First 9 Weeks Teacher: VA SOL #(s)/STRAND( s) 3.5a The student will read and demonstrate comprehension of fictional texts, literary nonfiction and poetry. A)-Set a purpose for reading Grade 3 Language Arts OBJECTIVES/ESSENTIAL SKILLS/ASSESSMENT ACTIVITY 3.5 a Essential /Enduring Understandings: All students should have an understanding of essential elements and characteristics of fictional texts and poetry. Essential Knowledge, Skills, and Processes: Essential Knowledge To be successful with this standard, students are expected to: • Locating specific information in a reading selection • Identifying details that support a stated main idea • Expressing a stated main idea in their own words Key Vocabulary Terms/ Definition Text-Anything with words Examples: Stories, Poems, Fliers, Advertisements, Recipes, Directions, ect. Fiction-Types of text that are not real Fiction= fake Purpose-A reason or explanation for why a piece of text or a whole text is written Essential Knowledge 3.5 c Make, confirm and revise predictions The student will be able to revise predictions based on new understanding. Essential Skills The students will be able to define observation, prediction, and inference, and identify a difference between each. Level of Bloom’s Taxonomy: (Circle Level or Levels and place the appropriate designation in the parenthesis appearing under the day of the week) Remembering (R), Understanding (U), Applying (AP), Analyzing (AN), Evaluating (E), Creating (C) Marzano Strategies (% of Yielded Success): (Circle Strategy or Strategies); at least TWO Marzano strategies should be used each period. Also, strategies must be evident in the instructional areas. Identifying Similarities and Differences (45%), Summarizing and Note-taking (34%), Reinforcing Effort and Providing Recognition (29%), Homework and Practice (28%), NonLinguistic Representation (27%), Cooperative Learning (23%), Setting Objectives and Providing Feedback (23%), Generating and Testing Hypothesis (23%), Questions/Cues/Advance Organizers (22%), Vocabulary (20%) Classroom Learning Arrangement: (Circle all that applies) Individual, Small Group, Pairs, Whole Group First 35 Minutes: Anticipatory Focus; Introduction; Modeling; Guided Practice Second 35 Minutes: Review/Checking for Understanding; Guided Practice Review; Independent Practice & Facilitation; Closure/Checking for Understanding/Exit Ticket The students will be able to make observations, predictions, and inferences. SUPPORTING RESOURCES: My View Textbook, VDOE Curriculum Framework, Canvas, Article Setting a purpose for reading and making predictions and observations. MATERIALS: Article, notebook, folder Anticipatory Focus (Select an SOL that was deficient on previous assessment or review from previous day’s lesson – SOL Formatted Items with explanations) 5 Minutes Monday SOL 3.5a; Set a purpose for Reading No previous objectives introduced yet Introduction (What is to be learned today? Provide examples)15 Minutes Modeling (Show the students what you want them to do during the activity. Provide Samples) 10 Minutes Guided Practice (Walk the students through the process of the activity/independent practice) 10 Minutes Review/Checking for Understanding (Ask high-order thinking questions based on essential skills; two or more listed) 10 Minutes Guided Practice Review (Check for disconnects between theory and application) 10 Minutes TSW The students will be able to explain why people read, identify purposes for reading, and use strategies to become motivated to read TTW Introduce Reading for Purpose. . Distribute Reading for Purpose content pages. Read and review the information along with the students. Stop and share related content ideas with the class, use current reading content to help students understand the purpose TTW Distribute Activity page. Read and review the Instructions. Distribute supplies. Circulate through the room ensuring students remain on task, assist when necessary, approve rough drafts before students Create final posters. Closure/Checking for Understanding/Exit Ticket (One high-order thinking question to be written & submitted) 5 minutes Independent Practice & Facilitation (Followactivity – the same as guided practice/Proximity & Mobility) 20 Minutes TTW student will begin to cr their final posters of reading. Use the additional resources to enhance understanding Tuesday Testing Wednesday Thursday Testing Once all students have completed, TSW share the poster with the class, emphasizing important points 3.5 Set a purpose for reading TTE review and discuss The Purpose for Reading with students and allow students to prepare poster presentations. TTW Distribute the Homework page. The next day, read Aloud the fable, students share responses. Students share information about reading habits Allow students sufficient time for completion losing, ask: If you can read any book in the world, What would be the subject of the book? Why? Allow for responses and discussion. addition, ask students if they have been rea or have read books about the subject Friday 3.5 c Make, confirm, and revise predictions TTE review and discuss The Purpose for Reading with students and allow students to complete poster presentations. TTW Display a basketball or other ball that can be bounced. Ask students an observation question: What do you see? An inference question: Where did this ball come from? A prediction question: What will I do with the ball? TTW Allow for responses and list them in three columns. Ask students if they notice anything different about each of the responses in the three columns. Introduce the difference between an observation, inference, and prediction. Distribute Observations and Predictions content pages. Read and review the information with the students. Include other examples of observations, inferences, and predictions to help students understand the difference. Save final two questions for lesson closing. Use the additional resources to enhance understanding. Distribute Activity page. Read and review the instructions. Pair students. (Review the answer key for further instructions regarding objects or events to use for the activity.) Allow students sufficient time to complete the responses to the questions. The activity could also be completed as a class together, one object or event at a time, then allow for responses and discussion following each . Once completed, check for students understanding. Allow pairs of students to sha their responses. Distribute Practice page. Che and review the students’ responses. Distribute the Homework pag The next day, check and review the students’ responses. Allow students to share the responses related to events or objects from their h or neighborhood. In closing, a What was the most surprising observation you ever made in your life? Have you ever made a prediction that ca true? 9. Allow for responses and discussion.