Becoming a Close Reader and Writing to Learn: My Librarian Is a Camel

3rd Grade- Q1 “Becoming a Close Reader and Writing to Learn: My Librarian is a Camel: Bringing Books to Children Around the World” (Expeditionary Learning- Module 1)

Guiding Questions and Big Ideas Standards Central Texts Assessments/Tasks Unit 1: Literature: Rain School (James Rumford) Mid-Unit 1 Assessment: Collaborative What is the power of education and 3.RL.KID.1 Ask and answer questions to Discussion Skills reading? demonstrate understanding of a text, That Book Woman (Heather Henson) referring explicitly to the text as a basis End of Unit 1 Assessment: Close How does where people live in the for the answer. Thank You, Mr. Falker (Patricia Polacco) Reading and Powerful Note-Taking world affect how they access reading and books? 3.RL.KID.2 Recount stories including The Boy Who Loved Words (Roni Mid-Unit 2 Assessment: A Letter about fables, folktales, and myths from diverse Schotter) My Reading Goals cultures: determine the central Unit 2: message, lesson, or moral and explain The Incredible Book-Eating Boy (Oliver End of Unit 2 Assessment: Listen Up!: How do people around the world access how it is conveyed through key details Jeffers) Recording our Reading reading and books? in the text. Waiting for the Biblioburro (Monica Mid-Unit 3 Assessment: Librarians How does reading give us power? 3.RL.KID.3 Describe characters in a Brown) around the World: Answering Text- story and explain how their actions Dependent Questions contribute to the sequence of events. My Librarian is a Camel (Margriet Ruurs) End of Unit 3 Assessment: Accessing Unit 3: 3.RL.CS.6 Distinguish reader Books around the World: On-Demand How do people around the world access perspective from that of the narrator or Informative Paragraph about a New reading and books? the perspectives of the characters and Country identify the point of view of a text. How does reading give us power? Performance Task: Accessing Books 3.RL.IKI.7 Explain how illustrations in a Around the World Bookmark: Each text contribute to what is conveyed by student will create an “Accessing Books the words. Around the World” bookmark based on research about selected countries in the Informational Text: text My Librarian is a Camel and the 3.RL.KID.1 Ask and answer questions to geography content in Unit 3. demonstrate understanding of a text, Booksmarks will have two sides. On referring explicitly to the text as a basis side 1, students will write an for the answers. informative paragraph that explains about librarians (individual or 3.RL.KID.2 Determine the main idea of a collective) from a specific country, and text; recount the key details and explain how they help readers access books in a how they support the main idea. unique way. On side 2, students will include a bulleted list about the physical 3.RI.KID.3 Describe the relationship characteristics of the region as well as between a series of historical events, an illustration that represents the scientific ideas or concepts, or steps in region’s geographical features. The technical procedures in a text, using creation of these bookmarks will be language that pertains to time, supported by the writing process, sequence, and cause/effect. including opportunities for critique, and culminating in the opportunity to 3.RI.IKI.7 Use information gained from publish and share the bookmarks with illustrations and the words in a text to readers in their school or local library. demonstrate understanding of a text.

Writing: 3.W.TTP.2 Write informative texts to examine a topic and convey ideas and information. a. Introduce a topic. c. Develop the topic with facts, definitions, and details. d. Provide a conclusion.

3.W.PDW.4 With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

3.W.RBPK.8 Recall information from experiences or gather information from print and digital sources, with support; take brief notes on sources and sort evidence into provided categories.

3.W.RW.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promoting writing fluency.

Listening: 3.SL.CC.1 Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others’ ideas and expressing their own ideas clearly.

3.SL.PKI.5 Add audio or visual elements when appropriate to emphasize or enhance certain facts or details. 3.SL.PKI.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language:

3.FL.WC.4 Know and apply grade-level phonics and word analysis skills when encoding words; write legibly. a. Use spelling patterns and generalizations in writing one-, two-, and three-syllable words. b. Use conventional spelling for high frequency words, including irregular words. c. Consult reference materials including a dictionary and thesaurus, as needed to check and correct spellings.

3.FL.SC.6 Demonstrate command of the conventions of standard English grammar and usage when speaking and conventions of standard English grammar and usage, including capitalization and punctuation, when writing. j. Capitalize appropriate words in titles.

3.FL.VA.7a 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.

3.FL.VA.7c Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and time relationships