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Mount Vernon City School District

Calendarized Third Grade Map Expeditionary Learning Module 1

Week of: Lessons Intervention and Enrichment Activities

Lesson Modifications

September 8-12

Unit 1 Lesson 1 Lesson 2 Lesson 3

Direct Instruction/Intervention and Enrichment Activities

Finding Main Idea and Details What is the Gist? Context Clues Form and use regular and irregular plural nouns

Ready NY CCLS Lesson: Language Handbook Lesson 1 Lesson 6

Suggestions for Standards-Based Instruction

To help students succeed with questions

measuring RI.3.1, instruction should focus on locating a portion of a passage that answers a question based on specific details contained in the text. Students can practice these types of questions by accurately retelling portions of the stories they read.

QAR Questioning Strategy

Additional Activities

Higher Order Thinking Questions (HOT) should be used throughout the lesson to spiral skills and support deeper understanding

Lesson 1: (SL.3.1) ,(RI.3.1) Maintain Lesson Integrity Lesson 2:

(RL.3.2), (RL.3.3), (RL.3.3), (W.3.8), (SL.3.1)

Read Aloud Text to Students Complete explicit instruction around Main Idea and Gist Complete Work time assignments A ONLY

Lesson 3:

(RL.3.1) ,(SL.3.1), (L.3.4)

Begin with Lesson 2 Work time activity B, Facilitate guided instruction on Main Idea and Gist, have

students work with a portion of the text to answer text dependent questions.

Use text dependent worksheet, but add questions on focus standards (those standards or skills students are having difficulty with based on iReady Data, Building Benchmark Reports etc.

Only reintroduce SWBS is students did not fully grasp. This may be used for independent work during guided instruction time

Ready NY CCLS Lesson: Language Book L26 (L3.4)



Illustrations. After reading an assigned text about an event or an object each student will create an illustration, with labels, to show understanding of the description.

Exit Slip. Teachers will ask one or two key

questions at the conclusion of a reading or research activity.

Jeopardy Game. Prepare a set of answers at various levels on a section of text or a collection of texts. Students take turns on teams giving the question, with concrete references to the text. Students will have their book for reference to assist them in referring explicitly to the text. They must locate the information in the text before answering.

Lesson 3 Continued : Explicit instruction around the meaning of unfamiliar words. Provide students with direct instruction on using context clues as well as fix-up strategies for reading complex text. End with Lesson 3 Work time Activity C (Vocabulary)

Ready NY CCLS Lesson: Language Book L26 (L3.4) Lesson 4: Will be facilitated by Library Media Specialist

(RL.3.11a), (SL.3.1) ,(SL.3.6)

Grammar: CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Produce simple, compound, and complex sentences. CCSS.ELA-Literacy.L.3.1.b Form and use regular and irregular plural nouns






September 15-19


Direct Instruction/Intervention and Enrichment Activities

What is the lesson/theme? “What is this story mostly about?” Character Analysis Answer questions using specific details from the text. Form and use regular and irregular plural nouns.



Students can practice these types of questions by locating information in a story that provides a reason for a character’s thoughts or words.

To help students succeed with questions

measuring RI.3.1, instruction should focus on locating a portion of a passage that answers a question based on specific details contained in the text.


Lesson 5A: Work Time A will be facilitated by Library Media Specialist Lesson 5B: Begin with Work Time activity B, the Paragraph Writing Pre-Assessment

(SL.3.1), (SL.3.6), (W.3.2) ,(W.3.2)

Lesson 6:

(RL.3.2), (RL.3.3), (RL.3.3), (W.3.8), (SL.3.1b)

Read Nasreen’s Secret School to students Optional: Instead of reading text to whole class, students

may engage in a partner read where one students reads to another.

Divide text into three or four chunks. Students will work chunks to find main idea and details, analyze character, and begin to formulate theme.

Complete Work Time Part A Only Ready NY CCLS Lesson: Describing Characters (RL3.3)

Lesson 6B:

Continue to divide text into three or four chunks. Students will work chunks to find main idea and details, analyze character, and begin to formulate theme.

Complete Work Time Part A Only



Consensus. In this activity, students identify the main ideas in a series of "coming-to-a-consensus" processes.

• Have students identify individually the three most important thing (three main ideas) they learned from the text that they read. They should list them on a piece of paper. • Pair students to share their most important information (main ideas) and come to a consensus about the three most important pieces of learning (main ideas), again listing them. • Then have each pair join with another to form a group to discuss their findings and again come to a consensus about the three most important pieces of learning (main idea). • Finally, ask the groups to come together as a class, and have them exchange ideas and come to a class consensus of the three most important main ideas. As they do, list the class's main idea on the board. (Beers & Howell, 2003)

Groups of students read different passages. Next, students work together to create signs for the main idea and the key details of their selection. The student holding the main idea sign then presents it to the class and defends their choice. Next each of the students holding a key detail sign defends how their key detail supports the main idea.

Facilitate guided practice on standards addressed (RL.3.2, RL. 3.3, and RL. 3.1)

Use Somebody In Wanted But So (SIWBS) as a task during Guided Instruction

Ready NY CCLS Lesson: Describing Characters (RL3.3)

Lesson 7:

(RL.3.1), (SL.3.1c,) (SL.3.1c), (SL.3.1c), (L.3.4)

Maintain Lesson Integrity Use text dependent worksheet, but add questions on focus

standards (those standards or skills students are having difficulty with based on iReady Data, Building Benchmark Reports etc.

Ready NY CCLS Lesson: Asking Questions About Stories (RL3.3)

Grammar: CCSS.ELA-Literacy.L.3.1.a

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

CCSS.ELA-Literacy.L.3.1.b Form and use regular and irregular plural nouns. Produce simple, compound, and complex sentences.




Writing Lesson:

Exploration in Nonfiction Writing Power Write Summary with a Question Features of a Summary with a Questions



September 29-October 3

Unit 1: Lesson 10

Lesson 11

Intervention and Enrichment Activities Form and use regular and irregular plural nouns. Produce simple, compound, and complex

sentences.


Instruction should focus on locating a portion of a

passage that answers a question based on specific details contained in the text.

Students can practice these types of questions by accurately retelling portions of the stories they read.


Students complete a “Give Me Five”. Students will trace their hands and write five questions related

Lesson 10: (RL.3.1), (SL.3.1), (L.3.4)

Begin with Work Time Part A Provide students with focused HOT questions for each

excerpt Complete Part B Use text dependent worksheet, but add questions on focus


Lesson 11:

(RL.3.2,) (RL.3.3), (RL.3.3), (W.3.8), (W.3.8),(L.3.4)

Supporting Learning



to the text asking who, where and so forth. Another option: Students could then swap hands and answer each other’s questions. Grouping: partner or individual.

Maintain Lesson Integrity *This document will be a part of the students’ portfolio.*

Student assessment and scored rubric must be attached

Grammar: CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-Literacy.L.3.1.b Form and use regular and irregular plural nouns. Produce simple, compound, and complex sentences.

Ready NY CCLS Lesson: Language Handbook Lesson 1 Lesson 6 Lesson 15

Writing Lesson: ( May use anchor paragraph about Chad for writing lessons)

Exploration in Nonfiction Writing Power Write Summary with a Question Features of a Summary with a Questions

Writing Lesson:

Summary Friendly Letter Features of a Summary with a Questions





October 8-October 12


Mini-Lesson

Determine the main idea of a text, recount the key details and explain how they support the main idea

Form and use regular and irregular plural nouns. Produce simple, compound, and complex

sentences.


Lesson 1: (RL.3.2), (RL.3.3), (RL.3.3), (W.3.8), (SL.3.1)

Maintain Lesson Integrity

Ready NY CCLS Lesson: Unit 1

Lesson 7: Recounting Stories

Lesson 2:

(RL.3.1), (SL.3.1), (L.3.4)



Students can practice these types of questions by locating information in a story that provides a reason for a character’s thoughts or words.

To help students succeed with questions like this, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill by correctly identifying a main idea and identifying details in the story that support that main idea.

Students can practice this skill by identifying what

a character is feeling and locating evidence in the text to support that description.

Students can practice this skill by describing a

character and locating evidence in the text to support that description.

Additional Activities Use a graphic organizer to track how the author

worked up toward building a theme

Theme Boards- Create a list of themes with students from texts they have already read or are familiar with. Using this list can help students identify themes on their own, and to compare themes across books.

Begin with Work Time A Use text dependent worksheet, but add questions on focus


Complete Work Time B


Lesson 7: Recounting Stories

Lesson 3A:

(RL.3.2), (RL.3.3), (RL.3.3), (W.3.8), (SL.3.1)

Work Time A: Completed in Guided Reading Groups (At this point students should be familiar with find thing gist and main idea of texts. Students have completed these steps in a number of lessons. Utilize this time for small group instruction and as a formative assessment.)


Lesson 8: Determining the Central Message

Lesson 3B: Work Time B: Completed in Guided Reading Groups (At this point students should be familiar with find thing gist and main idea of texts. Students have completed these steps in a number of lessons. Utilize this time for small group instruction and as a formative assessment.)



Visual Retelling- Students create visuals of story elements adding captions and narrative

Dramatic Retelling- Students summarize the story and then dramatically perform the summary

Sketch to Stretch


Lesson 8: Determining the Central Message

Grammar:

CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Produce simple, compound, and complex sentences.

Ready NY CCLS Lesson: Language Handbook

Lesson 1

Lesson 6 Lesson 15

Writing:

Extended Writing Unit: Informational Narrative Lessons: Purpose, Features, Using the Third Person



October 14-17

Unit 2 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Mini-Lesson Why uses context clues? (see attachment) Determine the meaning of a word using clues in the

text around it Use abstract nouns (e.g., childhood).

Lesson 4: (RL.3.1), (SL.3.1), (L.3.4)

Begin with Work Time C




To help students succeed with questions measuring RL.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and understanding ideas that are conveyed by the words in those texts. Students can practice these types of questions by accurately retelling portions of the stories they read.


Use graphic organizers Word Illustrations- Choose three key words or

phrases from the text and work as a team, pair, or independently to create a visual representation of each. Use to create graffiti word wall

Maze Passages- http://www.interventioncentral.org/teacher-resources/test-of-reading-comprehension

Complete Work Time A as independent work (While students are working utilize this time to conference with students, meet with guided reading groups, or assess)

Lesson 5:

(R.L.3.2), (R.L.3.11) ,(RL.3.11)

Lesson 5: Part A executed by classroom teachers Remainder of Literacy Block with teacher in groups or

writing instruction Lesson 5: Opening Part A and Work Time A and B will facilitated by Media Specialist (those schools without Media Teachers the classroom teacher will execute this lesson) Lesson 6: Facilitated by Media Specialist (those schools without Media Teachers the classroom teacher will execute this lesson) Lesson 7:

(W.3.2) ,(L.3.6)


Student assessment and scored rubric must be attached Lessons 8-9: Facilitated by Media Specialists OR Optional for classroom teachers without Media Specialists Grammar:



CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Use abstract nouns (e.g., childhood). Ready NY CCLS Lesson: Language Handbook

Lesson 7

Writing: Extended Writing Unit: Informational Narrative Lessons: Choosing A Topic, Researching and Taking Notes,





October 20-24


Mini-Lesson How aspects of a text’s illustrations contribute to

what is conveyed by the word in the story (e.g. mood, character, setting)

Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I

will walk) verb tenses.

Suggestions for Standards-Based Instruction To help students succeed with questions

measuring RL.3.3, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing what is shown by the characters’ words, thoughts, and actions. Students can practice these types of questions by locating information in a story that provides a reason for a character’s thoughts or words.

To help students succeed with questions like this,

instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill by correctly identifying a main idea and identifying details in the story that support that main idea.

Lesson 1A: (RL.3.3), (RL.3.7), (RL.3.6), (RI.3.2)

Complete Opening and Work Time A For the remainder of the ELA Block facilitate guided

reading and writing Ready NY CCLS Lessons:

Lesson 21: Connecting Words and Pictures

Lesson 1B: Complete Work Time B For the remainder of the ELA Block facilitate guided

reading and writing Ready NY CCLS Lessons:

Lesson 21: Connecting Words and Pictures

Lesson 2:

(RI.3.7) ,(SL.3.1)

Facilitated by Media Specialist (those schools without Media Teachers the classroom teacher will execute this lesson)

Ready NY CCLS Lessons:

Lesson 17: Connecting Words and Pictures in an Informational Text



Students can practice this skill by describing a photograph using words or ideas from the passage it accompanies

Additional Activities Students review illustrations provided, choosing

and describing how they create mood, emphasizes what the character is like, and/or describing setting

Book Quilts Comic Strip Retelling

Lesson 3:

(RL.3.2), (RL3.3), (RL.3.3) ,(W.3.8), (SL.3.1)

Work Time A focus not only on Gist but standards from Integration of Knowledge and Ideas


Lesson 17: Connecting Words and Pictures in an

Informational Text

Grammar:

CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Produce simple, compound, and complex sentences.


Lesson 8

Lesson 9 Lesson 10

Writing: Extended Writing Unit: Informational Narrative Lessons: Using a graphic organizer, Writing and Inviting Lead, Sensory Images and Similes



Assessment

Administer Common Assessment Number 1 Forward answer sheets to Office of Curriculum and Instruction Attn: Lori Renna



October 27-October 31


Mini-lesson: Compare and Contrast Compare and Contrast stores of similar themes and

genres Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I

will walk) verb tenses. Ready NY CCLS Lesson: Language Handbook

Lesson 8

Lesson 9 Lesson 10

Suggestions for Standards-Based Instruction To help students succeed with questions

measuring RL.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and understanding ideas that are conveyed by the words in those texts. Students can practice these types of questions by accurately retelling portions of the stories they read.

Lesson 4: (RL.3.1), (SL.3.1), (SL.3.1)

Work Time A can be done in independent work or guided

practice Work Time B and C-Maintain Lesson Integrity

Lesson 5:

(W.3.2), (W.3.2), (W.3.2), (W.3.10)

Begin at Work Time B and complete lesson

Lesson 6:

(RI.3.2), (RI.3.2), (RI 3.7)


Question Stems- What does this illustration tell us about? How do illustrations give us a better understanding



To help students succeed with questions like this, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill by correctly identifying a main idea and identifying details in the story that support that main idea.

Students can practice this skill by describing a

photograph using words or ideas from the passage it accompanies.

Additional Activities Provides students with templates to compare and

contrast stories

Students read two texts about the same event from different points of view. They then use a compare and contrast chart to record five or more details that are the same in both texts and at least five details that are different.

Students create a diagram of the key details from

two texts on the same topic. In the diagram they indicate key ideas in the center, and then along the sides address the details from each text.

Students read two texts on the same topic, such as

homework from the point of view of a student and a parent without knowledge about the authors.


Lesson 2: Finding Main Ideas and Details

Grammar:

CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Produce simple, compound, and complex sentences.


Lesson 8

Lesson 9 Lesson 10

Writing: Extended Writing Unit: Informational Narrative Lessons: Showing the passage of time, Using precise, powerful words, using the past tense



They then predict which was written by the student and the adult, defending their opinion with details from the texts

Students create captions for maps, photos etc Week of: Lessons Intervention and Enrichment Activities


November 3-7


Intervention and Enrichment Activities

Ensure subject-verb and pronoun-antecedent agreement.

Produce simple, compound, and complex sentences. Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RL.3.1, instruction can focus on building their capacity to comprehend grade-level complex texts and understanding ideas that are conveyed by the words in those texts. Students can practice these types of questions by accurately retelling portions of the stories they read.

To help students succeed with questions like this, instruction can focus on building their capacity to comprehend grade-level complex texts and recognizing how each detail in a story works to develop a main idea. Students can practice this skill

Lesson 7:

(RI.3.2), (RI.3.2), (W.3.8), (SL.3.1)

Maintain Lesson Integrity Lesson 8:

(RL.3.1), (SL.3.1), (SL.3.1)

Work Time A can be done in independent work or guided practice Work Time B and C-Maintain Lesson Integrity

Lesson 9:

(RI.3.1), (RI.3.2), (W.3.8), (SL.3.1)


Student assessment and scored rubric must be attached


Lesson 1: Asking Questions About Key Ideas

Grammar:



by correctly identifying a main idea and identifying details in the story that support that main idea.

CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Ensure subject-verb and pronoun-antecedent agreement. Produce simple, compound, and complex sentences.


Lesson 11

Lesson 12 Lesson 15

Writing:

Extended Writing Unit: Informational Narrative Lessons: Editing with a focus on verbs, Using the Editing Checklist,





November 10-14


Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Produce simple, compound, and complex sentences.

Lesson 10: (W.3.5)

Maintain Lesson Integrity Lesson 11:

(W.3.5) , (W.3.2)

Maintain Lesson Integrity Lesson 12: OMIT Students have covered this in Extended Writing Piece

W.3.5) ,W.3.2)

Lesson 13:

(W.3.5) , (W.3.2)


Grammar: CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.



Produce simple, compound, and complex sentences.


Lesson 11

Lesson 12 Lesson 15 Lesson 13

Writing: Extended Writing Unit: Informational Narrative Lessons: Adding visuals that support the text

*This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached



November 17-21

Unit 3 Lesson 13 Lesson 15

Use coordinating and subordinating conjunctions. Produce simple, compound, and complex

sentences.

Lesson 15: (W.3.5) ,(L.3.2)


Ready NY CCLS Lesson: Language Handbook OPTIONAL

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 16:

(W.3.2) , (W.3.2)




Ready NY CCLS Lesson: Language Handbook OPTIONAL

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Grammar: CCSS.ELA-Literacy.L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences.


Lesson 11

Lesson 12 Lesson 14 Lesson 15

*This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

November 24-26

ENSURE COMPLETION OF MODULE 1



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Mount Vernon City School District Calendarized Third Grade Map Expeditionary …mvcsd.sharpschool.net/UserFiles/Servers/Server_87286/... · Mount Vernon City School District Calendarized