ELA Units of Study Third grade 2015-2016

Reading Comprehension Unit 1 Launching Reading Fundamentals Unit 3 Informational Text Unit 4- Exploring Poetry Unit 4- Exploring Poetry 4 weeks 3 weeks 1 week 1 week The students will: RL. 10.1: RL.12.2 - Identify crafted text RL.4.2 Read grade level prose and RL. 5.1: Ask and answer literal and Use paragraph-level context to structures such as a collection of poetry orally with accuracy and inferential questions to determine determine the meaning of words and photographs or poetry texts, texts with appropriate rate, expression, intonation, meaning; refer explicitly to the text to phrases. Context Clues a series of short memoirs, an inanimate and phrasing on successive reading. support inferences and conclusions. RL. 12.1 voice text, and a framing question text. fluency RL. 6.1 Determine the theme by Identify text structures of various text structure recalling key details that support the genres using the terms paragraph, RI.4.2 - Read grade-level prose and theme. chapter, scene, and stanza; describe how poetry orally with accuracy, appropriate Guided Reading to be implemented RL8.1 Use text evidence to: each part transitions. rate, expression, intonation, and phrasing throughout the year a. describe characters’ traits, RI.6.1 on successive readings fluency RL.3.1 Identify and know the meaning of motivations, and feelings and explain how Summarize multi-paragraph texts using RL.9.1 - Identify and explain how the the most common prefixes and their actions contribute to the key details to support the central idea. author uses idioms, metaphor, or derivational suffixes. development of the plot; and Summarize and Main Idea personification to shape meaning and RL.3.2 Students are expected to build b. explain the influence of cultural and RI. 8.1 style. Figurative Language upon and continue applying previous historical context on characters, setting, Explain how the author uses words and learning. and plot development. phrases to inform, explain, or describe. RL.3.3 Students are expected to build RI 5.1 Ask and answer literal and RI. 8.2 Unit 2-Literary Texts upon and continue applying previous inferential questions to determine Use knowledge of appendices, timelines, 3 weeks learning. meaning; refer explicitly to the text to maps, and charts to locate information RL.9.2 Explain how the author’s choice RL.3.4 Students are expected to build support inferences and conclusions. and gain meaning; explain how these of words, illustration, and conventions upon and continue applying previous RI. 6.1 Summarize multi-paragraph features contribute to a text. combine to create mood, contribute to learning. texts using key details to support the RI. 9.1 meaning, and emphasize aspects of a RL.3.5 Students are expected to build central idea. Use paragraph-level context to character or setting. mood upon and continue applying previous RI 8.2 Use knowledge of appendices, determine the meaning of words and R.L.5.1 Ask and answer literal and learning. timelines, maps, and charts to locate phrases. inferential questions to determine RL.3.6 Read grade-appropriate information and gain meaning; explain RI. 9.2 meaning refer explicitly to the text to irregularly spelled words. how these features contribute to a text. Determine the meaning of a word when support inferences and conclusions infer RL. 3.1 Identify and know the meaning an affix is added to a base word. Affix RL. 10.5 Consult print and multimedia RL.4.1 Students are expected to build of the most common prefixes and (Word Meaning) resources to find the pronunciation and upon and continue applying previous derivational suffixes. RI. 9.3 determine or clarify the precise meaning learning. C 1.4 Engage in focused conversations Students are expected to build upon and of key words or phrases. RL.4.2 Read grade-level prose and about grade appropriate topics and continue applying previous learning. RL 10.6 acquire and use general poetry orally with accuracy, appropriate texts; build on ideas of others to clarify Grade 2 Use a base word to determine academic and domain- specific words and rate, expression, intonation, and phrasing thinking and express new thoughts. the meaning of an unknown word with the phrases that signal spatial and temporal on successive readings.

1 RI 6.1 Summarize multi-paragraph texts same base. relationships: demonstrate an RL.4.3 Students are expected to build using key details to support central idea. understanding of nuances upon and continue applying previous C 2.2 Report on a topic or text, tell a RI. 10.1 learning. story, or recount an experience with State the author’s purpose; distinguish Unit 3 Informational Text appropriate facts and relevant, one’s own perspective from that of the 3 weeks RI.3.1 Identify and know the meaning of descriptive details. author. Author’s Purpose RI5.1 Ask and answer literal and the most common prefixes and C 2.3 This indicator does not begin until RI. 12.1 inferential questions to determine derivational suffixes. Grade 6. Grade 6: Quote or paraphrase Engage in whole and small group reading meaning refer explicitly to the text to RI.3.2 Students are expected to build the data and conclusions of others while with purpose and understanding. support inferences and conclusions infer upon and continue applying previous avoiding plagiarism and providing basic RI. 12.2 RL10.1 Use paragraph-level context to learning. bibliographic information for sources. Read independently for sustained determine the meaning of words and RI.3.3 Students are expected to build L 4.1 When writing: periods of time. phrases. dictionary/reference skills upon and continue applying previous a. show knowledge of the function of RI. 11.2 RL10.2 Determine the meaning of a word learning. nouns, pronouns, verbs, adjectives, and Identify problem and solution, when an affix is added to a base word. RI.3.4 Students are expected to build adverbs; description, and question and answer dictionary/reference skills upon and continue applying previous b. form and use regular and irregular structures to locate information and gain RL10.5 Consult print and multimedia learning. plural nouns; use abstract nouns; meaning. Text Structure resources to find the pronunciation and RI.3.5 Students are expected to build c. form and use regular and irregular determine or clarify the precise meaning upon and continue applying previous verbs; Unit 4- Exploring Poetry of key words or phrases. learning. d. form and use the simple verb tenses; 2 weeks dictionary/reference skills RI.3.6 Read grade-appropriate e. ensure subject-verb and pronoun The student will: RL11.1 Explain the differences between irregularly spelled words. antecedent agreement; RL. 9.1 first and third person point of view. f. form and use comparative and Identify and explain how the author uses RL11.2 compare and contrast the superlative adjectives and adverbs, and metaphor, imagery, personification, reader’s point of view that of the choose between them depending on what hyperbole, and style to shape meaning, narrator or a character. is to be modified; Figurative Language g. form and use prepositional phrases; RI. 4.2 RI10.1 State the author’s purpose; h. use coordinating and subordinating Read grade-level prose and poetry orally distinguish one’s own perspective from conjunctions; and with accuracy, appropriate rate, that of the author. author’s purpose/ i. produce simple, compound, and complex expression, intonation, and phrasing on compare and contrast sentences. successive readings. Fluency RI11.1 Identify problem and solution RL 10.1 Use paragraph-level context to description and question and answer determine the meaning of words and structures to locate information and gain phrases. Unit 2-Literary Texts meaning. RL 10.2 Determine the meaning of a 4 weeks RI6.1 Summarize multi- paragraph texts word when an affix is added to a base 3-RL.9.1 - Identify and explain how the using key detail to support the central word. author uses idioms, metaphor, or idea. summarize personification to shape meaning and RI7 .1compare and contrast diverse style. Figurative Language texts on the same topic; idea, or 3-RL.7.2 - Compare and contrast how concept. research an author uses characters to develop

2 Unit 2-Literary Texts theme and plot in different texts within 3 weeks a series. Compare and Contrast RL8.1a Use text evidence to: 3-RL.11.1 - Explain the differences a. describe characters’ traits, between first and third person points of motivations, and feelings and explain how view. Point of View their actions contribute to the 3-RL.9.2 - Explain how the author’s development of the plot; Story choice of words, illustrations, and Elements conventions combine to create mood, RL. 7.1 Explain how illustrations contribute to meaning, and emphasize contribute to create mood or emphasize aspects of a character or setting. Mood aspects of character or setting. Mood (word choice) RL. 13.1 3-RI.5.1 - Ask and answer literal and Engage in whole and small group reading inferential questions to determine with purpose and understanding. meaning; refer explicitly to the text to RL. 13.2 support inferences and conclusions. infer Read independently for sustained 3-RL.12.1 - Identify text structures periods of time to build stamina. of various genres using the terms RL.13.3 paragraph, chapter, scene, and stanza; Read and respond according to task and describe how each part transitions. purpose to become self-directed, critical 3RL.13.1-13.1 Engage in whole and small readers and thinkers. group reading with purpose and RL.12.1 understanding. Identify text structures of various 13.2 Read independently for sustained genres using the terms paragraph, periods of time to build stamina. chapter, scene, and stanza; describe how 13.3 Read and respond according to task each part transitions. Genre and purpose to become self-directed, RL.10.2 critical readers and thinkers. Use paragraph-level context to determine the meaning of words and phrases. Word Meaning Unit 3 Informational Text RI. 5.2 4 weeks Students are expected to build upon and 3-RL 12.2 Identify crafted text continue applying previous learning. structures such as a collection of Grade 2 Make predictions before and photographs or poetry texts, texts with during reading; confirm or modify a series of short memoirs, an inanimate thinking. Predictions voice text, and a framing question text. 3-RI.8.1 - Explain how the author uses words and phrases to inform, explain, or describe. 8.2 Use knowledge of appendices, timelines, maps, and charts to locate

3 information and gain meaning; explain how these features contribute to a text. (maps, charts, timelines, author’s craft) 3-RI.6.1 - Summarize multi-paragraph texts using key details to support the central idea. (summarize and main idea) 3-RI.10.1 - State the author’s purpose; distinguish one’s own perspective from that of the author. (author’s purpose) 3-RI.11.1 - Identify problem and solution, description, and question and answer structures to locate information and gain meaning. 3-RI.12.3 Read and respond according to task and purpose to become self- directed, critical readers and thinkers.

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