Unit 1

Charlotteís Web

 

Grade 3
ELA
††††

Unit Length and Description:

 

Unit Length: 44 instructional days

 

Unit Description: Students will learn that stories are important for learning lessons about life and transmitting knowledge. Students read texts to lean that stories and books are important for learning about themselves and others. Putting the same character in different situations can teach readers about how motivations, feelings, and a personís actions affect events and other people. Students will also learn about the importance of reading stories and how sharing stories can build relationships and connect us to others.††

 

Standards:

 

RL.3.1, RL.3.4, RL.3.10 standards are embedded in every lesson.

 

Reading Standards for Literature

RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through the key details in the text.

RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

RL.3.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections.

RL.3.6

Distinguish the studentís point of view from that of the narrator or those of the characters.

RL.3.7

Explain how specific aspects of a textís illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

Reading Standards: Foundational Skills

RF.3.3

Know and apply grade-level phonics and word analysis skills in decoding words.

  • RF.3.3.a

Identify and know the meaning of the most common prefixes and suffixes and derivational suffixes.

  • RF.3.3.b

Decode words with common Latin suffixes.

  • RF.3.3.c

Decode multisyllable words.

  • RF.3.3.d

Read grade-appropriate irregularly spelled words.

RF.3.4

Read with sufficient accuracy and fluency to support comprehension.

  • RF.3.4.a

Read grade-level text with purpose and understanding.

  • RF.3.4.b

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

  • RF.3.4.c

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing Standards

W.3.1

Write opinion pieces on topics or texts, supporting a point of view with reasons.

  • W.3.1.a

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

  • W.3.1.b

Provide reasons that support the opinion.

  • W.3.1.c

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

  • W.3.1.d

Provide a concluding statement or section.

W.3.2

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

  • W.3.2.a

Introduce a topic and group related information; include illustrations when useful to aiding comprehension.

  • W.3.2.b

Develop the topic with facts, definitions, and details.

  • W.3.2.c

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

  • W.3.2.d

Provide a concluding statement or section.

W.3.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Standards

SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on othersí ideas and expressing their own clearly.

  • SL.3.1.a

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

  • SL.3.1.b

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

  • SL.3.1.c

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

  • SL.3.1.d

Explain their own ideas and understanding in light of the discussion.

Language Standards

L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • L.3.1.a

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

  • L.3.1.b

Form and use regular and irregular plural nouns.

  • L.3.1.c

Use abstract nouns (e.g., childhood)

  • L.3.1.d

Form and use regular and irregular plural nouns.

  • L.3.1.e

Form and use the simple (e.g., I walked, I walk; I will walk) verb tenses.

  • L.3.1.f

Ensure subject-verb and pronoun antecedent agreement.

  • L.3.1.g

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

  • L.3.1.h

Use coordinating and subordinating conjunctions

  • L.3.1.i

Produce simple, compound, and complex sentences.

L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • L.3.2.a

Capitalize appropriate words in titles.

  • L.3.2.b

Use commas in addresses.

  • L.3.2.c

Use commas and quotation marks in dialogue.

  • L.3.2.d

Form and use possessives.

  • L.3.2.e

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. (sitting, smiled, cries, happiness).

  • L.3.2.f

Use spelling patterns and generalizations (e.g., word families, position-based spellings, ending rules, meaningful word parts) in writing words.

  • L.3.2.g

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • L.3.3.a

Choose words and phrases for effect.

  • L.3.3.b

Recognize and observe differences between the conventions of spoken and written standard English.

L.3.4

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.

  • L.3.4.a

Use sentence-level context as a clue to the meaning of a word or phrase.

  • L.3.4.b

Determine the meaning of the new words formed when a known affix is added to a known word (e.g., agreeable/disagreeable, care/careless).

  • L.3.4.c

Use a known root word as a clue to the meaning of an unknown word with the same root. (e.g., company, companion.)

  • L.3.4.d

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5

Demonstrate understanding of word relationships and nuances in word meanings.

  • L.3.5.a

Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps)

  • L.3.5.b

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

  • L.3.5.c

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

L.3.6

Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

 

Enduring Understandings:

 

         Sharing stories through storytelling helps me build relationships and make connections with others.

 

Essential Questions:

 

         What elements does an author need to tell a story?

         What can I learn from listening to storytellers?

         How can making connections to characters within a story help me?