unit3837231 - irp-cdn.multiscreensite.com€¦ · web viewuse knowledge of word families and...

Curriculum: Tola HutchisonCourse: ELA 03

Learning-Focused ToolboxDate: October 20, 2011 ET

of 3

Topic: Main IdeaSubject(s): English Language Arts

Days: 15

Grade(s): 3rd

Know: Understand: Do:

Decoding Techniques(RLA.O.3.1.07, RLA.O.3.1.05)

Context Clues (RLA.O.3.1.07, RLA.O.3.1.06)

Text Features (RLA.O.3.1.06)* Title* Subheadings* Captions* Illustrations

Text Features (RLA.O.3.1.06)* Table of Contents* Glossary* Heading* Charts* Graphs

Author's Purpose(RLA.O.3.1.05,RLA.O.3.1.04, RLA.O.3.1.09)

Explicit Main Idea and Details (RLA.PD.3.1, RLA.O.3.1.05, RLA.O.3.1.14,RLA.O.3.1.08) ChartingMapping Summarizing Writing Process Pre-Writing Draft Revise Edit PublishingWords from other languages that are commonly used English words (not in WV)RLA.O.3.1.03 - apply tiered levels of

Good readers and writers are able to identify main idea, conquer unknown words and identify the author's purpose.

Use knowledge of word families and letter sounds to decode (RLA.O.3.1.07, RLA.O.3.1.05)

Use decoding and phonics to self- correct when there is earlier misreading (RLA.O.3.1.07)

Use context clues and known vocabulary to categorize and determine meanings of unknown words (RLA.O.3.1.07, RLA.O.3.1.06, RLA.P.D.3.1, RLA.O.3.1.01)

Identify author's purpose and intended audience (RLA.O.3.1.05, RLA.O.3.1.04, RLA.O.3.1.09)

Determine an explicit main idea with details, and use text to answer questions about main Idea and details (RLA.P.D.3.1, RLA.O.3.1.05, RLA.O.3.1.14, RLA.O.3.1.08)

Organize information to show an understanding of Main Idea of text using charting, mapping, and summarizing (RLA.O.3.1.14, RLA.O.3.1.13, RLA.O.3.2.09)

Generate and organize ideas for writing(RLA.O.3.2.12, RLA.O.3.2.11)

Use pre-writing to develop main idea with supporting details (RLA.O.3.2.12)

Edit using spelling patterns (RLA.O.3.2.03)

Use text features to predict andconfirm purpose of text (RLA.O.3.1.06)

Recall, interpret and summarize information orally (RLA.O.3.3.01, RLA.O.3.1.03, RLA.P.D.3.3)


Days: 15

Grade(s): 3rd


vocabulary in speaking and reading experiences. RLA.O.3.1.01 - identify and practice appropriate sight words and content vocabulary. RLA.O.3.1.06 - use meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, topic). RLA.O.3.1.04 -describe a purpose for reading:

• for information • for pleasure• to understand a

specific viewpoint

RLA.O.3.1.08 - use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, andprovide main idea and support details. RLA.O.3.1.02 -identify and understand appropriate reading vocabulary (e.g.,

Identify words from other languages that are commonly used English words. (not in WV)RLA.O.3.3.01 - listen and respond to familiar stories and poems (e.g., summarize and paraphrase to confirm comprehension, recount personal experiences, imagine beyond the literary form).RLA.O.3.1.13 - use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams).RLA.O.3.1.01 - identify and practice appropriate sight words and content vocabulary.RLA.O.3.1.06 - use meaning clues to aid comprehension of content across the curriculum (e.g., pictures, picture captions, titles, headings, topic). RLA.O.3.1.08 - use literary and informational texts to summarize, determine story elements, determine cause and effect, compare and contrast, paraphrase, infer, predict, sequence, draw conclusions, describe characters, and provide main idea and support details.RLA.O.3.1.02 - identify and understand appropriate reading vocabulary (e.g., synonyms, antonyms, homonyms, multiple-meaning words).RLA.O.3.1.07 - read third grade instructional level texts and use self- correction strategies (e.g., decoding, searching for cues, rereading). RLA.O.3.1.05 - read familiar stories, poems and passages with fluency:

• appropriate rate• accuracy• prosody

RLA.O.3.1.14 - use reading skills and strategies to understand a variety of


Days: 15

Grade(s): 3rd


synonyms, antonyms, homonyms, multiple- meaning words). RLA.O.3.1.14 - use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.1.09 - infer the author's purpose:

• to persuade• to entertain• to inform in

literary and informational text

information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text). RLA.O.3.2.09 - compose in a variety of forms and genres for different audiences (e.g., diaries, journals, letters, reports, stories).RLA.O.3.2.11 - select a variety of sources to gather information (e.g., use dictionaries, encyclopedias, newspapers, electronic resources). RLA.O.3.2.12 - use a variety of strategies to plan simple research (e.g., identify possible topic bybrainstorming, list questions, use graphic organizers, organize prior knowledge about a topic, develop a course of action for writing, determine how to locate necessary information). RLA.O.3.2.03 - compose a written composition using the five-step writing process:

• pre-write • draft • revise• edit • publish




Days: 15

Grade(s): 3rd

Common Assessments on what students should know and do in this unit:

• See assessments with each lesson

• Assessment for Main Idea Unit

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276.

http://www.LearningFocused.com/




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Days: 15

Grade(s): 3rd

2. Assessments 1

Short Description:

See assessments with each lesson

Long Description:

Suggested ideas*See assignments and assessments within the acquisition lesson**Fresh reads from reading series that coorelate with main idea**Connect to Power Writing**Provide a passage where students highlight supporting details that go with the main idea

Time (in days):

1

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Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276. Page 1 of 1


Days: 15

Grade(s): 3rd

2. Culminating Activity 1

Short Description:

Assessment for Main Idea Unit

Long Description:

Students will read a preselected passage. Using graphic organizer students will chart main idea and supporting details. Students take charted information and write a short summary of the passage.

Resources and Materials:

Main Idea Graphic Organizer, Preselected passage

Time (in days):

1

Rubric 1:

Title: Summary

Out st anding Average Needs Help

Cont entCont ent s ar e clear and wel l wr it t en

Cont ent s ar e som ewhat st a t ed

Inf or m at ion u nclear

Organiz at ionGr ap hic or gan iz er is com p e lt ed and used ap p r op r iat ely

Gr ap hic or gan iz er is com p le t ed

Incom p let e gr ap hic or gani z er

M echanicsCor r ect p unct uat ion & cap it aliz at ion

Som e m ist ak e s in m echanic s

Inad eq uat e u se of m echan ics

Additional Information:




Days: 15

Grade(s): 3rd

Key Learning: Writers organize text so it can be understood by the reader. Readers use their knowledge of text to understand what is read.

Unit Essential Question(s):

How do readers and writers work together to create meaning?

Concept: Concept: Concept:Main Idea Conquering Unknown Words Writing Main Idea and Detail

RLA.PD.3.1, RLA.O.3.1.05 , RLA.O.3.1.14, RLA.O.

3.2.09 , RLA.O.3.1.02 , RLA.O.3.1.08 , RLA.O.3.1.13RLA.O.3.1.07 , RLA.PD.3.1, RLA.O.3.1.05 , RLA.O.

3.1.06

RLA.O.3.2.12 , RLA.O.3.2.11 , RLA.O.3.2.09 , RLA.O.

3.1.06 , RLA.O.3.2.03 , RLA.O.3.1.01 , RLA.PD.3.1

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):How do readers organize details and summarize to show the main idea? (A)

How do readers use information that is in the text to answer questions about the main idea? (A)

How do readers use letter sounds and word families to figure out unknown words? (A)

How do readers use self-correction when they realize they have misread a word? (A)

How do readers use context clues to figure out unknown words? (A)

How do writers gather ideas and use graphic organizers to plan their writing? (A)

How do writers develop a main idea with supporting details? (ET)

How does a writer use fix-up strategies to edit spelling patterns and other mistakes? (ET)

Vocabulary: Vocabulary: Vocabulary:Summarizing, Charting, Mapping, MainIdea, Details

Context Clues, Word Families, Self- Correction

Prewriting Strategies

Additional Information:

Align with Power Writing

* These ideas are merely suggestions on how you can do this strategy. Please use these as a guide to what you can do, but if you have materials on Main Idea use those instead of these if you would like. If you have a great resource share with the rest of the third grade through access.

Attached Document(s):



Vocab Report for Topic: Main IdeaSubject(s): English Language Arts

Days: 15

Grade(s): 3rd

Concept:

Main Idea

Summarizing - Charting - Mapping - Main Idea - Details -

Concept:

Conquering Unknown Words

Context Clues - Word Families - Self-Correction -

Concept:

Writing Main Idea and Detail

Prewriting Strategies -

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Days: 15

Grade(s): 3rd

5. Launch Activity 1

How are you going to get students engaged?Develop student interest and link their prior knowledge. Start the Student Learning Map of the unit with students. Preview key vocabulary with students.:

Short Description:

Activity for the launch of the Main Idea Unit.

Long Description:

To start students thiniking about the main idea and details I use the activity "Two Word Weekend". Every Monday students want to share what they did over the weekend which would normally take forever. Forcing students to share only two words really helps by 1) addressing each student2)thinking of main idea 3)find out how the child's weekend went. For instance - "Picnic -park" or "Dad's house" You get them to focus on tasks while providing an incredibly quick way to let each one know they matter.

Time (in days):

1

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.co m and click on Model Curriculum or call 866-955-3276.





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Learning-Focused ToolboxDate: October 20, 2011 ETCourse: ELA 03

Page 1 of 3


Concept: Main Idea

5. Acquisition Lesson

Days: 15

Grade(s): 3rd

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do readers organize details and summarize to show the main idea?

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: A.P. #1- Summarize story in your own wordsAssessment Prompt 2: A.P. #2- Identify detailsAssessment Prompt 3: A.P. #3- Recognize main idea

Activating Strategy:

Teacher and students make a word splash titled "Things Outside". Students add words that deal with things outside.Teacher models how to add words and title to main idea graphic organizer. Instructing students how each become a detail or the main idea.

Key vocabulary to preview:

summarizing, charting, mapping, main idea, details

Teaching Strategies:

Graphic Organizer:

Using a main idea graphic organizer teacher models completing parts of the organizer as the class reads "A Huge Meat Eater".A Huge Meat Eater

Who's the biggest, baddest dinosaur carnivore? It's not Tyrannosaurus Rex. When it comes to size, the king appears to be Mapusaurus Roseae. Last week, paleontologists reported that the new species may have been larger than T. Rex and about the same size as Giganotosaurus Carolinii, another great meat eater.

Scientists discovered Mapusaurus in southern Argentina, where Gigan-otosaurus was found. From1997 to 2001, paleontologists unearthed hundreds of bones belonging to seven to nine creatures. The dinosaurs seem to range in size from 18 feet to 41 feet long. No complete skeleton was found.

Rodolfo Coria of the Carmen Funes Museum, in Argentina, and Philip Currie of the University of Alberta, in Canada, oversaw the dig. They believe that the presence of several Mapusauruses may mean that the dinosaurs lived and hunted in groups. The razor-toothed meat eaters may have


Concept: Main Idea


Days: 15

Grade(s): 3rd

preyed on the even bigger, 125-foot-long plant-eating dinosaur Argentinosaurus. "The evidence suggests that Mapusaurus traveled in packs, so they may have behaved like wolves trying to take down a moose,"Currie told TFK.

Instruction:

1. Ask students if they know what the largest meat-eating dinosaur was? Chart responses.

2. Hand out story and read aloud with students. (copy story to Word Document to print)

A.P. #1- Summarize this article, in your own words, to your partner.

3. In whole group use the graphic organizer to find the main idea.4. Discuss why a story has a main idea. How does it help a reader to know main idea?

Assignment and/or Assessment:

*Give students a main idea graphic organizer. Students will independently complete main idea graphic organizer using a story selected by the teacher.*Using a preselected story, students choral read in "chunks"to complete an organizer.*Teacher directed activities.*This could be used to involve students in song using the main idea to a passage. In teaching main idea have students trace their hand. In each finger, have them write the answer to one of the 5 w questions (Who? Did What?When? Where? and Why?)based on the story or article we have just read. Once they can do this wechant a tune similar to "I've Got the Whole World in My Hands" except we sing I've Got the Main Idea in My Hand.* Students like nursery rhymes. a suggestion for one might be "Old Mother Hubbard" Teacher reacquaints students with rhyme. Next student makes a graphic organizer for Main Ideas and Details. They fill in information, and share answers with a partner.

A.P. #2- Students write 5 examples of details from nursery rhyme, using "Main Idea Hand."

*Using a preselected poem teacher may have students to read for main idea and details. You may want students to rewrite and add different details to poem. Students with partner or group may take turns filling in the parts to the graphic organizer teacher selects. One that you could use would be "Homework, Homework Makes Me Sick" by Jack Prelutsky.

A.P. #3- Illustrate main idea of poem.

Summarizing Strategy:

Ticket Out the DoorStudents show written response to essential question "How do readers organize details to show main idea?"Answer-We determine the main idea and supporting details by reading chunks and finding what the passage is mostly about. The details will help support the main idea.



Concept: Main Idea


Days: 15

Grade(s): 3rd

Copy of Story

"Ticket Out the Door"

Main Idea Graphic Organizer - We found the passage "The Huge Meat Eater" and a graphic organizer on the website: Time for Kids. Go to search and type in title of passage. You may want to highlight2-3 grades. It will give you the results of 1. Then you can run off the passage. The organizer we found was titled What's the Big Idea? It was found on the same site, but under 4-6 grade organizers.

** Good site for songs: http://www.songsforteaching.com

Good site for poems: http://teachersmentor.com/readingk 3

Time (in days):

7

http://teachersmentor.com/readingk3


http://www.songsforteaching.com/

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Concept: Main Idea


Days: 15

Grade(s): 3rd



How do readers use information that is in the text to answer questions about the main idea?


Assessment Prompt 1: A.P. #1- determine detailsAssessment Prompt 2: A.P. #2- interpret main idea using details


(Teacher selects a short passage for students to read using the main idea and details).Suggestions: The Fairy Tale, Jack and the Beanstal,k The book title Alexander and theTerrible,Horrible, No Good ,Very Bad Day, or you could cut short passages from the newspaper, Weekly Reader, or Time for Kids. Our reading basal has a book Fresh Reads that has short passages that can be used with all our reading strategies.

Have the kids create hamburgers( out of construction paper) and show them that the meat is the main idea and all the toppings are the details, or have them make cookies and the chocolate chips are the details. Cookies can be made out of manilla paper and then the choc. chips out of brown construction paper. Have them to write on the pieces the main idea and all the details of a passage. Then we actually make chocolate chip cookies.


summarizing, charting, mapping, main idea, details


Graphic Organizer:

Use main idea graphic organizer. One is provided if needed.


Concept: Main Idea


Days: 15

Grade(s): 3rd

Instruction:

*Teacher models and students complete graphic organizer. Using a preselected passage, article, or story etc... students choral read in "chunks" to complete organizer.

A.P. #1- determine details and record on graphic organizer.

Teacher guides as students complete.

A.P. #2- interpret main idea using details


*Pairs will discuss how information in a text will help them to answer questions about the main idea.*Students will independently write an answer to the essential question. Answer-Readers take the details and answer questions about the main idea.


Passage- preselected by teacher.

Graphic Organizer construction paper to make cookies. There is a graphic organizer attached, but it is only for main idea.

*Good site to find a sandwich graphic organizer to go with hamburger lesson. We couldn't get this to copy and paste, so we added the site for you.

http://www.eduplace.co m

Time (in days):

8

Attached Documents:

Details Literary Elements

http://toolbox.learningfocused.com/data/0000/0024/7684/Details_Literary_Element.doc

http://www.eduplace.com/


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Concept: Conquering Unknown Words


Days: 15

Grade(s): 3rd



How do readers use letter sounds and word families to figure out unknown words?


Assessment Prompt 1: A.P. #1- syllable identificationAssessment Prompt 2: AP2-identify and manipulate word families


Puzzle WordsTeacher makes several multisyllabic words on word cards or paper. Teacher cuts cards by syllables. Students then try to put the word together correctly to figure out unknown word.


word families


Graphic Organizer:

Using a foldable (foldable must match amount of syllables per word)To make the foldable, students will fold the paper vertically leaving a lip. Students will then fold horizontally according to the number of syllables in the unknown word.

A.P #1- classify words according to syllable on Graphic Organizer

If using word families, students create a two part foldable one for the onset and one for the word family.

A.P. #2- segment words into syllables or word families using t-chart or some other GraphicOrganizer

Instruction:

Teacher models graphic organizer using an unknown word.




Days: 15

Grade(s): 3rd

Model how to divide a multisyllabic word into syllables. Review the following syllable rules with the student(s) (printed on index cards for easy reference):

A closed syllable has 1 vowel. It begins and ends with a consonant. It has a short vowel sound.

An open syllable ends with 1 vowel. The vowel sound is usually long.

A single consonant indicates a long vowel sound.

A double consonant indicates a short sound at the end of a syllable.

Show student(s) how to apply the rules that have been discussed and reviewed. Then model blending the syllables together.

**Teacher directed activities


Teacher dictates word and students show recognition of word by applying to the correct foldable.


The Important Thing {See attached documents}.

Students write the important thing to know when figuring out an unknown word.


Paper for foldables, preselected unknown words,

Time (in days):

5

Attached Documents:

The Important Thing

http://toolbox.learningfocused.com/data/0000/0025/4152/The_Important_Thing.doc

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Days: 15

Grade(s): 3rd



How do readers use self-correction when they realize they have misread a word?


Assessment Prompt 1: A.P. #1- Students use error analysis to identify mistakes. Assessment Prompt 2: A.P. #2- Use context clues to determine meaning


Teacher makes sentence strips with sentences that contain a word that does not make sense. Students work in pairs to self-correct the sentence.


self-correction


Graphic Organizer:

Using a T-Chart divide chart into two sections titled Unknown Word and Fix Up Strategy. Students list unknown word and the strategy they used to figure out the word.

Instruction:

Gather kids in front of you for instruction/modeling

* Read a chosen text.*

Explain "Fix-Up strategies" (When I don't understand what I read, I do certain things to make sure that I understand before I continue reading.)-

A.P. #1- Students construct own incorrect sentences. Pairs identify the error.

Call on students to identify the unknown word. And explain why they chose it.

* On a chart with Fix-Up Strategies at top, record what you do to monitor and repair comprehension during think alouds while reading various texts. (For example: notice when understanding is lost,




Days: 15

Grade(s): 3rd

stop and go back to clarify thinking, reread to enhance understanding, read ahead to clarify meaning, identify and talk about what is confusing about the text, recognize that all questions about a text have value, sound it out, speak to another reader, read the text aloud, go slow.)

* Read and stop for 2-3 think alouds. ("While I was reading ___________________, I realized that I didn't understand_________________so I used the Fix-Up strategy _________________to help me understand.

* Explain that the purpose of Fix-Up strategies is to monitor and repair comprehension while listening to and reading text.

* Send students off to Independent Reading and remind them to use Fix-Up strategies. Release the students to practice.

A.P. #2- Students consider Fix-Up strategies and choose 2 to use during Independent Reading. Students will write the two strategies with a sentence justifying why they chose to use them.

* Gradually invite children to share their Fix-Up strategies as you read texts.

* During Independent Reading conference with students, asking students to think aloud about theirFix-Up strategies.

* Model use of, and let students use in Independent Reading, a Fix-Up Strategy T-ChartBring them back to share their thinking with the group.

* Discussion.

* Texts and responses recorded on group chart.

* Fix-Up Strategy T-Chart.


Assessment:**Fix-Up Strategy T-Chart, anecdotal records, observation of sharing in group, etc.


Think-Pair-Share

Students will use post-it notes to write fix-up strategies, and then share with a partner.





Days: 15

Grade(s): 3rd

T-Chart, index cards, teacher selected read aloud. Suggestions: Time for Kids,Weekly Readers, Scholastic News, or The Emperor's New Clothes.

Time (in days):

5

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Days: 15

Grade(s): 3rd



How do readers use context clues to figure out unknown words?


Assessment Prompt 1: A.P. #1- Identify unknown wordAssessment Prompt 2: AP. #2- Use context clues to determine meaning


Guess the Covered Word

Teacher writes a sentence on the board covering one of the words. Students supply the word using context clues.


context clues


Graphic Organizer:

Using this website, copy graphicorganizer of your choice. Once you copy you may change the wording on organizer to go along with the concept of unknown words.

http://www.eduplace.com/graphicorganizer /

http://www.mandygregory.com/CenterIdeas.ht m W e found this site, and hope you may want to add it to a list of sites you keep to use.

Instruction:

* Write a sentence on a sentence strip with an unfamiliar word.

A.P. #1- Call on students to identify the unknown word. And explain why they chose it.

http://www.mandygregory.com/CenterIdeas.htm

http://www.eduplace.com/graphicorganizer/

http://www.eduplace.com/graphicorganizer/




Days: 15

Grade(s): 3rd

Once that is complete, students work in their table groups. Give each table a paragraph and a graphic organizer with an unfamilar word bolded and underlined. The paragraphs can be laminated and the students will use markers on the paper.

A.P. #2- The students will chart the word, clues, and meaning on the graphic organizer. The students will chart the word and clues on the graphic organizer.

You will need a paragraph and a graphic organizer for each group. Once that is complete, students work in their table groups. Give each table a paragraph and a graphic organizer with an unfamilar word bolded and underlined. The paragraphs can be laminated and the students will use markers on the paper. The students will chart the word and clues on the graphic organizer. You will need a paragraph and a graphic organizer for each group.* Play a game called "Dunk It" with the students.Use written paragraphs with one unfamiliar word bolded and underlined on a game card. Divide the students into two teams. One student will read the paragraph and tell the students what the unfamiliar word means and the clues. If they get it right, they get to throw a small ball into the trash can. The teams get points for correct answers and baskets.**Teacher directed activities You may have other ideas, above are some suggestions.


Students will use a graphic organizer to chart unfamilar words and clues from a teacher preselected paragraph. Try to use a story or passage that is not well known to the students. You can use any graphic organizer that you have, one from the website link or the frayer that has been attached.


Ticket Out the DoorStudents will answer essential question.Answer-Students will use clues in a given selection to figure out the unknown words.


Graphic Organizer (website), laminated reading passages, copies of attached document, Nerf ball, basket or trash can, markers,

Time (in days):

6

Attached Documents:

Frayer Diagrams

http://toolbox.learningfocused.com/data/0000/0025/4153/Frayer_Diagrams.doc

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Concept: Writing Main Idea and Detail


Days: 15

Grade(s): 3rd



How do writers gather ideas and use graphic organizers to plan their writing?


Assessment Prompt 1: A.P. #1- brainstorm ideasAssessment Prompt 2: A.P. #2- organize details onto graphic organizer


Word WebAs a whole group we are going to brainstorm ideas for writing a paper about grandma.


prewriting strategies, error analysis


Graphic Organizer:

Hand Graphic Organizer (Students trace their hand).

Instruction:

A.P. #1- Tell partner 5 important details about your grandma.

Teacher models a hand organizer writing grandma on the palm of the hand, and then writing details about grandma on each finger.


AP2- Student will make a hand graphic organizer about their grandma to use as they write a paper about grandma.

Student will make a hand graphic organizer about their grandma to use as they write a paper about grandma.




Days: 15

Grade(s): 3rd


Partners will share their written stories about grandma.


Graphic Organizer-word web and hand graphic organizer

Time (in days):

1 3

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6. Extending Thinking Lesson

Days: 15

Grade(s): 3rd


How do writers develop a main idea with supporting details?

Mini Lesson(s):

Teacher displays a preselected picture. As a group students create supporting details and main idea for picture.

Summarize / Share:

Students will share their final product with a partner.

Assignment:

Students will create main idea and supporting details from viewing a preselected picture.


Here is a preselected picture: http://i l lustratorer.com/Children's-i llustrator.ht m

You can use any that you have or the one above.

Time (in days):

1

http://illustratorer.com/Children's-illustrator.htm





Days: 15

Grade(s): 3rd


How does a writer use fix-up strategies to edit spelling patterns and other mistakes?

Mini Lesson(s):

As a group, the teacher will model how to use a checklist to proofread a prewritten paper.

Proofreading Checklist :

Do all sentences begin with a capital letter and end with a period, question mark, or exclamation point? YES/NO.

Are all sentences complete? YES/NO.

Are there commas and quotation marks where they are needed? YES/NO.

Are all words correctly spelled? YES/NO

Do all proper nouns start with a capital letter? YES/NO.

Do all nouns agree with their verbs? YES/NO.

If the answer is "no" to any of the above questions, go back and correct your paper.

Summarize / Share:

Partners

Assignment:

Students with partners will use a checklist to proofread a prewritten paper.Read the paper out loud with a partner.

Name of person who wrote the paper

Name of person who helped proofread paper

Proofreading Checklist : Do all sentences begin with a capital letter and end with a period, question mark, or exclamation point? YES/NO.

Are all sentences complete? YES/NO

Are there commas and quotation marks where they are needed? YES/NO.

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Days: 15

Grade(s): 3rd

Are all words correctly spelled? YES/NO

Do all proper nouns start with a capital letter? YES/NO.

Do all nouns agree with their verbs? YES/NO.

If the answer is "no" to any of the above questions, go back and correct your paper.


Prewritten paper, fix-up strategies checklist

Here is a rubric website. Create your own with what subject and cr iteria is needed.

http://www.rcampus.com/rubricshowc.cfm?code=Q42597&sp=tru e &

Time (in days):

1

http://www.rcampus.com/rubricshowc.cfm?code=Q42597&sp=true



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Days: 15

Grade(s): 3rd

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:


Days: 15

Grade(s): 3rd

of 5


Days: 15

Grade(s): 3rd

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

of 5


Days: 15

Grade(s): 3rd

Resources and Materials from Culminating Activity 1:

Main Idea Graphic Organizer, Preselected passage

Rubric(s) from Culminating Activity 1:

Summary

Resources and Materials from ACQ Lesson 1:

Copy of Story

"Ticket Out the Door"

Main Idea Graphic Organizer - We found the passage "The Huge Meat Eater" and a graphic organizer on the website: Time for Kids. Go to search and type in title of passage. You may want to highlight 2-3 grades. It will give you the results of 1. Then you can run off the passage. The organizer we found was titled What's the Big Idea? It was found on the same site, but under 4-6 grade organizers.

** Good site for songs: http://www.songsforteaching.com

Good site for poems: http://teachersmentor.com/readingk 3



http://www.songsforteaching.com/


Days: 15

Grade(s): 3rd


Passage- preselected by teacher.

Graphic Organizer construction paper to make cookies. There is a graphic organizer attached, but it is only for main idea.


Days: 15

Grade(s): 3rd

*Good site to find a sandwich graphic organizer to go with hamburger lesson. We couldn't get this to copy and paste, so we added the site for you.

http://www.eduplace.co m

Graphic Organizers from ACQ Lesson 2:

Details Literary Elements


Paper for foldables, preselected unknown words,

Graphic Organizers from ACQ Lesson 3:

The Important Thing


T-Chart, index cards, teacher selected read aloud. Suggestions:Time for Kids,WeeklyReaders, Scholastic News, or The Emperor's New Clothes.


Graphic Organizer-word web and hand graphic organizer

http://toolbox.learningfocused.com/data/0000/0025/4152/The_Important_Thing.doc

http://toolbox.learningfocused.com/data/0000/0024/7684/Details_Literary_Element.doc




Days: 15

Grade(s): 3rd

Resources and Materials from EXT Lesson 1:

Here is a preselected picture: http://i llustratorer.com/Children's-illustrator.ht m

You can use any that you have or the one above.

Resources and Materials from EXT Lesson 2:

Prewritten paper, fix-up strategies checklist

Here is a rubric website. Create your own with what subject and cr iteria is needed.

http://www.rcampus.com/rubricshowc.cfm?code=Q42597&sp=tru e &

http://www.rcampus.com/rubricshowc.cfm?code=Q42597&sp=true

