Q2 3rd Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 2B

Title: Researching to Build Knowledge and Teaching Others: Connecting Literary and Informational Texts to Study Culture “Then and Now”

 

ANet Resources

 

ANet Alignment: The module is aligned to A2.

 

Consider the following to bring this module to life:

Resources to explore Japanese culture in Chicago

Resources for Magic Tree House and Mary Pope Osborne

  • Guided & Independent Reading Alignment to the Module Topic

    Grade 3 Recommended Texts

    This link provides a list of engaging and accessible texts with text difficulty ranging from grades 1-8 and Lexiles 140-925. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

  • Week 1: November 6

    Module

    2B

    Unit

    1

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    1: RL.3.1 RI.3.1, RL.3.4

    2: RI.3.2 RI.3.7, SL.3.1

    Weekly Overview:

    During this unit, students will use a variety of recording forms to respond to their reading and develop vocabulary. Consider developing a workable organization system to help students keep track of their materials; a folder, binder, or notebook could be used for this purpose.

    Lesson 1:

    Instructional Protocol: Carousel Brainstorm

    Reactivate "Conversation Criteria" from Module 1 using the checklist provided.

    Lesson 2:

    In this lesson, students are introduced to the concept of culture. Students are working not to define what culture is, but to find evidence of it. For the second read, consider modeling by underlining unknown words and recording the gist at the end of each paragraph. Read Lessons 2 and 3 in advance to understand the sequence of the close reading.

  • Week 2: November 13

    Module

    2B

    Unit

    1

    Lesson

    3

    4

    5

    6

    Assessment

    Biweekly 1: Lesson 6, Part I Chart: What are the Important Parts of the Chapter? (RL.3.2). Use Teacher Answer Sheet for reference.

    Standards Addressed in Week's Lessons

    3: RI.3.1

    4: RL.3.1 RL.3.2

    5: RL.3.2 RL.3.4

    6: RL.3.1 RL.3.2 RL.3.4

    Notes:

    Lesson 3:

    Consider keeping the same groupings as in Lesson 1 for the whole unit to allow students to build a rapport and a productive working relationship. Prepare the Word Tracker anchor chart in advance.

    Lesson 4:

    In this lesson, students begin reading Magic Tree House: Dragon of the Red Dawn together. This lesson includes a new Structural Features of a Chapter Book (Magic Tree House) anchor chart. Consider introducing the anchor chart before reading Chapter 1, so students have a purpose for reading. May need to model the first time a custom/tradition is mentioned in the second read of Chapter 2.

    Lesson 5:

    Read the Teaching Notes in this lesson for details on the structure of partner reading. For lessons 5-11, students are assigned one chapter per night for homework. If this cannot be done, read the chapter during a read aloud time, a different block, or as a quick read aloud at the beginning of the next day. Also consider using audio recorded versions of the text.

    Lesson 6:

    Instructional Protocol: Concentric Circles

    Continue the partnerships that have already been established.

    Before the closing, ensure that students have time to independently complete Part 1 of the Chart: What Are the Important Parts of the Chapter? which will be used for Biweekly 1.

    In the Closing of this lesson, students are introduced to the performance task. To prepare for this, review the stand-alone teacher-facing document Performance Task. Consider how to frame the purpose of this task in a way that will really resonate with your students.

  • Week 3: November 20

    Module

    2B

    Unit

    1

    Lesson

    7

    8

    Standards Addressed in Week's Lessons

    7: RL.3.1 RL.3.2 RL.3.4

    8: RL.3.1 RL.3.2 RL.3.4

    Notes:

    Lesson 7:

    Read chapter 6 and complete the first two pages of the mid-unit assessment (three-column chart and short answer text dependent questions). This can be done as guided practice, in groups, in partnerships, or independently.

    Lesson 8:

    Instructional Protocol: Concentric Circles

    This lesson begins by introducing a routine for independently reading the remaining chapters in Dragon of the Red Dawn. Students will read a chapter each night and complete the Independent Reading recording form.

  • Week 4: November 27

    Module

    2B

    Unit

    1

    Lesson

    9

    10

    11

    12

    Assessment

    Biweekly 2: Lesson 11, Part 2- Answering Questions About Japan's Traditions (RI.3.1, RI.3.7). Use Teacher Answer Sheet for reference.

    Standards Addressed in Week's Lessons

    9: RI.3.1 RI.3.4

    10: RL.3.4 RI.3.1 RI.3.7

    11: RI.3.1 RI.3.7

    12: SL.3.1

    Notes:

    Lesson 9:

    Model how to complete the left-hand column of “Asking and Answering Questions about an Informational Text.” Consider pulling a small group or reading aloud the chapter Exploring Countries: Japan.

    Lesson 10:

    Instructional Protocol: Ink-Pair-Share

    Lessons 10 and 11 connect and build, so read them together in advance. Students can also record their noticings on paper, or be given copies of the pictures to circle things that they notice.

    Lesson 11:

    Instructional Protocol: Mix and Mingle

    Ensure students have adequate independent time to complete Part II- Answering Questions About Japan's Traditions, as this will be used as Biweekly 2.

    Lesson 12:

    Instructional Protocol: Chalk Talk

     

  • Week 5: December 4

    Module

    2B

    Unit

    1

    2

    Lesson

    13 / 14 / 15

    1

    2

    3

    Standards Addressed in Week's Lessons

    13-15: RI.3.1,3, L.3.3a,2f, W.3.2,4,8

    1: RL.3.1 RL.3.9 RI.3.2 RI.3.5

    2: RL.3.1 RL.3.2 RL.3.4

    3: RL.3.1 RL.3.2 RL.3.4

    Notes:

    Consolidate Lessons 13-15. Practice paragraph writing across throughout the day in multiple, authentic contexts. Incorporating this within centers or small groups could allow for teacher guidance and feedback. Build in some way to have feedback given to students on their writing. Start with teacher feedback moving to peer. The writing rubric in G3.M1.U2.L16 can be a good base to anchor teachers' feedback to students. To increase students' writing quality, teachers will want to show an exemplar that students can anchor their writing in. Lesson 13 includes the instructional protocol GoGoMo. Lesson 15 is an on-demand assessment that you can choose whether or not to give based on what practice and data is needed at this time.

    Lesson 1-2 Book Talks:

    See Unit 2 overview regarding how to group students, assign texts, ensure students have an appropriate workspace, support homework routines, and support struggling readers. Students will sit together with Book Club members at meeting spots, but each student will read the text silently and independently. This lesson includes intentional scaffolding to help students understand Book Club steps. Use a “catch and release” approach-- a portion of the work will be modeled, then “released” to students.

    Lesson 2:

    Instructional Protocol: Stars and Steps

    Lessons 3-5:

    Book clubs are continued.  Make sure students keep "Capturing Key Details" sheets as they will need them for the assessment in Unit 3, Lesson 7.

  • Week 6: December 11

    Module

    2B

    Unit

    2

    Lesson

    4

    5

    6

    7 / 8

    Assessment

    Biweekly 3: Lesson 6, Part I- Expert Research Matrix (RL.3.1).This task integrates multiple standards, but for the purpose of this assessment, focus on the quality of evidence noted.

    Notes:

    Lesson 4:

    Instructional Protocol: Concentric Circles

    Lesson 6:

    Instructional Protocol: Fishbowl (in lessons 6 & 7); prepare in advance using the Appendix to ensure you can move students swiftly and meaningfully through this protocol.

    This is the Mid-Unit 1 Assessment. Students work on this assessment across Lessons 6-8; preview these lessons in advance in order to have a full sense of the arc of students’ work. This series of lessons is loosely based on the Jigsaw protocol (see Appendix). Read the Teaching Notes of this lesson carefully to understand the flow and logistics of upcoming lessons.

    Consolidate Lessons 7 & 8. Again, a smooth implementation of the fishbowl will ensure efficiency in consolidating these lessons, so preview the protocol carefully in advance.

     

    Standards Addressed in Week's Lessons

    4: RL.3.1 RL.3.2 RL.3.4 RF.3.4

    5: RL.3.1 RL.3.2 RL.3.4

    6: RL.3.1, RL.3.9, W.3.8, SL.3.1, SL.3.3.

    7/8: RL.3.9, RL.3.1 RL.3.9

  • Week 7: December 18

    Module

    2B

    Unit

    2

    Lesson

    9

    10

    11

    Standards Addressed in Week's Lessons

    9: RI.3.1 RI.3.5 RI.3.7

    10: RI.3.1 RI.3.5 RI.3.7

    11: RI.3.1 RI.3.5 RI.3.7

    Notes:

    Lesson 9:

    This begins informational text book clubs.  Look back to suggestions given in Lesson 1, Unit 2 to help with the implementation of book clubs. You may want to briefly model the Fact Hunt/Flag Activity form.

    Lesson 10:

    Instructional Protocol: Concentric Circles

    Consider showing student exemplars from the previous day before independent work time.

    Lesson 11:

    Instructional Protocol: Concentric Circles

    Consider showing student exemplars from the previous lesson again before work time.

     

  • Week 8: January 8

    Module

    2B

    Unit

    2

    3

    Lesson

    12

    13 / 14 / 15 / 16 (2 days)

    1

    Notes:

    Lesson 12:

    In this lesson, students will work in their same groups as before. Now, however, they will read their Exploring Countries texts and will be referred to as Research Groups. This name change is done to help focus students on their current task: researching information based on non-fiction text (rather than reading a chapter book). Students should still meet in the same designated meeting spots during Work Time. Students will record information about the people and daily life of the country they are reading about. Since you are just returning from winter break, this is the perfect time to review or reset the norms for these routines as well as frame the research groups in an exciting, new way.

    Lessons 13-16:

    Consolidate over 2 days. Lesson 15 includes the Back-to-Back, Face-to-Face instructional protocol. Lesson 16 is the End Unit Assessment, involving reading and writing about France. You could choose to give this if the practice/application would be helpful at this point.

    Lesson 1:

    Students examine a model of a letter to Mary Pope Osborne urging her to write a book on present-day France. Students became somewhat familiar with this country in the End of Unit 2 Assessment (if you gave it), but they do not need any background information about the country to analyze the way the model was written. From this model, students will begin to identify the criteria for their letter.

    Standards Addressed in Week's Lessons

    12: RI.3.1 RI.3.5 RI.3.7

    13-16: RI.3.1,2,5,7, W.3.2, 8, SL.3.1

    1: W.3.4 W.3.5 L.3.3

  • Week 9: January 15

    Module

    2B

    Unit

    3

    Lesson

    2

    3

    4

    Notes:

    Lesson 2:

    In this lesson, students begin to draft their practice letter using information from the country of Japan. This lesson specifically focuses on drafting an opening paragraph about Japan. In this lesson the class begins to build a Criteria for a Quality Research-Based Letter anchor chart. Students will continue to add to this chart over the next several lessons.

    Lesson 3:

    Have a sample letter ready (with errors for students to correct) for students who did not bring their homework letter.

    Lesson 4:

    Sample language for the think-aloud is given in supporting materials. If you are pressed for time, you could combine Lessons 3&4 by having students choose their topic on Japan and begin writing int the same day. You may choose this option if you know your students will need a lot of support with writing conventions; this will buy you more time to extend the writing in Lessons 8-9.

    Standards Addressed in Week's Lessons

    2: W.3.4 W.3.5 L.3.3.b

    3: W.3.4 W.3.5 W.3.8 L.3.2 L.3.3.b

    4: W.3.2 W.3.2.a W.3.4 W.3.5 W.3.8 L.3.3.b

  • Week 10: January 22

    Module

    2B

    Unit

    3

    Lesson

    5

    6

    7

    Notes:

    Lesson 5:

    Instructional Protocol: Peer Critique

    Prepare a copy of Kanji paragraph for all students for Lesson 6.

    Lesson 6:

    Students need a copy of the Kanji paragraph you drafted in lesson 5. Type up or make hand-written copies for students.

    Lesson 7:

    Students will need "Capturing Key Details" sheet from Lessons 1-5 in Unit 2 to complete the on-demand assessment.

    Assessment

    ANet (A2)

    Standards Addressed in Week's Lessons

    5: W.3.2 W.3.2.a W.3.4 W.3.5 W.3.8 SL.3.1 L.3.3.b

    6: W.3.2 W.3.2.a W.3.4 W.3.5 W.3.8 L.3.3.b

    7: RI.3.3 RI.3.5

  • Week 11: January 29

    Module

    2B

    Unit

    3

    Lesson

    8 / 9 / 10

    11

    12

    Standards Addressed in Week's Lessons

    8/9/10: L.3.1i,2,3, W.3.5

    11: W.3.2,3,4,5, L.3.1,2,3

    12: W.3.2,3,4,5,7,8, L.3.1,2,3, SL.3.1

    Notes:

    Consolidate Lessons 8-10 into one day and small group instruction/centers. You can also incorporate teaching writing conventions in other parts of the day and other contexts. Choose which conventions lessons students need most based on the drafts.

    Lesson 9:

    Instructional Protocol: Back--to-Back, Face-to-Face

    Lesson 10:

    Instructional Protocol: Chalk Talk

    Lesson 12:

    Author's Chair Celebration! Make it festive and fun, and invite members of the school, home, and local community. Send the letters to Mary Pope Osborne, and consider using her Magic Tree House site as a way to build the excitement of writing to an author: