Project G.L.A.D.
By Jocelyn Mitchelmore, Kelli Richardson,
Regina Rosenzweig and Kate Wyffels
Celebration Traditions From All Over the World
Houghton Mifflin Theme 2
(Level 3)
IDEA PAGES
I. UNIT THEME
-Making assumptions based on stereotypes creates distance. Showing an interest in differences helps reduce the feeling of distance.
-United States has a rich, cultural heritage.
-People create connections and a sense of belonging by discovering what they have in common
Houghton Mifflin
Reading strategy; evaluate, question, summarize, monitor/clarify, phonics
Comprehension; author’s viewpoint, categorize and classify, noting details, topic, main idea, supporting details
Decoding Longer Words; compound words, plurals, contractions, plurals with words ending in ch, sh,x, s, long vowels, ai, ay,ee, ea, long o sound, 3 letter clusters, and unexpected consonant patterns, long i sound spelled i, ie, igh
Vocabulary; word families, dictionary guide words, rhyming words, definitions
Spelling; (see decoding section)
Grammar; common nouns, commas in a series, proper nouns, punctuating and capitalizing people’s titles, singular and plural nouns, proofreading for noun endings
Writing; paragraphs that compare/contrast, compound sentences with “and” and “but,” character sketch, correcting run-ons, answer to a question, writing complete sentences, process writing
Listening/Speaking/Viewing; oral directions, new illustrations for a purpose, explain a process
Information and Study Skills; use the library, conduct an interview, take notes, outline
II. FOCUS/MOTIVATION
· Inquiry Chart
· Teacher made big books
· Observation Walk
· Realia
· Exploration Report
· Field Trip(s)
· Guest speaker(s)
· Poetry
· Read Alouds
· Videos, movies, & filmstrips/traditions around the world
III. CLOSURE
· On-going assessment
· Theme 2 test
· Hougton Mifflin workbook pages
· Share team tasks
· Family tree-Class made big book
· Houghton Linked Poetry
· Songs (student generated)
· Student Portfolio/Learning Logs (individual tasks included)
· Expository/Narrative piece of writing
· Process all charts and learning
· Invitation to culmination (party)-celebrations around the world
IV. CONCEPTS
History/Social Studies
Grade 3
3.1 Students describe the physical and human geography and use maps, tables, graphs, photographs, and charts to organize information about people, places and environments in a spatial context by:
1. Identifying geographical features found in their local region (e.g., deserts, mountains, valleys, hills, coastal areas, oceans, lakes).
2. Tracing the ways in which people have used the resources of the local region and
modified the physical environment (e.g., a dam constructed upstream changed a
river or coastline).
V. VOCABULARY-HM key vocabulary
border rodeo
gathering charro
needles petroglyphs
scraps pitch in
sewn pinata
threaded experts
wealth mariachis
royalty chiseled
collection dabbed
embroidered collector
symbols stunt
flourish mocha
hauling adinkra
artificial offend
babushka grubby
challah pinstripe
linen ancestors
handkerchief elders
huppa honor
poverty imitating
bouquet respect
gathering pueblo
celebrity Tewa
ceremonies San Juan
exhibition plaza
experts Comanche
performers bustle
rodeo illegal
kivas yelp
tassels powwows
VI. ORAL LANGUAGE/READING/WRITING SKILLS - ELA and ELD Reading (ELA Standards) – Grade 3
1.0 Word Analysis (ELA Standards)
1.1 Know and use complex word families when reading to decode unfamiliar words (ight).
1.2 Decode regular multi-syllabic words.
1.3 Reads aloud from narrative and expository.
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs for meaning of word.
1.5 Grade- appropriate words and importance of these relations (dog/mammal/animal/living things).
1.6 Use sentence and word in context for meaning.
1.7 Use of dictionary for meaning and other features.
1.8 Use of knowledge of prefixes (un-, re-) and suffixes (-er, -est,) for meaning of words.
2.0 Reading Comprehension (ELA)
2.1 Use of titles, tables of contents, chapter headings, glossaries, and indexes to locate information.
2.2 Ask questions and support answers by using prior knowledge with information found in text.
2.3 Demonstrate comprehension by identifying answers in text.
2.4 Recall major points in text, make and modify predictions.
2.5 Distinguish main idea, supporting details in expository text.
2.6 Extract appropriate, significant information from text (problems/solutions)
2.7 Follow simple multiple-step written instructions (assemble product/play board game).
3.0 Literary Response and Analysis (ELA Standards)
3.1 Distinguish common forms of literature (poetry, drama, fiction, nonfiction).
3.2 Comprehend basic plots of legends/fables/folktales/fairy tales/myths from around world.
3.3 Determine what characters are like by what they say or do (view of author or illustrator).
3.4 Determine underlying theme or author’s message (fiction/nonfiction).
3.5 Recognize similarities of sounds in words and rhythmic patterns (alliteration).
3.6 Identify speaker or narrator
Writing (ELA Standards)
1.0 Writing strategies (ELA Standards)
1.1 Create paragraph, develop topic sentence, supporting facts, and details.
1.2 Write legibly in cursive/joined italic.
1.3 Understand structure and organization of various reference materials.
1.4 Revise drafts to improve coherence and logical progression of ideas.
2.0 Application (ELA Standards)
2.1 Write narrative.
2.2 Write descriptions.
2.3 Write personal and formal letters, thank-you notes, invitations
Written and Oral Conventions (ELA Standards).
1.1 Understand and use declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
1.2 Identify subjects, verbs, pronouns, adjectives, compound words, articles.
1.3 Identify and use past, present, future verb tenses.
1.4 Identify and use subjects, verbs in speaking, writing simple sentences.
1.5 Punctuate dates, city, state, titles of books.
1.6 Use commas in dates, locations, addresses, and for items in a series.
1.7 Capitalize geographical names, holidays, historical periods, special events.
1.8 Spell one-syllable words that have blends, contractions, compounds, orthographic patterns (qu, y to ies), common homophones (hair, hare).
1.9 Arrange words in Alphabetical order
Listening and Speaking (ELD Standards) - Grade 3
Beginning:
q Begins to speak 1-2 words
q Answers in 1-2 word responses
q Retells familiar stories
q Uses common greetings
Early Intermediate:
q Speaks inconsistent grammar
q Communicates basic needs
q Ask and answers with simple sentences
q Recites familiar rhymes, songs, simple stories
q Orally identifies main idea from story read aloud
Intermediate:
q Speaks consistent grammar forms and sounds
q Participates in social conversations
q Uses descriptive words and paraphrasing
q Listens and identifies key detail; both verbal and nonverbal
q Ask and answers with some supporting elements
Early Advanced:
q Is understood when speaking, fairly consistent grammar; has some errors
q Social conversations on unfamiliar topics consistent of questions, restating
q Uses simple figurative idiomatic expressions
q Ask and answers instructional questions with more supporting elements
q Identifies main points and supporting details to topics of content area
Advanced:
q Identifies main ideas and supporting details to stories and subjects
q Negotiates and initiates conversations with questions and restating
q Responds to and uses idioms
q Negotiates and initiates social conversations
q Identifies main idea, point of view, fact/fiction of broadcast, print media
Reading Word Analysis (ELD Standards)
Beginning:
q Recognize English phonemes
q Recognize sound/symbol relationship
Early Intermediate:
q Recognize common English morphemes in phrases, simple sentences
q Recognize and produce English phonemes while reading
Intermediate:
q Pronounce most English phonemes correctly while reading aloud
q Use common English morphemes in oral and silent reading
Early Advanced:
q Apply knowledge of common English morphemes in oral/silent reading to derive meaning
Advanced:
q Apply knowledge of word relationships, roots, affixes, to derive meaning
Fluency and systematic Vocabulary Development (ELD Standards)
Beginning:
q Real aloud simple words in stories or games
q Demonstrate comprehension of simple vocabulary with appropriate action
q Respond with short answers in social/academic settings
q Produces simple vocabulary for basic communication needs social/academic
q Simply retells stories using drawings, words, or phrases
Early Intermediate:
q Reads simple words, phrases, and sentences
q Reads own writing of narrative or expository aloud with some fluency
q Uses background knowledge to predict meaning
q Self-corrects some while reading aloud or speaking
q Uses morphemes, phonics, syntax for meaning of words in simple sentences
Intermediate:
q Reads grade appropriate text aloud with fluency and expression
q Demonstrates internalization of English by recognizing and self-correcting in speaking and reading aloud
q Uses content related vocabulary in discussions and reading
q Uses decoding, knowledge of vocabulary to interpret meaning in written text
q Creates a simple dictionary of frequently used words
q Recognizes some common roots/affixes with familiar vocabulary
Early Advanced:
q Increasingly reads complex texts aloud with expression
q Uses background knowledge for decoding social/academic vocabulary
q Uses knowledge of English, morphemes, phonics, syntax to decode unfamiliar words
q Uses standard dictionary for familiar words
q Uses common roots/affixes with familiar words
q Recognizes multiple meaning words in text
q Recognizes analogies/metaphors text
q Uses some common idioms
Advanced:
q Reads narrative and expository texts aloud with expression
q Applies knowledge of academic/social vocabulary for independent reading
q Uses standard dictionary for unknown words
Reading Comprehension (ELD Standards)
Beginning:
q Identify basic sequences of events in stories read to them, using key words or pictures
q Orally identify relationships between simple text read to them and their own experience using key words and or phrases
Early Intermediate:
q Orally identify the basic sequence of written text using simple sentences
q Understand and follow simple two-step directions of classroom or work on related activities
Intermediate:
q Use detailed sentences to orally respond to comprehension questions about written text
Advanced:
q Identify significant structural (organizational) patterns in text, such as compare/contrast, sequence/chronological order, and cause and effect
q Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations
ELD standards-Reading Literary Response and Analysis
Beginning
q Listen to a story and respond orally by answering factual comprehension questions by using one or two word responses.
q Orally identify different characters and settings in simple literary texts using words or phrases.
Intermediate
q Read and orally identify main events of the plot, the setting, and a character using simple sentences.
Early Advanced/Advanced
q Read and identify genres such as a legend.
ELD standards-Writing
Beginning
q Use models to write short narratives.
q During group writing activities, write brief narratives and stories using a few standard grammatical forms.
q Create simple sentences or phrases with some assistance.
Intermediate
q Narrate a sequence of events with some details.
q Model use of all steps of the writing process.
Early Advanced/Advanced
q Produce independent writing with consistent use of correct capitalization, punctuation and spelling.
q Use correct parts of speech, including correct subject/verb agreement.
q Editing skills.
q Sentence building, oral and written.
VII. MATH/SCIENCE/SOCIAL STUDIES SKILLS
· Observing, comparing, communicating, organizing information
· Information and research skills
· Use of maps and globes
· Critical thinking
· Interpreting and using charts and graphs
· Realia
· Reading of primary sources
VIII. RESOURCES AND MATERIALS
Non-Fiction
Houghton Mifflin Reading Series/Grade 3
The Talking Cloth by Rhonda Mitchell
The Keeping Quilt by Patricia Polacco
Anthony Reynoso: Born to Rope by Martha Cooper
A Picnic in October by Eve Bunting
Rechenka’s Eggs by Patricia Polacco
Celebrating Chinese New Year by Diane Hoyt-Goldsmith
The Dragon New Year by David Bouchard
Dancing Rainbows by Evelyn Clarke Mott
Web Sites
www.google.com
www.enchantedlearning.com
www.freefoto.com
www.googleimages.com
www.amazon.com
UNIT PLANNING PAGES
I. FOCUS/MOTIVATION
· Inquiry Charts-Traditions
· Realia
· Observation Walk-(different ethnic groups)
· Picture file cards
· Field Trip(s)
· Poetry, Chants, and Raps
· Teacher made big book
· Guest speaker(s)
· Reinforcers with vocabulary
· Signal words
· Videos
· Read Alouds
II. INPUT
World Map-plot locations of HM stories
· Pictorial-Aunt Phoebie/cloth
· Narrative Input – The Talking Cloth by Rhonda Mitchell Houghton Mifflin (Theme 2)
· Teacher generated big book
· Read Alouds
III. GUIDED ORAL PRACTICE
· Poetry, Raps, Songs, Chants
· Picture File Cards
· Cluster Map (Aunt Phoebie)
· Group Predicting
· T-graph for social skills
· Sentence Patterning Chart/Farmer-in-the-Dell
· Cooperative Strip Paragraph
· Expert Groups:
· Process Grid
· #”d heads together
· Pocket Poetry
· Retelling Narrative
· Primary Language Groups
· Vocabulary matching on pictorial
IV. READING/WRITING
A.Total Class
· Cooperative strip paragraph with responding, revising, and editing
· Poetry frame/Here, There
· Highlighting words
· Found Poetry
· Cognitive Content Dictionary (CCD)
· Conversion Bubbles
· Story Map
· Narrative
· Flip Chants
B. Small Group Practice
· Ear-to-ear reading with partner
· Flexible group reading
· Focused reading
· Team Tasks
· Expert groups
· Labeling of charts
· Read the Walls
· Found Poetry
· Reader’s Theater
C. Individual
· Learning Logs
· Interactive Journals
· Home School Connection
· Individual Tasks/Portfolio
· Reading/Writing Workshop
-Mini Lessons,
- Conferencing
-Author’s Chair
V. Extended Activities for Integration
Cooking from around the world
Dancing/native dances
Skit/play
Art/clay family tree
Outside speakers
Field Trip to Chinatown, SF
VI. Closure/Evaluation
· On-going assessment
· Theme 2 test
· Houghton Mifflin workbook pages
· Share team tasks
· Family tree-Class made big book
· Houghton Linked Poetry
· Songs (student generated)
· Student Portfolio/Learning Logs (individual tasks included)
· Expository/Narrative piece of writing
· Process all charts and learning
· Invitation to culmination (party)-celebrations around the world
SAMPLE DAILY LESSON PLANS
Day 1
FOCUS/MOTIVATION
· Signal Word processing w/ Cognitive Content Dictionary
· Personal Standards-set expectations
· Anthropologist Awards
· Observation charts with picture file cards- pictures from African, Chinese, Mexican, Russian and Native American Cultures and Realia
· Inquiry Chart
· Big Book (shared reading) and Personal Interaction
· Read aloud
INPUT
· World Map-highlight countries from HM stories (US, Mexico, China, Ghana, Russia)
10/2 Primary language, ELD Review, Learning Log
· Pictorial-Aunt Phoebe and Adinkra Cloth –character sketch from The Talking Cloth 10/2 Primary language, ELD Review, Learning Log
GUIDED ORAL PRACTICE
· Portfolios and Team Organization
· T-graph on Cooperation
· Exploration Report with Picture File Cards
· Poetry/Chants
READING/WRITING
· Interactive Journal
· Flexible Reading Groups- heterogenous, homogenous, guided reading
CLOSURE
· Process Inquiry Chart
· Home/School Connection
SAMPLE DAILY LESSON PLANS
Day 2
FOCUS/MOTIVATION
· Signal Word processing w/ Cognitive Content Dictionary