The students will read multiple texts written by the same author, and will read multiple informational texts on the same topic. The students will compare and contrast the different stories including their plots, settings, themes, characters, and points of view. They will learn to distinguish their own point of view from that of the characters or authors in the text they read, and by the end of the unit, will be able to use all of the information they read to write an informative piece about the trials settlers faced on the Oregon Trail.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will be able to compare and contrast the most important points and key details in two texts on the same topicRI.3.9
Students will be able to compare and contrast point of view, theme, setting, and plot of stories written by the same author. RL.3.9
-Students will be able to distinguish between their own point of view and that of the narrator, character or author of a text. RL.2.6 RI.2.6
-Students will be able to write an explanatory text with facts and details to convey information clearly. W.1.2 / Suggested Essential Questions to Choose From
- How does the character affect the text?
- How is my point of view the same or different from that of a character in the text?
- How does the author use theme, setting and plot to provide information about a character?
- How can I use information to express an idea?
- How do I know what the most important points and key details are in text?
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process with modeling. See Literary Tasks to scaffold learning and prepare students for the Published Product.
After reading the texts about the Oregon Trail, write an informative piece that uses specific details from the text to show how difficult it was for pioneers to journey west on the Oregon Trail. Develop your essay using facts, definitions and details. / Focus Writing Standard
3.W.1.2 (DOK 3) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
3.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
3.W.2.4 (DOK 3) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.)
3.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3)
3.W.2.6 (DOK 2)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.
3.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
3.L.3.4 (DOK 2) Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/
disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to an unknown word with the same root (e.g., company/companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
3.L.3.6 (DOK 1) Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
SPEAKING AND LISTENING:
3.SL.1.1 (DOK 3) 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.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. 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).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
3.SL.2.6 (DOK 1) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
READING:
3.RI/RL.1.1 (DOK 2) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
●Identify key details and examples
●Differentiate between explicit and inferred information
●Explain how details and examples support inferences
●Identify explicit details when explaining text
●Identify explicit details when drawing inferences
●Analyze the text using details and examples
●Summarize explicit information
3.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
•Identify literal and nonliteral words and phrases.
•Determine the meaning of literal and nonliteral words and phrases.
2nd: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
4th: 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)
3.RI.2.4 (DOK 2) Determine the meaning of general academic and domain specific words and phrases in a text relevant to a third grade topic or subject area.
•Identify general academic words and phrases.
•Identify domain-specific words and phrases.
•Determine the meaning of general academic phrases.
•Determine the meaning of domain-specific phrases.
2nd: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
4th: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
3.RL.3.7 (DOK 2) Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)
• Identify specific aspects of a text’s illustrations
• Visually and orally identify descriptions in a story or drama
• Recognize the mood of a story
• Explain how aspects of illustrations contribute to the words in a story
• Explain how aspects of text illustrations create the mood of a story
• Explain how aspects of text illustrations emphasize a character
• Explain how aspects of text illustrations emphasize the setting
2nd: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
3.RI.3.7 (DOK 3) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
• Recognize key events
• Recognize nonfiction text features
• Read graphs, charts, diagram, timelines, etc.
• Recognize interactive web elements
• Demonstrate understanding using information from maps
• Demonstrate understanding using information from photographs
• Demonstrate understanding using information from words telling where, when, why, and how key events occur
2nd: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
3.RI/RL.4.10 (DOK 2) By the end of the year, read and comprehend informational texts, including history/social studies, science, technical texts, literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
3.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
3.RF.4.4 (DOK 1) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Focus Reading Standards
3.RL.3.9 (DOK 4) Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g. in books from a series)
• Identify theme, setting, and plot
• Compare/contrast the theme in stories written by the same author about the same or similar characters
• Compare/contrast the setting in stories written by the same author about the same or similar characters
• Compare/contrast the plot in stories written by the same author about the same or similar characters
2nd: Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures
4th:Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures
3.RI.3.9 (DOK 3) Compare and contrast the most important points and key details presented in two texts on the same topic
• Identify the most important points in two texts
• Identify the key details in two texts
• Identify similarities of key details
• Identify differences in key details
• Compare/contrast the most important points in two different texts on the same topic
• Compare/contrast the key details in two different texts on the same topic
2nd: Compare and contrast two or more versions of the same story (e.g. Cinderella stories) by different authors or from different cultures
4th: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures
3.RL.2.6 (DOK 3) Distinguish their own point of view from that of the narrator or those of the character
• Recognize own point of view
• Identify the narrator’s point of view
• Identify the character’s point of view
• Compare own point of view to the narrator’s or the character’s point of view
• Contrast own point of view to the narrator’s or the character’s point of view
2nd: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
4th: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
3.RI.2.6 (DOK 3) Distinguish their own point of view from that of the author of the text
• Recognize own point of view
• Identify the narrator’s point of view
• Identify the character’s point of view
• Compare/contrast own point of view to the narrator’s or the character’s point of view
2nd: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
4th: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided
Speaking and Listening Standards
3.SL.1.3(DOK 2) Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Language Standards
3.L.3.5 (DOK 3) Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension). These are suggested texts. Other stories at the same lexile level may be used.
Week 1:
- The Talented Clementine (660L)
- Clementine and the Family Meeting (630L)
Week 2:
- The Long Road to Oregon(680L)
- Covered Wagons of the Oregon Trail(860L)
- Riding the Rails West(730L) Expository Text
- Discovering Life Long Ago(740L) Primary Sources
Week 3:
Published Product
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
All video clips are located on Safari Montage. Your login is the same as your district login.
Pioneer Life: Daily Life in a Wagon Train
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: Chapter 6 Lesson 1, pg. 190 “New Ways to Travel”
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news. Lexile is adjustable within text.
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 2-3 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards. Some literary tasks may only address part of a standard. The purpose behind this is to help students engage in scaffolded tasks, helping them to practice the skills required to master the full intent of each standard.
3.RI.2.6 (DOK 3) In the passages, The Long Road to Oregon and Covered Wagons of the Oregon Trail, the authors have clear points of view regarding the difficulties of traveling on the Oregon Trail. Using a Thinking Map/graphic organizer, students will compare and contrast their own point of view and the point of view of the author. Students will then write a paragraph that distinguishes the two.
3.RL.2.6 (DOK 3) After reading The Talented Clementine, students will use a Thinking Map/graphic organizer to help them distinguishtheir own point of view from that of Clementine’s. Students will then discuss the information in their maps with a partner. After the discussion, students will add to their maps and write a detailed paragraph that distinguishes their own point of view from Clementine’s.
3.RL.3.9 (DOK 4) After reading The Talented Clementine and Clementine and the Family Meeting, students will write a short constructed response comparing and contrasting the (1)plot, (2)settings and (3)themes of the two texts. The students must provide textual evidence to support their analysis.
3.RI.3.9 (DOK 3) After reading The Long Road to Oregon and Covered Wagons of the Oregon Trail,students will compare and contrast the most important points and key details in the texts.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
3.RL.2.6 (DOK 3)
* What is __( narrator, character) point of view of/on __? How do you know? How does it compare to your point of view on __?
*What similarities/ differences exist between __ view on __ and your view on __?
*Why do you feel __ about __? Why do you think __ (person) feels __ about __?
*From which character’s point of view is the story told?
*What part of the story is told from the point of view of someone other than the main character?
RI.2.6 (DOK 3)
*What is __( narrator, person) point of view of/on __? How do you know? How does it compare to your point of view on __?
*What similarities/ differences exist between __ view on __ and your view on __?
*Why do you feel __ about __? Why do you think __ (person) feels __ about __?
*Which of the following correctly states the point of view in the article?
*With which statement would the author most likely agree with? What evidence in the text supports your answer? / 3.RL.3.9 (DOK 4)
*How are the __ (themes, setting, plot) alike and different?
*How do the differences/ similarities in the texts impact the text?
*How are the plots of both passages similar?
*What sentence shows a similarity between that the theme of each of the two stories?
3.RI.3.9 (DOK 3)
*How are the most important points in the two texts about __ alike and different?
*What key details are included in each to support the point __ ?
*How does each author support their important points? How are the key details each author provides alike and different?
*Use details from two or more texts to draw comparisons about the similarities and differences between the important points and key details.
*How is the ___ in Article 1 different from the ___ in Article 2?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 2/24/2016