G3+Reading+Unit+1


 * P.S. 208 The Alain L. Locke Magnet School for Environmental Stewardship 2012-2013 **
 * Grade 3 Reading Unit Begins Sept 6th - Sept 28th, 2012 (NO SCHOOL Sept 18, 19, 26th) **
 * Unit 1: Creating a Reading Community Where Accuracy, Fluency, and Independence Support Comprehension **

** Essential Question: ** How do we become a community of independent readers in our classroom environment? ** Enduring Understanding: ** Readers establish reading behaviors and set goals for reading accurately, fluently and independently to prepare themselves to be life-long readers. ** Common Core Learning Standards: ** 3RL.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. 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.RF.4 Read with sufficient accuracy and fluency to support comprehension. 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 3.SL.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. 3.SL.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. 3.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 3.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 3.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 3.L.5 Demonstrate understanding of word relationships and nuances in word meanings. 3.L.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). ** EfS Standards: ** E. Healthy Commons - Healthy Commons are that upon which we all depend and for which we are all responsible (i.e., air, trust, biodiversity, climate regulation, our collective future, water, libraries, public health, heritage sites, top soil, etc.). Students will be able to recognize and value the vital importance of the Commons in our lives and for our future. They will assume the rights, responsibilities and actions to care for the Commons. I. A Sense of Place - The strong connection to the place in which one lives. Students will recognize and value the interrelationships between the social, economic, ecological and architectural history of that place and contribute to its continuous health. ** ***Read Alouds: **** Matilda or Because of Winn Dixie - Day 1 for Read Aloud (will read both and make character comparisons). One of these books should be finished by Sept 24th for the lessons on character traits. **   ** Watch Matilda and Because of Winn Dixie after each book has been read aloud*** (Library Time to view movies) ** Tie-In ||  Resources  || Sept 6 || Students learn about the components of Reader’s Workshop as they learn to choose their Just-Right books and set up their reading notebook. || Teacher tells students that today’s workshop is how most days in reading will look- until we start guided reading. Students are taught how to shop for 1 book at their level (based on June 2012 RTS). Teacher models how to set up their reading notebook for classwork with name, date, title, author, pages read, c for classwork. Then students engage in their first session of independent reading (15-20 minutes). || EFS: C, E, I Sustainable practices reading practices || Charts - reading notebook, reading levels Suggested Texts: Use Matilda/Winn Dixie from read aloud or other shorter options: -The Earth and I by Frank Asch -The Great Kapok Tree || <span style="font-family: 'Lucida Grande','serif';">Sept 7 || Readers decide how long their Just-Right book should take to read and set reading goals. Readers determine if their reading pace will help them meet their goal for finishing books. || <span style="font-family: 'Lucida Grande','serif';">Teacher models how readers determine how long it will take them to read a book by using post-its to mark the place in the book they will read to. They learn to set these goals in order to complete books regularly and in a timely manner. Teacher models how to monitor pace as she reads to determine how many pages would be read during independent reading. <span style="font-family: 'Lucida Grande','serif';">Students complete the STAR Reading test to determine their ZPD. || <span style="font-family: 'Lucida Grande','serif';">EfS: E, I <span style="font-family: 'Lucida Grande','serif';">Sustainable reading practices || <span style="font-family: 'Lucida Grande','serif';">Charts - self monitor (pacing and goals) <span style="font-family: 'Lucida Grande','serif';">Suggested Texts: The Bee Tree & Thank you, Mr. Falker by Patricia Polacco || <span style="font-family: 'Lucida Grande','serif';">Sept 10 || Readers learn how to engage in collaborative conversations about books using conversational prompts. || <span style="font-family: 'Lucida Grande','serif';">Teachers will model how to engage in a collaborative discussion about what they have heard using accountable talk prompts. Students practice with a partner then reading independently for 15 min and practice book conversation again. Conversational prompts will be glued into student notebooks and displayed. <span style="font-family: 'Lucida Grande','serif';">*Introduce the Reading Log after independent reading - students should be finishing books today. || <span style="font-family: 'Lucida Grande','serif';">EfS: C, I <span style="font-family: 'Lucida Grande','serif';">Sustainable reading practices || <span style="font-family: 'Lucida Grande','serif';">Talk bubbles for student notebooks <span style="font-family: 'Lucida Grande','serif';">Suggested Texts: The Wednesday Surprise by Eve Bunting <span style="font-family: 'Lucida Grande','serif';">-How Reading Changed my Life by Anna Quindlen <span style="font-family: 'lucida grande','serif';">- Library Lil by Suzanne Williams || <span style="font-family: 'Lucida Grande','serif';">Sept 11 || Readers retell the central message in their book using the 5 finger rule or using another graphic organizer. || <span style="font-family: 'Lucida Grande','serif';">Teacher will model how to use a graphic organizer such as a handprint or sequence chart to help in retelling the central message in a story. Students will use this after independent reading. They will also use this tool to prepare for AR quizzing. If they have difficulty remembering events, they go back to reread. <span style="font-family: 'Lucida Grande','serif';">Sustainable reading practices || <span style="font-family: 'Lucida Grande','serif';">Charts - sample retelling <span style="font-family: 'Lucida Grande','serif';">Suggested Short Texts: Fireflies! by Julie Brinckloe <span style="font-family: 'lucida grande','serif';">- Night in the Country by Cynthia Rylant <span style="font-family: 'lucida grande','serif';">- All Those Secrets of the World by Jane Yolen || <span style="font-family: 'Lucida Grande','serif';">Sept 12 || Readers identify the central message in a text by summarizing their book. || <span style="font-family: 'Lucida Grande','serif';">Teacher models how to summarize a story using the retelling graphic organizer or other tool, going back to reread if necessary. After independent reading, students summarize what they read with a partner, then write what they said in their reading notebook. || <span style="font-family: 'Lucida Grande','serif';">EfS: E, I <span style="font-family: 'Lucida Grande','serif';">Sustainable reading practices || <span style="font-family: 'Lucida Grande','serif';">Charts - summary/main problem <span style="font-family: 'Lucida Grande','serif';">Suggested Short Texts: use same text from previous || <span style="font-family: 'Lucida Grande','serif';">Sept 13 || Readers identify the main problem in the text (main idea) and the details that support it. || <span style="font-family: 'Lucida Grande','serif';">Teacher models identifying the main problem in a story and that the main problem is usually the same or similar as the main idea (refer back to The Great Kapok Tree or other previously read text). Students read independently, turn-and-tell their partner about the problem in the story then write it as their response. || <span style="font-family: 'Lucida Grande','serif';">EfS: E, I <span style="font-family: 'Lucida Grande','serif';">Sustainable reading practices || <span style="font-family: 'Lucida Grande','serif';">Chart: Identifying main problem <span style="font-family: 'Lucida Grande','serif';">Suggested Short Texts: use same text from previous || <span style="font-family: 'Lucida Grande','serif';">Sept 14 || Readers review genres of texts and evaluate why it is important to read various genres of texts. || <span style="font-family: 'Lucida Grande','serif';">Teacher asks what genre means. Students will share what they know about genres and then teacher holds up different books and creates chart of genres based on background knowledge and observations. Teacher asks why it might be important to read many genres. Students read independently and then tell their partner the genre of their book and how they know. || <span style="font-family: 'Lucida Grande','serif';">EfS: E, I <span style="font-family: 'Lucida Grande','serif';">Why are their different genres of books? Establish the purpose for genres and that many books are non-fiction (math, science, SS because they apply to real life and teach us about natural systems, etc. || <span style="font-family: 'Lucida Grande','serif';">Chart - genres <span style="font-family: 'Lucida Grande','serif';">Various books from different genres || <span style="font-family: 'Lucida Grande','serif';">Sept 19 || Readers stop and jot important events and supporting details from a story read aloud. || <span style="font-family: 'Lucida Grande','serif';">Teachers (or teacher and student) model how to stop and jot notes as a story is being read aloud. Students practice after teachers model. Students then read independently and turn and tell their partner the main problem in their books. || <span style="font-family: 'Lucida Grande','serif';">EfS: I <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">Chart - what to stop and jot || <span style="font-family: 'Lucida Grande','serif';">Sept 20 || Readers make self-text connections based on text read aloud and independently. || <span style="font-family: 'Lucida Grande','serif';">Teacher uses previously read book to make a text-to-self connection. Students then turn and tell their partner a connection they can make to their story. Students read independently, turn and tell their partner their personal connection then write it as their response. || <span style="font-family: 'Lucida Grande','serif';">EFS: C, E, I <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">Chart - sample of text-to-self connection <span style="font-family: 'Lucida Grande','serif';">Suggested Texts: Fly Away Home by Eve Bunting || <span style="font-family: 'Lucida Grande','serif';">Sept 21 || Readers make text-to-world connections based on text read aloud and independently. || <span style="font-family: 'Lucida Grande','serif';">Teacher uses previously read book to make a text-to-world connection. Students then turn and tell their partner a connection they can make to their story. Students read independently, turn and tell their partner their text-to-world connection then write it as their response. || <span style="font-family: 'Lucida Grande','serif';">EFS: C, E, I <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">Chart - sample of text-to-world connection || <span style="font-family: 'Lucida Grande','serif';">Sept 24 || Readers examine the point of view in the text to better understand the depth of a character/narrator/writer. || <span style="font-family: 'Lucida Grande','serif';">Teacher asks what point of view is - explain that it’s who is telling the story. Refer to Matilda or Winn Dixie, and ask who is telling the story and how we know. Choose another book that has been read aloud and partners discuss who is telling the next story, etc. and share. Make a short chart of words that give clues to the point of view. After students read independently, they tell their partner the story’s point of view then write their response. || <span style="font-family: 'Lucida Grande','serif';">Point of view varies from text to text. Determining a writer’s point of view is important in determining the purpose of the text and the message. This is important for sustaining positive reading behaviors. || <span style="font-family: 'Lucida Grande','serif';">Text: Matilda or Winn Dixie, other previously read texts <span style="font-family: 'Lucida Grande','serif';">Chart - point of view clue words || <span style="font-family: 'Lucida Grande','serif';">Sept 25 || Readers examine characters and their traits by “identifying real-life connections between words and their use” (ex. helpful, friendly,etc.) || <span style="font-family: 'Lucida Grande','serif';">Students brainstorm words to describe characters, then complete together as class to begin teacher created chart. Using the character of Matilda or Opal from Winn Dixie, students use words to describe the character and begin thinking about how they know (evidence). After students read independently, they turn and tell partner what kind of character is in the story they are reading and then write it as their response. || EfS: I <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">Note: Either Winn Dixie or Matilda should be complete to use for these next 2 days of lessons <span style="font-family: 'Lucida Grande','serif';">Charts - character traits || <span style="font-family: 'Lucida Grande','serif';">Sept 27 || Readers examine characters and their traits, and their actions by “identifying real-life connections between words and their use” (ex. helpful, friendly,etc.). || <span style="font-family: 'Lucida Grande','serif';">Repeat lesson from 9/24, may continue using Matilda or Opal, or use short text previously read. Continue working on the evidence that support the identification of character traits. Also examine some of the character’s actions and reasons why characters do what they do. || EfS: I <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">See above || <span style="font-family: 'Lucida Grande','serif';">Sept 28 || Readers identify nuances in books they read and examine the non-literal figurative language in the texts they read. || <span style="font-family: 'Lucida Grande','serif';">Teacher refers back to texts read throughout this unit (and can read aloud additional simile book - may choose to make copies of the simile book and give students examples of this figurative language). Students turn and tell their partners what they think their example means. Share and start making teacher created chart of some examples students were given. As students read independently, they try to identify similes if they are in book. They share with their partners and then write them in their reading notebooks for response. || <span style="font-family: 'Lucida Grande','serif';">Sustainable practices reading practices || <span style="font-family: 'Lucida Grande','serif';">Charts - start idioms, similes <span style="font-family: 'Lucida Grande','serif';">Suggested Text: Crazy Like a Fox (check title) ||
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">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).
 * 2) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
 * 3) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Explain their own ideas and understanding in light of the discussion.
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
 * 2) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
 * 1) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">Cultural Preservation and Transformation - The preservation of cultural histories and heritages, and the transformation of cultural identities and practices contribute to sustainable communities. Students will develop the ability to discern with others what to preserve and what to change in order for future generations to thrive.
 * 2) <span style="font-family: 'Lucida Grande','serif'; font-size: 16px;">The Dynamics of Systems & Change - A system is made up of two or more parts in a dynamic relationship that forms a whole whose elements ‘hang together’ and change because they continually affect each other over time. Students will know and understand the dynamic nature of complex systems and change over time. They will be able to apply the tools and concepts of system dynamics and systems thinking in their present lives, and to inform the choices that will affect our future.
 * <span style="font-family: 'Lucida Grande','serif';">Lesson/Date  ||  Objective/KBAD  ||  Activity  ||  Environmental
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 1
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 2
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 3
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 4
 * <span style="font-family: 'Lucida Grande','serif';">Students begin building the habit of turn-and-talk before writing response. ** || <span style="font-family: 'Lucida Grande','serif';">EfS: C. I
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 5
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 6
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 7
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 8
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 9
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 10
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 13
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 11
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 12
 * <span style="font-family: 'Lucida Grande','serif';">Lesson 14