Third Grade Reading Workshop 2013/2014 Unit of Study: The Reading Life

Unit 1 Begin Date: Sept 9 End Date: Sept 27 Reading Time Expectations: 15 min Goals Mentor Texts/Read Alouds: Partnership Work: Students will be able to: Miss Nelson is Missing  Eye contact, facing each  Sit at the rug properly Officer Buckle and Gloria other or next to each other  Turn and talk to a partner Let’s Eat  Turn and talk, knee to knee,  Listen to a story The Patchwork Quilt taking turns  Understand the signal for redirection from talking  Respond to each other in a respectful way  Understand class meeting ground rules  Ask and respond to questions using text evidence Vocabulary: Classroom Supports:  Describe characters and their actions using proper  Turn and talk  Reading community poster sequence of events  Conference  Reading logs  Through shared reading, determine word meanings  Just right book  Book baggies and choosing  Reflect on participation and behavior  Independent reading a just right book  Understand how to rebuild their reading muscles after  Respect  Class meeting ground rules the summer & reading diet  Book nooks  Self monitoring chart  Choose just right books by using the 5 finger rule  Reading log  Reading Stamina chart  Understand how illustrations and to the text  Understand what independent reading looks like and sounds like Common Core Standards:  Choose a just right book for their independent reading Reading Literature: RL3.1, RL3.3,  Make goals for reading, shopping for books in their RL3.4, RL3.7, RL3.10 book baggies  Understand what the roles are during a conference Reading Foundational Skills:  Understand where they will be reading (book nooks) RF3.5c&d, RF3.6a&c  Understand the expectations for the reading log  Understand how to take good care of the library Speaking and Listening: SL3.1, SL3.3, SL3.4, SL3.6

Language: L3.3, L3.4a&d, L3.5, L3.6

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014

Unit of Study: Visualizing

Unit 2 Begin Date: Sept 30 End Date: Oct 18 Reading Time Expectations: 20 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students will be able to: Have You Seen Bugs?  Share their post its with a partner  Understand what visualizing means Cherries and Cherry Pits  Respond to each other after sharing  Use schema and inferences to help them Spooky Tale (building conversation) visualize Aunt Flossie’s Hats  understand the cause and effect relationships between characters and their actions *Monster descriptions  Connect their mental images to the text  Understand how to make a picture in their mind from text clues  Understand how visualizing helps you to Vocabulary: Classroom Supports: increase your understanding and enjoyment  Schema  Reading comprehension chart of the text  Inference started  Understand how to use post its to increase  Visualize  What to post it? chart your understanding with text evidence  Post it  Making connections chart  Make connections between the text and  Text to self connections themselves to help them visualize (text to  Text to text Common Core Standards: self, text to text, text to world)  Text to world Reading Literature: RL3.1, RL3.3, RL3.4,  Using specific language to refer to specific RL3.5, RL3.7, RL3.10, RL3.11 parts of text  Sketch what they visualize and compare it to Reading Foundational Skills: RF3.5c&d, each other and to the picture RF3.6a&c  Make a post it when they find new words  Take responsibility for learning new Speaking and Listening: SL3.1, SL3.3, vocabulary in their texts SL3.4, SL3.6  Introduce reading notebook and understand how to use a post it to write about their Language: L3.3, L3.4a&d, L3.5, L3.6 reading  Retell a story by using the five finger rule

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Making Inferences about Characters (Patricia Polacco)

Unit 3 Begin Date: Oct 21 End Date: Nov 15 Reading Time Expectations: 25 min Goals Mentor Texts/Read Alouds: Partnership Work: Students Will Be Able To: The Paper Bag Princess  Explain their thinking  Understand how to make inferences to increase their Julius, Baby of the World  Using story prompts “I understanding of the character Boundless Grace agree with you  Understand parts of a story, characters, problem, solution, City Green because…”etc. setting Alexander, Who’s Not Going  Make at least 3  Identify descriptive language about a character To Move! comments off of one  Use context clues to determine the meaning of new words Patricia Polacco books idea before moving on  Use evidence to support their ideas about characters using literary language Vocabulary: Classroom Supports:  Identify character change, from the beginning to the end  Narrative text  Add inferences to of a story  Genre comprehension  Identify character motivations  Conferring strategies chart  Use post its to mark inferences and provide proof of their  Character change  Conversation prompts: I thinking  Theme agree with you because,  Make inferences by: putting themselves in the story,  Descriptive language I disagree with you thinking about what the characters thinks, says,  Character motivation because… does(actions) and feels, and introduce author’s message  support  Making inferences chart  Distinguish their own point of view from that of the Common Core Standards: narrator or those of the characters Reading Literature: RL3.1,  Build a conversation using accountable talk stems, and RL3.2, RL3.3, RL3.4, RL3.5, explaining their thinking RL3.6, RL3.7, RL3.9, RL3.10,  Make purposeful post its, hanging onto their 5 best in the RL3.11 reading response journal and write about them  Retell stories focusing on cultural connections and Reading Foundational Skills: differences (Patricia Polacco) RF3.5c&d, RF3.6a&c  Compare and contrast Patricia Polacco stories, taking a stance about the characters, their favorite stories and/or Speaking and Listening: SL3.1, parts SL3.3, SL3.4, SL3.6

Language: L3.3, L3.4a&d, L3.5, L3.6

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Wondering/Questioning

Unit 4 Begin Date: Nov 18 End Date: Dec 6 Reading Time Expectations: 30

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will Be Able To: The Girl Who Loved Wild  Agree and disagree respectively  Use wondering and questioning to increase Horses  Analyze the importance of being their understanding of a story Knots on a Counting Rope caring and responsible  Make predictions and inferences A Day’s Work  Find answers to their questions in the text, Mailing May explicitly or implicitly using text evidence Brave Irene  Identify the moral, lesson or message of a text, paying attention to cultural diversity  Describe the characters in a story and the Vocabulary: Classroom Supports: effects of their actions  Wondering  Self monitoring chart  Form questions about their reading  Questioning  Post it revision chart  Argue a specific point of view from the stance  Explicit of the characters using text evidence  Implicit Common Core Standards:  Determine the meanings of new words and  Predictions Reading Literature: RL3.1, RL3.2, RL3.3, phrases  Self monitor RL3.4, RL3.5, RL3.6, RL3.7, RL3.10,  Identify how illustrations support the story RL3.11  Make text to text connections  Self monitor their reading: what is happening, Reading Foundational Skills: RF3.5c&d, does it make sense, what am I puzzled about, RF3.6a&c and are their new words?  Ask questions while they read, tracking their Speaking and Listening: SL3.1, SL3.3, questions on post its SL3.4, SL3.6  Respond to their own questions on their post its Language: L3.3, L3.4a&d, L3.5, L3.6  Be reflective of the way they use their post its. (revise their post its)

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Wondering/Questioning Non Fiction

Unit 5 Begin Date: Dec 9 End Date: Dec 20 Reading Time Expectations: 30 - 35min

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will be Able To: Brave Harriet  Use partners to help pose and  Identify what they have learned Wilma Unlimited answer questions that they had on from a non fiction text: main idea post its with text evidence  Use wondering/ questioning to drive their reading  Pose questions as they read  Explain how the actions of a character contribute to the text Vocabulary: Classroom Supports:  Use sequence of events to retell  Wondering  Post its events, examining cause and effect  Questions  Chart to gather  Understand how to use context  Self monitor wonderings/questions clues as they read  Schema  Identify their point of view from that of the author Common Core Standards:  Use and synthesize information RL 3.1, RL 3.3 from a text Reading Informational Texts: RI3.1, RI3.2,  Ask clarifying questions as they RI3.3, RI3.4, RI3.6, RI3.7, RI3.8, RI3.10 read  Pose self monitoring questions Reading Foundational Skills: RF3.5c&d,  Post it questions in their RF3.6a&c independent reading books or reader’s notebook Speaking and Listening: SL3.1, SL3.3,  Find answers to the questions they SL3.4, SL3.6 pose  Use schema to make sense of non Language: L3.3, L3.4a&d, L3.5, L3.6 fiction

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Analyzing Text Features Non Fiction

Unit 6 Begin Date: Jan 2 End Date: Jan 27 Reading Time Expectations: 35 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will Be Able To: Morning Meals Around the  Talk with a partner, building on  Explore text features World each other’s ideas  Identify what a text feature is Reptiles  Combine what they learn from text features with Various the body of the text Making Meaning Articles  Identify what an expository text is Social Studies Materials  Notice and use a table of contents  Use schema to make sense of non fiction  Ask and answer questions with text evidence to support their understanding of the text  Determine the main idea of a text  Compare historical events and concepts as Vocabulary: Classroom Supports: related to social studies  Table of contents  Chart of text features and their  Explore and use the index and glossary  Glossary roles (examples from non fiction  Use research tools to navigate texts for a specific  Index books) purpose  Schema  Build on their partner’s ideas to expand  Summary conversation  Headings Common Core Standards:  Understand what the summary is  Sub heading Reading Informational Texts: RI3.1, RI3.2,  Visualize as they read to improve their  Captions RI3.3, RI3.4, RI3.5, RI3.6, RI3.7, RI3.8, understanding  *Charts/tables/Maps/ RI3.9, RI3.10  Use headings and sub headings to help determine Graphs main idea  *Text box Reading Foundational Skills: RF3.5c&d,  Understand that within non fiction books,  *synthesizing bulleted RF3.6a&c different text features can be used/found lists  Identify their point of view as they read Speaking and Listening: SL3.1, SL3.3,  Compare and contrast the most important points SL3.4, SL3.6 and key details presented in two texts on same topic Language: L3.3, L3.4a&d, L3.5, L3.6

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Mystery Genre Study

Unit: 6b Begin Date: Jan 21 End Date: Feb 14 Reading Time Expectations: 40 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will Be Able To:

Vocabulary: Classroom Supports:  Mystery  Chart to support organization of a  Hero ‘mystery’ story mountain  Villain  Clue  Investigation  Evidence Common Core Standards:  Plot  Motivation  Hypothesis  Suspicion

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Wondering Questioning with Expository Non Fiction

Unit 7 Begin Date: Feb 24 End Date: March 14 Reading Time Expectations: 40 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will Be Able To: Flashy Fantastic Rainforest Frogs  Share their thinking with partners  Distinguish between fact and What is a Bat? opinion Making Meaning Articles  Make “I wonder…because…” statements  Identify what they learn from the text  Use facts to build their own ideas  Understand how to read an article, using text features  Identify author’s point of view  Identify the argument and Vocabulary: Classroom Supports: supporting evidence  Wondering  T-Chart on facts & opinions  Understand how to debate a subject  Fact  Adding to text features chart using text based evidence  Opinion  Synthesize the article  Article

Common Core Standards: Reading Informational Texts: RI3.1, RI3.2, RI3.3, RI3.4, RI3.5, RI3.6, RI3.7, RI3.8, RI3.10

Reading Foundational Skills: RF3.5c&d, RF3.6a&c

Speaking and Listening: SL3.1, SL3.3, SL3.4, SL3.6

Language: L3.3, L3.4a&d, L3.5, L3.6

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Revisiting Reading Skills & Strategies

Unit 7b Begin Date: Feb 4 End Date: March 1 Reading Time Expectations: 40 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students will be able to: Kaplan books  Practice revising and editing their  Preview a text by looking at NY ELA Rehearsal work with partners headings or sub headings  Identify the genre of the text to activate prior knowledge  Read questions carefully  Identify a right there questions or a question where you need to make Vocabulary: Classroom Supports: inferences  Re-word  Examples of charts or graphic  Re-word a question in your own  Graphic organizers organizers words to increase understanding  Charts  Multiple choice strategy chart and think about their answer,  Test prep language finding the closest matching answer  Text based clues  Use text features to help determine Common Core Standards: the meaning of bold or new words Reading Literature: RL3.1, RL3.2, RL3.3,  Complete different types of charts RL3.4, RL3.5, RL3.6, RL3.7, RL3.10, or graphic organizers RL3.11  Organize their writing  Review fact and opinion Reading Informational Texts: RI3.1, RI3.2, RI3.3, RI3.4, RI3.5, RI3.6, RI3.7, RI3.8,  Determine the main idea RI3.10  Identify and use test prep language  Support their answer with details Reading Foundational Skills: RF3.5c&d, from the text RF3.6  Understand how to use text based clues to help make inferences Speaking and Listening: SL3.1, SL3.3, SL3.4, SL3.6

Language: L3.3, L3.4a&d, L3.5, L3.6

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014 Unit of Study: Determining Important Ideas (Retelling)

Unit 8 Begin Date: April 23 End Date: May 16 Reading Time Expectations: 40 min

Goals Mentor Texts/Read Alouds: Partnership Work: Students Will be Able To: Fables (other possibilities?)  Practice think-pair-write  Explore important ideas in stories Lifetimes  Share what they know about a topic  Make inferences to understand A Day’s Work stories Keepers  Visualize to understand the story  Synthesize by interpreting a story’s message or theme  Make connections to their reading and between texts Vocabulary: Classroom Supports:  Understand author’s message  Text to text connection  Post it charts  Practice think-pair-write  Text to world connections  Inferences charts  Retell by determining important  Think-pair-write  Think-pair-write charts ideas reviewing the five finger rule  Synthesize  Identifying the main events  Author’s message  Identify problem and solution  Understand the difference between important and interesting Common Core Standards: information Reading Literature: RL3.1, RL3.2, RL3.3,  Summarize a story or article RL3.4, RL3.5, RL3.6, RL3.7, RL3.9, choosing the most relevant RL3.10, RL3.11 information to hang onto, focusing on problem/solution or character Reading Foundational Skills: RF3.5c&d, change RF3.6a&c  Share what they know about a topic  Identify authors purpose Speaking and Listening: SL3.1, SL3.3,  Make text to world connections, SL3.4, SL3.6 post its Language: L3.3, L3.4a&d, L3.5, L3.6

Third Grade Common Core Standards

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo Third Grade Reading Workshop 2013/2014

Shared Reading

Foundational Skills: RF 3.6 Speaking and Listening: SL3.2 Language: L3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood). d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. L3.4b & c- Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. b. 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). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Speaking and Listening: SL3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details

April 2013: D.Antonelli, J. Maione, C. Mongiovi, M. Weisblack & L. DeRienzo