Grade: 3
Unit: 2
Essential Question
What makes a word or phrase
the “right” word or phrase?
Title: Cracking the “Word-Code Machine”
Key Content: The student will…





Independently read stories, poems, and informational text.
Use dictionaries and thesauruses, both in print and online.
Decode and analyze words with Latin suffixes.
Collect words from poems, both through listening to read-aloud
selections and independent reading.
Comprehend poems by seeing how each stanza or line builds on its
predecessor for meaning.
Unit Focus
Read fiction that demonstrates the use of idioms and
fiction that exhibits careful diction. Read poems that
focus on a simple topic, such as corn or grass to see
how the topics are developed line-by-line and stanzaby-stanza. See the way suffixes transform one part of
speech into another. Illustrate an idiom to demonstrate
its meaning.
Vocabulary and Terms to Emphasize





…
dictionary
idiom
Latin suffixes
thesaurus
word roots
Dates of Instruction: ________________
Code




Listening to a read-aloud novel, note how each chapter builds on
earlier sections, requiring careful listening for comprehension.
Dramatically read a poem.
Learn the meaning of idioms both within stories and in books about
idioms.
Research and write a report about a simple machine, using the key
questions (“who, what, when, where, why, and how”) to guide
research.
Standard
Concept
RI.3.7
Use illustrations and words in text to demonstrate understanding of the text.
Text Supports
RF.3.3
Decode grade 3 level words: common prefixes and suffixes; Latin suffixes, multi-syllable words,
grade level irregularly spelled words.
Determine the meaning of unknown and multiple-meaning words and phrases based on grade 3
reading, using multiple strategies (context, affixes, roots, and reference materials).
Affixes/Structural
Analysis
Reading for
Meaning
RL.3.4
Determine word/phrase meanings and distinguish literal from non-literal language.
W.3.1
Write opinion piece by introducing topic/book, stating opinion and organizational structure with
reasons, using linking words (because, also, etc.) to connect opinion with reasons; provide
conclusion.
Refer to parts (e.g., chapter, scene, stanza) of stories, dramas, and poems; describe how successive
parts build on earlier sections.
Figurative
Language
Writing Opinion
L.3.4
RL.3.5
Organization of
Text
Grade: 3
Unit: 2
Title: Cracking the “Word-Code Machine”
Dates of Instruction: ________________
Suggested Activities/Investigations/Demos:
Strategies
NOTE: The teacher may want to complete the study of simple machines in science at the same time fiction/poetry are being addressed in language arts.
The two parts of the unit will come together in the research project at the end of the unit.
1.
WORD WORK/LATIN SUFFIXES: Display this list of words with a common Latin suffix (e.g., -able, -ible, -ation, -fy, -ify, -ment, -ty, -ity): likeable,
readable, drivable, laughable, and teachable. Ask students:
 What does each word have in common with the rest? (Answer: the same Latin suffix –able.)
Then explain that this is an example of a Latin suffix. Have students write the root word for each (i.e., like, read, drive, laugh, and teach). Then
ask students:
Graphic Organizer: Word Wall
 What part of speech is “read”? (Answer: verb)
Explain that when we add the suffix –able, it becomes a different part of speech (i.e., an adjective). Then use the new word in a sentence so that
students see the part of speech change. For example, “I was surprised to find this thick book was very readable.” Then explain that “readable”
describes the book, which means it’s an adjective. Extend this lesson by continuing to collect words that end in –able or –ible. Add new words
collected to a classroom word wall.
…
2.
VOCABULARY / THESAURUS: Have students look up the word “know” in an online thesaurus. Create a three-column chart (columns headed
by the words “good”, “better”, and “best”), and use the thesaurus to determine two other synonyms that demonstrate “better” and “best” shades
of meaning. Discuss the other words and what makes them better or best. Repeat this activity with verbs and/or adjectives (such as “warm”) that
come up in student reading.
3.
POETRY/COMPREHENSION: Use a poem to illustrate how each line builds meaning to the next. Have students read multiple poems aloud to
each other, explaining their understanding of the poem, line-by-line, and stanza-by-stanza.
4.
LANGUAGE/WRITING: Have students read several books that use idioms in the story (e.g., the Amelia Bedelia series by Peggy Parish). Then
assign the students this prompt: “Choose an idiomatic saying. Draw a picture of the literal and figurative meaning of the saying. Write a short
paragraph to explain to someone like Amelia Bedelia why it is important to know what the saying really means.”
5.
DRAMA/FLUENCY/POETRY: Give the students this prompt: “Choose one of the poems in this unit’s collection. Memorize it (or read it) and
perform it for the class. Be sure to be expressive when you read.”
6.
INFORMATIONAL WRITING/INFORMATIVE TEXT: Assign to the students a research project about a simple machine and its uses both in the
past and present. Create a display of many books on simple machines and have students choose a book with which to start their research. Using
the key words “who, what, when, where, why, and how” key events occur, students should begin by creating a list of questions they want to
answer through their research. The generating of questions could happen as a class if students need modeling of the process. Give students
large index cards with each question on one side and have them write the answers on the other side for note taking. When they are finished
finding the answers, have them use these cards to write a report on simple machines.
Graphic Organizer: Three Column
Vocabulary Chart
Read Aloud
Note Taking
Grade: 3
Unit: 2
Title: Cracking the “Word-Code Machine”
Dates of Instruction: ________________
Cross-curricular Connections
Resources
Religion/Values: Read the parable of the mustard seed.
Click for idioms
www.idiomsite.com
Social Studies: Study the history of languages in various world communities (e.g., Spain, France).
Click for food poems
http://www.poetry4kids.com/cat-Food.html
Simple machines:
http://www.edheads.org/activities/simple-machines/
Assessing Student Understanding
 Using a thesaurus and text selections from the unit, create a list of vocabulary words that
could be used to describe a feast. Encourage students to think about the types of foods that
comprise a feast and the words they could use to describe the various foods as well as the
feast in general.
 Using the words from the first assessment, direct students to write an essay about what
their favorite feast would be. Tell them to include general sensory descriptions, such as how
it smells, tastes, and looks.
 Create and present a report about simple machines and their use past and present.
 Have students create their own stories using idioms.
 Have the students write a poem using some of the vocabulary words they found when
completing Activity 2.
Teacher Notes/Reflections
…