rd instructional block 1 weeks 112 - lausd
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview Week
(5 Day Cycles)
MELD / Language Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
MELD Start Smart Lesson Plans: 3rd Grade MELD Start Smart Lesson Resources: 3rd Grade Start Smart Handouts
The purpose of the MELD Start Smart:
➢ Establish Culturally and
Linguistically Responsive Classroom Management Procedures
➢ Administer SEL Linguistic
Screeners ➢ Obtain a beginning of the year
writing sample
Week 1
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board. MELD Objectives:
Students understand why protocols are important to the classroom culture.
Students will be introduced to the Participation and Discussion Protocols.
Students will be practice using the Discussion and Participation Protocols.
Students will work together to complete a task.
Students will create an autobiographical cinquain poem.
Speaking and Listening
Speaking and Listening 3.1 Speaking and Listening 3.1b Speaking and Listening 3.1d Speaking and Listening 3.2 Speaking and Listening 3.3 Speaking and Listening 3.4 Speaking and Listening 3.6
Reading Literature Reading Literature 3.3
Writing Writing 3.5
NonVolunteerism Based Protocols
Discussion Protocols Posters Participation Protocols Posters
Updated Linguistic Screeners
Advanced Graphic Organizers
Culturally relevant book or video selected
by teacher:
Fresh
Prince of Bel Air opening video
Sofia the First
opening video
SpongeBob SquarePants video clip
Linguistic Screeners Authentic Writing Samples: Autobiographical Poems Authentic Student work samples, criteria charts and rubrics generated can be displayed on the MELD Board.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day
Cycles)
MELD / Language Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
A culturally relevant text is used to:
➢ motivate an introduction to narrative writing
➢ provides a curriculum space to authentically practice using the discussion and participation protocols
Week 2
MELD Objectives:
Students will create a cinquain poem. Students will use thesaurus to find synonyms. Students will use the nouns, verbs, and adjectives from the cinquain poem to write complete sentences. Students will draft their autobiographies.
Students will publish their work.
Students will complete final drafts. Students will create a cultural paper doll of themselves.
Speaking and Listening
Speaking and Listening 3.4 Speaking and Listening 3.6
Writing Writing 3.5 Writing 3.6
Reading Literature Reading Literature 3.1 Reading Literature 3.3
Language
Language 3.1
Language 3.2
Updated Linguistic
Screeners
Personal Thesaurus
Advanced Graphic Organizers
Sarah, Plain and Tall, or
Ruby
Bridges
Linguistic Screeners Authentic Writing Samples: Personal Narratives Authentic Student work samples, criteria charts and rubrics generated can be displayed on the MELD Board.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
MELD Constructive Conversations Start Smart
Lesson Plans: 3rd Grade MELD Start Smart CC Practices Resources: 3rd Grade CC Start Smart Supplemental Resources
Students will learn how to use the 4 Constructive Conversation Skills in order to…
➢ Participate in a Range of Collaborative Discussions
➢ Use Complex Language ➢ Fortify Complex
Output
Week 3
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board.
MELD Objectives: Students will be able to engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 3 topics and texts to produce complex oral output using all four conversational skills: CREATE, CLARIFY, FORTIFY, and NEGOTIATE as well as build on others’ ideas and expressing their own clearly.
Essential Questions:
What might be the qualities, signs of, and actions of a good friend?
What kinds of choices does a good friend make?
Speaking and Listening
Speaking and Listening 3.1 Speaking and Listening 3.1c Speaking and Listening 3.1d Speaking and Listening 3.6 DOK Levels
DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 Synthesize information across
Conversation Norms Poster
Constructive Conversation Skills Posters
Visual Text: good friends, bad friends
Online Text: “Enemy Pie”
www.storylineonline.net
http://bit.ly/20rkQ8E
Text #2 “The New Girl”
Conversation Analysis Too
CAT Tool: CAT Tool
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
➢ Engage with Complex Text
multiple sources or texts
Overview
Week (5
Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
MELD Constructive Conversations Start Smart
Lesson Plans: 3rd Grade MELD Start Smart CC Practices Resources: 3rd Grade CC Start Smart Supplemental Resources
Students will learn how to use the 4 Constructive Conversation Skills in order to…
➢ Participate in a Range of Collaborative Discussions
➢ Use Complex Language ➢ Fortify Complex Output
Week 4
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board.
MELD Objectives: Students will be able to engage effectively in a range of collaborative discussions (oneonone, in groups, and teacher led) with diverse partners on grade 3 topics and texts to produce complex oral output using all four conversational skills: CREATE, CLARIFY, FORTIFY, and NEGOTIATE as well as build on others’ ideas and expressing their own clearly.
Essential Questions:
What might be the qualities, signs of, and actions of a good friend?
What kinds of choices does a good friend make?
Speaking and Listening
Speaking and Listening 3.1 Speaking and Listening 3.1c Speaking and Listening 3.1d Speaking and Listening 3.6 DOK Levels
DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 Synthesize information across
Listening Task Poster
Personal Thesaurus /Dictionary
Digital Text: “What Makes a Good Friend?” Digital Text: “Friendship Soup”
Authentic Opinion Writing Sample
Authentic Student work samples, criteria charts and rubrics generated can be displayed on the MELD Board.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
➢ Engage with Complex Text
multiple sources or texts
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
MELD Narrative Writing Lesson
Lesson Plans: 3rd Grade MELD Narrative Writing Resources: 3rd Grade MELD Narrative Writing Supplemental Resources
Culminating Task Students will utilize the Writing Process to create a personal narrative. They will use sensory details to describe a memorable experience.
Week 5
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board. MELD Objectives: Interactive Read Aloud: Teacher will read If the Shoe Fits by Gary Soto.
Teacher will model how to create
a Character Trait Box for one of the characters in the book, If the Shoe Fits.
In cooperative groups, students will match up the writing stages with the explanation.
Discuss character traits. What can you infer about the character through his actions? Use the sentence frame if needed.
Teacher will refer to the culturally relevant book or Fresh Prince video to discuss story elements. Who is the main character? What is the setting?
Speaking and Listening
Speaking and Listening 3.1b Speaking and Listening 3.1d Speaking and Listening 3.4 Speaking and Listening 3.6 Reading Literature
Reading Literature 3.1 Reading Literature 3.3
Writing Writing 3.3 Writing 3.3a Writing 3.3b Writing 3.3c Writing 3.3d Writing 3.4 Writing 3.5
If the Shoe Fits by Gary Soto
Authentic Narrative
Writing Sample Authentic Student work samples, criteria charts and rubrics generated can be displayed on the MELD Board.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
Culminating Task
Students will utilize the Writing Process to create a personal narrative. They will use sensory details to describe a memorable experience.
Week 6
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board.
Students begin illustrating their setting for their personal narrative on a 12 in. X 18 in. piece of paper
Mini Lesson Teacher will conduct a mini lesson on an interesting beginning (grabber).
Teacher will model how to spice up their writing by adding details, code switching home language to school language, and using tier 2 vocabulary words.
Students will use Personal Narrative planning sheet and character trait box to begin writing their personal narrative.
Speaking and Listening
Speaking and Listening 3.1b Speaking and Listening 3.1d Speaking and Listening 3.4 Speaking and Listening 3.6 Reading Literature
Reading Literature 3.1 Reading Literature 3.3
Writing Writing 3.3 Writing 3.3a Writing 3.3b Writing 3.3c Writing 3.3d Writing 3.4 Writing 3.5
If the Shoe Fits by Gary Soto
Authentic Narrative
Writing Sample Authentic Student work samples, criteria charts and rubrics generated can be displayed on the MELD Board.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day
Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Latino Heritage Writing During the following 2 weeks, students will observe and read about various styles of art that have influenced Latino Culture. Students will create a selfportrait to submit as an entry in the Second Annual, AMAE/AEMP Art Contest “Yo Soy” (I am). Association of MexicanAmerican Educators (AMAE) and the Academic English Mastery Program (AEMP) Art Contest
Week 7
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board. MELD Objective: Students will read narrative/informative texts in order to analyze illustrations/portraits to derive meaning about Latin artists and their work. Essential Questions: How might artists evoke emotions in selfportraits? How would you compare or contrast your selfportrait to a portrait created by other famous Latin artists?
Reading: Reading Literature 3.7 Writing: Writing 3.3.b Speaking and Listening: Speaking and Listening 3.1 Speaking and Listening 3.1c Speaking and Listening 3.1d Speaking and Listening 3.6 Language: Language 3.6
The following links below are suggested Field Trip opportunities to visit the Los Angeles County Museum of Art – LACMA LACMA – Guided Tours LACMA – Request for Bus *Create an online account with Readworks.org Students write ideas from the texts to describe:
1. Major events in Frida’s Life 2. Characteristics of Frida’s
Art 3. Connections between
Frida’s life and art
Text: Frida by Jonah and Jonah
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Latino Heritage Writing During the following 2 weeks, students will observe and read about various styles of art that have influenced Latino Culture. Students will create a selfportrait to submit as an entry in the Second Annual, AMAE/AEMP Art Contest “Yo Soy” (I am). Association of MexicanAmerican Educators (AMAE) and the Academic English Mastery Program (AEMP) Art Contest
SMARTER BALANCED ASSESSMENT CLAIMS
1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
2: Students can produce effective writing for a range of purposes and audiences
Week 8
MELD Objectives: Students will participate in partnered and small group discussions in order to compare and contrast the works of various artist. Students will write a description of their selfportrait using academic vocabulary that compares their artwork to that of another Latin artist. Depth of Knowledge Levels: DOK 2 Skill/Concept: Compare and show relationships DOK 3 Strategic Thinking: Describe and support ideas with details and examples DOK 4: Create original artwork and synthesize information from various sources
Visual Arts Standards 2.0 Creative Expression Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art. intent in original works of art. 3.0 Historical and Cultural Context 3.1 Compare and describe various works of art that have a similar theme and were created at different time periods.
Academic Vocabulary Development:
Elements of Art The teacher should access the Elements of Art hyperlink above for this resource. Students will develop a graphic organizer to demonstrate the shades of meaning for art vocabulary. Students will design an illustration to match the intensity of the associated term. Ex: linethickcoarsedottedangle
The teacher will access resources from the Los Angeles County Museum of Arts in order to guide students in describing art. LACMA Resources for Teachers – 3rd Grade
Weeping Woman with Handkerchief , Pablo Picasso, 1937 The teacher asks students to describe what they see in the portrait and writes students’ responses using a class graphic organizer.
Conversation Analysis Tool (CAT) – Teacher will rate partnered and small group discussions based on the Dimensions. Conversation Analysis Tool (CAT) Instructions: bit.ly/cattoolinstuctions CAT Tool: bit.ly/CATTOOL
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day
Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
Complex Text Layering Objectives:
The Learning Activities that you design to be used during this MELD Instructional Block should provide students with opportunities to engage in learning activities that are aligned with the 4 SBA Claims. Claim #1Reading: Students can read closely and analytically to comprehend a range of increasingly complex literary and informative texts. Claim #2Writing: Students can produce effective and wellgrounded writing for a range of purposes and audiences.
Week 9
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board.
Essential Question: You
Decide! MELD Objectives:
You Decide! You can Use the Ron’s Big Mission Close Reading MELD Lesson found in Instructional Block 3 as a Mentor Text as you design this lesson.
Possible Options for Standards Bundling:
Speaking and
Listening Speaking and Listening 3.1b Speaking and Listening 3.1d Speaking and Listening 3.4 Speaking and Listening 3.6
Writing Writing 3.3 Writing 3.3a Writing 3.3b Writing 3.3c Writing 3.3d Writing 3.4 Writing 3.5
Language Language 3.1 Language 3.2a Language 3.2c Language 3.2e
You create the MELD resources!!
Use the resources provided
here (and additional resources) to design a
Responsive Literacy Lesson that includes:
Academic Conversations facilitated by purposeful use of Discussion and Participation Protocols Tier 2 and Tier Academic Vocabulary Development
Academic Language Development facilitated by Contrastive Analysis during the Revision stage of the Writing Process.
After creating your own lesson plan, share it with the AEMP
Team for feedback and publication!!
Into Activity: What is a Career? Watch Supreme Court Justice Sonia Sontomayor on Sesame answer this question. Bilingual CLR Text found in PH
Library Sonia Sotomayor: A Judge grows in the Bronx Sonia Sotomayor: la jeuez que crecio en el Bronx An oral reading of CLR text found on YouTube Oral Reading of Sontomayor Text
Culminating Writing Task Ideas: Students will write a narrative about a child who achieves his/her career goal. Craft ideas: • Students can
make a flowerwith a different goal on each petal.
• Students can draw themselves achieving their goals.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
Complex Text Layering
Objectives: The Learning Activities that you design to be used during this MELD Instructional Block should provide students with opportunities to engage in learning activities that are aligned with the 4 SBA Claims. Claim #3Speaking and Listening: Students can employ effective speaking and listening skills for a range of purposes and audiences. Claim #4—Research/ Inquiry: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.
Week 10
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board. MELD Objectives:
You Decide! You can Use the Ron’s Big Mission Close Reading MELD Lesson found in Instructional Block 3 as a Mentor Text as you design this lesson. Possible Discussion topics for during/after reading: ● Who inspired
Sonia? ● Is there someone
who inspires you to do better?
● What do they say or do to help you reach your goals?
Possible DOK Level Options:
DOK 1 – Select appropriate words when interpreted meaning/definition is clearly evident DOK 2 – Use context to identify the meaning of word phrases DOK 3 – Analyze interrelationships among concepts, issues, and/or problems DOK 4 Synthesize information across multiple sources or texts
MELD Lesson Planning Templates
Close Reading Template
ReadWorks.org is a website that can be used to access Leveled Reading Comprehension Passages with question sets.
Informational Text found on TIME for Kids “A Justice Like No Other”
Culminating Writing Task Ideas: Students will write a narrative about a child who achieves his/her career goal. Craft ideas: • Students can
make a flowerwith a different goal on each petal.
• Students can draw themselves achieving their goals.
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Overview
Week (5 Day Cycles)
MELD / Language
Objectives
California State Standards / DOK
Levels
MELD Resources
CLR Text Used
Assessments
Lesson Plans:
Grades 35 Grammar MiniLessons
Grammar MiniLessons
are 1015 minute Contrastive Analysis
lessons.
Contrastive Analysis takes place during the Revision
stage of the Writing Process.
Week 11
Responsive Environment: The MELD Objectives and Essential Questions that are listed in this section can be used on your MELD Board.
SentenceLifting Contrastive Analysis
Lesson Objective: Students will engage in SentenceLifting Contrastive Analysis to codeswitch sentences written in HomeLanguage to SchoolLanguage. Language Objective: Students will revise their writing, as needed, to ensure their writing meets Standard English Language Conventions.
Writing:
Writing 3.2c
Language
Language 3.1 Language 3.2a Language 3.2c Language 3.2d Language 3.2e Language 3.3
Linguistic Screeners
http://bit.ly/AALCommonRulesList http://bit.ly/MxALCommonRulesLi
st
Linguistic Features Addressed in this lesson:
ThirdPerson Singular:
(SubjectVerb Agreement)
is/are was/were past tense marker _ed
Students’ writing samples CLR Text that contains examples of AAL or MxAL
Authentic student writing samples
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3rd Grade MELD PACING PLAN Instructional Block 1 Weeks 112
Week 12: Narrative LAUSD Grade 3 Interim Elementary Literacy Assessment
During the MELD Instructional Block, you may continue using the MiniGrammar Lessons started in Week 11. ● This would provide students with guided Contrastive Analysis (when needed) skills. ● Students can apply this knowledge of codeswitching to their own work, when needed, while revising their writing during their assessment.
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