Backward Unit Design – Planning Document
Unit Focus
This is a four week unit of study that focuses on students’ immediate community and communities in the United States and abroad
including the elements that make up a community and how the theme of community are demonstrated through the structure of
literature and informational texts.
Reading:
RL.3.2, RL.3.3, RI.3.5, RI.3.6,
RI.3.8, RI.3.9
Writing & Language:
W.3.2, L.3.1 (f,g,h,i)
Speaking & Listening:
SL.3.1
Social Studies:
Strand: History
Content Standard I
K-4 Benchmark I-C –World: 3.1
Standards Analysis
Standards
Knowledge Needed (Know)
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 key details in the
text.




retell stories
identify moral/central
message/lesson
difference between fable,
folktale, myth
how to support with evidence
Learning Targets and Student
Outcomes (Do)
RL3.2, RL.3.5
Theme and Story Building
follow the story to determine
when the theme emerges and
becomes apparent.
Suggested Assessment
Tasks
During Interactive Read
Aloud, use Stone Fox as text
to prompt learning using
Turn and Talk, Think Alouds,
Stop/Jot/Sketch, and
Reading Response Journals.
Have students track their
thinking in the response
journals with three column
entry: theme/evidence/my
thinking and questions
Close Reading: Students will
use the evidence lens to
identify what the character
says, thinks, and does to
explain the theme or lesson
of “The Ants and the
Grasshopper” and “The Boy
3rd Grade Q2
1
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




RI.3.5 Use text features and

search tools (e.g., key words,
sidebars, hyperlinks) to locate
information relevant to a

given topic efficiently.
3rd Grade Q2
difference between main and
supporting characters
difference between character
traits, motivations, and feelings.
how to describe characters by
how they think, act, and feel
how character affects sequence
of events
difference between text features
found online or found in printed
copy
identify text features including
headings, glossary, index, table
of contents, pictures, captions,
Who Cried Wolf”
Students will look for
evidence of the community
theme using these stories.
RL3.2, RL3.5
During Interactive Read
Characters and Theme Building
Aloud, use Stone Fox as text
describe how characters change as to prompt learning using
the story progresses
Turn and Talk, Think Alouds,
Stop/Jot/Sketch, and
describe how those character
Reading Response Journals.
changes impact the sequence of
Have students track their
events
thinking in the response
journals with three column
entry: theme/evidence/my
thinking and questions
Close Reading: Students will
use the evidence lens to
identify what the character
says, thinks, and does to
explain the theme or lesson
of “The Ants and the
Grasshopper” and “The Boy
Who Cried Wolf”
Students will look for
evidence of the community
theme using these stories.
RI.3.5, RI.3.7
Culminating Activity –
Text Features
Students will define the
identify the text features that
components of a community
support their understanding of the (needs, rules, culture,
text and how those features
government, transportation,
enhance their understanding
economy, resources...).
2



key words, font (bold, italics),
sidebars, hyperlinks...
how the above text features help
support their understanding of
the text
how text features help with
locating information quickly and
efficiently
how to select the correct text
feature to locate information
create text features to go with a
text that enhance another reader's
understanding
Students will identify and
create a graphic model of the
components for both their
community and a community
in another country. The
information will be captured
in an informative piece of
writing to describe the
similarities and differences
between the two
communities. The writing
process will be followed, and
students may select the
multimedia piece (Glogster,
Educreations, Explain
Everything...) or visual
representation (brochure,
poster...) to pair with the
writing
Students will utilize student
research resources to locate
information for their
culminating activity:
http://www.timeforkids.co
m/around-the-world
RI.3.6 Distinguish their own
point of view from that of the
author of a text.
3rd Grade Q2


point of view
difference between reader's and
author's point of view
RI.3.6
Point of View
Identify reader's point of view.
http://kids.nationalgeogra
phic.com/
Close Reading: Students will
use the organization of the
text lens to identify patterns
3
Identify the point of view of the
author and support with evidence
from the text.
of cause and effect of “Ryan’s
Well.” In an expository
writing task, students will
explain what cause and effect
Compare and contrast own point
is and cite example of this
of view with author's point of view text structure from “Ryan’s
and support with evidence from
Well.”
the text.
Close Reading: Students will
use the organization of text
lens to define community and
citizen in “What It Means to
Be a Citizen” In an expository
writing task, students will
explain what a community
and citizen are and cite
examples from the article to
support their answer.
Reading Response Journal:
three column chart to note
reader and author points of
view at different sections of
text
RI.3.8 Describe the logical
connection between
particular sentences and
paragraphs in a text (e.g.,
comparison, cause/effect,
3rd
Grade Q2



difference between sentence and
paragraph
how a sentence supports a
paragraph
how paragraphs build on each
RI.3.8
Logical Connections and
Structure
Identify the
structure/connections in which
Reading Response Journal:
t-chart describing key detail
and point of view (of author
or reader)
Culminating Activity –
Students will define the
components of a community
(needs, rules, culture,
government, transportation,
4
first/second/third in a
sequence).

other to create a text
how sentences and/or
paragraphs in a text
demonstrate comparisons,
cause/effect, or sequential order
the author uses to present the
information: comparison,
cause/effect, sequential order
Describe how the
structure/connections help the
reader understand the text
Explain why the author chose to
use that particular
structure/connection to present
the information
economy, resources...).
Students will identify and
create a graphic model of the
components for both their
community and a community
in another country. The
information will be captured
in an informative piece of
writing to describe the
similarities and differences
between the two
communities. The writing
process will be followed, and
students may select the
multimedia piece (Glogster,
Educreations, Explain
Everything...) or visual
representation (brochure,
poster...) to pair with the
writing
Close Reading: Students will
use the organization of the
text lens to identify patterns
of cause and effect of “Ryan’s
Well.” In an expository
writing task, students will
explain what cause and effect
is and cite example of this
text structure from “Ryan’s
Well.”
Close Reading: Students will
3rd Grade Q2
5
use the organization of text
lens to define community and
citizen in “What It Means to
Be a Citizen” In an expository
writing task, students will
explain what a community
and citizen are and cite
examples from the article to
support their answer.
RI.3.9 Compare and contrast
the most important points
and key details presented in
two texts on the same topic.



3rd Grade Q2
identify author's point of view
or purpose for writing text
how to identify key
details/important points
difference between compare and
contrast
RI.3.9
Comparing and Contrasting
Informational Text
Compare and contrast two pieces
of text on the same topic.
Cite evidence with key details to
support author's point of view and
purpose.
Culminating Activity –
Students will define the
components of a community
(needs, rules, culture,
government, transportation,
economy, resources...).
Students will identify and
create a graphic model of the
components for both their
community and a community
in another country. The
information will be captured
in an informative piece of
writing to describe the
similarities and differences
between the two
communities. The writing
process will be followed, and
students may select the
multimedia piece (Glogster,
Educreations, Explain
Everything...) or visual
representation (brochure,
6
poster...) to pair with the
writing
Speaking and Listening:
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
others' ideas and expressing
their own clearly.
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.
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).
c. Ask questions to
check understanding
3rd Grade Q2






difference between different
types of discussions
how to prepare for a discussion
how to participate as a listener
and a speaker
how to use accountable talk
how to monitor individual
understanding
how to explain ideas and
understanding following a
discussion
SL.3.1
Collaborative and Accountable
Participation in a Discussion
Actively engage in discussions
for a variety of topics by
preparing, participating,
monitoring, and synthesizing
purpose and understanding of the
discussions
Speaking and Listening
Rubric
7
of information
presented, stay on
topic, and link their
comments to the
remarks of others.
d. Explain their own
ideas and
understanding in light
of the discussion.
Writing and Language:
W.3.2 Write
informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
a. Introduce a topic and
group related information
together; include illustrations
when useful to aiding
comprehension.
b. Develop the topic with
facts, definitions, and details.
c. Use linking words and
phrases (e.g., also, another,
and, more, but) to connect
ideas within categories of
information.
d. Provide a concluding
statement or section.
3rd Grade Q2




what is informative/explanatory
text
key parts of informative text
including topic sentence,
supporting details,
transitional/linking words or
phrases, concluding statement
how to write key parts of
informative text including topic
sentence, supporting details,
transitional/linking words or
phrases, concluding statement
how illustrations/text features
support meaning of text
W.3.2, W.3.4, W.3.5, W.3.6,
W.3.7, W.3.10
Informative Research & Writing
Conduct research to write an
informative/explanatory piece.
Follow the writing process to
write an informative/ explanatory
piece
Create a multimedia piece to pair
with informative writing piece
(Glogster, Educreations, Explain
Everything...)
Culminating Activity –
Students will define the
components of a community
(needs, rules, culture,
government, transportation,
economy, resources...).
Students will identify and
create a graphic model of the
components for both their
community and a community
in another country. The
information will be captured
in an informative piece of
writing to describe the
similarities and differences
between the two
communities. The writing
process will be followed, and
students may select the
multimedia piece (Glogster,
Educreations, Explain
Everything...) or visual
representation (brochure,
8
poster...) to pair with the
writing
Close Reading: Students will
use the organization of the
text lens to identify patterns
of cause and effect of “Ryan’s
Well.” In an expository
writing task, students will
explain what cause and effect
is and cite example of this
text structure from “Ryan’s
Well.”
Close Reading: Students will
use the organization of text
lens to define community and
citizen in “What It Means to
Be a Citizen” In an expository
writing task, students will
explain what a community
and citizen are and cite
examples from the article to
support their answer.
L.3.1 Demonstrate command
of the conventions of
standard English grammar
and usage when writing or
speaking.
f. Ensure subject-verb and
pronoun-antecedent
agreement.*
3rd Grade Q2




subject-verb and pronounantecedent agreement
comparative and superlative
adjective and adverbs
coordinative and subordinating
conjunctions
simple, compound, and complex
sentences
L.3.1., W.3.2, W.3.10
English Grammar & Usage
Through individual journal
writing prompts, model
understanding of each convention
component.
Write an informative piece that
demonstrates a command of the
9
g. Form and use comparative 
and superlative adjectives
and adverbs, and choose
between them depending on
what is to be modified.
h. Use coordinating and
subordinating conjunctions.
i. Produce simple,
compound, and complex
sentences.
conventions.
identify and use above
conventions in context of writing
Science/Social Studies:
STRAND : History
Content Standard I: Students
are able to identify important
people and events in order to
analyze significant patterns,
relationships, themes, ideas,
beliefs, and turning points in
New Mexico, United States,
and world history in order to
understand the complexity of
the human experience.
K-4 Benchmark I-C—World:
Students will identify and
describe similar historical
characteristics of the United
States and its neighboring
countries.
Grade Performance Standards
3 1. Identify and compare
components that create a
community in the United States
and its neighboring countries.
3rd Grade Q2







what a community is
different types of communities
how different communities
influence and support each other
what are the components or
traits of a community
what are important needs, wants
and rules of a community
their immediate community
the difference between the
United States and other
countries
Strand: History; K-4 Benchmark
I-C.3.1
My Community Versus the World
Define the components of a
community, including but not
limited to needs, rules, culture,
government, transportation,
economy and resources.
Identify and create a graphic
model (paper or Popplet Lite app)
of the components of their
community.
Research a community in a
different country and create a
model of the components of that
community.
Write an informative piece
comparing the components from
their own community to that of
another country.
10
Create a multimedia piece to pair
with informative writing piece
(Glogster, Educreations, Explain
Everything...)
Big Ideas: Enduring Understandings
Throughout the unit of study, students will learn about their immediate community, communities in the United States and communities
in other countries. Within those communities, students will learn about the elements that make up a community including, but not
limited to, the needs of a community, rules, culture, government, transportation, economy and resources. Students will explore this
theme through the structure of literature and informational texts.
Guiding Questions (questions that build to understanding of
Essential Questions (“big umbrella” questions)
Essential Questions)
 How does knowing the theme of a story affect your perspective?
 How does the central message or theme of a story
 How do characters influence the setting and major events of the
become more apparent as the sequence of events
story?
unfold?
 How are communities across the world the same or different?

How do the characters in a story change as the
 How can I inform readers about the similarities and differences about
sequence of events unfold?
my community and those around me?
 How are the plots, themes or characters from two
books by the same author similar or different?
 Which text features help readers find information
efficiently?
 What is the author's and reader's point of view?
What are the similarities and differences?
Possible Misconceptions:
 A story has a central message or theme.
 Characters don't influence the setting and major events of the story.
 All communities are the same.
 A community is only defined by its people.
Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation,
economy, resources...). Students will identify and create a graphic model of the components for both their community and a community
in another country. The information will be captured in an informative piece of writing to describe the similarities and differences
between the two communities. The writing process will be followed, and students may select the multimedia piece (Glogster,
Educreations, Explain Everything...) or visual representation (brochure, poster...) to pair with the writing.
3rd Grade Q2
11
Possible Extension Suggestions: Students present their informative project to their class or another class.
What will mastery/success look like?
Indicators of mastery/success? (criteria expectations
with rubric…)
 Students will understand the components of a community and be
 Students will score a 3 on the "
able to identify them in their community and others.
Informational/Explanatory Text-Based Rubric
 Students will understand the similarities and differences between
Grade 3"
their community and another community.
 Students will score a 3/proficient on "3rd Grade
 See Informational/Explanatory Text-Based Rubric Grade 3 and
Listening and Speaking Rubric" or "Gr2-3 Speaking
Speaking Rubric for specific criteria.
and Listening Rubric" - Use as needed to assess
SL.1,2,3,6
Pre-Post Summative Assessment (Please attach assessment)
optional (comprehensive culminating activity at the end of the unit can take the place of this assessment)
1 Passage
1 Multiple Choice A/B Question on Vocab
2 Multiple Choice A/B Question on Evidence
3 Multiple Choice A/B Question on Structure
4 An OE Task
Standards
Knowledge Needed (Know & Do)
Measure/Criteria for
Success
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)
Week 1
Text: Stone Fox
Instructional Focus: Setting & Characters
Week 2
Text: Stone Fox
Instructional Focus: Character (Traits, Motivations & Feelings)
Week 3
Text: Stone Fox
Instructional Focus: Theme
Week 4
Text: Stone Fox
Instructional Focus: Community Mapping as Connected to the Story
Interactive Read Aloud Structure (3-5)
Instructional Strategies
3rd Grade Q2
12
Think Aloud – Use Gradual Release Model & Accountable Talk Stems EngSp
1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process.
2. List the cues and strategies used.
3. Turn and Talk – Allow students to practice the strategy.
4. Share Out
Turn and Talk – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions and
prompts such as the ones below to help move your students’ understanding from character attributes to theme:
 Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking about the
story?
 Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.
 What is the theme of this text? Can you give specific examples from the text to support your thinking?
Reading Response Journal
Use a two-column response to keep track of the evidence about your character and how your thinking is changing or questions that you have.
Character Evidence
My Thinking and Questions
Use a three-column response to keep track of the evidence about theme and how your thinking is changing or questions that you have.
Theme
Evidence
My Thinking and Questions
Stop and Jot/Sketch
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about the
details in the setting. How does the setting help the reader understand the characters and theme in the text?
After reading, have students stop and jot/sketch what they notice and/or understand about the community in the story. How does the community
influence the character(s)? How is the community in the story the same or different from your community?
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
3rd Grade Q2
13
Close Reading Calendar 3-5
Week 1 Close Reading Lens: Structure
the text.
Introduce Text
Vocabulary Development
Identify Genre: Informational
Text Structure:
Definition/Description of a Term
(community, citizen)
Read Aloud (pages 9-13) and
scaffold vocabulary.
Vocabulary:
Week 2
Text: “What It Means to Be a Citizen” (pages 9-13) Instructional Focus: Describe the organization of
Close Reading
1. Read through a lens.
Close Reading
2.Look For Patterns
Reread the passage (pages 913) looking for: (lens)
organization of the text .
In small groups reread
the passage and the
evidence from yesterday.
Have students work in
pairs and find which
pieces of evidence fit
together.
Have students highlight text
evidence.
Chart student responses in
the first column of an anchor
chart. (see “What It Means to
Be a Citizen”Close Reading
Template)
Chart the patterns you
find in the second
column of your anchor
chart.
Close Reading
3.Developing
a new
understandin
g
Ask students to
reread the
passage.
Review anchor
chart evidence
and patterns.
Turn and Talk
about
noticing’s.
Assessment
Narrative or Expository
Writing Task
Students explain what a
community and citizen are and
cite an example(s) from “What
It Means to Be a Citizen” to
support their answer.
Student
Response –
First I was
thinking ___
now I am
thinking _____
because….
Close Reading Lens: Structure
Informational Text: “Ryan’s Well – Clean Water For Kids” Instructional Focus: Describe the
organization of the text.
Introduce Text
Close Reading
Close Reading
Close Reading Assessment
2.Look For Patterns
3.Developing a Narrative or Expository
Vocabulary Development
1. Read through a lens.
new
Writing Task
understanding
Identify Genre: Informational
Reread the passage looking
In small groups reread
Ask students to Students explain what cause
Text Structure: Cause & Effect
for: (lens) organization of the the passage and the
reread the
and effect is and cite an
text
evidence from yesterday. passage.
example(s) of this text structure
Read Aloud and scaffold vocabulary.
Have students work in
Review anchor from Ryan’s Well.
Have students highlight text
rd
3 Grade Q2
14
evidence.
Vocabulary:
Chart student responses in
the first column of an anchor
chart. (see “Ryan’s Well”Close
Reading Template)
pairs and find which
pieces of evidence fit
together.
Chart the patterns you find
in the second column of
your anchor chart.
chart evidence
and patterns.
Turn and Talk
about Types of
Understanding.
Student
Response –
First I was
thinking ___
now I am
thinking ___
because….
Week 3
Close Reading Lens: Evidence Text: The Ants and the Grasshopper Instructional Focus: What the characters say/think/do
Introduce Text
Close Reading
Close Reading
Close Reading Assessment:
Vocabulary Development
1. Read through a lens
2. Look For Patterns
3. Developing Narrative or Expository
a new
Writing Task
understandin
g
Identify Genre: Fable
Reread the passage looking
In small groups reread
Ask students to Students explain the theme or
Text Structure: Evidence of theme
for: (lens) What the character the passage and the
reread the
lesson of the story and cite
says/thinks/does
evidence from yesterday. passage.
evidence from “The Ants and
Read Aloud and scaffold vocabulary.
Have students work in
Review anchor the Grasshopper” to support
Have students highlight text
pairs and find which
chart evidence their answer.
evidence.
Vocabulary:
pieces of evidence fit
and patterns.
together.
Turn and Talk
Chart student responses in
about
the first column of an anchor
Chart the patterns you
noticing’s.
chart. (see “The Ants and the
find
in
the
second
Grasshopper” Close Reading
column of your anchor
Student
Template)
chart.
Response –
First I was
thinking ___
now I am
thinking ____
because….
3rd Grade Q2
15
Week 4
Close Reading Lens: Evidence
Text: The Boy Who Cried Wolf Instructional Focus: What the characters say/think/do
Assessment:
Introduce Text
Close Reading
Close Reading
Close Reading
Vocabulary Development
1. Read through a lens.
2. Look For Patterns
3. Developing a Narrative or Expository Writing
Task
new
understanding
In small groups reread the
Ask students to
Identify Genre: Fable
Reread the passage looking
Students explain the theme or
reread the
Text Structure: Evidence of theme
for: (lens) What the character passage and the evidence
lesson of the story and cite
from yesterday.
passage. Review
says/thinks/does
evidence from “The Boy Who
Have
students
work
in
anchor
chart
Read Aloud and scaffold vocabulary.
Cried Wolf” to support their
pairs and find which pieces evidence and
Have students highlight text
answer.
of evidence fit together.
patterns. Turn
evidence.
Vocabulary:
and Talk about
Chart student responses in
Chart the patterns you find
noticing’s.
in the second column of
the first column of an anchor
your anchor chart.
Student
chart. (see “The Boy Who
Response –
Cried Wolf” Close Reading
First I was
Template)
thinking ______
now I am
thinking _____
because….
Resources
https://www.learninga-z.com/commoncore/close-reading.html This website explains the basics of Close Reading and reviews
helpful instructional strategies.
“Informational Que Cards for Close Reading” Close Reading guidelines for Informational Text – Types of Lenses/Patterns/Understanding for
Informational Text (Doc with same name found in resources for this standard)
“Narrative Que Cards for Close Reading” Close Reading guidelines for Narrative Text – Types of Lenses/Patterns/Understanding for Narrative Text
(Doc with same name found in resources for this standard)
Writing
Culminating Activity:
Students will define the components of
a community (needs, rules, culture,
government, transportation, economy,
resources...). Students will identify
3rd Grade Q2
Daily Writing Workshop
with suggested times (45-50 min)


Mini lesson (10 min)
Guided Practice (5 min)
Writing Process
1. Review rubric to review writing expectations
2. Think/Pair/Share
3. Independently Brainstorm/Plan
4. Independently Compose Draft
16
and create a graphic model of the
components for both their community
and a community in another country.
The information will be captured in an
informative piece of writing to
describe the similarities and
differences between the two
communities. The writing process will
be followed, and students may select
the multimedia piece (Glogster,
Educreations, Explain Everything...) or
visual representation (brochure,
poster...) to pair with the writing.


Independent Writing (20-30 min)
Share (5 min)
5. Self-Revision – Author reflects on own writing
using checklist (Self Revision Checklist).
Author revises as necessary.
6. Peer Revision – Peer reflects on writing using
checklist (Peer Revision Checklist). Author
revises as necessary.
7. Editing – Author edits own writing using
checklist (Editing Checklist). Author edits as
necessary.
8. Peer Editing – Peer edits writing (Editing
Checklist). Author edits as necessary.
9. Publishing – Author types out finished
product on computer or uses an app like
Educreations or Explain Everything
Informative Writing Anchor Chart suggestions
Informational Writing
3rd Grade Q2
Informative Writing
Expository Essay
Non Fiction Text Structures
17
Writing Calendar
Essential Question:
How can I inform readers about the
similarities and differences about my
community and those around me?
Daily Writing Workshop (45-50 min)
Mini-Lesson 10 min
Guided Practice 5 min
Independent Writing 20-30 min
Share 5 min.
Assessment: See
“Culminating Writing
Activity” for details
Rubric:
Students will score a 3 on the
" Informational/Explanatory
Text-Based Rubric Grade 3"
Students will score a
3/proficient on "3rd Grade
Listening and Speaking
Rubric" or "Gr2-3 Speaking
and Listening Rubric" - Use
as needed to assess SL.1,2,3,6
Genre:
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
mini lesson –
subject/verb agreement
with writing practice
cont. mini lesson with
subject/verb
agreement
Discuss focus for
writing (informative
piece)
Mini-lesson
subject verb
agreement
review
quick check for
subject/verb
agreement
subject-verb
and pronounantecedent
agreement
Week 2
comparative
and superlative
adjectives and
adverbs
3rd Grade Q2
Brainstorm ideas
about what makes up a
community - create
anchor chart with
students
Mini-lesson comparative Cont. mini-lesson
and superlative adj. and comparative and
adv. with writing
superlative adj. and
practice
adv.
Start generating
personal community
maps.
Begin generating
community map for
another location in the
world.
Mini-lesson
comparative and
superlative adj.
and adv.
Quick Check
Comparative and
Superlative Adj. and
Adv.
Select criteria to be
Continue research to
Quick write of
Quick write of
Begin research to
Pair/Share of
personal
community maps
18
Week 3
coordinating
and
subordinating
conjunctions
simple,
compound,
and complex
sentences
Week 4
scored based on task
requirements:
“Informational/Explanat
ory Text-Based Rubric
Grade 3". Review rubric
expectations with
students. Model scoring
of a project with rubric.
Mini-lesson
coordinating and
subordinating
conjunctions with
writing practice (writing
practice will be done
through revision)
Revision –Using craft
(Using coordinating and
subordinating
conjunctions) to make
informative text better.
Publishing (1-2 Days) –
Write final draft. Have
students publish their
letter using technology.
create community map create community map
for another country.
for another country
and possible beginning
of quick write for
informative text.
informative text.
informative text.
Mini-lesson
coordinating and
subordinating
conjunctions
Mini-lesson simple,
compound, and
complex sentences
with writing practice
(writing practice will
be done through
revision)
Mini-lesson
simple,
compound, and
complex
sentences review
Peer Revision using
“Editing Checklist”
Beginning creating
multimedia piece to
accompany writing
piece.
Self-Assessment
–Students selfassess final
product using
defined criteria
on selected
rubric.
Revision –Using craft
(Using coordinating
and subordinating
conjunctions) to make
informative text
better.
Beginning creating
multimedia piece to
accompany writing
piece.
Revision –Using
craft (Simple,
Revision –Using craft
compound, and
(Simple, compound,
complex
and complex
sentences) to
sentences) to make
make informative
informative text better. text better.
Author’s
presentations and
celebrations.
Additional Resources:
http://www.readwritethink.org/classroom-resources/student-interactives/compare-contrast-30066.html This interactive graphic
organizer helps students develop an outline for one of three types of comparison essays: whole-to-whole, similarities-to-differences, or
point-to-point. This can be used when students are planning their comparisons between the two communities
3rd Grade Q2
19
Word Study
Word study should be included in guided reading, shared reading, read aloud, and/or mini lesson section as part of writer’s workshop.
Word work skills can then become part of independent center work the following week.
Small Group: Word Study Way Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory or Writing Samples. Students are grouped according to their
needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or teacher created sorts) to help students
generalize learned spelling patterns. Once students have learned the sort and letter patterns, connect the skill to text by having
students do a word hunt and collect words that follow the same pattern. They can find words in text or around the room and
write them in their journals. (Teachers can create their own word sorts focusing on other spelling patterns.)
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with
self, partner or
teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that
contain the spelling
feature.
Day 5
Assessment:
Teacher gives students a writing
sort with a few words from the sort
and a few words that follow the
pattern, but are not in the sort.
Students can glue the sort into a
journal
Assessment: Primary Qualitative Spelling Inventory
Word Study Activities
 Independent Sort
 Speed Sort- Race a buddy
 Write your sort
 Sort it another way
 Word Hunt- Finding other words with that pattern.
Elementary Word Wall A word wall is an organized collection of words prominently displayed in a classroom. This display is used as
an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high frequency words, see
patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls also provide reference
3rd Grade Q2
20
support for children during reading and writing activities. Children learn to be independent as they use the word walls in daily activities.
Guided Reading
Students will participate in small group differentiated instruction. Groups and texts are based on student instructional reading level and
strategy needs. Use assessment data to determine and organize guided reading groups (DRA/EDL, DRA Quick Snapshots, DIBELS/IDEL,
Running Records, Anecdotal Notes…) Guided reading groups are fluid and flexible allowing students to move through different levels
based on assessment evidence.
Examples of Guided Reading Texts include (but are not limited to):
(found at pearsonsuccessnet.com - leveled reader titles search using “topic” tool, and Reading A-Z)
Early Reading Stage:
Living Together by Chuck Garofano (GR
Level H) in Eng and Span
Transitional Reading Stage:
Communities All Over by Donna Foley (GR Level J)
A New Way of Speaking by Heather Klinkhamer (GR Level M)
Land and Water by Lisa Oram (GR Level P)
Fluent Reading Stage:
Brazil by Gavin Williams (GR Level T)
Literacy Stations Suggestions:





Daily 5
Independent Reading
Writing About Reading
Word Sorts (Words Their Way)
Technology: Lexia, iStations, etc.
Resources
http://www.janrichardsonguidedreading.com
Jan Richardson website includes many resources including printable lesson plans, visuals, word work activities, videos, and student work
samples.
http://teacher.scholastic.com/reading/bestpractices/guidedreading.htm
Scholastic website authored by Gay Su Pinnel, leading researcher in guided reading. Provide background information, leveled book
recommendations, and classroom structure.
For guided reading presentations and more resources go to lcps.blackboard.comlog in go to LCPS all elementary PD  Click on left
menu “Elementary PD”  Click on “Guided Reading” and see all the available resources.
Assessment:
 Bi-weekly running records
3rd Grade Q2
21
 Reading Response Journal
 Weekly Open Ended Responses
 DRA at the end of the 9 week period
Social Studies/Science
Objective: The objective of this instructional time during the four-week unit is to complete the culminating activity of this unit.
Culminating Activity: Students will define the components of a community (needs, rules, culture, government, transportation, economy,
resources...). Students will identify and create a graphic model of the components for both their community and a community in another
country. The information will be captured in an informative piece of writing to describe the similarities and differences between the two
communities. The writing process will be followed, and students may select the multimedia piece (Glogster, Educreations, Explain
Everything...) or visual representation (brochure, poster...) to pair with the writing.
The structure of the instructional time includes:






3rd Grade Q2
Role/Responsibilities of Teacher
Facilitator
Gathering Resources
Conferring & Checking In
Small Group Instruction
Student Support with
o Technology
o Resources
o Collaboration
o Discussion
o Presenting
Mini Lessons
o Lesson on using accountable talk during
collaboration
o Lessons on asking and answering
questions
o Lessons on how to read to answer research
questions or gather information






Role/Responsibilities of Student
Collaborating
Discussion
Accountable use of technology
Research-based on assigned topic or section of
culminating activity
Presenting
Accountable for:
o Note-Taking
o Accountable Talk
o Appropriate use of organizers for
information
o Summarized information related to
assigned topic or section of culminating
activity
o Feedback conference with teacher
22
o Lessons on how to organize information
(boxes and bullets, chronology,
description, cause and effect, compare and
contrast, etc.)
o Lessons on how to summarize information
Resources for Student Research:
http://www.timeforkids.com/around-the-world - This resource takes you to a page with a list of countries. Each country’s page lists
basic facts along with interactive links (on left side) that include: sightseeing guide, history timeline, native lingo, challenge, and a day in
the life.
http://kids.nationalgeographic.com/ - At this resource, students find information for their country that includes: fast facts, geography,
nature, people and culture, government and economy, and history. Students type in the name of their country in the “search” bar to get
them to their country’s profile.
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares PBL
instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
 Presentation Plan
 Project Presentation Audience Feedback
 My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
3rd Grade Q2
23