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Curricular Plan for Making Meaning and Making Meaning VocabularyGrade 3
Unit 4: Wondering/Questioning (Fiction)4 Weeks
Students should understand and be able to:Comprehension Focus
Students use wondering/questioning to understand a story, make predictions, and infer. Students think about whether their questions are addressed explicitly or implicitly in the text. Students visualize to create mental images from text. Students make inferences to understand characters. Students read independently.
Social Development Focus Students analyze why it is important to be respectful and responsible. Students develop the group skills of using prompts to add to one another’s thinking and agreeing and disagreeing
respectfully. Students have a class meeting to discuss maintaining a caring classroom community.
Mentor Texts The Girl Who Loved Wild Horses Knots on a Counting Rope A Day’s Work Mailing May Brave Irene
Making MeaningWeek 1
Day 1: Read-aloud The Girl Who Loved Wild Horses
Pair students and get ready to work together
Introduce and read the story aloud, stopping to wonder
Discuss as a whole class Reflect on taking
responsibility IDR: Teach self-
monitoring
Day 2: Strategy Lesson
Discuss respecting your partner’s thinking
Focus on highlighted questions about the story
Reread the story Use questions to discuss Add to the “Reading
Comprehension Strategies” chart
Reflect on working together
IDR: Practice self-monitoring
Extension: Practice visualizing
Day 3: Read-aloud – Knots on a Counting Rope
Review and get ready to wonder
Introduce and read story aloud
Read aloud and stop to wonder
Discuss the story Reflect on taking
responsibility IDR: Practice self-
monitoring
Assessment: generating questions or ”I wonder” statements, relevance to story
Day 4: Guided Strategy Practice
Focus on highlighted questions about the story
Use questions to discuss the story
Reflect on working together
IDR: Document Conferences/discuss reading with partners
Extension: Compare the two stories from this week
Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
the basis for the answers.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.RL.3.10 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.SL.3.1 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
flexibly from a range of strategies.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
ways, listening to others withcare, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
Making Meaning VocabularyWeek 10
Vocabulary Words: obstinate, immature, mature, fantasize, barricade, reconsiderWord-learning Strategies: Recognizing synonyms, Recognizing antonyms, Using the prefix re- to determine word meaningsDay 1
Introduce and define new words
Discuss the words Think about word
meanings Extension: Introduce
and discuss the prefix im-
Day 2 Review words Choose the best
word description
Day 3 Introduce and define
new words Discuss the words
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review
Display the word cards and review words
Play “Which Word Goes With?”
Assessment: comprehension of word meaning, explain word association, enjoyment of talking about words
Common Core State StandardsL.3.4 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.L.3.4b 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).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).L.3.6 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).
L.3.4 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.L.3.4b 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).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
L.3.6 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).RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on
SL.3.1 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.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and
temporal relationships (e.g., After dinner that night we went looking for them). RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
understanding in light of the discussion.
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
Making MeaningWeek 2
Day 1: Read-aloud – A Day’s Work
Review wondering/questioning and “Stop and ask questions”
Introduce the story and read aloud
“Stop and ask questions” Use questions to discuss
the story in pairs Discuss the story as a class Reflect on taking
responsibility during discussions
IDR: Conduct informal IDR conferences with self-monitoring
Day 2: Strategy Lesson
Review the questions about the story
Reread the story Use questions to discuss
the story Reflect on using
discussion prompts IDR: Conduct informal IDR
conferences with self-monitoring
Day 3: Guided Strategy Practice
Review and discuss the problem in the story
Read the ending of the story
Use questions to discuss the story
Reflect on taking responsibility
IDR: Review self-monitoring/write in IDR journals
Day 4: Independent Strategy Practice
Review wondering and questioning
Model using “Stop and ask questions” with independent reading
Write questions prior to reading
Read independently with “Stop and ask questions”
Discuss independent reading with pairs
Reflect on showing respect
Assessment: generating questions, relevance to characters or plot
Common Core State StandardsL.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and
L.3.4 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.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer
reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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
phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 Engage effectively in a range of collaborative
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 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.
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.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 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.
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 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.
Making Meaning VocabularyWeek 11
Vocabulary Words: belongings, faint, cling, roam, joyful, sorrowfulWord-learning Strategies: Using context to determine word meanings, Recognizing words with multiple meanings, Recognizing synonyms, Recognizing antonyms, Using the suffix –ful to determine word meaningsDay 1 Introduce and define
new words Discuss words Use context clues to
figure out word meaning
Introduce words with multiple meanings
More Strategy Practice: Explore two or more words with multiple meanings
Day 2 Review words Vocabulary
activities
Day 3 Introduce and define
new words Act out the words Discuss the words Introduce the suffix –
ful to figure out word meanings
Day 4 Review words Answer questions
about the words
Day 5 – Ongoing Review
Display the word cards and review the words
Synonym Match
Common Core State StandardsL.3.4 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.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.5 Demonstrate
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use
L.3.4 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.L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use
L.3.6 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
understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.
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).SL.3.1 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.SL.3.1a 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.
agreeable/disagreeable, comfortable/uncomfortable, care/careless heat/preheat).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).SL.3.1 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.SL.3.1a Come to discussions prepared,
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).SL.3.1 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.SL.3.1a 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.
them).SL.3.1 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.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their
SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
own ideas and understanding in light of the discussion.
Making MeaningWeek 3
Day 1: Read-aloud – Mailing May
Review “Stop and ask questions”
Introduce the story and read aloud with “Stop and ask questions”
Use the questions to discuss the story in pairs
IDR: Use wondering/questioning independently
Day 2: Guided Strategy Practice
Have the students review their questions
Reread the story Discuss students’
questions and answers IDR: Use
wondering/questioning Independently
Day 3: Guided Strategy Practice
Review the “Reading Comprehension Strategies” chart
Review the storyVisualizeDraw and share
visualizationsReflect on sharing drawingsIDR: Wonder with
independent reading/write in IDR journals
Day 4: Independent Strategy Practice
Review questioning Prepare to read
independently with “Stop and ask questions”
Read independently Discuss students’
questions
Assessment: generating questions as they read, relevance of questions
Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories,
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 By the end of the year, read and comprehend literature, including stories,
independently and proficiently.SL.3.1 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.SL.3.1a 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.SL.3.1b 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).W.3.10 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.
grades 2-3 text complexity band independently and proficiently.SL.3.1 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.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.SL.3.1 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.SL.3.1a 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.SL.3.1b 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).W.3.10 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
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
discipline-specific tasks, purposes, and audiences.
Making Meaning VocabularyWeek 12
Vocabulary Words: shuffle, swarm, urgent, motion, wind, prowlWord-learning Strategies: Recognizing words with multiple meanings, Using the prefix re- to determine word meaningsDay 1 Introduce and define
new words Act out the words Discuss multiple
meanings of words Imagine That! Extension: Discuss
the suffix -ly
Day 2 Review words Vocabulary
activities
Day 3 Introduce and define
new words Act out the words Discuss the words Extension: Discuss
the suffix -er
More Strategy Practice: Explore multiple meanings of words, Review the prefix re-
Day 4 Review words Vocabulary
activities
Day 5 – Ongoing Review Display word
cards and review the words
Play “Finish the Story”
Assessment: comprehension of word meanings, challenging words, using words in writing
Individual Vocabulary Assessment: Word Check 3 (BLM3)
Student Self-Assessment: (BLM7)
Common Core State Standards L.3.4 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.L.3.4b 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).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
L.3.4 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.L.3.4b 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).L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 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).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
L.3.4 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.L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.6 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).SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time
texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1a 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
Making MeaningWeek 4
Day 1: Read-aloud – Brave Irene
Get ready to wonder and ask questions about the story
Review “Stop and ask questions”
Introduce and read the story aloud
Use questions to discuss the story
Reflect on working together IDR: Review self-monitoring
and practice rereading
Day 2: Guided Strategy Practice
Review questions and discuss how to disagree respectfully
Reread the story aloud Use questions to discuss
the story IDR: Practice rereading
with wondering and questioning
Day 3: Guided Strategy Practice
Review the storyMake inferences about the
characterReview the “Reading
Comprehension Strategies” chart
Reflect on working togetherIDR: Practice rereading
with wondering and questioning
Assessment: make inferences, identify clues from the text for support
Day 4: Class Meeting
Gather for a class meeting
Discuss how the students are creating a caring community
Adjourn the meeting IDR: Document IDR
conferences/write in IDR journals
Assessment: wondering and questioning
Common Core State StandardsRF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1b 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).SL.3.1d Explain their own ideas
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.RL.3.10 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.range of collaborative discussions (one-on-one, in groups, and teacher-led) with
L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4 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.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.RF.3.4a Read on-level text with purpose and understanding.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.RL.3.1 Ask and answer
to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 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.
and understanding in light of the discussion.
diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.
questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.RL.3.10 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.SL.3.1 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.SL.3.1b 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).SL.3.1d Explain their own ideas and understanding in light of the discussion.W.3.10 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.
Making Meaning VocabularyWeek 13
Vocabulary Words: slog, commence, flabbergasted, permissible, tingle, adventuresomeWord-learning Strategy: Recognizing synonymsDay 1
Introduce and define new words
Discuss the word
Day 2Review wordsTell a story
Day 3 Introduce and define
new words Discuss the words
Day 4 Review words Use words to
answer a question
Day 5 – Ongoing Review Display the words
cards and review the words
Answer “Would You?” Questions
Common Core State StandardsL.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and
temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time
domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
temporal relationships (e.g., After dinner that night we went looking for them).RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.SL.3.1 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.SL.3.1a 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.SL.3.1b 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
domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).SL.3.1 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.SL.3.1a 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.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1d Explain their own ideas and understanding in light of the discussion.
Helpful TipsMaking Meaning
Decide how you will randomly assign partners to work together throughout the unit. Prepare a chart with the title “Questions About The Girl Who Loved Wild Horses” (See Week 1, Day 1, Step 6 p. 173) Prepare the “Self-monitoring Questions” chart for use during IDR. Prepare a chart with the title “Questions About Knots on a Counting Rope” (See Week 1, Day 3, Step 2 p. 179) Make a transparency of “Stop and Ask Questions About _______” Prepare to model questioning in independent reading (See Week 2, Day 4, Step 2 p. 200) Make a transparency of “Excerpts from Mailing May” (BLM14) Make a transparency of “Excerpts from Brave Irene” (BLM15) Make copies of the Unit 4 Parent Letter to send home at the end of the unit.
Making Meaning Vocabulary Write the context sentence from The Girl Who Loved Wild Horses on the board and underline the word faint. You will use this
sentence to discuss context clues to the meaning faint. Review More Strategy Practice on pp. 231-232. Collect and use the following word cards: 22, 28, 30, 37, 40, 41, 42, 43, 44, 45, 46, 47, 49, 53, 54, 56, 58, 65, and 78.