narrative.

ELP 1 Write using sequential transitional phrases and clauses to signal shifts from one time frame or setting to another using illustrations and high frequency, content-related single words. ELP 2 Write using sequential transitional phrases and clauses to signal shifts from one time frame or

http://www.isbe.net/common_core/pls/level1/pdf/prog-write-cards.pdf













c. Use a variety of transitional words and phrases to manage the sequence of events.

WIDA ELDS: 2 Writing

LO: Write narratives using a variety of transitional words and phrases to manage sequence using a transitional phrase Word Wall and a timeline.

setting to another using key, content-based vocabulary in phrases and short sentences with formulaic structures. ELP 3 Write using sequential transitional phrases and clauses to signal shifts from one time frame or setting to another using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 Write using sequential transitional phrases and clauses to signal shifts from one time frame or setting to another using key, content-based vocabulary in expanded sentences of emerging complexity. ELP 5 Write using sequential transitional phrases and clauses to signal shifts from one time frame or setting to another using precise, content-based vocabulary in multiple, complex sentences of varying lengths and structures.


• Write an informational essay connecting information (e.g., facts,

definitions, details) using linking words and phrases. • Create a piece of writing signaling changes in time and place by

using transition words, phrases, and clauses.

Other Evidence:



UNIT: 3



• Producing clear ideas involves selecting appropriate style and structure for an audience. • Writing is strengthened through revision and technology. • Writers continually make changes to improve the quality of their work.



• How do I evaluate my writing? • How do I change my writing to make it better? • How do I share my writing with others?

ESL Support:

• Pictures/Diagrams/Drawings • Informational Text • Word Wall • Bilingual Dictionary • Digital tools

Standard





Suggested Resources

CCSS: W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

WIDA ELDS: 2 Writing Listening

SLO 26 CO: Obtain guidance and support from adults and peers to extend writing by planning, revising, and editing. LO: Develop and strengthen writing by applying the steps of the writing using graphic organizers, templates, and teacher modeling.

ELP 1 Develop and strengthen writing by applying the steps of the writing process using drawings and key, grade-level single words in phrases and memorized patterns. ELP 2 Develop and strengthen writing by applying the steps of the writing process using phrases and short sentences. ELP 3 Develop and strengthen writing by applying the steps of the writing process in a series of multiple, simple, related sentences. ELP 4 Develop and strengthen writing by applying the steps of the writing process in expanded sentences with emerging complexity. ELP 5 Develop and strengthen writing by applying the steps of the writing process in multiple, complex sentences.





• http://powerupwhat

works.com/content/render/Writing_Drafting

• http://www.reallygoo

dstuff.com/images/art/148212.pdf

• Adapted Text




o.org

http://powerupwhatworks.com/content/render/Writing_Drafting




http://www.reallygoodstuff.com/images/art/148212.pdf










• www.teachersfirst.c

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CCSS: W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. WIDA ELDS: 2 Reading Writing Speaking

SLO 19 CO: With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach. LO: Apply all phases of the writing process to develop and strengthen writing using peer editing with a Checklist, Story Map, and multiple resources.

ELP 1 Apply all phases of the writing process to develop and strengthen writing using drawings and high frequency, grade-level single words in phrases to represent key ideas. ELP 2 Apply all phases of the writing process to develop and, strengthen writing using drawings and general, grade-level vocabulary in short sentences using formulaic patterns to represent key ideas. ELP 3 Apply all phases of the writing process to develop and strengthen a writing task that represents multiple, related ideas using key, grade-level vocabulary in simple sentences using repetitive structures. ELP 4 Apply all phases of the writing process to develop and strengthen an organized writing piece using key, grade-level vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5 Apply all phases of the writing process to develop, strengthen, and focus a clear and coherent writing task using precise, grade-level vocabulary in multiple, complex sentences with a variety of grammatical structures.





• Create a coherent piece of writing integrating all the steps of the

writing process. • Recognize by revising, editing, and rewriting are not enough, and I

need to try a new approach.

Other Evidence:


UNIT: 3



Stage 1 – Desired Results

Enduring Understandings:

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

• Good writers use a repertoire of strategies that enables them to vary form, style in order to write for different purposes, audiences, and contexts.


• What makes a difference in writing clearly? • How does partner work and technology help improve my writitng?

ESL Support:

• Pictures/Diagrams/Drawings • Checklist for publishing • Word Wall • Bilingual Dictionary • Digital tools/Technology • Teacher Model

Standard





Suggested Resources

CCSS: W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

WIDA ELDS: 2-5 Reading Writing Speaking Listening

SLO 27,28 CO: Create and publish writing with the use of technology and technological resources. LO: Interact and collaborate with others during writing using Technology Resources.

ELP 1 Interact and collaborate with others during writing with others using technological resources, and write using drawings and single words in phrases. ELP 2 Interact and collaborate with others using technological resources to write phrases and short sentences. ELP 3 Interact and collaborate with others in writing using technological resources to write series of multiple, simple, related sentences.




• http://powerupwhatworks.com/content/render/Writing_Drafting

• http://www.reallygoo

dstuff.com/images/art/148212.pdf


• Adapted Text









ELP 4 Interact and collaborate with others in writing using technological resources to write expanded sentences. ELP 5 Interact and collaborate with others in writing using technological resources to write multiple, complex sentences.





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• Identify technology (e.g., Word, Publisher, PowerPoint) that will help me produce and publish my writing.

• Use technology to collaborate/work with others to produce and publish my writing.

Other Evidence:


http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf

http://www.nj.gov/education/modelcurriculum/ela/ellscaffolding/Visualizations/Technology.pdf










UNIT: 3



• Effective research presents and answer to a question, demonstrates an understanding of the inquiry, and properly cites information from multiple sources.

• Research is a process for finding information to answer questions. Essential Questions:

• How do I remember what have I learned from my research? • Where do I look for information to answer my questions for my research? • What do good researchers do? • What is the problem with “cut and paste” to answer research questions?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sentence Frames • Bilingual Dictionary • Teacher model • Digital tools/Technology

Standard





Suggested Resources

CCSS: W.3.7 Conduct short research projects that build knowledge about a topic.

WIDA ELDS: 2-5

SLO 29 CO: Perform short research projects that develop knowledge about a topic when writing. LO: Conduct a short research project that builds knowledge about a topic

ELP 1 Conduct a short research project about a topic using pictures, drawings and corresponding key, single words in phrases. ELP 2 Conduct a short research project about a topic using visuals in phrases and short sentences.


Understanding • Response Journals Summative • State Assessments


• http://www.scholasti

c.com/browse/lessonplan.jsp?id=1566

• Adapted Text

http://www.scholastic.com/browse/lessonplan.jsp?id=1566




Reading Listening

using technological resources, notes, and teacher support.

ELP 3 Conduct a short research project about a topic using a series of multiple, simple, related sentences. ELP 4 Conduct a short research project about a topic in expanded sentences. ELP 5 Conduct a short research project about a topic in multiple, complex sentences.

• Benchmarks • End-of- the Unit






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• Define research and explain how it is different from other types of writing. • Research a topic to answer questions and gain information.

Other Evidence:











UNIT: 3



• Effective research presents an answer to a question, demonstrates an understanding of the inquiry, and properly cites information from multiple sources.

• Note taking allows you to save information that you may use later. • Personal experiences can enhance your understanding of a topic.


• How do I remember what have I learned from my research? • What do good researchers do? • What is the problem with “cut and paste” when taking notes? • Why are taking notes important?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sentence Frames • Bilingual Dictionary • Teacher model • Digital tools/Technology

Standard





Suggested Resources


CCSS: W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

WIDA ELDS: 2-5 Reading Writing Speaking Listening

SLO 31 CO: Take brief notes on sources and sort evidence into provided categories in a writing piece. LO: Write brief notes on sources and sort evidence into provided categories in a writing piece use foldable, shared writing, and technological resources.

ELP 1 Write brief notes on sources and sort evidence into provided categories or phrase. ELP 2 Write brief notes on sources and sort evidence into provided categories into phrases and short sentences. ELP 3 Write brief notes on sources and sort evidence into provided in a series of multiple, simple, related sentences. ELP 4 Write brief notes on sources and sort evidence into provided categories in expanded sentences. ELP 5 Write brief notes on sources and sort evidence into provided categories using in multiple, complex sentences.




• http://www.educationworld.com/a_lesson/lesson/lesson322.shtml

• http://www.schools.

manatee.k12.fl.us/3160MARZANO/3160marzano/summarize___note_taking.html

•





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• Gather information from varied sources (experiences, print or digital) about a topic, select relevant information (notes) and sort notes into provided categories.

Other Evidence:


http://www.educationworld.com/a_lesson/lesson/lesson322.shtml




http://www.schools.manatee.k12.fl.us/3160MARZANO/3160marzano/summarize___note_taking.html















UNIT: 3



• Presentation of knowledge and ideas is enhanced through appropriate organization and style for an audience via the use of visual displays, technology, and the appropriate use of language.

• The way I present can make a topic more informative and interesting to the listener. Essential Questions:

• What makes a great presentation? • Does it matter “What I say” or “How I say it”? • How can I engage and inform an audience when presenting a topic?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sentence Frames • Bilingual Dictionary


• Speaking Protocol (memorized single word expressions) • Speaking Rubric • Digital Resources

Standard





Suggested Resources

CCSS: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. WIDA ELDS: 2-5 Speaking Listening

SLO 35 CO: Speak clearly at comprehensible pace when discussing a topic or text, telling a story, or recounting experiences. LO: Speak clearly to tell a story or recounting an experience using graphic organizers, recording devices and partner work.

ELP 1 Clearly tell a story or recount an experience by drawing the proper sequences with single words in phrases. ELP 2 Speak clearly to tell a story or recount an experience in the proper sequence of events with visuals in phrases and short sentences. ELP 3 Speak clearly to tell a story or recount an experience using a series of simple, related sentences. ELP 4 Speak clearly to tell a story or recount an experience using expanded and some complex sentences. ELP 5 Speak clearly to tell a story or recount an experience using multiple and complex sentences of varying lengths and structures.





• Adapted Text





om

CCSS: SL.4.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

SLO 29 CO: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes. LO: Discuss and recount an experience using evidence and

ELP 1 Discuss and recount experience with evidence and descriptive details by using high-frequency, content-related single words in phrase patterns or memorized phrases that represent key ideas. ELP 2 Discuss and recount experience with evidence and










WIDA ELDS: 1-5 Reading Speaking

descriptive details to support main ideas or themes presented using a speaking rubric / Checklist or L1 support.

descriptive details by using general, content-based vocabulary in phrases and/or short sentences with formulaic sentence patterns that represent key ideas. ELP 3 Discuss and recount experience with evidence and descriptive details using key, content-based vocabulary in simple, related sentences with repetitive structures. ELP 4 Discuss and recount experience with evidence and descriptive details using key, content-based vocabulary in expanded and some complex sentences with a variety of grammatical structures. ELP 5 Discuss and recount experiences with descriptive details and evidence presented using precise, content-based vocabulary in clear and coherent, multiple, complex sentences with a variety of grammatical structures.


• Select and present a topic, text, story, or experience with facts and relevant descriptive details.

• Select, determine, and present in logical order a topic, text, story, or experience with facts and descriptive details that support the main idea or theme.

Other Evidence:



UNIT: 3



• To communicate you need to understand language. • Effective readers, writers, and listeners use knowledge of language to make appropriate choices when presenting information and to clarify meaning

when reading or listening. •


• In what ways are ideas communicated clearly?


• How does knowledge of language help you to convey meaning when you read, write, speak, and listen?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sentence Frames • Reference Sheet • Cloze Sentences • Digital Tools • Leveled written examples

Standard

Student Learning Objectives (SLO) Content Language (CO)




Suggested Resources

CCSS: L.3.3.b Use knowledge of language and its conventions when writing, speaking, reading, or listening.

b. Recognize and observe differences between the conventions of spoken and written standard English.

WIDA ELDS: 2 Writing Listening Speaking

SLO 38 CO: Identify and recognize the differences between the conventions of oral and written standard English. LO: Identify the difference between the conventions of spoken and written standard using charts and partner.

ELP 1 Identify the difference between the conventions of spoken and written standard English using single words in phrase citations. ELP 2 Identify the difference between the conventions of spoken and written standard English using visual phrases and short sentences. ELP 3 Identify the difference between the conventions of spoken and written standard English in a series of simple, related sentences. ELP 4 Identify the difference between the conventions of spoken and written standard English using expanded and some complex sentences. ELP 5 Identify the difference between the conventions of spoken





• Adapted Text





om • http://www.funenglis

hgames.com/grammargames/punctuation.html

• http://www.collabora

tivelearning.org/pun









http://www.funenglishgames.com/grammargames/punctuation.html




http://www.collaborativelearning.org/punctuationgames.pdf



and written standard English using multiple, complex sentences.

ctuationgames.pdf

CCSS: L.4.3.b Use knowledge of language and its conventions when writing, speaking, reading, or listening.

b. Choose punctuation for effect.

WIDA ELDS: 1-5 Reading Writing Speaking Listennng

SLO 36 CO: Choose punctuation for effect when writing, speaking, reading, or listening. LO: Apply the conventions of standard punctuation for effect by producing, editing and revising using written examples and punctuation rules Checklist.

ELP 1 Apply the conventions of standard punctuation for effect by inserting commas, periods and question marks into cloze sentences or phrases. ELP 2 Apply the conventions of standard punctuation for effect by inserting commas, periods and question marks into simple sentence frame or short sentences with formulaic patterns. ELP 3 Apply the conventions of standard punctuation for effect by revising written examples of simple, related sentences ideas with repetitive structures. ELP 4 Apply the conventions of standard punctuation for effect by revising written examples of expanded and some complex sentences with a variety of grammatical structures. ELP 5 Apply the conventions of standard punctuation for effect by producing, editing and revising



written examples at grade level using multiple, complex sentences with a variety of grammatical structures.


• Explain difference between spoken and written language. • Produce a writing piece using punctuation to create various effects and add

interest.

Other Evidence:


UNIT: 3


Stage 1 – Desired Results


Enduring Understandings:

• Effective readers and writers use context of language to acquire, clarify, and appropriately use vocabulary. • Understanding and demonstrating the use of vocabulary helps us to gain meaning.


• What strategies could I use to determine the meaning of a word? • How does understanding words or phrases expand vocabulary?

ESL Support:

• Pictures/Diagrams/Drawings • Word Wall • Sentence Frames • Idiom Dictionary • Cloze Sentences • Digital Tools • Mentor Text

Standard

Student Learning Objectives (SLO) Content Language (CO)




Suggested Resources

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

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

WIDA ELDS: 2

SLO 39 CO: Make real life connections between words and their use. Able to describe people or thing. LO: Identify real life connections between words and their use using T-charts and word wall.

ELP 1 Identify real life connections between words and their use by pictures or using single words in phrases. ELP 2 Identify real life connections between words and their use using visuals in phrases and short sentences. ELP 3 Identify real life connections between words in a series of simple, related sentences. ELP 4 Identify real life connections between words and their use using expanded and some complex sentences.





• https://www.thinkfini

ty.org/servlet/JiveServlet/previewBody/8257-102-1-14328/Firework-by-Katy-Perry-Song-Lyrics-Poetry-Terms-Figurative-Language.pdf



https://www.thinkfinity.org/servlet/JiveServlet/previewBody/8257-102-1-14328/Firework-by-Katy-Perry-Song-Lyrics-Poetry-Terms-Figurative-Language.pdf













Writing Speaking

ELP 5 Identify real life connections between words and their use using multiple, complex sentences of varying lengths and structures.



om • http://www.ereading

worksheets.com/figurative-language/figurative-language-activities/

CCSS: L.4.5.b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

b. Recognize and explain the meaning of common idioms, adages, and proverbs.

WIDA ELDS: 1-5 Writing Speaking

SLO 39 CO: Show and discuss the significance of common idioms. LO: Identify and explain the significance of common idioms.

ELP 1 Identify and explain meanings of high frequency common idioms and phrases from leveled texts and match to appropriate drawings. ELP 2 Identify and explain meanings of common idioms and phrases from leveled texts and match to appropriate drawings. ELP 3 Identify and explain the meaning of common idioms in adapted texts using simple, related sentences with repetitive grammatical structures. ELP 4 Identify and explain the significance of common idioms in texts within the grades 3-4 complexity band using expanded and some complex sentences with varying grammatical structures. ELP 5 Identify and explain the significance of common idioms in grade level texts using multiple, complex sentences with varying grammatical structures.






http://www.ereadingworksheets.com/figurative-language/figurative-language-activities/







• Recognize when an author is using idioms, adages, and proverbs and determine the intended meaning.

• Make a real-life connection to words I hear and read.

Other Evidence:


Stage 3 – Learning Plan

Lesson Format

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


Documents

UNIT: 3 Stage 1 – Desired Results Enduring Understandings · 2015. 9. 24. · Stage 1 – Desired Results Enduring Understandings: • To gain deeper insight, effective readers