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ESL Planning Guide Grade 3 Quarter 1
IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-
secondary opportunity.
In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.
Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development.
The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment.
ESL Planning Guide Grade 3 Quarter 1
How to Use the Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)
This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.
ESL Planning Guide Grade 3 Quarter 1
The Five WIDA English Language Development Standards
Standard Abbreviation
English Language Development Standard 1
English language learners communicate for Social and Instructional purposes within the
school setting
Social and Instructional language
English Language Development Standard 2
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Language Arts
The language of Language Arts
English Language Development Standard 3
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Mathematics
The language of Mathematics
English Language Development Standard 4
English language learners communicate information, ideas and concepts necessary for
academic success in the content area of Science
The language of Science
English Language Development Standard 5
English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social
Studies
The language of Social Studies
Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).
ESL Planning Guide Grade 3 Quarter 1
Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx
Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:
http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
ESL Planning Guide Grade 3 Quarter 1
ESL Grade 3 Planning GuideQuarter 1
Essential question: How does being able to locate and cite key details help me to recount the text and derive understanding of what I have read?Lesson 1 ELL Reader: We Love You, Mrs. Pinkerville
Genre: Humorous Fiction
ESL Planning Guide Grade 3 Quarter 1
Anchor TextA Fine, Fine SchoolGenre: Humorous Fiction
Paired SelectionOne RoomSchoolhouses: Informational Text
Reading Literature and Informational Text
Target Skill: Story Structure RL.3.2 Target Strategy: Summarize
Foundational Skills Decoding: Short vowels a, e, i, o, u Words with the VCCV Pattern
RF.3.3-RF.3.4 Fluency: Accuracy
Speaking and Listening Hold a Discussion or Conversation SL.3.1
Language
Target/Academic Vocabulary: announced, certainly, fine, principal, proud, soared, strolled, worried
Domain-Specific Vocabulary: teacher, students, office, principal, lunch bell, lunchtime
Multi-syllabic words: Beautiful, springtime, enormous, television, tomorrow
Vocabulary Strategies: Context Clues Grammar: Simple Sentences L.3.4-L.3.6
Writing: Opinion W.3.1 Do you think Ms. Pinkerville will keep singing in school? How do you
think the children and the principal will act when she sings? Explain your answer, using evidence from the text. ELL Blackline Master p.6
Writing Form Descriptive Paragraph Focus Trait Word Choice: Exact Words
ESL Grade 3 Planning GuideQuarter 1
Essential Question: What steps must be taken to base a conclusion on evidence from the text?
Lesson 2ELL Reader: Lauren Helps SammyGenre: Fantasy
ESL Planning Guide Grade 3 Quarter 1
Anchor TextThe Trial of Cardigan Jones: Fantasy
Paired SelectionJury Duty Genre: Readers’ Theater
Reading Literature and Informational Text Target Skill: Conclusions RL 3.1 Target Strategy: Infer/Predict
Foundational Skills RF.3.3-RF.3.4
Decoding: Long Vowels a, e, i, o, u Words with the VCe Pattern Fluency: Phrasing
Speaking and Listening Ask and Answer Questions SL.3.3
Language L.3.4-L.3.6 Target/Academic Vocabulary: convinced, guilty, honest, jury, murmur,
pointed, stand, trial Domain-Specific Vocabulary: lawyer, arrested, trial, judge, jury, witness
stand Vocabulary Strategies: Context Clues Grammar: Kinds of Sentences L.3.1
Writing: Inform W.3.2 Imagine you are a newspaper reporter. You are reporting on Sammy
Seal’s trial. Write a news report. Describe what happens at the trial. Use dialogue. Use details from the story in your news report. ELL Blackline Master p. 6
Narrative Writing:: Dialogue Focus Trait: Ideas- Audience and Purpose
ESL Grade 3 Planning GuideQuarter 1
Essential Question: How do authors reveal characters through their words and actions?
Lesson 3ELL Reader: A Surprise for the BearsGenre: Realistic Fiction
ESL Planning Guide Grade 3 Quarter 1
Anchor TextDestiny’s GiftGenre: Realistic Fiction
Paired SelectionKids Making a DifferenceGenre: Informational Text
Reading Literature and Informational Text Target Skill: Understanding Characters RL3.3 Target Strategy: Analyze/Evaluate
Foundational Skills Decoding: Common Vowel Pairs: ai, ay, ee, ea RF.3.3-RF.3.4 Fluency: Reading Rate
Speaking and Listening Ask and answer questions SL.3.3
Language L.3.4-L.3.6 Target/Academic Vocabulary: afford, block, contacted, customers,
earn, figure, raise, spreading Domain-Specific Vocabulary: soccer team, state championship, team
shirts Multi-syllabic vocabulary: championship, telephone, photograph,
motorcycle, tomorrow, compound words Apply Vocabulary Knowledge: Use a Glossary Vocabulary Strategies: Antonyms Grammar: Compound Sentences L.3.1
Writing: Opinion W.3.1 When Molly is older, what do you think she will remember most
about the championship game? ELL Blackline Master p. 6
Narrative Writing: Personal Narrative Focus Trait Voice: Express Thoughts and Feelings Research/Media Literacy Skills Interpret Information Presented
Visually
ESL Grade 3 Planning GuideQuarter 1
Essential Question: How do good readers use signal words to compare and contrast?Lesson 4 ELL Reader: Champ
Genre: Historical Fiction
ESL Planning Guide Grade 3 Quarter 1
Anchor TextPop’s BridgeGenre: Historical Fiction
Paired SelectionBridgesGenre: Informational Text
READING LITERATURE & INFORMATIONAL TEXT
Target Skill: Compare and Contrast RL.3.9 Target Strategy: Infer/Predict
FOUNDATIONAL SKILLS Decoding: Long o Spelled oa, ow RF.3.3-RF3.4 Fluency: Expression
SPEAKING AND LISTENING Answer questions with appropriate elaboration and detail SL.3.3
LANGUAGE L.3.4-L.3.6
Target/Academic Vocabulary: balancing, clinging, crew, disappear, excitement, foggy, stretched, tide
Domain-Specific Vocabulary: landlord, storeowner, newspaper, everyone, weekend, remembered, tomorrow, disappear, president
Multi-syllabic words: remembered, tomorrow, disappear, balancing, president
Apply Vocabulary Knowledge: Use Guidewords Vocabulary Strategies: Word Families Grammar Skill: Common and Proper Nouns L.3.1
WRITING: Inform W.3.2 A reporter from a local paper heard about Champ and wrote a story
about him. Suppose you had to write a news story about Champ. Think about what information you would include. Write a headline and a short news story. ELL Blackline Master p. 6
Writing Form Prewrite a Personal Narrative Focus Trait Ideas: Important and Interesting Details
ESL Grade 3 Planning GuideQuarter 1
Essential Question: How do good readers identify and use cause and effect relationships to understand what they read?
ESL Planning Guide Grade 3 Quarter 1
Lesson 5 ELL Reader : Hank AaronGenre: Biography
Anchor TextRoberto Clemente: Pride of the Pittsburgh PiratesGenre: Biography
Paired SelectionBaseball PoemsGenre: Poetry
READING LITERATURE & INFORMATIONAL TEXT
Target Skill: Cause and Effect RI.3.8 Target Strategy: Visualize
FOUNDATIONAL SKILLS
Decoding: Long i spelled i, ie, igh RF.3.3-RF3.4 Fluency: Intonation
SPEAKING & LISTENING
Speak in complete sentences SL.3.6
LANGUAGE L.3.4-L.3.6
Target/Academic Vocabulary: stands, score, fans, league, slammed, pronounced, style, polish,
Domain-Specific Vocabulary: home run, major leagues, baseball bat, stands, minor-league team, baseball p ark
Multi-syllabic words: professional, neighborhood, newspapers, education
Apply Vocabulary Knowledge: Use a Digital Dictionary Vocabulary Strategies: Prefix mis- Grammar Skill: Plural Nouns with -s and-es L.3.1b
WRITING: Opinion W.3.1 The author says that Hank Aaron “made the fans very happy” and
“worked harder than any other player.” Are these statements facts? Why do you think the author included them in the book? Use details from the book to support your answer. ELL Blackline Master p. 6
Writing Form Draft a Personal Narrative Focus Trait Sentence Fluency: Time-Order Words
ESL Grade 3 Planning Guide
Quarter 1
ESL Planning Guide Grade 3 Quarter 1
Essential Question: How do good readers use signal words to sequence the events in a story?
Lesson 6 ELL Reader : The ElephantsGenre: Narrative Fiction
Anchor TextBat Loves the NightGenre: Narrative Nonfiction
Paired SelectionA Bat Is BornGenre: Poetry
READING LITERATURE & INFORMATIONAL TEXT
Target Skill: Sequence of Events Target Strategy: Question
FOUNDATIONAL SKILLS
Decoding Words with the VCV Pattern Fluency: Reading Rate
SPEAKING & LISTENING
Recount an ExperienceLANGUAGE
Target/Academic Vocabulary twitch, detail, swoops, slithers, squeak, dozes, echoes, snuggles
Domain-Specific Vocabulary: Multi-syllabic words: fruit bats, waterhole Apply Vocabulary Knowledge Use a Digital Glossary Vocabulary Strategies Suffixes -able, -ible Grammar What is a verb?
WRITINGElephants can’t talk, but they do use actions and sounds to give other elephants a message. Think about how the oldest elephant leads the group. Also think about how the mother and baby talk to each other and how the two groups of elephants greet each other. What do the elephants do? What do you think they are saying by their actions?
Writing Mode Opinion Writing Writing Form Response Paragraph Focus Trait Ideas: Details and Examples
ESL Grade 3 Planning Guide
ESL Planning Guide Grade 3 Quarter 1
Quarter 1
Essential Questions: How do good readers use information in text features to understand what they read? How can graphic features support my understanding of what I read?Lesson 7 ELL Reader : Artists Are Everywhere
Genre: Informational TextAnchor TextWhat Do Illustrators Do?Genre: Informational Text
Paired SelectionJack Draws a BeanstalkGenre: Traditional Tale
READING LITERATURE AND INFORMATIONAL TEXT Target Skill: Text and Graphic Features Target Strategy: Analyze/Evaluate
FOUNDATIONAL SKILLS Decoding: Three-Letter Clusters (scr, spr, str, thr) Fluency: Expression
SPEAKING AND LISTENING Speaking and Listening Skill Create an Audio Recording
LANGUAGE Target/Academic Vocabulary tracing, imagine, illustrate, scribbles, sketches,
research, textures, tools Domain-Specific Vocabulary: costume designer, architect, model, display artist,
mural artist, tracing paper Words formed from base words: build/building, design/designer,
paint/painter/painting Apply Vocabulary Knowledge Context Sentences Vocabulary Strategies Synonym Grammar: Verb Tenses
WRITINGThis book is divided into categories according to the type of artist being described. The headings name the kind of artist. Think about why the author organized the book in this way. What is your opinion about the way in which this book is organized? Is it helpful or not? Which section interested you most? Why?
Writing Mode Opinion Writing Writing Form Opinion Piece Focus Trait Organization: Topic Sentence
ESL Planning Guide Grade 3 Quarter 1
ESL Grade 3 Planning GuideQuarter 1
Essential Question: How do good readers use evidence from the text to draw conclusions and make predictions?Lesson 8 ELL Reader : The Storyteller
Genre: Realistic FictionAnchor TextThe Harvest BirdsGenre: Folktale
Paired SelectionThe TreasureGenre: Folktale
READING LITERATURE AND INFORMATIONAL TEXT
Target Skill: Conclusions Target Strategy: Infer/Predict
FOUNDATIONAL SKILLS Decoding Silent Letters kn, wr Fluency Stress
SPEAKING AND LISTENING Speaking and Listening Skill Tell a Story
LANGUAGE Target/Academic Vocabulary: harvest, separate, ashamed, borders,
advice, borrow, patch, serious
Domain-Specific Vocabulary : Compound words afternoon, schoolteacher, wheelchair, storyteller, outside, inside
Multi-syllabic words: afternoon, schoolteacher, wheelchair, storyteller, outside, inside
Apply Vocabulary Knowledge Parts of a Dictionary Entry Vocabulary Strategies Context Clues Grammar: Using commas
WRITINGWhen Anita saw that the birds in the tree outside Dona Maria’s window were almost all gone, she made paper birds and hung them in the tree. Why do you think she did that? Did she really believe they would help? Give reasons for your opinion.
Writing Mode Opinion Writing Writing Form Response Paragraphs Focus Trait Word Choice: Using Linking Words
ESL Planning Guide Grade 3 Quarter 1
ESL Grade 3 Planning GuideQuarter 1
Essential Question: How do good readers use cause and effect relationships to understand what they read?Lesson 9 ELL Reader : Manny’s Story:
Genre: Realistic FictionAnchor TextKamishibai ManGenre: Realistic Fiction
Paired SelectionThe True Story of KamishibaiGenre: Informational Text
READING LITERATURE AND INFORMATIONAL TEXT
Target Skill Cause and Effect Target Strategy Monitor/Clarify
FOUNDATIONAL SKILLS
Decoding: Vowel Diphthongs ow and ou Fluency: Intonation
SPEAKING AND LISTENING Ask and answer questions
LANGUAGE
Target/Academic Vocabulary: familiar, jerky, vacant, rickety, blurry, rude, blasted, applause
Domain-Specific Vocabulary: ranger station, lily pads, fishing pole, hooked, tuna, tug of war , lumberjack, round of applause
Multi-syllabic words: lumberjack Apply Vocabulary Knowledge Multiple-Meaning Words Vocabulary Strategies Dictionary/Glossary Grammar: Abstract Nouns
WRITINGWrite a paragraph that answers the following questions: Would this book have been as much fun to read if Manny had described his fishing trip without exaggerating? Why or why not? Use details from the text to support your opinion?
Writing Mode Opinion Writing Writing Form Prewrite a Response to Literature Focus Trait Organization: Opinion Statement
ESL Planning Guide Grade 3 Quarter 1
For Reading and Writing in Each Module
Cite evidence
Analyze content
Study and apply
grammar
Study and apply
vocabulary
ConductDiscussions
ReportFindings
EveryQuarter
RL1, RL3Cite evidence from text when speaking or writing about texts.
RI1, RI2, RI5Carefully examine what is said in a text before speaking or writing about it.
L1, L2, L4, L5Edit and revise writing for errors in language conventions.
Use correct grammar when speaking.
L4, L5Use a variety of learned strategies to derive word meaning in context.
SL1, SL2, SL6Develop and practice classroom routines and procedure.
Participate actively in classroom discussions.
Summarize texts read aloud
SL1, SL2, SL4, SL6
Oral presentation of research report
Reading Foundational Skills
Phonics and Word Recognition FluencyRF 4.3-‐Apply phonics and word analysis skills when reading and spelling.• VCCV pattern• word structure for prefixes and suffixes,• long vowels,• adding –s and –es,
RF 4.4-‐Read grade level text with fluency, accuracy, expression, and comprehensionBy the end of the nine weeks, read 100-‐110 WCPM
*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.
NOTE: The following additions to original K-5 curriculum guides are provided in order to give teachers resources, which will address WIDA standards 3-5 pertaining to Math, Science, and Social Studies. Teachers will be able to draw upon these resources in order to identify and teach tier 2 words more effectively.
Grade 3_ Unit: ___1_ Lesson: __1__
ESL Planning Guide Grade 3 Quarter 1
Overarching Questions:
How does being able to locate and cite key details help me recount the text and gain understanding from what I read?How do actions of people help me understand their character?
Text 1 Text 2 Additional Resources/ Links
“We Love You, Ms. Pinkerville!”
Pakistani teacher gets prize for giving poor kids lessons under the skies
Naomi Carlson/Journeys ELL Reader AP Story/NewsELA1.1 Task 1 L.4; L.5
Vocabulary Development1.2 Task 2 RL.3.2; RL 3.3Story StructureCharacterization[add more tasks as needed]
2.1 Task 1 RI 3.2Main IdeaSupporting details
2.2 Task 2 Title
National Geographic Ladders Grade Three “Make A Difference”Story One: “Jane Addams: Champion of the Poor”CCSS: RI 3.2; 3.6; 3.7; 3.8
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Compare text 1 with text 2:
Compare the schools in the two stories: Where are the schools? (country) Who is the teacher? How do the students learn? (books, computers, etc)
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 1 Lesson: 2
Overarching Questions:
What steps must be taken to base a conclusion on evidence from the text?Why is it important to protect coral reefs? Who benefits from this protection?
Text 1 Text 2 Additional Resources/ LinksLauren Helps Sammy Coral Reefs
David Martz/Journeys ELL Reader Author/Reading A-Z1.3 Task 1 RL 3.1Drawing Conclusions
1.4 Task 2 L.4; L.5Vocabulary Development
[add more tasks as needed]
4.1 Task 1 L.4; L.5Vocabulary Development
4.2 Task 2 RI3.1Asking and answering questions to understand textIdentify main idea and supporting detailsUnderstand and use prepositions
Science SPI: 0307.3.1; 3.2[add more tasks as needed]
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Research one type of coral reef; cite informationLocationAnimal lifePlant lifeAdd illustrations and photographs
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 1 Lesson: 3
Overarching Questions:
How do authors reveal characters through their words and actions?
Text 1 Text 2 Additional Resources/ LinksA Surprise for the Bears Learning on the Soccer Field
Jane Bingley/Journeys ELL Reader Author/ReadWorks1.5 Task 1 L 4; L 5Vocabulary development
1.6 Task 2 RL 3.3Characterization
[add more tasks as needed]
6.1 Task 1 RI 3.3Cause and Effect
6.2 Task 2 RI 3.1ThemeDrawing conclusions
Social Studies SPI: 3.1; 3.2
[add more tasks as needed]
National Geographic Ladders Grade 3“All Together Now”Story 3 “Helping Hands”CCSS RI 3.2; 3.6; 3.8
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing) Is it important to practice to get better at something? Why or why not? Support your answer with evidence from the text
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 1 Lesson: 4
Overarching Questions:
How do good readers use signal words to compare and contrast?How are dams and water conservation related?
Text 1 Text 2 Additional Resources/ LinksChamp Water Worries
Alexandria Blair/Journeys ELL Reader Author/Read Works1.7 Task 1 L 4; L 5Vocabulary Development
1.8 Task 2 RL 3.9Compare and Contrast
[add more tasks as needed]
8.1 Task 1 RI 3.1Inference
8.2 Task 2 SPI 0307.3.2 (science)Water Conservation
Social Studies SPI: 3.22; 3.23; 3.4
National Geographic LaddersGrade 3“Forces of Nature”Story 2 “Water’s Might”CCSS RI 3.1; 3.2; 3.3; 3.7
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Research:Choose a country or region with water worries: not enough water or unclean waterWhat is being done to take care of the problem?Cite evidence from your resources.
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 1 Lesson: 5
Overarching Questions:
How do good readers identify and use cause and effect relationships to understand what the read?How are attitudes towards different groups of people changing?
Text 1 Text 2 Additional Resources/ Links
Hank AaronGirls are making Little League history
Joanna Korba/Journeys ELL Reader Associated Press/NewsELA1.9 Task 1 L 4; L 5Vocabulary Development1.10Task 2 I 3.8Cause and Effect Relationships
[add more tasks as needed]
10.1Task 1 RI 3.2Main idea Details
10.2Task 2 RI 3.3Cause and Effect
[add more tasks as needed]
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Compare and contrast the two texts.Discuss the difficulties faced by Hank Aaron in his baseball career. Discuss his “firsts”Discuss the difficulties faced by girls in little league baseball. Discuss their “firsts”.
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 2 Lesson: 6
Overarching Questions:
Why is sequencing important? How do the unique features of elephants help them to survive?
Text 1 Text 2 Additional Resources/ LinksThe Elephants Elephants, Giant Mammals
Nettie Mullins/Journeys ELL Reader Pete Ramirez/Reading A-Z1.11Task 1 L 4; L 5Vocabulary Development1.12Task 2 RI 3.3Sequencing Events (ESL BLM page 4)[add more tasks as needed]
12.1Task 1 RI 3.2Main Ideas/Details
12.2Task 2 RI 3.1Inference
Science SPI 0307.7.4; 5.1; 3.1
National Geographic LaddersForces of Nature; Story 1Paul Bunyan and Babe the Blue Ox
RL 3.2; 3.4;3.7
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Compare and contrast African Elephants and Asian ElephantsSimilarities? Differences?Cite evidence
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 2 Lesson: 7
Overarching Questions:
How do pictures assist us in understanding text?What is considered art? Are there different types of art?
Text 1 Text 2 Additional Resources/ LinksArtists are Everywhere Art Around Us
Stanford Makishi/Journeys ELL Reader Cheryl Ryan/Reading A-Z1.13Task 1 L 4; L 5Vocabulary Development1.14Task 2 RI 3.7Using text and Graphic Features to aid comprehension (ESL BLM page 4)[add more tasks as needed]
14.1Task 1 RI 3.6Fact/Opinion
14.2Task 2 L 5.bAntonyms
Social Studies SPI: 3.31
National Geographic Ladders Grade 3Onward Story 3 “Andrews Antarctic AdventureRI 3.4; 3.7
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Provide a list of artists ( examples of their work) for studentsStudents choose an artist to research; answer the following questions: Why did that person become an artist? Who influenced that artist? Briefly describe their style.
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 2 Lesson: 8
Overarching Questions:
What do traditional tales tell people about life?Why do different creatures migrate?
Text 1 Text 2 Additional Resources/ LinksThe Storyteller The Magic of Migration
Rubi Borgia/Journeys ELL Reader Judy Braus/Reading A-Z1.15Task 1 L 4; L 5Vocabulary Development
1.16Task 2 RL 3.1Drawing conclusions (ESL BLM page 4)
[add more tasks as needed]
16.1Task 1 RI 3.1Asking and answering questions to gain understanding
16.2Task 2 RI 3.3Cause and Effect
16.3 Task 3 L 4; L5Vocabulary
Science SPI 0307.5.3 0307.5.1
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Science Connection: Each student will choose a migrating fish, animal, or fowl to research; record information on a poster with pictures or illustrationsName of the animal, fish, or fowlMigration pattern (from where to where)When Why
ESL Planning Guide Grade 3 Quarter 1
Grade 3 Unit: 2 Lesson: 9
Overarching Questions:
How can identifying a cause and effect relationship help you better understand a story?What causes climate and weather to differ around the world? How do these things effect people, animals, and plants?
Text 1 Text 2 Additional Resources/ LinksManny’s Story Expedition Zero
Jane Bingley/Journeys ELL Reader /Reading A-Z1.17Task 1 L 4; L 5Vocabulary Development
1.18Task 2 RL 3.3 Cause and Effect ESL BLM page 4)
[add more tasks as needed]
18.1Task 1 RI 3.1Asking and answering questions to gain comprehension
18.2Task 2 RI 3.9Identify details to compare and contrast
Social Studies SPI: 3.33; 3.34
National Geographic LaddersGrade 3Amazing Plants Story 2 “Extreme PlantsRI 3.2; 3.2; 3.7
Good FREE sites for reading and work on different levels.
You need to sign up for accounts; but they are FREE.
www.newsela.com
www.readworks.org
Culminating Assessment (Writing)Choose two of the countries discussed in the book; compare and contrast the two countries; use details from the text to describe how the countries are similar and how they are different.