Q4 3rd Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

Overview

 

Module 4: Gathering Evidence and Speaking to Others--The Role of Freshwater Around the World

This module focuses on the importance of clean freshwater around the world. Using the children’s book, One Well: The Story of Water on Earth, as an anchor text, this module builds on the background knowledge students developed in second grade regarding cycles in nature, in order to help them deepen their understanding of their overall dependence on earth’s limited water supply. In Unit 1, students will continue to build their geography and map-reading skills (begun in Module 1) by studying where water is found on earth and writing an on-demand paragraph to explain this. In the second half of Unit 1, students will examine the water cycle and watersheds. They will compare how different texts present similar information about the water cycle and watersheds. In Unit 2, students will research challenges facing the earth’s clean water supply. Students will read from their central text, One Well: The Story of Water on Earth, to identify the specific details about pollution, access, and the demand for water, and then they will research one of these challenges in more depth. In Unit 3, students will use their knowledge to strengthen and support their opinion about “one thing” they can do to conserve, protect, or provide access to clean water in the world. Students will create a public service announcement (PSA), ideally learning how to use VoiceThread technology (a low-tech alternative is provided).

 

ANet Resources

 

For Support with Instructional Protocols, utilize this document

  • 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: April 17

    Module

    4

    Unit

    1

    Lesson

    1

    2

    3

    Standards Addressed in Week's Lessons

    Lesson 1: RL6.1

    Lesson 2: RI6.8

    Lesson 3: SL6.3

    Notes:

    Weekly Overview: Students will engage in a variety of activities such as reading and talking with peers using a carousel protocol, to learn more about water, they will do a close reading of Pages 4–7 of One Well: The Story of Water on Earth—Where Is Water on Earth? and engage in a language workshop to learn more about simple, compound, and complex sentences. Begin setting up an organizational system for all recording forms students will be using in this unit.

     

    Lesson 1:

    Instructional Protocols: Carousel, Think-Pair-Share

    Opens up with Photo Carousel. Will need to have pictures posted on chart paper around the room. Texts should be available. During Work Time B, students read excerpts from texts to predict the main idea of the module. Some excerpts are from a book on the Recommended Texts list, Come On, Rain! by Karen Hesse. This book is not a central text; however, you may choose to read it aloud at some point during the study.

     

    Lesson 2:

    In most lessons in this module, students help unpack the learning targets in the Opening. In this lesson, however, just read the targets in the Opening; note that there is time at the start of each step in the agenda to unpack a target that most directly relates to that section of the lesson. Have students write down unknown words and confer with partner. At the end of the lesson, there will be an On Demand writing task, you may need to model this for students with prompts.

     

    Lesson 3:

    Instructional Protocols: Concentric Circles

    Have copies of article ready. Keep anchor charts of different text features and benefits for students to reference.  Prep sentence strips for sorting in partnerships. In Module 3, students worked on simple and compound sentences; complex sentences are new to them. However, they may need more work on simple and compound sentences, including conjunction work. If so, consider extension activities to reinforce this work at a different time.

  • Week 2: April 24

    Module

    4

    Unit

    1

    Lesson

    4

    5

    6

    7

    Assessment

    Mid-Unit Assessment

    Biweekly 1

    Lesson 5, Mid-Unit Assessment - Informational paragraph that explains where water is on earth. (page 14)

    Notes:

    Weekly Overview:

    Students will be asked to read informational text with greater independence. Students will be looking for key details, and determining main idea as they read informational texts about water sources. They will also engage in the mid-unit assessment which is an on-demand writing task: Writing an On-Demand Informational Paragraph about Where Water Is on Earth. In Lessons 6–9, students read a pair of texts. This has two purposes: to identify the main idea and key details from texts about how water moves through the earth through rivers and the water cycle, and to give students the opportunity to compare two texts on the same topic.

     

    Lesson 4:

    Anchor chart and modeling of context clues may be needed. Set expectations for partner reading and work. Also, make sure to give feedback on writing for Lesson 2.

     

    Lesson 5:

    Mid-Unit Assessment: On Demand Writing. Students should be familiar with this kind of writing since this lesson follows the same basic format as Lessons 10 and 11 from Module 2A. Be mindful, however, that it condenses the planning and on-demand writing into one lesson instead of two. In advance: Be prepared to return the students’ paragraphs and their Three Column Criteria feedback forms from Lesson 2. The informational paragraph that students write should be used as the Bi-weekly Assessment #1.

     

    Lesson 6:

    The goal of this lesson is for students to build scientific knowledge while becoming better readers. Post questions for work time in advance. Note that there is time set aside during the Closing and Assessment for students to look over your feedback on their mid-unit assessment. Prepare to mention two patterns of strength and one common error/concern. If you have not yet had sufficient time to review students’ work, place this agenda item at some point in a future lesson. It is important that students have time to review and process your feedback.

     

    Lesson 7:

    Review information about text features. Keep same pairing from Lesson 6. Prep students for the revision process.

    Standards Addressed in Week's Lessons

    Lesson 4: RI.3.1, RI.3.2, RI.3.4

    Lesson 5: W.3.2

    Lesson 6: RI.3.1, RI.3.2

    Lesson 7: RI.3.1, RI.3.2

    Standards Assessed

    W.3.2

  • Week 3: May 1

    Module

    4

    Unit

    1

    Lesson

    8

    9

    10

    11

    Standards Addressed in Week's Lessons

    Lesson 8: RI.3.1, RI.3.2

    Lesson 9: RL.3.9

    Lesson 10: RI.3.1, RI.3.2

    Lesson 11: RI.3.1, RI.3.2, RI.3.7

     

    Notes:

    Weekly Overview:

    In Lessons 6–9, students read a pair of texts. This has two purposes: to identify the main idea and key details from texts about how water moves through the earth through rivers and the water cycle, and to give students the opportunity to compare two texts on the same topic. Students will be asked to read informational text with greater independence. Students will be looking for key details, and determining main idea as they read informational texts about water sources. Students will also be comparing two texts. Lessons 10–12 follow a similar pattern to Lessons 6–9: Students read two texts and then compare them. Students will work with the texts from Lesson 10 and 11 again in Lesson 12 and during the end of unit assessment. Be sure they hold on to all of their texts and recording forms.

     

    Lesson 8:

    The goal of this lesson is for students to build scientific knowledge while becoming better readers. Students should be in the same pairs as in Lessons 6 and 7. Consider making anchor chart to show ways sentences connect.

     

    Lesson 9:

    This lesson builds on Lessons 6–8, with students comparing and contrasting the two texts they read in those lessons. During Opening A, students compare and contrast two classmates. Be thoughtful about the framing of this activity in relationship to your classroom norms. If you are not convinced that students can do this kindly, provide two pictures (e.g., two animals) for them to compare and contrast instead. Students should be in the same pairs as in Lessons 6–8

     

    Lesson 10:

    The goal of this lesson is for students to build scientific knowledge while becoming better readers. Refer back to Main idea anchor chart. In this lesson, the class works with the task card from Lessons 6–8 with increased independence.

     

    Lesson 11:

    The goal of this lesson is for students to build scientific knowledge while becoming better readers. Students should be in the same pairs as in Lesson 10. If, during Lesson 10, you noticed common misconceptions in identifying the main idea or key details, make a plan for addressing them here in Lesson 11. This text exposes students to concepts that extend beyond the third-grade science standards. It is not expected that they will master these scientific concepts as part of this ELA unit.

  • Week 4: May 8

    Module

    4

    Unit

    1

    2

    Lesson

    12

    13

    1

    2

    Assessment

    End of Module Assessment

    Biweekly #2

    Lesson 13, End of Module Assessment

    Questions 3 and 4

    Notes:

    Weekly Overview:

    Students will continue to read informational text for key details at the beginning of the week, then they will shift their focus to guided practice for research. Lessons 1 and 2 lay the groundwork for students to begin to use their skills reading informational texts to conduct research about the challenges to having clean water by gathering, documenting, and sorting information as well as writing to teach a reader about water on earth. Additionally students will be taking bi-weekly assessment #1.

     

    Lesson 12:

    Similar to Lesson 9.  Students compare and contrast the two texts they read in Lessons 10 and 11. Make sure all students have their annotated texts from Lessons 10 and 11.

     

    Lesson 13:

    This lesson is the End of Module Assessment. Questions 3 and 4 should be used as bi-weekly assessment #2.

     

    Lesson 1:

    Instructional Protocols: Gallery Walk

    You may want to preview some vocabulary from the first quote that may be challenging for your students (i.e. swamp). Have students model how to share their facts from the "Fact Frenzy" and put similar facts together with a paper clip, before having the whole class do it. Keep these cards, as they will be used in later lessons--see italics at end of Lesson 1. Create a Word Wall for the vocabulary introduced in Work Time B. Work Time B is a gallery walk, so adapt it as needed for your classroom (i.e. pictures could circulate rather than students, etc).

     

    Lesson 2:

    Students will build on the work they did in Module 2A, where they were teaching their readers about frogs. You may want to model crafting your "bold beginning," so students have a clear idea of how to hook the reader. Have students model how to appropriately share their paragraphs. Save student work with feedback, as it will be used again in Unit 2, Lesson 11 and Unit 3, Lessons 7-11.

    Standards Addressed in Week's Lessons

    Lesson 12: RI.3.3, RI.3.9

    Lesson 13: RI.3.2, RI.3.7, RI.3.8, RI.3.9, L.3.4c,RI.3.7, RI.3.8, RI.3.4

    Lesson 1: W.3.8

    Lesson 2: W.3.2

    Standards Assessed

    R.I.3.2, R.I.3.7

     

  • Week 5: May 15

    Module

    4

    Unit

    2

    Lesson

    3

    4

    5

    6

    Standards Addressed in Week's Lessons

    Lesson 3: RI.3.1, W.3.8

    Lesson 4: RI.3.1, W.3.8

    Lesson 5: RI.3.1, W.3.8

    Lesson 6: RI.3.1, W.3.8

    Notes:

    Weekly Overview:  Students continue to use their skills reading informational texts to conduct research about the challenges to having clean water by gathering, documenting, and sorting information as well as writing to teach a reader about water on earth. In Lessons 3–6, students conduct their research through One Well as well as discuss their reading in pairs.

     

    Lesson 3:

    This lesson reintroduces students to the concept of research. You will need a gallon jug for this lesson. You may want to make a Prefix/Root/Suffix anchor chart that students can refer to throughout the unit. You will need to make vocabulary flash cards ahead of time. Depending on student needs, you may want to model how to determine the meaning of an unknown word from the context clues, before having students do it in partnerships. Students are asked to read the text independently, so you will want to strategically pair students. You may also have a group of students who will read it in a small group guided by you, or listen to it read aloud on an audio device.

     

    Lesson 4:

    Instructional Protocols: Back-to-back, Front-to-Front

    Students are again asked to read the text independently. See "Lesson 3 notes" for ideas on how to ensure all students can access the text. You will need at least 4 gallon jugs for this lesson. Students should be in the same pairs as in Lesson 3 for reading.

     

    Lesson 5:

    Instructional Protocols: Back-to-Back, Face-to-Face

    This lesson follows the same pattern as Lessons 3 and 4. (Lessons 3 and 4 are at a slower pace to teach the recording form.) Students should be in their same pairs from Lessons 3 and 4. An anchor chart with affixes would be helpful for students to refer to, in order to answer some of the questions in the lesson. See "Meeting Students' Needs" column for Work Time C for many helpful scaffolding ideas. Homework asks students to carry a gallon of water at home for 15 minutes--may need to be done during class time (possibly during the opening of the lesson the next day) for students who will be unable to complete this at home.

     

    Lesson 6:

    Lesson 6 begins with students creating a circle poem from their homework. You could use this time to have a few students try to hold a gallon of water for 15 minutes, if they were not able to do it the night before for homework. Add important vocabulary to word wall for this unit. Students will need One Well “Pollution in the Well” (pages 24 to 25) to complete Homework A--make copies if you cannot send the books home. Students should be in their same pairs from Lessons 3–5.

  • Week 6: May 22

    Module

    4

    Unit

    2

    Lesson

    7

    8

    9

    10

    Notes:

    Weekly Overview:

    Lesson 8 launches students’ research which continues through lesson 10. This research is designed for students to be fairly independent, in the sense that the teacher is not guiding every step of the research process. Students are driving their own inquiry process, asking their own questions, and choosing from a sampling of articles to read to build their knowledge. However, these research lessons include multiple structures to scaffold students’ work, and students are not doing the research by themselves.

     

    Lesson 7:

    Mid-Unit Assessment. Use question 2a and 2b as The Bi-weekly Assessment #3.

     

    Lesson 8:

    This is the first lesson to begin students' independent research. Parts of this process may need to be modeled for students, before they begin independently. There may also be a small group of students that you pull to guide them through the process.  Partnerships will be able to choose their own text. You may want to assign texts, based on student levels, and your classroom dynamics. Be sure to review pages 13-16 of the lesson plan to support you in Launching Research Teams. These pages provide critical information about how to support students with research and should be reviewed before executing lesson 8. As stated in the teaching note at the end of Lesson 7, assign students to one of the three research topics: demand for water, access, or pollution. Within each of these research teams, assign students to a research buddy. This buddy will be their main working partner. Students will use their research teams at the end of lessons to share what they have discovered (see Unit 2 Overview for details).

     

    Lesson 9:

    Instructional Protocol: Gallery Walk

    Student dictionaries will be needed for this lesson. This lesson continues the research from Lesson 8. Also, consider planning a mini-lesson based on struggles you noted from the previous lesson. The gallery walk protocol is used in this lesson. In Lesson 2, students worked with sentence strips to support their writing. This structure is again used in this lesson as students build anchor charts about their specific research topic. This is an intentional structure, designed to support students’ writing throughout the module.

     

    Lesson 10:

    Independent research continues in this lesson. See implementation suggestions from Lesson 8. Also, per lesson 9 notes above, plan a mini-lesson based on student research needs.

    Assessment

    Mid-Unit Assessment

    Biweekly #3

    Lesson 7, Mid-Unit Assessment

    Questions 2a and 2b

    Standards Addressed in Week's Lessons

    Lesson 7: RI.3.1, W.3.8

    Lesson 8: W.3.2, W.3.7

    Lesson 9: W.3.2, W.3.7, L.3.4

    Lesson 10: W.3.2, W.3.7

    Standards Assessed

    RI.3.1

    R.I.3.4

    W3.8

  • Week 7: May 29

    Module

    4

    Unit

    2

    3

    Lesson

    11

    1

    2

    Notes:

    Weekly Overview:

    In this end of unit assessment, students write a two-paragraph essay. This assessment requires students to apply their paragraph writing skills more independently as they write two separate paragraphs on-demand. These lessons officially launch students’ work on their final performance task. Students are introduced to a VoiceThread and listen to a model multiple times. The purpose of this listening exercise is for them to understand how a VoiceThread is organized. Students begin to develop their ideas about what can be done to conserve, protect, and provide access to clean water for everyone. This will support them as they work toward creating their own VoiceThread presentation. In the following three lessons, students will step back from the public service announcement (PSA) model and consider solutions to becoming more “well aware.” In Lessons 2–4, students will focus on reading informational texts about the things people are doing to conserve, protect, and provide access to clean water. In these lessons, note the signals for helping students link their learning back to their own PSA. Once students have learned more about the solutions, they will return to the VoiceThread model and begin thinking about their “one thing.”

     

    Lesson 11:

    End of unit assessment. Students will write two paragraphs based on the research they have done over the previous 3 lessons. Consider reviewing the rubric with students before the assessment. Save student work for Unit 3, Lessons 7-11.

     

    Lesson 1:

    Students will need feedback on Unit 2 assessments if you decide to follow beginning. Start prepping technology for students listening to recordings and creating recorded PSA's.

     

    Lesson 2:

    Keep track of student ideas with anchor chart they will use most of this unit.  Homework is important for part of Lesson 3 make sure students understand.

    Assessment

    End of the unit assessment

    Standards Addressed in Week's Lessons

    Lesson 11: W.3.2, W.3.5

    Lesson 1: RI.3.1, RI.3.2

    Lesson 2: RI.3.1, RI.3.2, RI.3.8

    Standards Assessed

    W.3.2

    W.3.5

  • Week 8: June 5

    Module

    4

    Unit

    3

    Lesson

    3

    4

    5

    6

    Notes:

    Weekly Overview:

    In Lessons 2–4, students will focus on reading informational texts about the things people are doing to conserve, protect, and provide access to clean water. In these lessons, note the signals for helping students link their learning back to their own PSA. Once students have learned more about the solutions, they will return to the VoiceThread model and begin thinking about their “one thing.” The lessons server to prepare students for the mid-unit assessment in lesson 6.

     

    Lesson 3:

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

    Check out this website for more up to date insight into article students will read. Have plan in place for students that did not complete previous day's homework.  Be prepared to make main idea anchor charts.  Keep track of students ideas of being aware. Homework in this unit is independent reading. Ensure students have books to read and/or check out system.

     

    Lesson 4:

    Video about foundation. A similar version, with Spanish subtitles, is available here.

     

    Lesson 5:

    Instructional Protocol: Concentric Circles

    In this lesson, students participate in a discussion circle, which is structured in much the same way as Science Talks. Provide modeling, norms and sentences stems to participate in discussion circles.

     

    Lesson 6:

    In this lesson, students complete the Mid-Unit 3 Assessment. This on-demand writing assessment serves as the writing for the third part of their VoiceThread presentation, in which students will state their opinion about what should be done to help people become more well aware. Students will write an on-demand paragraph--can be broken up across week with students writing during small group independent work time. Save student work to use during Lessons 7-11.

    Assessment

    Mid-unit Assessment

    Standards Addressed in Week's Lessons

    Lesson 3: RI.3.1, RI.3.2, L.3.5c

    Lesson 4: RI.3.1, RI.3.2, RI.3.4

    Lesson 5: SL.3.1

    Lesson 6: W.3.1

    Standards Assessed

    W.3.1

    W.3.5

  • Week 9: June 12

    Module

    4

    Unit

    3

    Lesson

    7

    9

    12

    Assessment

    ANet

    Performance task

    Standards Addressed in Week's Lessons

    Speaking and Listening standards are assessed throughout Unit 3 that synthesize the reading standards assessed through the previous units.

     

    Lesson 7: W.3.1, W.3.4

    Lesson 9: W.3.4, SL.3.4

    Lesson 10: W.3.2, W.3.4, SL.3.4, L.3.3

    Lesson 12: SL.3.4, SL.3.5, L.3.3b

    Standards Assessed

    SL.3.4

    SL.3.5

    L.3.3b

    Notes:

    Weekly Overview:

    Note: Due to time constraints Lessons 8, 10  and 11 have been omitted. Consider giving portions of lessons 8 and 10 for homework and adding in lesson 11 during your flex day. In Lessons 7–11, students revise their writing from the module to craft a script for their VoiceThread PSA.

     

    Lesson 7:

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

    Lessons 7-10 guide students through the process of preparing an oral presentation (a PSA on water, the challenges to having clean water, and what can be done to help). Students will use writing from previous lessons to help them craft their PSA. The model VoiceThread PSA can be found here.

     

    Lesson 9:

    Note: Lesson 8 is skipped due to pacing considerations. In Lesson 8, students revise their paragraphs for organization. If this is something your students need, you may want to do Lesson 8 during another block of the day/week.) In Lesson 9, students will revise their paragraphs to include more appropriate facts and descriptive details (could be substituted for Lesson 8, if your students do not need this kind of revision).

     

    Lesson 12:

    Note: Lessons 10 and 11 are skipped due to pacing considerations. Lesson 10 is the last lesson where students will revise their paragraphs in preparation for their PSA. Students will craft a "hook" and add linking words and phrases. In Lesson 11, students move to presenting their scripts for a partner.. If this is something your students need, you may want to do Lessons 10/11 during another block of the day/week or assign for homework).

    Instructional Protocol: Adapted Praise-Question-Suggest End of unit assessment. Students present their PSAs. Depending on class size, this may take more than one period, so you will need to plan accordingly. The curriculum suggests assessing students in one group, while the other groups of students continue to practice. Consider whether this will work in your classroom. If not, consider doing whole class presentations, or small group presentations while other students complete an independent task or read, etc.