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Stephanie Wohl

FRIT 7737: Practicum

Understanding by Design

Spring 2012

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Title ofUnit

Reading andLanguage

Arts

GradeLevel 3rd

Curriculum Area ELA

TimeFram

e1 weeks

Stage 1 Desired ResultsContent Standards:ELA3R2- The student acquires and uses grade-level words to communicateeffectively.

a. Reads literary and informational texts and incorporates new wordsinto oral and written language.

b. Uses grade-appropriate words with multiple meanings.

c. Recognizes and applies the appropriate usage of homophones,homographs, antonyms, and synonyms.d. Identifies the meaning of common idioms and figurative phrases and

incorporates them into oral and written language.e. Identifies and infers meaning from common root words, common

prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous,-ly).

ELA3R3The student uses a variety of strategies to gain meaning from grade-level text.a. Read a variety of texts for information and pleasure

b. Makes predictions from text content

c. Generates questions before, during, and after reading.

d. Distinguishes fact from opinion.e. Recognizes plot, setting, and character within text, and compares and contrasts these

elements between texts.

f. Makes judgments and inferences about setting, characters, and events and supports themwith evidence from the text.

g. Summarizes text content.

h. Interprets information from illustrations, diagrams, charts, graphs, and graphicorganizers.

i. Makes connections between texts and/or personal experiences.

j. Identifies and infers main idea and supporting details.k. Self-monitors comprehension to clarify meaning.

l. Identifies and infers cause-and-effect relationships and draws conclusions.m. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and

poetry).n. Recognizes the authors purpose.

21st Century Standards

Standard 1: Inquire, think critically and gain knowledge

Standard 2: Share knowledge and participate ethically and productively as members of our

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democratic society

Skills Indicator(s):

1.1.4 Find, evaluate and select appropriate sources to answer questions.

3.1.1 Use technology and other information tools to organize and display knowledge and

understanding in ways that others can view, use, and address.

3.6.1 Use information and technology ethically and responsibly.

Understandings

Students will understand that:Reading, writing, speaking and listening skills must be mastered in order tobe effective users of information.Reading is for pleasure, as well as learning new information.Related Misconception(s):The only thing to do on computers at school is take AR quizzes.Reading is boring.

Essential Questions

Overarching Questions:

What kind of books do I like toread?

What predictions can I makefrom the text?

What connections can I makebetween the text and my

personal experience(s)?

Topical Questions:

What is the differencebetween fiction and non-fiction text?

What is the differencebetween synonym andantonyms?

Can you determine theauthors purpose?

Knowledge and Skills

KnowledgeStudents will know:

Key terms- fact, fiction, synonym,antonym, homophone, homograph, and idioms,

cause, effect Interpret and create a graphic organizer

Skills

Students will be able to:

Make connections between text and

personal experiences

Distinguish between fact and fiction

Make predictions from text

Student Objectives:Students will be able to:

Navigate their way around the Google site Reading and Language Arts Locate and apply reference skills in appropriate situations

https://sites.google.com/site/rdgandla/https://sites.google.com/site/rdgandla/

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Create a double-entry journal corresponding to books they are readingin class

Assessment EvidenceStudents will be assessed through pre-assessment and teacher observation.

Learning PlanDay 1- Students willchoose a chapter book of their choice.This book will beused throughout the week for the students double-entry journal or they maychoose to read more than one book. Students will be instructed to use oneside of their journal for ideas from they get from their book. The other side ofthe journal is their reaction o what theyve read and any connections theyvemade.Day 2- Students willtake time to write in their journal. After reviewing

idioms and synonyms, students will be given time to play Eye on Idioms andFind the Synonym. Vocabulary.com also offers homophone, antonym,spelling, and syllable gamesDay 3- Students will take time to write in their journal. Students will beasked to identify cause and effect of a story using this graphic organizer.Day 4-The teacher will read aloud The Story of Ruby Bridges. As a largegroup activity, the teacher will demonstrate how to answer questions usingthe Comprehension Sheet as you read along with the story. Students willthen be divided into small groups to continue practicing on their own. Theclass will then gather as a whole group to discuss how the technique helpedthem comprehend the story/material better.

Day 5- Students will work in pairs and select a book of their own choosing.Students will fill out the anticipation guidefor their partner. The studentswill fill switch books and fill out each others anticipation guides after readingeach others books.

http://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/interactives/idioms/idiom_1.htmlhttp://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/interactives/idioms/idiom_1.htmlhttp://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdf

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Resources

Education Oasis Graphic Organizerhttp://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdf

Georgia Performance Standardshttps://www.georgiastandards.org/standards/Georgia Performance Standards/Grade Three GPS3-13-09.pdf

Reading and Language Arts Google Sitehttps://sites.google.com/site/rdgandla/

Read, Write, Thinkhttp://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdf

The Story of Ruby Bridges Comprehension Sheethttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdf

Vocabulary.comhttp://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/

http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade%20Three%20GPS%203-13-09.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade%20Three%20GPS%203-13-09.pdfhttps://sites.google.com/site/rdgandla/http://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade%20Three%20GPS%203-13-09.pdfhttps://www.georgiastandards.org/standards/Georgia%20Performance%20Standards/Grade%20Three%20GPS%203-13-09.pdfhttps://sites.google.com/site/rdgandla/http://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson228/double.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson226/anticipation.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.readwritethink.org/files/resources/lesson_images/lesson227/comprehension.pdfhttp://www.vocabulary.co.il/synonyms/intermediate/elementary-find-the-synonym/