Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
OVERVIEW
What are the building blocks to understanding text? We begin with the structure of text –
how it is organized, titled, logically connected and sequenced. Understanding the
structure of a text helps us to form meaning. For example, we use text features such as
key words and headings to explain the meaning of the text. The way an author structures
a text, whether it be a story, poem, biography, or science article, gives the reader insight
into the meaning.
In this unit, students will read adventure and fantasy stories, realistic fiction, dramas
(such as staged dialogue and/or brief familiar scenes), poetry (such as nursery rhymes,
narrative poems, limericks, and/or free verse). Students will also spend an equal amount
of time reading informational text, such as, biographies, autobiographies, and/or books
about history, social studies, science, and the arts. All the reading should focus on the
parts and organization of a story, poem, or informational text. Additionally, students will
continue to utilize their understanding of phonics to develop fluency in their reading.
Students will conduct research to write one or more informative/explanatory single
paragraph texts to examine a topic and convey ideas and information clearly. Students
will also produce one or more short letters as part of their research. For example,
students could write a letter to the zoo to obtain information about a particular animal.
Finally, students will report on their research with appropriate facts, speaking clearly at
an understandable pace.
The standards in this unit are conceptually connected because they are centered on the
organization of text and how text is sequenced. Students will pay close attention to the
text features to locate information relevant to a given topic. Students will use what they
learn about how a text is organized and how events are logically connected to compose
an informative/explanatory paragraph based on research. In their paragraph, students
will demonstrate an ability to correctly use nouns and verbs, produce a simple sentence
ensuring subject-verb agreement, capitalization of a title, use commas in addresses, use
conventional spelling and spelling patterns to help them spell high-frequency and other
studied words.
Since understanding the structure of texts on a basic level is foundational to many other
reading skills, this is the first unit of the year. As with all units aligned to the Common
Core State Standards, students should support their ideas in reading and writing with
evidence from the texts they read.
ACADEMIC VOCABULARY
(To be explicitly taught throughout the course of the unit.)
TIER 2
(Academic)
TIER 3
(Domain Specific)
Text
Refer
Locate
Information
Informative/Inform
Explanatory/Explain
Examine
Relevant
Importance
Organized
Describe
Cause/Effect
Sequential Order
Sources
Cite
Topic
Conclusion/Conclude
Facts
Context
Connections
Categories
Evidence
Literal/Nonliteral
Publish
Sidebars
Hyperlinks
Drama/Play
Poem/Poetry
Nouns
Plural
Verbs
Subject-Verb
Agreement
Affixes
Root Words
Base Words
Phrases
Multiple Meaning
Key Words
Illustrations
Dictionary
Glossary
Capitalization
Punctuation
Text Features
Author
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
READING STANDARDS: FOUNDATIONAL SKILLS (RF)
(To be assessed periodically based on student need or as identified by the school phonics/fluency program. Those students who need extra practice
with these skills should receive the support they need in small-group instruction or pull-out/push-in intervention)
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
PRIORITY STANDARDS
READING STANDARDS FOR LITERATURE (RL)
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. (DOK 1-3)
READING STANDARDS FOR INFORMATIONAL TEXT (RI)
RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently. RI.3.8. Describe the logical
connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence). (DOK 1-2)
SUPPORTING STANDARDS
RL.3.1 Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers.
RI.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as
the basis for the answers
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
WRITING STANDARDS (W)
W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. (DOK 3-4)
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
within categories of information.
d. Provide a concluding statement or section.
W.3.6. With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
W.3.4
With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and purpose.
(Grade-specific expectations for writing types are defined
in standards 1–3 above.)
W.3.5
With guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions
should demonstrate command of Language standards 1–
3 up to and including grade 3 on pages 28 and 29.)
(DOK 1-2)
W.3.7. Conduct short research projects that build knowledge about a topic. (DOK 1-4))
W.3.8. Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.
(DOK 1-2)
SPEAKING & LISTENING STANDARDS (SL)
SL.3.4. Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace. (DOK 1-4)
SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details. (DOK 2-3)
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 of information
presented, stay on topic, and link their comments to
the remarks of others.
d. Explain own ideas/understanding.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
LANGUAGE STANDARDS (L)
(Although this unit and this grade have specific instructional foci for skills in grammar, punctuation, and language use, students should nevertheless
be held accountable to skills learned in previous units and/or grades. Students may need reinforcement of skills that were taught and learned in
previous units and years.)
L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (DOK 1-2)
a. Explain the function of nouns and verbs in general and their functions in particular sentences.
b. Form and use regular plural nouns.
d. Form and use regular verbs.
e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. Ensure subject-verb and pronoun-antecedent agreement.
j. Produce simple sentences.
L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles.
b. Use commas in addresses.
d. Form and use possessives.
e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness).
f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words.
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. (DOK 2)
a. Choose words and phrases for effect. *
b. Recognize and observe differences between the conventions of spoken and written standard English.
(DOK 1)
VOCABULARY: RL.3.4, RI.3.4, L.3.4, L.3.5
These standards focus on building the academic vocabulary students need to access grade-level complex-texts.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (DOK 1-3)
RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
(DOK 1-3)
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. (DOK 1-3)
a. Use sentence-level context as a clue to the meaning of a word or phrase.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless, heat/preheat).
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company/companion).
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. (DOK 1-3)
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states or mind or degrees of certainty (e.g., knew, believed, suspected, heard,
wondered). (DOK 1-3)
Embedded Standards
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.
RI.3.10 By the end of the year read and comprehend informational texts, including history/social studies, science, and technical texts, at the high
end of the grades 2–3 text complexity band independently and proficiently.
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.
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3
Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
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 UNDERSTANDNGS and ESSENTIAL QUESTIONS
Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and assessment. Enduring
Understandings are those concepts we want students to remember ten years from now. They are the important concepts underlying the content.
The goal is that after instruction, students should be able to independently answer the Essential Question with a grade-appropriate version of the
Enduring Understanding. Activities should be designed to allow the student to discover the Enduring Understanding.
Understanding the structure of a text helps us to form meaning in reading and writing. (RL.3.5, RI.3.5, RI.3.8, W.3.2)
 What is structure in a story/poem/drama? How does structure help the reader understand what is happening?
 What are text features? How do text features help the reader understand the presented information?
 How do you structure a report? How do text features help you locate information for your research?
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
In an informative/explanatory text, structure helps writers convey their ideas clearly. (W.3.2, W.3.6, W.3.7, W.3.8, SL.3.4)
 What is the topic of your research project?
 Do your ideas/details/facts support your topic? How would you logically organize your information?
 How do you use technology to share your information clearly?
 What facts, details, graphics are used to present your writing?
 How will you orally present your information to the class in a clear way and at an understandable pace?
Creating captivating presentations helps the audience stay engaged and interested. (SL.3.4, SL.3.5)
 How will you make use of visual displays in your presentation? At what point will you incorporate them in your presentation?
 How will you articulate and project your voice so that the audience can understand you?
 How will you prepare for your presentation?
 How will you make your presentation unique or special?
Using grammar and conventions correctly helps writers make their meaning clear to readers. (L.3.1, L.3.2, L.3.3)
 What happens for the reader when language conventions (e.g. nouns, verbs, simple verb tenses, subject-verb agreement, simple
sentence structure, etc.) are not used correctly?
 What happens for the listener when language conventions are not used correctly?
Building academic vocabulary helps students understand complex texts. (RL.3.4, RI.3.4, L.3.4, L.3.5)
 What is the literal meaning of words and phrases in a text?
 What is the purpose of the use of “non-literal” words or phrases?
 What is the meaning of the academic and domain-specific words and phrases in the text?
 How will you use context clues, affixes, root words, and reference materials to determine the meaning of unknown and multiple meaning
words and phrases in a text?
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
CHAPTERS OF LEARNING FOR UNIT 1
Chapter 1 of 6
Approximate Length: 6-7 Days
Standards: RL 3.4, RL 3.5, W 3.7, L 3.1i, L 3.2b, L 3.2 e, f, L 3.5
Enduring Understandings:
Understanding the structure of a text helps us to form meaning in reading and writing.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Using grammar and conventions correctly, helps writers make their meaning clear to readers.
Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Business letter
Types of assessment recommended:
Multiple choice (Testlets), Performance task, “Common Core State Standards Formative Assessments Reading Literature”
RL 3.4 and RL 3.5 http://www.teacherspayteachers.com/Product/3rd-Grade-Reading-Literature-CCSS-FormativeAssessments-for-ANY-book-747317 $
Learning Objectives
RL.3.5 Students will
refer to parts of stories
when writing or
Criteria for Success
Uses correct
terminology to refer to
the parts of a story.
Essential Questions

What is structure
in a story? How
does structure
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
speaking, using terms,
such as chapter,
describing how each
successive part builds
on earlier sections.
(DOK 1-3)
help the reader
understand what
is happening?
W.3.7 Students will
conduct short research
projects. (DOK 1-4)
Students ask relevant
questions regarding
their research topic in
a business letter.
See rubric (assessed
at end of unit).
Continued in Chapter
2 if necessary.

RL.3.4 Students will
determine the meaning
of words and phrases
as they are used in text.
Students will distinguish
literal from non-literal
language.(DOK 1-3)
Expressed meaning of
words or phrases is
reasonable based on
how they are used in
the text.

L.3.5 Students will
demonstrate
understanding of word
relationships and
nuances in word
After reading a
fictional story,
students will correctly
complete sentence
stems with the teacher
chosen vocabulary
words.


What is the topic
of your research
project?
Do your
ideas/details/facts
support your
topic? How would
you logically
organize your
information?
1A10
What is the
meaning of the
academic and
domain-specific
words and
phrases in the
text?
How will you use
context clues,
affixes, root
words, and
reference
materials to
1B6, 1B7, 1B8
1B7, 1B8, 1C10, 1C11, 1C12
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
meanings. (DOK 1-3)
L 3.1 Students will
produce simple
sentences. (DOK 1-2)
L.3.2 Students will use
commas in addresses,
use conventional
spelling, use spelling
patterns and
generalizations, and
consult reference
materials to check for
correct spelling. (DOK 1)
determine the
meaning of
unknown and
multiple meaning
words and
phrases in a text?
Business letter reflects
correct use of
commas in addresses,
spelling, and complete
simple sentences.
Continued in Chapter
2 if necessary.

What happens for
the reader when
language
conventions are
not used
correctly?
1A1, 1A2, 1A3, 1A4, 1C9, 1C10, 1C11,
1C12, 2A2, 2B3, 2B4, 2B5, 2C6, 2C7
1C10
Students will need various levels of
support to understand story structure and
compose simple sentences (i.e. guiding
questions, opportunities for discussion
with scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing (business
letter) with sentence frames/template.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 1 Resource Overview
Reading & Vocabulary
 “The Lost and Found” Houghton-Mifflin Reading (guided reading)
 The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
 http://achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12/page/525/basal-alignment-projectlessons-grade-3-list-pg
 “Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.1 pages 3 – 58 (may be used
throughout all units) http://www.teacherspayteachers.com/Product/Common-Core-Reading-ComprehensionStrategy-Sheets-for-3-6-Fiction-Standards-1001786 $
 “Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.4 pages 229 – 254
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
 “Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.5 pages 255 -280
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
 Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck
 Common Core Standards Plus Reading Literature Lesson 5
 Common Core Standards Plus Vocabulary Acquisition and Use: Lessons1 – 4 and Evaluation 1
(may be used throughout unit)
 Step Up to Writing Primary Level by Maureen Auman Lessons 6-1 – 6-2
 Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
 Read and Succeed: Comprehension by Debra J. Housel pages 32-33 (may be used anywhere in unit)
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Grammar and Punctuation
 Simple Sentences
 Commas in addresses
- Common Core Standards Plus Punctuation: Lessons 1- 4 and Evaluation 1
- Step Up to Writing Primary Level by Maureen Auman Lessons 3-1 – 3-6
- HM: Practice Book, Workbook Plus, Reteaching Workbook
- Harcourt Family Learning: Complete Curriculum, Grade 3
- Evan-Moor: Grammar and Punctuation, Grade 3
- Evan-Moor: Daily Language Practice, Grade 3
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Writing
 Business Letter: beginning research for reports (animals or other topic)
- Step Up to Writing Primary Level by Maureen Auman Lessons 4-5, 6-22 – 6-24, 9-10, 10-3, 10-6 – 10-7
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 2 of 6
Approximate Length: 6-7 Days
Standards: RI 3.5, RI 3.4, W 3.7, W3.2a, L 3.2b, L3.1a (nouns), L 3.2 e,f, L 3.5, L 3.4 d,
Enduring Understanding(s):
Understanding the structure of a text helps us to form meaning in reading and writing.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Using grammar and conventions correctly, helps writers make their meaning clear to readers.
Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will use correct terminology when discussing text features.
Types of assessment recommended:
Multiple- choice (Testlets), Performance task, One-on-one (Quiz-Quiz-Trade), “Common Core State Standards Formative
Assessments Reading Informational Text” RI 3.4 and RI 3.5 http://www.teacherspayteachers.com/Product/3rd-GradeReading-Informational-Text-CCSS-Formative-Assessments-for-ANY-book-782313 $
Learning Objectives
RI.3.5. Students will
use text features and
search tools to locate
information, using
features such as
keywords, sidebars,
hyperlinks, etc.
(DOK 1-3)
Criteria for Success
Use correct
terminology to refer to
the text features in an
informational text.
Essential Questions

What are text
features? How do
text features help
the reader
understand the
presented
information?
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
RI.3.4. Students will
determine the meaning
of academic and
domain specific words
and phrases in a text.
(DOK 1-3)
L.3.5. Students will
demonstrate
understanding of word
relationships and
nuances in word
meanings. (DOK 1-3)
W.3.7. Students will
conduct short research
projects. (DOK 1-4)
L.3.2. Students will use
commas in addresses,
use conventional
spelling, use spelling
patterns and
generalizations in
writing words.
(DOK 1)
L 3.1. Students will form
explain the function of
nouns.
Expressed meaning of
words or phrases is
reasonable based on
how they are used in
the text.
After reading an
informational text,
students correctly
complete sentence
stems with the teacher
chosen vocabulary
words.

Students ask relevant
questions regarding
their research topic in
a business letter.
See rubric (assessed
at end of unit).

Business letter reflects
correct use of commas
in addresses, spelling,
and complete simple
sentences.
Students correctly
identify nouns and




1B6, 1B8
What is the
meaning of the
academic and
domain-specific
words and
phrases in the
text?
1B7, 1B8, 1C10, 1C11, 1C12
What is the literal
meaning of words
and phrases in a
text?
What is the
purpose of the
use of “non-literal”
words or phrases?
What is the topic
of your research
project?
Do your
ideas/details/facts
support your
topic? How would
you logically
organize your
information?
What happens for
the reader when
language
conventions are
1C10
1C10, 1C11
1A1, 1A2, 1A3, 1A4,1C9, 1C10, 1C11,
1C12, 2A2, 2B4, 2B5, 2C6, 2C7
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
(DOK 1-2)
explain their use, both
in their writing and in
their reading.
L 3.4 (d) Students will
use glossaries or
beginning dictionaries,
both print and digital, to
determine or clarify the
precise meaning of key
words and phrases.
(DOK 1-2)
After practice with
glossaries/dictionaries,
students refer to these
resources to aid in the
correct spelling of
unknown words in
their writing.
not used
correctly?

How will you use
reference
materials to
determine the
meaning of
unknown and
multiple meaning
words and
phrases in a text?
1B6, 1B7, 1B8, 1C11
Students will need various levels of
support to understand the structure of
informational texts (i.e. guiding questions,
opportunities for discussion with
scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words. (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing (business
letter) with sentence frames/template.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 2 Resource Overview
Reading & Vocabulary
 Evan-Moor: Reading for Information, Grades 2-3 (parts of a book)
 The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
 Kagan: “Text Features Quiz-Quiz-Trade” from Balanced Literacy by Sharon Skidmore & Jill Graber
 “Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.1 pages 8 – 51 (may be used throughout
all units) http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-36-Informational-Standards-1150185 $
 “Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.4 pages 262 - 288
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
 “Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.5 pages 289 - 342
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
 Common Core Standards Plus Reading Information Lessons 13 – 16 and Evaluation 4 (may be used in chapter 4
instead)
 Common Core Standards Plus Vocabulary Acquisition and Use: Lessons1 – 4 and Evaluation 1
(may be used anywhere in the unit)
 Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
 Read and Succeed: Comprehension by Debra J. Housel pages 126-131
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Grammar and Punctuation
 Nouns
- Step Up to Writing Primary Level by Maureen Auman Lessons 3-13
- HM: Practice Book, Workbook Plus, Reteaching Workbook
- Harcourt Family Learning: Complete Curriculum, Grade 3
- Evan-Moor: Grammar and Punctuation, Grade 3
- Evan-Moor: Daily Language Practice, Grade 3
- iPad App – Grammaropolis
- iPad App Mad Libs
- Grammar Gallery http://www.grammargallery.org/
- Grammar Rock “Nouns” http://www.youtube.com/watch?v=8-JAdVkRPhQ
- Brainpop “Nouns” http://www.brainpop.com/english/grammar/nouns/preview.weml
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Writing
 Business Letter (beginning research for animal or other reports)
- Step Up to Writing Primary Level by Maureen Auman Lessons 4-5, 6-22 – 6-24, 9-10, 10-3, 10-6 – 10-7

Begin teaching informative writing
- Step Up to Writing Primary Level by Maureen Auman Section 4
- Common Core Standards Plus Writing Lessons 9 – 12 and Evaluation 3
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 3 of 6
Approximate Length: 6-7 Days
Standards: RL 3.5, SL 3.5, W 3.2, SL 3.4, L 3.1b, L 3.2e,f, RL 3.4, L 3.5, L3.4a
Enduring Understandings:
Understanding the structure of a text helps us to form meaning in reading and writing.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Creating captivating presentations helps the audience stay engaged and interested.
Using grammar and conventions correctly, helps writers make their meaning clear to readers.
Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will read poems aloud and write analyses about the read poems.
Types of assessment recommended:
Constructed response (poetry analysis), Multiple-choice (Testlets), “Common Core State Standards Formative
Assessments Reading Literature” RL 3.4 and RL 3.5 http://www.teacherspayteachers.com/Product/3rd-Grade-ReadingLiterature-CCSS-Formative-Assessments-for-ANY-book-747317 $
Learning Objectives
RL.3.5 Students will
refer to parts of poems
when writing or
Criteria for Success
Use correct
terminology (orally and
written) to refer to parts
Essential Questions

What is structure
in a poem? How
does structure
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
speaking, using terms,
such as stanza,
describing how each
successive part builds
on earlier sections.
(DOK1-3)
SL.3.5 Students will
create audio recordings
of poems. Students will
add visual displays.
(DOK 2-3)
W.3.2 Students will
write
informative/explanatory
texts to examine a topic
and convey ideas and
information by
introducing a topic and
grouping related
information together.
(DOK 3-4)
L3.2 Students will use
spelling patterns and
generalizations, and
consult reference
materials to check for
correct spelling. (DOK 1)
of a poem.
In a clear, audible
voice, students read
poems on a recording.
After reading a
selection of poems,
students represent the
poems meaning with a
visual display.

Students continue with
their reports, by
learning how to write
an
informative/explanatory
paragraph. By the end
of this chapter,
students produce
writing that includes a
topic sentence and
supporting information
with correct spelling.



Before writing a single
paragraph, students
help the reader
understand what
is happening?
How will you
articulate and
project your voice
so that the
audience can
understand you?
Do your
ideas/details/facts
support your
topic? How would
you logically
organize your
information?
What happens for
the reader when
language
conventions are
not used
correctly?
How will you
articulate and
1B7, 1B8, 1C9
1C10, 2A1, 2A2, 2C6, 2C7
1C10, 1C11
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
SL.3.4 Students will
report on a topic or text,
tell a story, or recount
an experience.
(DOK 1-4)
practice conveying
ideas with a topic
sentence and
supporting details
orally.
RL.3.4 Students will
determine the meaning
of words and phrases
as they are used in text.
Students will distinguish
literal from non-literal
language.
(DOK 1-3)
Expressed meaning of
words or phrases is
reasonable based on
how they are used in
the text.
After reading poetry,
students correctly
complete sentence
stems with the teacher
chosen vocabulary
words.
L.3.4 Students will
determine or clarify the
meaning of unknown
and multiple meaning
words and phrases
using sentence-level
context clues.(DOK 1-3)
L.3.5 Students will
demonstrate
understanding of word
relationships and
nuances in word
meanings. (DOK 1-3)
L3.1 Students will form
project your voice
so that the
audience can
understand you?



After practicing chosen
vocabulary words with
different forms of oral
practice, students
correctly use words in
speech and writing.
Students correctly

1C9, 1C11, 1C12
1B6, 1B7, 1B8
What is the literal
meaning of words
and phrases in a
text?
What is the
purpose of the
use of “non-literal”
words or phrases?
How will you use
1B6, 1B7, 1B8, 1C10, 1C11
context clues,
affixes, root
words, and
reference
materials to
determine the
meaning of
unknown and
1B7, 1B8, 1C10, 1C11, 1C12
multiple meaning
words and
phrases in a text?
What happens for
1A1, 1A2, 1A3, 1A4, 1B5, 1C9, 1C10,
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
and use plural nouns.
(DOK 1-2)
identify plural nouns
and explain their use,
both in their writing and
in their reading.

the reader when
language
conventions are
not used
correctly?
What happens for
the listener when
language
conventions are
not used
correctly?
1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
Students will need various levels of
support to understand poem structure
and poem meaning (i.e. guiding
questions, opportunities for discussion
with scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words. (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing expository /
informative paragraphs with oral practice,
sentence frames, outlines, and
templates.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 3 Resource Overview
Reading & Vocabulary









Poems : “Lost”, “September Yearning”, “I Lost the Work I Found” Houghton Mifflin Reading (poems after The Lost
and Found) TE pages 48 – 51
Vocabulary Focus: Poetry Terms
The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
Poetry Study (teacher created)
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.1 pages 3 – 58 (may be used
throughout all units) http://www.teacherspayteachers.com/Product/Common-Core-Reading-ComprehensionStrategy-Sheets-for-3-6-Fiction-Standards-1001786 $
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.4 pages 229 – 254
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.5 pages 255 -280
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
Step Up to Writing Primary Level by Maureen Auman Lessons 4-4 and 9-14
Grammar
 Review Nouns, Introduce Regular Plural Nouns
- HM: Practice Book, Workbook Plus, Reteaching Workbook
- Harcourt Family Learning: Complete Curriculum, Grade 3
- Evan-Moor: Grammar and Punctuation, Grade 3
- Evan-Moor: Daily Language Practice, Grade 3
- iPad App – Grammaropolis
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
-
iPad App Mad Libs
Grammar Gallery http://www.grammargallery.org/
Grammar Rock “Nouns” http://www.youtube.com/watch?v=8-JAdVkRPhQ
Brainpop “Nouns” http://www.brainpop.com/english/grammar/nouns/preview.weml
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Writing

Continue teaching informative writing
- Step Up to Writing Primary Level by Maureen Auman Section 4
- Common Core Standards Plus Writing Lessons 13 - 16 and Evaluation 4
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 4 of 6
Approximate Length: 6-7 Days
Standards: RI 3.5, RI 3.8, W 3.2, L 3.1 a, d (verbs), L 3.2 a, e, f, RI 3.4, L 3.5
Enduring Understandings:
Understanding the structure of a text helps us to form meaning in reading and writing.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Using grammar and conventions correctly, helps writers make their meaning clear to readers.
Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will identify text features verbally.
Students will begin the writing process.
Types of assessment recommended:
Constructed response; Performance task; Multiple-choice (Testlets), “Common Core State Standards Formative
Assessments Reading Informational Text” RI 3.4 and RI 3.5 http://www.teacherspayteachers.com/Product/3rd-GradeReading-Informational-Text-CCSS-Formative-Assessments-for-ANY-book-782313 $
Learning Objectives
RI.3.5 Students will use
text features and search
tools to locate
information, using
Criteria for Success
Use correct
terminology to refer to
the text features in an
informational text.
Essential Questions

What are text
features? How do
text features help
the reader
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
features such as
keywords, sidebars,
hyperlinks, etc.
(DOK 1-2)
RI.3.8 Students will
describe logical
connections between
particular sentences
and paragraphs in a
text. (DOK 2)
W.3.2 Students will
continue to write
informative/explanatory
texts by developing the
topic with facts,
definitions, and details
and a concluding
statement or section.
Students will use linking
words and phrases to
connect information in
their writing. (DOK 3-4)
L.3.2 Students will
capitalize appropriate
words in titles, use
conventional spelling,
use spelling patterns
and generalizations,
and consult reference
understand the
presented
information?
Reasonably explain
how sentences and
paragraphs are
connected in a text.
Students follow the
writing process in
forming their
informative/explanatory
texts to create a report
(topic of the teacher’s
choosing) with correct
spelling and
capitalization.
1B7


1C10, 2A1, 2A2, 2C6, 2C7
How do you
structure a report?
How do text
features help you
locate information
for your research?
Do your
ideas/details/facts
support your
topic? How would
you logically
organize your
information?
1C10, 1C11
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
materials to check for
correct spelling.
(DOK 3-4)
L.3.1 Students will form
and use regular verbs.
(DOK 1-2)
Students correctly
identify regular verbs
and explain their use,
both in their writing and
in their reading.


RI.3.4 Students will
determine the meaning
of academic and
domain specific words
and phrases in a text.
(DOK 1-3)
Expressed meaning of
words or phrases is
reasonable based on
how they are used in
the text.


L.3.5 Students will
demonstrate
understanding of word
relationships and
nuances in word
After reading an
informational text,
students correctly
complete sentence
stems with the teacher

What happens for
the reader when
language
conventions are
not used
correctly?
What happens for
the listener when
spelling
conventions are
not used
correctly?
1A1, 1A2, 1A3, 1A4, 1B5, 1C9, 1C10,
1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
What is the
meaning of the
academic and
domain-specific
words and
phrases in the
text?
What is the literal
meaning of words
and phrases in a
text?
1B6, 1B8
What is the
purpose of the
1B7, 1B8, 1C10, 1C11, 1C12
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
meanings. (DOK 1-3)
chosen vocabulary
words.
use of “non-literal”
words or phrases?
Students will need various levels of
support to understand the structure of
informational texts (i.e. guiding questions,
opportunities for discussion with
scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words. (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing expository /
informative paragraphs with oral practice,
sentence frames, outlines, and
templates.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 4 Resource Overview
Reading & Vocabulary












Life in the Tundra by Christine A. Caputo (guided reading)
Bats by Gail Gibbons (teacher read aloud to model research strategies)
The Bat Scientists by Mary Kay Carson (teacher read aloud to model research strategies)
The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.1 pages 8 – 51 (may be used throughout
all units) http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-36-Informational-Standards-1150185 $
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.4 pages 262 - 288
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.5 pages 289 - 342
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
Common Core Standards Plus Reading Information Lessons 13 – 16 and Evaluation 4 (may be used in Chapter 1
instead)
Common Core Standards Plus Vocabulary Acquisition and Use: Lessons 1 – 4 and Evaluation 1
(may be used anywhere in the unit)
Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
Read and Succeed: Comprehension by Debra J. Housel pages 52 - 55
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Grammar and Punctuation
 Verbs
- Step Up to Writing Primary Level by Maureen Auman Lessons 3-13
- HM: Practice Book, Workbook Plus, Reteaching Workbook
- Harcourt Family Learning: Complete Curriculum, Grade 3
- Evan-Moor: Grammar and Punctuation, Grade 3
- Evan-Moor: Daily Language Practice, Grade 3
- iPad App – Grammaropolis
- iPad App Mad Libs
- Grammar Gallery http://www.grammargallery.org/
- http://www.brainpop.com/english/grammar/verbsandtheirobjects/preview.weml
- Grammar Rock “Verbs”
http://www.bing.com/videos/search?q=grammar+rock+verbs+you+tube&FORM=VIRE4#view=detail&mid=F
40D6D913B73D7498E5BF40D6D913B73D7498E5B
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
-
Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Writing

Continue teaching informative writing
- Step Up to Writing Primary Level by Maureen Auman Section 4
- Common Core Standards Plus Writing Lessons 13 - 16 and Evaluation 4

Begin teaching how to research for a report
- Step Up to Writing Primary Level by Maureen Auman Lessons 1-14 – 1-26, 1-18 – 1-19, 1-22 – 1-26
 Suggestions
o Provide informational texts on the animal or subject groups are researching
o Use poster paper to brainstorm information into categories
o Model using books on bats as an example
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 5 of 6
Approximate Length: 6-7 Days
Standards: RL 3.4, RL 3.5, W 3.7, W 3.2, W 3.8, L 3.1 e, L 3.2 e, f, g, L 3.5, L 3.4 b, c
Enduring Understandings:
Understanding the structure of a text helps us to form meaning in reading and writing.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Using grammar and conventions correctly, helps writers make their meaning clear to readers.
Building academic vocabulary helps students understand complex texts.
Writing or speech that students will produce:
Students will read a Reader’s Theater piece with fluency and expression, and complete a written analysis of the piece.
Students will continue the writing process for an informative/expository report.
Types of assessment recommended:
Constructed response (drama analysis); Performance task, Multiple-choice (Testlets), “Common Core State Standards
Formative Assessments Reading Literature” RL 3.4 and RL 3.5 http://www.teacherspayteachers.com/Product/3rd-GradeReading-Literature-CCSS-Formative-Assessments-for-ANY-book-747317 $
Learning Objectives
Criteria for Success
RL.3.5 Students will
refer to parts of dramas
when writing or
speaking, using terms,
such as scene,
Use correct
terminology (orally and
written) to refer to parts
of a drama.
Essential Questions

What is structure
of a drama? How
does structure
help the reader
understand what
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
describing how each
successive part builds
on earlier sections.
(DOK 1-3)
W.3.2 Students will
continue to write
informative/explanatory
texts by developing the
topic with facts,
definitions, and details
and a concluding
statement or section.
Students will use linking
words and phrases to
connect information in
their writing. (DOK 3-4)
W.3.7 Students will
conduct short research
projects.
(DOK 1-4)
W.3.8 Students will
gather information from
print and digital sources.
Students will take notes
on sources and sort
evidence.
(DOK 1-2)
is happening?
Students will follow the
writing process to
develop an
informative/explanatory
report (topic of the
teacher’s choosing)
with correct spelling,
using information they
have gathered form a
variety of resources,
including the
responses to their
business letters,
books, and information
from the internet.
See rubric (assessed
at end of unit).




1C10, 2A1, 2A2, 2C6, 2C7
How do you
structure a report?
How do text
features help you
locate information
for your research?
What is the topic
of your research
project?
Do your
ideas/details/facts
support your
topic? How would
1C10
you logically
organize your
information?
What happens for
the reader when
1C10
spelling
conventions are
not used
correctly?
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
L.3.2 Students will use
conventional spelling,
use spelling patterns
and generalizations,
and consult reference
materials to check for
correct spelling.
(DOK 1)
1C10, 1C11
L.3.1 Students will form
and use the simple verb
tenses. (DOK 1-2)
Students will use
correct verb tenses in
both speaking and
writing.

L.3.4 Students will
determine the meaning
of the new word formed
when a known affix is
added to a known word.
Students will use a
known root word as a
clue to the meaning of
an unknown word with
the same root. (DOK 1-3)
After studying common
root words and affixes,
students will be able to
correctly define words
the teacher has
selected from current
reading material.

What happens for
the reader or
listener when
language
conventions are
not used
correctly?
How will you use
affixes and root
words to
determine the
meaning of
unknown words in
a text?
1A1, 1A2, 1A3, 1A4, 1B5, 1C9, 1C10,
1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7
1B6, 1B7, 1B8, 1C10, 1C11
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
RL.3.4 Students will
determine the meaning
of words and phrases
as they are used in text.
Students will distinguish
literal from non-literal
language. (DOK 1-3)
L.3.5 Students will
demonstrate
understanding of word
relationships and
nuances in word
meanings. (DOK 1-3)
Expressed meaning of
words or phrases is
reasonable based on
how they are used in
the text. Students will
be able to correctly
classify literal and nonliteral language
encountered in their
reading.


After reading a
reader’s theater or
other type of drama,
students correctly
complete sentence
stems with the teacher
chosen vocabulary
words.

1B6, 1B7, 1B8
How will you use
context clues and
reference
materials to
determine the
meaning of
unknown and
multiple meaning
words and
phrases in a text? 1B7, 1B8, 1C10, 1C11, 1C12
What is the literal
meaning of words
and phrases in a
text?
What is the
purpose of the
use of “non-literal”
words or phrases?
Students will need various levels of
support to understand drama structure
and meaning (i.e. guiding questions,
opportunities for discussion with
scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words. (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing
expository/informative paragraphs with
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
oral practice, sentence frames, outlines,
and templates.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 5 Resource Overview
Reading & Vocabulary









D.W. Gets Her Library Card! By Peter K. Hirsch from www.pbskidsgo.org/arthur and additional teacher created
scene
Teacher created drama study
Vocabulary focus: drama/theater words
The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.1 pages 3 – 58 (may be used
throughout all units) http://www.teacherspayteachers.com/Product/Common-Core-Reading-ComprehensionStrategy-Sheets-for-3-6-Fiction-Standards-1001786 $
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.4 pages 229 – 254
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
“Hello Literacy Common Core Reading Literature Grades 3-6” by Jen Jones RL.5 pages 255 -280
http://www.teacherspayteachers.com/Product/Common-Core-Reading-Comprehension-Strategy-Sheets-for-3-6Fiction-Standards-1001786 $
Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
Step Up to Writing Primary Level by Maureen Auman Lessons 9-15
Grammar
 Basic Verb Tenses
- Common Core Standards Plus Grammar and Usage Lessons 7 - 8
- HM: Practice Book, Workbook Plus, Reteaching Workbook
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
-
Harcourt Family Learning: Complete Curriculum, Grade 3
Evan-Moor: Grammar and Punctuation, Grade 3
Evan-Moor: Daily Language Practice, Grade 3
iPad App – Grammaropolis
iPad App Mad Libs
Grammar Gallery http://www.grammargallery.org/
http://www.brainpop.com/english/grammar/verbsandtheirobjects/preview.weml
Grammar Rock “Verbs”
http://www.bing.com/videos/search?q=grammar+rock+verbs+you+tube&FORM=VIRE4#view=detail&mid=F
40D6D913B73D7498E5BF40D6D913B73D7498E5B
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Writing




Continue teaching informative writing
- Step Up to Writing Primary Level by Maureen Auman Section 4
Teach students how create an outline from brainstormed information
Review how to use outlines to write paragraphs
- Step Up to Writing Primary Level by Maureen Auman Section 5
Students write paragraphs and go through revising, editing, and publishing process
- Step Up to Writing Primary Level by Maureen Auman Lessons 4-5, 10-3 – 10-7, 10-9
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 6 of 6
Approximate Length: 6-7 Days
Standards: RI 3.5, RI 3.4, RI 3.8, W3.6, W 3.8, L3.1f, L3.2 e,f,g, L3.5, SL3.4, SL3.5
Enduring Understandings:
Understanding the structure of a text helps us to form meaning in reading and writing.
Building academic vocabulary helps students understand complex texts.
In an informative/explanatory text, structure helps writers convey their ideas clearly.
Using grammar and conventions correctly helps writers make their meaning clear to readers.
Creating captivating presentations helps the audience stay interested and engaged.
Writing or speech that students will produce:
Research report, Presentation of report
Types of assessment recommended:
Performance task: Research report and presentation (see attached speaking and listening rubric), Grade 3 District End of
Unit Assessment
Learning Objectives
RI.3.5. Students will
use text features and
search tools (e.g.,
key words, sidebars,
hyperlinks) to locate
information relevant
to a given topic
Criteria for Success
Use correct
terminology to refer to
the text features in an
informational text.
Essential Questions

What are text
features? How do
text features help
the reader
understand the
presented
information?
Corresponding ELD Standards and EL
Considerations
ELD Standards:
1B6, 1B8, 2A1, 2A2
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
efficiently. (DOK 1-2)
RI.3.8. Students will
describe the logical
connection between
particular sentences
and paragraphs in a text
(e.g., comparison,
cause/effect,
first/second/third in a
sequence). (DOK 1-2)
W.3.6 Students will use
technology to produce
and publish writing and
to interact and
collaborate with others.
(DOK 1-2)
SL3.4 Students will
report on a topic with
appropriate facts and
relevant descriptive
details, speaking clearly
at an understandable
pace. (DOK 1-4)
1B7
Reasonably explain
how sentences and
paragraphs are
connected in a text.
Using the reports
students have written,
they will complete the
writing process by
publishing their reports
using technology. With
their published pieces,
students will have the
opportunity to share
their information with
the rest of the class
using visual displays in
the presentation of
their information.

How do you use
technology to
share your
information
clearly?

What facts,
details, and
graphics are used
to present your
report?

1C10
1C9, 1C11, 1C12, 2A1, 2A2, 2B5, 2C6,
2C7
How will you
present your
1C9
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
SL3.5 Students will add
visual displays.
(DOK 2-3)
L3.1 Students will
produce simple
sentences with correct
subject-verb and
pronoun-antecedent
agreement.
(DOK 1-2)
information to the
class in a clear
way and at an
understandable
pace?
Students will use
correct subject verb
agreement in both
speaking and in their
writing.
L3.2 Students will use
conventional spelling,
use spelling patterns
and generalizations,
and consult reference
materials to check for
correct spelling.
(DOK 1-2)
L.3.5 Students will
demonstrate
understanding of word
relationships and
nuances in word
meanings. (DOK 1-3)
After practicing chosen
vocabulary words with
different forms of oral
practice, students
correctly use words in
speech and writing.

What happens for
the reader when
language
conventions are
not used
correctly?
1A1, 1A2, 1A3, 1A4, 1B5, 1C9, 1C10,
1C11, 1C12, 2A2, 2B3, 2B4, 2B5, 2C6,
2C7

What happens for
the reader when
spelling
conventions aren’t
used correctly?
C9, 1C11, 1C12, 1A1, 1A2, 1B5, 1C6,
1C7

How will you use
context clues and
reference
materials to
determine the
meaning of
1B7, 1B8, 1C10, 1C11, 1C12
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
RI.3.4 Students will
determine the meaning
of academic and
domain specific words
and phrases in a text.
(DOK 1-2)
unknown and
multiple meaning
words in a text?
1B6, 1B8
Students will need various levels of
support to understand story structure and
compose simple sentences (i.e. guiding
questions, opportunities for discussion
with scaffolding).
Students will need various levels of
support to use strategies to determine
meanings of words (i.e. different
opportunities for oral practice and
sentence frames).
Support learning of writing
expository/informative paragraphs with
oral practice, sentence frames, outlines,
and templates.
See ELD standards for more information
on supporting students at different
proficiency levels.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Chapter 6 Resource Overview
Reading & Vocabulary









Houghton-Mifflin Science Unit 1 Chapter 1 (guided reading)
The Cricket in Times Square by George Seldon (ongoing read aloud throughout unit)
Teacher created vocabulary activities based on Bringing Words to Life by Isabel Beck
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.1 pages 8 – 51 (may be used throughout
all units) http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-36-Informational-Standards-1150185 $
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.4 pages 262 - 288
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
“Reading to Learn from Informational Text Grades 3-6” by Jen Jones RiT.5 pages 289 - 342
http://www.teacherspayteachers.com/Product/Common-Core-RIT-Reading-Comprehension-Sheets-for-3-6Informational-Standards-1150185 $
Common Core Standards Plus Vocabulary Acquisition and Use: Lessons 1 – 4 and Evaluation 1
(may be used anywhere in the unit)
Step Up to Writing Primary Level by Maureen Auman Section 2 (may be used anywhere, throughout all units)
Read and Succeed: Comprehension by Debra J. Housel pages 56 - 59
Grammar and Punctuation
 Subject – Verb Agreement
- Common Core Standards Plus Grammar and Usage Lessons 9 -10
- HM: Practice Book, Workbook Plus, Reteaching Workbook
- Harcourt Family Learning: Complete Curriculum, Grade 3
- Evan-Moor: Grammar and Punctuation, Grade 3
- Evan-Moor: Daily Language Practice, Grade 3
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
-
Brainpop “Subject-Verb Agreement”
http://www.brainpop.com/english/grammar/subjectverbagreement/preview.weml
iPad App – Grammaropolis
Grammar Gallery http://www.grammargallery.org/
Spelling

Words their Way
- Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (5th edition) and PDToolkit
by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way with English Learners: Word Study for Phonics, Vocabulary, and Spelling Instruction (2nd
edition) by Donald Bear, Marcia A. Invernizzi, Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Letter-Name-Alphabetic Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Within Word Pattern Spellers by Donald Bear, Marcia A. Invernizzi, Shane
R. Templeton, and Francine R. Johnston
- Words Their Way: Word Sorts for Syllables and Affixes Spellers by Donald Bear, Marcia A. Invernizzi,
Shane R. Templeton, and Francine R. Johnston
Writing and Speaking



Finish publishing reports
Teach students how to present report
- Step Up to Writing Primary Level by Maureen Auman Section 8
Use technology to help students look up photos online and create a slideshow to go with their presentation.
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40
Third Grade Speaking & Listening Rubric
Presentation of Knowledge & Ideas
Name ________________________
Standard
SL.3.4 Report on a topic or text, tell a
story, or recount an experience with
appropriate facts and relevant, descriptive
details, speaking clearly at an
understandable pace
Score
SL.3.6 Speak in complete sentence when
appropriate to task and situation in order to
provide requested detail or clarfification
Score
Date___________________________
4 points
____ clear relevant facts
____ descriptive details
___ speaks in clear,
understandable pace
4 points
____ answers questions
____ clarifies details when
requested
3 points
2 points
____ facts are mostly relevant
____ details are mostly
descriptive
____mostly speaks in
understandable pace
3 points
____ some relevant facts
____ some descriptive details
___ tends to rush or mumble
some of his words
____ answers most questions
____mostly clarifies details
when requested
___ answers some of the
questions
___ clarifies some of the
requested details
2 points
1 point
____ little to no relevant facts
____ little to no details
____ very hard to understand
1 point
____ struggles with answering
questions
____ struggles with providing
clarification
Hueneme Elementary School District
Grade 3: ELA Unit 1
Delving into the Text: Literature and Information
Number of Instructional Days: @ 40