ROCORI School District K-5 Curriculum Unit Plan
Department:3rd Grade Reading
Unit Title:People and Places
Unit Summary:In this unit, you will read about how people in communities work together and what life is like in different places.
Desired Results - Stage 1Big Question: Why do people form communities and how does their geographic locations influence their lives?
Program Understanding:
Students will be actively engaged, using 21st century skills, while exploring communities and geographic locations.They will acquire academic knowledge and skills in reading, writing, speaking and listening, and language and be able to produce high quality products that relate to grade appropriate educational foundations to ensure college and career readiness.
Standards Addressed:
Third Grade MN English Language Arts Standards
Third Grade Social Studies Standards: Citizen and Government, Geography
Overarching Understanding(s): (ELA Standards)
Reading:
Students will understand in order to build a foundation for college and career readiness, they must read widely and deeply from among a broad range of high quality, increasingly challenging literary and informational texts. Pg. 13
Writing:
Students will understand in order to build a foundation for college and career readiness, they need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. Pg. 25
Speaking and Listening:
Students will understand in order to become college and career ready, they must have ample opportunities to take part in a variety of rich, structured conversations as part of a whole class, in small groups, and with a partner-built around important content in various domains. Pg. 31
Language:
Students will understand in order to build a foundation for college and career readiness in language, they must gain control over many conversations of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively Pg. 37
Foundations of Social Studies:
Students will build concepts and skills related to citizenship and government and geography. They will understand the importance of economic reasoning and historical inquiry to build their knowledge of the past, so they can understand the present. / Essential Questions:
Reading:
How will students use 21st century skills to read widely and deeply in a broad range of high quality and challenging genres?
Writing:
How will students use 21st century skills to communicate through writing in variety of formats?
Speaking and Listening:
How will students use 21st century skills to communicate through speaking and listening?
Language:
How will students use 21st century skills through language to convey meaning effectively?
Foundations of Social Studies:
How will students use the 21st century skills to convey their understanding of the four disciplinary areas: geography, citizenship and government, history, economics?
Topical Understandings and Questions Specific to the Unit MN English Language Arts Standards(use the LBD Alignment Grid to align specific units to the ELA Standards)
Standard: Reading Anchor Standards:Key Ideas and Details, Craft and Structure,Integration
Sub Strand: Literature and Informational Text of Knowledge and Ideas, Range of Reading and Levels of Text Complexity
Anchor Standard:Key Ideas and Details
Topical Question for Unit: How will the students use LBD and 21st century skills to make inferences, determine text meaning, and cite sources?
Benchmarks / LBD Comprehensive Teacher’s Guide
Literature Benchmark 1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Pgs. 32, 40–41, 42–44, 46–47, 50–51, 52–53, 56–57, 58–59, 64, 65
Informational Text Benchmark 1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Pgs. 24, 48-49
Anchor Standard:Craft and Structure
Topical Question for Unit: How will the students use LBD and 21st century skills to understand how words are used in a text and examine text structure?
Benchmarks / LBD Comprehensive Teacher’s Guide
Literature Benchmark 4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language / Pgs. 26, 27
Informational Text Benchmark 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. / Pgs. 8
Informational Text Benchmark 5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. / Pgs. 49
Anchor Standard:Integration of Knowledge and Ideas
Topical Question for Unit: How will the students use LBD and 21st century skills to integrate and evaluate content presented in diverse media and formats?
Benchmarks / LBD Comprehensive Teacher’s Guide
Literature / none
Informational Text Benchmark 7
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). / Pgs 49
Anchor Standard: Range of Reading and Level of Text Complexity
Topical Question for Unit:How will the students use LBD and 21st century skills to read and comprehend a variety of texts independently and proficiently?
Benchmarks / LBD Comprehensive Teacher’s Guide
Literature Benchmark 10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently. / Pgs. A3-A4, A12-A15
Informational Text Benchmark 10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. / Pgs. A3-A4, A12-A15
Standard: Reading
Sub Strand: Foundational Skills : Print Concepts, Phonological Awareness, Phonics and Word Recognition, Fluency
Print Concepts
Guiding Question: N/A
Benchmark / LBD Comprehensive Teacher’s Guide
Phonological Awareness
Guiding Question: N/A
Benchmark / LBD Comprehensive Teacher’s Guide
Phonics and Word Recognition
Guiding Question:How will students read words that are spelled differently than they sound?
Benchmark / LBD Comprehensive Teacher’s Guide
Reading Benchmark 3d
Read grade-appropriate irregularly spelled words. / Pgs. A27-A29, A32-A33
Fluency
Guiding Question:How will students read meaningfully and accurately?
Benchmark / LBD Comprehensive Teacher’s Guide
Reading Benchmark 4b
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings / Pgs.48
Standard: Writing
Anchor Standards: Text Types and Purposes, Production and Distribution of Writing,Research to build and present Knowledge, Range of writing
Anchor Standard: Text Types and Purposes
Topical Question for Unit:How will the students use LBD and 21st century skills to write narrative and creative texts?
Benchmark / LBD Comprehensive Teacher’s Guide
Writing Benchmark 3a
Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. / Pgs.17, 19, 21, 29, 31
Writing Benchmark 3c
Use temporal words and phrases to signal event order. / Pgs.49, 51, 53, 61, 63
Anchor Standard:Production and Distribution of Writing
Topical Question for Unit:How will the students use LBD and 21st century skills to use the writing process and technology to create and publish writings?
Benchmark / LBD Comprehensive Teacher’s Guide
Writing Benchmark 4
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 above.) / Pgs.9, 15, 25, 27
Writing Benchmark 5
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 on pages 28 and 29.) / Pgs. 21, 31, 53, 63
Writing Benchmark 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. / Pgs. 33
Anchor Standard: Research to Build and Present Knowledge
Topical Question for Unit:N/A
Benchmark / LBD Comprehensive Teacher’s Guide
Anchor Standard: Range of Writing
Topical Question for Unit:How will the students use LBD and 21st century skills to write routinely over extended and shorter time frames?
Benchmark / LBD Comprehensive Teacher’s Guide
Writing Benchmark 10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / Pgs.5, 6–7, 22–23, 37, 38–39, 54–55
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Standard: Speaking and Viewing and Media LiteracyAnchor Standards: Comprehension and Collaboration, Presentation of Knowledge and ideas, Media Literacy
Anchor Standard: Comprehension and Collaboration
Topical Question for Unit: How will the students use LBD and 21st century skills to participate in structured conversations and evaluate information presented in diverse media?
Benchmark / LBD Comprehensive Teacher’s Guide
Speaking and Viewing and Media Literacy Benchmark 1a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. / Pgs.30, 62
Speaking and Viewing and Media Literacy Benchmark 1b
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). / Pgs.9, 14, 41, 46
Speaking and Viewing and Media Literacy Benchmark 1c
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. / Pgs.33, 65
Speaking and Viewing and Media Literacy Benchmark 1d
Explain their own ideas and understanding in light of the discussion. / Pgs.9, 14, 41, 46
Speaking and Viewing and Media Literacy Benchmark 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. / Pgs.14-15, 47
Speaking and Viewing and Media Literacy Benchmark 3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Pgs.33
Anchor Standard: Presentation of Knowledge and Ideas
Topical Question for Unit: How will the students use LBD and 21st century skills to clearly present information?
Benchmark / LBD Comprehensive Teacher’s Guide
Speaking and Viewing and Media Literacy Benchmark 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. / Pgs.33
Speaking and Viewing and Media Literacy Benchmark 6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) / Pgs.15, 18, 24, 47, 56, 64
Media Literacy
Topical Question for Unit: How will the students use LBD and 21st century skills to use various multimedia tools?
Benchmark / Media Classes: Art and Media
7. Distinguish among and understand purposes of different types of print, digital, and multimodal media.
8. With prompting and support create and share an individual or shared multimedia work for a specific purpose (e.g. to share lived or imagined experiences, to present information, to entertain, or as artistic expression.
Standard: Language
Anchor Standards: Conventions of standard English, Knowledge of language, Vocabulary Acquisition and Use
Anchor Standard: Conventions of Standard English
Topical Question for Unit: How will the students use LBD and 21st century skills to show proper grammar, usage, and mechanics in writing and speaking?
Benchmark / LBD Comprehensive Teacher’s Guide
Language Benchmark 1f
Ensure subject-verb and pronoun-antecedent agreement. / Pgs.27
Language Benchmark 1h
Use coordinating and subordinating conjunctions. / Pgs.60, 64
Language Benchmark 1i
Produce simple, compound, and complex sentences. / Pgs.51
Language Benchmark 2c
Use commas and quotation marks in dialogue. / Pgs. 14
Language Benchmark 2e
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). / Pgs. 8, 24, 40, 56
Anchor Standard: Knowledge of Language
Topical Question for Unit:How will the students use LBD and 21st century skills to apply language skills?
Benchmark / LBD Comprehensive Teacher’s Guide
Language Benchmark 3b
Recognize and observe differences between the conventions of spoken and written standard English. / Pgs.16
Anchor Standard: Vocabulary Acquisition and Use
Topical Question for Unit:How will the students use LBD and 21st century skills to explain meaning of unknown words?
Benchmark / LBD Comprehensive Teacher’s Guide
Language Benchmark 5b
Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). / Pgs.26, 27
Language Benchmark 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). / Pgs.8, 40
Standard: Foundations of Social Studies
Strands: Citizenship and Government, Geography, History
Sub-strands: Civic Skills, Geospatial Skills, World History
Strand: Citizenship and Government
Topical Question for Unit: Why do people form communities?
Benchmark / LBD Comprehensive Teacher’s Guide and Social Studies
Sub-strand: Civic Skills
3.1.1.1.1
/ LBD Themes 1 and 2
Social Studies Unit 1 (pages 10 - 62) and 5 (pages 274 – 344)
Sub-strand: Geospatial Skills
3.3.1.1.1
3.3.1.1.2
Sub-strand: World History
3.4.3.7.1
3.4.3.8.1
3.4.3.9.1
To understand students will need to.....
Know....Students will need to know the following in order to...(e.g. facts, concepts, generalizations, rules, theories, principles.)
English Language Arts:
- Phonic skills: short vowels, initial consonants, consonant blends using word families
- Genres: humorous fictions, biography
- Comprehension Strategies: make connections, ask questions
- Writing: introduction, story form, sequence organization
- Grammar: subjects and predicates, subject-verb agreement, simple and compound sentences, compound subjects and predicates
- Main Idea
- Map Skills
- Timelines
- Biographies
- Summary
- Solving Problems
- Supporting Details
- Reading Graph Data
- Cause and Effect
- Compare and Contrast
- Making Decisions
Students should be able to manipulate digital literacy skills in relation to their unit learning.
Students should be able to critically and inventively think in relation to their unit of thinking.
Students should be able to produce high quality products in relation to their unit of study.
Students should be able to effectively communicate their learning of the unit of study.
Essential new Vocabulary:
Social Studies:
- Community
- Citizen
- Geography
- Plain
- Plateau
- Climate
- Adapt
- Environment
- Peninsula
- Island
- Rural
- Arrive
- Develop
- Establish
- Appeal
- Celebrate
- Decision
- Household
- Lifestyle
- Protect
- Comfort
- Anxiously
- Distinguish
- Location
- Popular
- Breath
- Voyage
- Landform
- Architecture
- Coast
- Creek
Assessment Map:
-Pre Test
-Create a Map
-Post Test
-Comprehension Organizer
-Vocabulary Formative Assessment
-Foldables