Unit Title_Celebrating Traditions
Delaware ELA Curriculum Unit Template
Preface: This unit has been created as a model for teachers in their designing or redesigning of
course curricula. It is by no means intended to be inclusive; rather it is meant to be a
springboard for a teacher’s thoughts and creativity. The information we have included
represents one possibility for developing a unit based on the Delaware content standards and
the Understanding by Design framework and philosophy.
Subject/Topic Area: Celebrating Traditions ELA/Reading Grade Level(s): 3
Searchable Key Words: traditions
Designed By: Patricia Prettyman, Cara Shelton, Phyllis Sokol
District: Christina
Time Frame: Five to Six Weeks
Reviewed by:
Date:
Brief Summary of Unit (This should include a brief unit summary including a description of unit
goals, rationale for the approach taken, and where it appears in the course of study. )
This unit, Celebrating Traditions, is a thematic focus on the traditions and
experiences of both fictional and non-fictional characters of different time
periods and cultures. Through the study of theme-related literature and nonfiction texts, students will be introduced to comprehension skills and
strategies. These skills and strategies will be taught through teacher modeling
and explicit instruction using the gradual release of responsibility model.
Stage 1: Desired Results
(Determine What Students Will Know, Do and Understand)
Delaware ELA Content Standards (This should include a list of the DE Content Standards for
which instruction is provided in this unit and which are ultimately assessed in the unit.)
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Unit Title_Celebrating Traditions
Standard 2
2.1 Using Appropriate texts, students will be able to select and apply efficient,
effective decoding skills and other work recognition strategies to comprehend
printed texts.
2.3a Students will be able to self-monitor comprehension while reading by (a)
generating a purpose for reading.
Using “during reading” strategies by
 Assimilating prior knowledge
 Making and revising predictions
 Summarizing
 Inferring information
 Using mental imagery
 Seeking the meaning on unknown vocabulary
2.3c Using appropriate texts, students will be able to self-monitor comprehension while
reading by (c) taking appropriate actions (e.g., rereading to make sense, adjusting
rate of reading, seeking the meaning of unknown vocabulary) to enhance understanding
of oral and written text.
 Visualize what was read for a deeper understanding
 Find and explain personal connections to the ideas or information in the text
 Periodically summarize while reading
2.4bL Students will be able to demonstrate an overall understanding of technical and
informative texts by identifying story elements (e.g., characters, setting, and plot) and
story structures (conflict, resolution, cause/effect).
 Identify the main character and other characters in a story or in a poem
 Recognize that there is a main problem and solution in a story.
 Recognize that settings can change and identify the changes in setting
 Conflict, resolution, cause/effect
 Identify significant details related to the plot to determine the pattern of
organization (simple compare/contrast) simple problems/solution, simple
sequence
 Identify simple point of view (e.g., narrator, speaker)
2.4d Students will be able to demonstrate an overall understanding of printed texts by
retelling a story or restating an informative text through speaking or writing.
 Retell a story, identifying the main and supporting characters, major events,
setting, and problem/solution is a literary text
 Summarize major points of an informative/technical text
 Retell/restate in order the major events in a text
2.4e Students will be able to demonstrate an overall understanding of printed texts by
organizing the important points of the text via summaries, outlines, and/or
graphic organizers.
2.4f Students will be able to demonstrate an overall understanding of printed texts
identifying the author’s purpose.
2.4g Students will be able to demonstrate an overall understanding of printed texts by
comparing information between and within texts.
2.4k Students will be able to demonstrate an overall understanding of printed texts by
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Unit Title_Celebrating Traditions
relating the content of the text to real life situations
 Draw on prior knowledge and experience to connect personally to text
 Draw on prior knowledge of the world (other books, television, movies) to make
text-to-world connections
2.5b Students will be able to critically analyze and evaluate information and messages
presented through print by formulating and expressing opinions
 Use personal experiences to make judgments (e.g., polar concepts such as
good/bad, happy/sad) about concepts in: literary text, nonfiction
 Identify information in a text to develop an opinion
Standard 4
4.1e Connect own experiences to those of literary characters by seeking other literary
texts and media as the result of literary experience.
4.2a Respond to literary text by making inferences about content, events,
characters, setting, and author’s decisions.
 Make strongly implied inferences about content and concrete ideas in a text and
identify appropriate text support
 Make inferences about author’s decisions
 Use text to make generalizations
4.4a Use literature as a resource for shaping decisions
 Read stories and relate character’s experiences to shape own decisions by asking
questions:
I felt like that character when I…..
If that happened to me, I would….
Big Idea (This should include transferable core concepts, principles, theories, and processes that should
serve as the focal point of curricula, instruction, and assessment. Ex: Manifest Destiny, fighting for peace.)
Readers use strategies and skills to help them comprehend text.
Great literature provides rich and timeless insights into our lives and the challenges we
face.
Unit Enduring Understandings (This should include imortant ideas or core processes that are
central to the unit and transferable to new situations beyond the classroom. Stated as full-sentence
statements, the understandings specify what we want students to understand about the Big Ideas Ex:
Inverse operations are helpful in understanding and solving problems.)
Students will understand that…
 Reading for meaning often requires imagining conversation with and questioning
of the author. You must consider and respond – very different from passively
accepting or instantly disliking.
 Different readers may respond to the same text in different ways. Better responses
provide greater insights into the text or issues.
 Good readers are never afraid or embarrassed to admit when they don’t
understand. Asking questions of text, teacher or another reader is what good
readers do.
 Different types of text (e.g. narrative, mystery, biography, expository, persuasive)
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Unit Title_Celebrating Traditions

have different structures. Understanding a text’s structure helps a reader better
understand its meaning.
Understanding text helps us to better understand ourselves
Unit Essential Question(s) (This should include open-ended questions designed to guide student
inquiry and focus instruction for “uncovering” the important ideas of the content. Ex: What is healthful
eating? What is the relationship between fiction and truth?)




What do good readers do? What do they do when they don’t understand? How do
texts differ? How should I read different types of text?
What is the relationship between reader and writer?
What does a reader gain by retelling a story?
What do you do when you don’t understand everything in the text?
Knowledge & Skills (This should include key knowledge and skills that students will acquire as a
result of this unit? Ex: Factors affecting climate, The causes of World War II.)
It should also include what students will eventually be able to do as a result of such knowledge and skill
Ex: take notes, complete a bent-arm pull, compare fiction to nonfiction.)
Students will know…
 How to use long vowels as a tool for decoding
 How to apply endings; er, le
 How to use homophones to unlock the meaning of words
 How to recognize story elements in a literary piece
Students will be able to…
 Evaluate the message the author was trying to convey and if he/she succeeded.
 Analyze author’s viewpoint
 Categorize and classify information from a text during and after reading
 Ask questions of themselves during reading to confirm their understanding
 Take notes while reading
 Note details from the text while reading to support their summary and help
support inferences
 Identify topic, main idea and supporting details
Stage 2: Assessment Evidence
(Design Assessments To Guide Instruction)
(This should include evidence that will be collected to determine whether or not the Desired Results
identified in Stage One have been achieved? [Anchor the unit in performance tasks that require transfer,
supplemented as needed by other evidence –quizzes, worksheets, observations, etc.]
Suggested Performance Task(s) (This should include suggested authentic tasks and projects
used as evidence of student competency in the skills and knowledge deemed important in the unit. Ex: a
written composition, speeches, works of art, musical performances, open-ended math problems.)
Consider the following set of stem statements as you construct a scenario for a performance task:
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Unit Title_Celebrating Traditions
G – Goal—Ex: Reflect character’s motivation and predict his actions
R – Role—Ex: A character in Of Mice and Men
A – Audience—Ex: A family member or close friend
S – Situation—Ex: Creating a scrapbook chronicling a character’s life, real and inferred
P – Product, Performance, and Purpose—Ex: Scrapbook
S – Standards and Criteria for Success—Ex: Your scrapbook should include all components on included rubric
Performance Task #1 – Miss Rumphius
Read Miss Rumphius (pg. 262) and design a quilt square that shows the author’s
purpose and how it connects to your life. On a separate sheet, write why your
quilt square shows the author’s purpose and what evidence showed you it was
the author’s purpose. How does what the author is trying to teach affect your
life?
Elements assessed:
2.4f Identify Author’s Purpose
2.4k Relate the content of the text to real life situations
2.5b Critically analyze and evaluate information and messages presented through print
by (b) formulating and expressing opinions
4.1e Connect own experiences to those of literary characters by seeking other literary
texts and media
Performance Task #2 – Trickster Tales (Hungry Spider, Rabbit Races with
Turtle, Aunt Fox and the Fried Fish) page 282
After reading the 3 Trickster Tales, students create a poster depicting which
character they felt was the best trickster and tell why they chose this
character.
Elements assessed:
2.4g Compare information between and within texts
2.5b Critically analyze and evaluate information and messages presented through print
by (b) formulating and expressing opinions
4.1e Connect own experiences to those of literary characters by seeking other literary
texts and media
4.2a Make inferences about content, events, characters, setting, and author’s decisions.
4.4a Use literature as a resource for shaping decisions
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Unit Title_Celebrating Traditions
Rubrics/checklists for Performance Tasks (This should include holistic or analytic-trait
rubrics used as a scoring guide to evaluate student products or performances.)
Performance Task #1 – Miss Rumphius
Quilt
Square
Written
Response –
Author’s
Purpose
Written
Response –
Connecting
Author’s
Purpose to
Life
4
Quilt square
shows
thorough
understanding
of text
through
details drawn
Written
response
shows
thorough
understanding
of text.
Written
response
shows
thorough
understanding
of text.
3
Quilt square
shows
adequate
understanding
of text
through
details drawn
Written
response
shows
adequate
understanding
of text.
Written
response
shows
adequate
understanding
of text.
2
Quilt square
shows some
understanding
of text
through
details drawn
1
Quilt square
shows limited
understanding
of text
through
details drawn
Written
response
shows some
understanding
of text.
Written
response
shows limited
understanding
of text.
Written
response
shows some
understanding
of text.
Written
response
shows limited
understanding
of text.
Performance Task #2 – Trickster Tales (Hungry Spider, Rabbit Races with
Turtle, Aunt Fox and the Fried Fish)
Poster
Written
Response
4
Poster shows
thorough
understanding
of text
through
details drawn
Written
response
shows
thorough
understanding
of text.
3
Poster shows
adequate
understanding
of text
through
details drawn
Written
response
shows
adequate
understanding
of text.
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2
Poster shows
some
understanding
of text
through
details drawn
Written
response
shows some
understanding
of text.
1
Poster shows
limited
understanding
of text
through
details drawn
Written
response
shows limited
understanding
of text.
Unit Title_Celebrating Traditions
Other Evidence (This could include tests, quizzes, prompts, student work samples, and observations
used to collect diverse evidence of student understanding.)
Sentence Strips/Quick Draw strategy to summarize text and record events.
 Fold sentence strip into 6 boxes
 Students use strips to quick draw pictures, then add sentences to summarize
each page of the story
 Share and evaluate each other’s sentence strip summaries
 Student notes while reading
 Anecdotal records
Create a Venn diagram comparing the similarities and differences between the turtle in
The Hungry Spider and the turtle in Rabbit Races with Turtle.
Reading Reflections - Students will keep a learning log reacting to their reading of
sections of leveled readers and the main anthology selection. Their responses will their
evaluation of the author’s purpose and author’s point of view. The response will also tell
the self-monitoring strategies they used in reading the selection and how the strategies
helped them with their understanding (See Index).
Other responses will be expressing they related to a character.
Exit Cards – Students will reflect upon essential questions and enduring understandings
or indicate questions they may still have about the text (See Index).
Elements assessed:
2.4d Retelling a story or restating an informative text through speaking or writing
2.4e Organize the important points of the text via summaries, outlines, and/or graphic
organizers
2.4g Compare information between and within texts
4.2a Respond to literary text by making inferences about content, events,
characters, setting, and author’s decisions.
 Make strongly implied inferences about content and concrete ideas in a text and
identify appropriate text support
 Make inferences about author’s decisions
 Use text to make generalizations
4.4a Use literature as a resource for shaping decisions
 Read stories and relate character’s experiences to shape own decisions by asking
questions:
I felt like that character when I…..
If that happened to me, I would….
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Student Self-Assessment and Reflection (This should include opportunities for students to
monitor their own learning. Ex: reflection journals, learning logs, pre- and post-tests, editing own work.)
Evaluate Sentence Strips/Quick Draws to see how well the pictures and sentences match
for details and descriptions.
Students keep a reading log to reflect on their strategy use, recording which strategies
were helpful
Stage 3: Learning Plan
(Design Learning Activities To Align with Goals and Assessments)
Key learning events needed to achieve unit goals
(This should include instructional activities and learning experiences needed to achieve the desired results
(Stage 1) as reflected in the assessment evidence to be gathered (Stage 2).
The acronym WHERETO summarizes key elements to consider when designing an effective and engaging
learning plan.
W – Help the students know Where the unit is going and What is expected? Help the teachers know
Where the students are coming from (prior knowledge, interests)
H – Hook all students and Hold their interest?
E – Equip students, help them Experience the key ideas and Explore the issues?
R – Provide opportunities to Rethink and Revise their understandings and work?
E – Allow students to Evaluate their work and its implications?
T – Be Tailored (personalized) to the different needs, interests, and abilities of learners?
O – Be Organized to maximize initial and sustained engagement as well as effective learning?
1. Ask students, “What is a tradition?” Share some of your family traditions
(if possible use artifacts or photographs) then ask, “Does your family
have any traditions?” Give students and opportunity to share.
2. Read Celebrating Traditions by Patricia Polacco( HM pgs 153-6).Discuss
why traditions are important. Ask children if they agree or disagree with
Patricia Polacco and how she feels about traditions.
3. Teacher shows the selections they will be reading during this theme and
asks students to predict in what ways the selections will show traditions.
Give them an opportunity to look through the selections and revise their
predictions
4. To further develop background knowledge about traditions read What
Turkeys Eat for Thanksgiving by Leslie Dendy. As you read explain that
sometimes an author’s viewpoint is not stated directly in a text, and
readers must use clues in the text to uncover it. Model for the students
how you use the words like “unfortunate” turkeys to explain how she
feels about their situation. Support students by asking other questions to
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help them unlock the author’s purpose for writing this book.
5. To develop background knowledge for reading The Keeping Quilt, read
Quilts together. Discuss how quilts are made and if possible show a
handmade quilt to the class. Model how to figure out the meaning of the
word gathering from the clues in the sentence. For the remaining
vocabulary words, have students use contextual and picture clues to
figure out the meaning of the words. Have students explain how they
figured out each word’s meaning. (As students are reading the selection,
ask students to look for these words and give extra support when
necessary for the understanding of the story).
6. Take a guided picture walk to have the children discover that this story
happened a long time ago. Patricia Polacco is writing it to tell about how
her family spent many hours making the quilt and it is one of her family’s
traditions during important events. It is now a special keepsake. Explain
to students that Patricia Polacco, the author, is writing from her own
viewpoint and her own experiences. Point out that the details an author
uses can help readers understand the author’s viewpoint. Stop students
at page 171 to point out that Polacco repeats certain details to emphasize
what is important to her. This is a technique author’s use.
7. As we read, we will be using a graphic organizer to help us keep track of
the different family members’ use of the special quilt. This will help us to
understand the author’s viewpoint. (pgs. 160-161 & pg. 171)
8. As students read The Keeping Quilt, have them fill in the Author’s Family
chart organizer. (HM pg 96)
9. Provide mini-lessons on characters’ feelings. Tell students that authors
don’t always say how a character is feeling. They want the readers to
figure it out for themselves by what the character says and does. Model
how the reader can tell how Anna feels by reading aloud pages 154 and
165. Use clues from the text and prior knowledge. As students read the
remainder of the story, have them identify characters’ feelings. Together
discuss and guide them to support their thinking with story details.
10. After reading the story, the teacher models how she/he would evaluate
the piece to decide how well the author describes Anna’s mother’s
feelings about Russia (Evaluate strategy). Using the gradual release of
responsibility model , proceed to have the children decide how well the
author explains why the quilt is important.
11. As a post-reading reflection, teacher models how to use story map to
create a verbal and written summary, using the gradual release of
responsibility model (teacher models, student helps). The teacher pays
particular attention to revisiting details that help explain her thinking.
12. If necessary, teach a mini-lesson on noting details to those students who
are having difficulty. Using details from Mary Ellen’s wedding to model
for students how details can help readers understand important story
information, what the characters see, hear and fell and the author’s ideas
and feelings. Use graphic organizer.
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Unit Title_Celebrating Traditions
What stays the same
Wedding Details
What changes
13. After reading the story, teacher models fluent reading with expression
and feeling. Then students practice fluency by reading alternating pages
of the selection.
14. Students practice strategies and practice reading at independent level by
reading leveled books (See index). Further strategy work will take place
in small pull out groups.
15. Teacher uses section read-aloud, President’s Day, to model how to
categorize and classify. After reading the teacher explains that grouping
ideas that are alike in some way and naming those groups helps the
reader understand and remember details when reading or listening.
Teacher demonstrates grouping ways that Washington and Lincoln have
been honored by our nation. Having the students help (gradual release
of responsibility model), the teachers categorizes and classifies ways the
children celebrate President’s day and ways adults honor these two
presidents. Throughout the new selection, Grandma’s Records, students
will continue to use this strategy.
16. Before reading Grandma’s Records, develop background knowledge
about Latin music and bands. If possible, play some Latin music
and show the students maracas and point them out in the music. Repeat
with the conga. Show students Puerto Rico on a map and point out that
Latin music is played there. Introduce vocabulary by reading Salsa
Music.
17. Model how to figure out the meaning of the word record from the clues
in the sentence. For the remaining vocabulary words, have students use
contextual and picture clue to figure out the meaning of the words.
Have students explain how they figured out each word’s meaning. (As
students are reading the selection, ask students to look for these words
and give extra support when necessary for the understanding of the
story).
18. Provide mini-lessons on questioning. After reading the first page of the
text the teacher models asking questions such as: What will the boy do
for fun in an apartment all summer long? Explain that these questions
help us to connect with the text and keep us reading and also tell us
when we no longer understand what the author is saying and must
reread. As students read the text, have them keep a log of their
questions or mark the pages with a sticky note (See Index). Lead
students to
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Unit Title_Celebrating Traditions
discover that many of their questions are answered later in the text. As
they discover this, they can begin to mark where they find the answers
to their questions.
19. As a post-reading reflection, students will partner read the story and
share their questions as they read. Students will then work with
their partner to sort or classify their questions into groups.
Together they can write how asking questions helped them with their
understanding of the text.
20. Students practice strategies and practice reading at independent level
by reading leveled books (See index). Further strategy work will take
place in small pull- out groups.
21. Use the teacher read-aloud, Storytelling Trees by Micki Huysken to
develop the comprehension skill of noting details. While reading, the
teacher rereads parts of the passage and identifies details to answer the
reader’s self question: what makes a good storytelling tree? The
students then help the teacher note details for answer other questions.
22. Before reading The Talking cloth, develop background knowledge of the
tradional adinkra cloth by showing some, if possible. Use the piece
Handmade Cloth from Ghana (pg 214-5). Remind students of the Talking
Quilt and how it recorded Patricia Polacco’s family’s traditions. Discuss
how this cloth is similar.
23. Introduce the graphic organizer for noting details (cluster
map/characters,objects)
Have the students fill it in as they read. The teacher reminds students
that noting details helps with summarizing as they read.
24. Teacher reviews and models how to summarize while reading by reading
pages 218-219 and sums up in their own words the important ideas
expressed in these pages.
25. As students read have them summarize periodically.
27. As a post-reading activity, have students work in pairs use the Sequence
of Events Map/or story map (See index) to create a summary for the piece.
Students share their summaries.
28. Students practice strategies while reading at their independent level
using leveled books (See index). Further strategy work will take place
in small pull-out groups.
29. Read aloud, Punxsutawney Phil: King of Groundhog Day by Jean C.
George. Teach a mini-lesson on the organizational features of nonfiction. Model identifying the topic, finding the main ideas and
supporting details. Discuss how fiction and non-fiction differ in
organization. Model putting these ideas into a cluster Diagram (see
Index).
30. Before reading the selection Dancing Rainbows by Evelyn Clarke Mott
develop background knowledge by asking students what they know
about native Americans. You might have a student get further information
at Ask Jeeves for Kids and share with the class. Use Native American Dance pg
234-5 to develop vocabulary as in #5. Explain expository nonfiction.
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Unit Title_Celebrating Traditions
31. Read the first two selection pages and model the self-monitoring
strategy taught earlier. Review the purpose of this strategy. Remind
students to use this strategy while reading. Students might be
encouraged to go to Ask Jeeves for Kids when their questioning strategy for
self-monitoring cannot answer their questions.
32. As they read, ask students to keep track in their reading log or on
sticky notes when they needed to use this strategy.
33. Point out opportunities to use other strategies such as predicting and
inference.
34. After reading extension/ have student work in pairs and choose two
dances to compare and contrast using a Venn diagram (See Index).
35. After reading, review the graphic organizer, Cluster Diagram (see Index)
for organizing topic, main idea, supporting details in non-fiction.
Together with students, review the title and first four pages of Dancing
Rainbows. Help the students realize that the topic of the selection is
Tewas and their dances. Working together, using the gradual release of
responsibility model, together fill in the main idea and supporting
details. Have students work in small groups or partners to choose a
passage from Dancing Rainbows and fill in a section of the graphic
organizer. Encourage students to go to Ask Jeeves for Kids to get more
information about their theme.
36. Students practice strategies while reading at their independent level
using leveled books (See Index). Further strategy work will take place in
small pull-out groups.
Did you consider the following unit design principles?
IP – International education perspective
IL – Information Literacy
WR – Workplace readiness/21st century skills
FA – Formative assessment, used to check for understanding
DI – Differentiated Instruction
UDL– Universal Design for Learning
TL – Technology Literacy
Resources & Teaching Tips (Consider the two questions below when completing this section.)
o What text/print/media/kit/web resources best support this unit?
Houghton-Mifflin Grade 3 Theme 2 Celebrating Traditions
Houghton-Mifflin Leveled Readers
Theme CD-ROM
Video and Audio Cassettes
Page 152F 2005 HM Teacher’s Manual
www.eduplace.com
www.bookadventure.org
Ask Jeeves for Kids
www.readwritethink.org
http://www.readwritethink.org/materials/storymap/index.html
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Unit Title_Celebrating Traditions
o What tips to teachers of the unit can you offer about likely rough
spots/student misunderstandings and performance weaknesses, and how
to troubleshoot those issues?
Students may have difficulty with the Spanish phrases in Grandma’s records. Practice
these phrases before reading with the students and explain that Spanish words are
pronounced differently. As students read about the different cultures and traditions,
ensure that students are respectful of all differences. Remind students that we all have
different traditions and cultures. All deserve respect even when they seem strange or
“silly” to us.
Accommodation/Differentiation ideas and tips (This should include a list or description of
ways that you will differentiate instruction according to students' needs. This can include any curricular
adaptations that are needed to meet special needs students. Ex: using reading materials at varying
readability levels, putting text materials on tape, using spelling or vocabulary lists at readiness levels of
students, meeting with small groups to re-teach an idea or skill for struggling learners, or to extend the
thinking or skills of advanced learners.
Teachers teach the targeted skills during whole group instruction and in needs- based
instruction. The following week, students revisit these skills in independent centers. This
permits the teacher to meet with every student on a daily basis to ensure that students
are working independently at literacy centers based on fluency, comprehension, phonics,
and vocabulary.
 Differentiate content for readiness by using leveled books to practice reading
strategies.
 Differentiate instructional delivery through the use of grouping according to
needs.
 Differentiate the whole group reading selection (The Keeping Quilt, Grandma’s
Records, etc.) according to readiness needs for support (independent reading,
partner reading, teacher led small group reading)
Technology Integration
See Learning Plan.
Ask Jeeves for Kids
Theme CD-ROM
Video and Audio Cassettes
Page 152F 2005 HM Teacher’s Manual
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Unit Title_Celebrating Traditions
Students Create a Word Web Find: Page 209 www.eduplace.com
Content Connections
See Learning Plan.
Houghton Mifflin





Pgs.156A-156B
Pgs.152I-152J
Pgs. 187Q
Pgs. 231-232
Pgs. 277A-277B
Social Studies: Make Family Tree
Art: Make a Class Keeping Quilt
Geography: As students read about traditions from various parts of the world, have
them locate these places on maps or globes and talk about the nuances of that culture.
Writing: Write a letter to a friend explaining and describing a tradition of your family.
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Unit Title_Celebrating Traditions
INDEX
Houghton Mifflin Leveled Readers: Leveled readers for independent reading with
topic, comprehension strategy, and vocabulary linked to main selection (Above level, on
level, below level and ELL).
Comprehension
http://www.readinglady.com/Comprehension/index.html (comprehension strategies)
http://www.readinglady.com/mosaic/tools/Brave%20Irene%20Questioning%20Lessons%2
0by%20Camillel.pdf (lesson plans for questioning)
Decoding
 Model sounding out a word, identifying words within a word while reading
selections.
 Teacher models decoding through a think aloud process.
 Model sounding out a word by identifying prefixes and suffixes, recognized or
understood.
2005 HM edition Teacher’s Manual
 Pgs. 161, 185C-185D, 185N
 Pgs. 191, 213C-213D, 213N
 Pgs. 217, 233C-233D, 233N
 Pgs. 237, 259C-259D, 259N
Fluency
 Partner reading alternating sentences in book.
 Partner alternating pages in book.
 Student rereads part of the story with partner or small group.
 Teacher models fluent reading with expression and feeling.
 Student rereads poems in small groups.
2005 HM edition Teacher’s Manual – Building Fluency
 Pgs. 185O-185R
 Pgs. 213O-213R
 Pgs. 233O-233R
 Pgs. 259O-259R
Vocabulary
 Teacher provides real-life examples of vocabulary.
 Teacher models using illustrations to decipher meaning of words.
 Teacher rephrases key words or phrases.
 Discuss multiple meaning words in selection.
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Unit Title_Celebrating Traditions


Students write sentences showing understanding of multiple meaning words.
Conduct a picture walk in small group.
2005 HM edition Teacher’s Manual
 Pgs. 185G, 185M
 Pg. 213M
 Pgs. 233G, 233M
 Pg. 259M
Evaluate
 Teacher models the process of evaluating a passage through the Think Aloud
strategy
2005 HM edition Teacher’s Manual
 Pgs. 160
Noting Details
 Guide in rereading story: pause to talk about details in both pictures and text.
 Students read the selection twice while webbing the details.
 Remind students to focus on the details and to write any questions they have in
their notebooks.
 Students choose a scene from the story and write a diary entry as if they were a
character experiencing the scene.
2005 HM edition Teacher’s Manual
 Pgs. 175
 Pgs. 219, 233A-233B
Summarizing
 Students retell story with partner or in small groups.
 Teacher models summarizing a portion of the selection.
 Students check their predictions and take turns modeling summarizing.
 Teacher models summarizing by noting 4 main events.
 Students summarize the first few pages of the story guided by leading questions.
 Ask students to use the photos within the selection to summarize what occurred.
 Model taking summary notes; have students write summary notes each time they
stop reading.
2005 HM edition Teacher’s Manual
 Pg. 216
Inferencing
 Teacher models the process of making inferences through the think-aloud strategy.
 Students use contextual clues and prior knowledge to make an inference.
 Students make predictions about the text.
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Unit Title_Celebrating Traditions
http://www.readinglady.com/mosaic/tools/InferringUnitofStudybySandi.pdf
(inferring anchor lessons- some adaptations necessary for use in grade 3)
http://www.readinglady.com/mosaic/tools/InferringMiniUnitbyJennifer.pdf
(Inferring anchor lessons- some adaptations necessary for use in grade 3)
2005 HM edition Teacher’s Manual
 Pg. 193
Making Judgments
 Students form opinions or judgments about story characters and events by using
story details and their own knowledge.
 Students make judgments about author’s point of view.
 Students identify that any opinion can be challenged as long as evidence is
provided.
2005 HM edition Teacher’s Manual
 Pg. 227
Monitoring/Clarifying
 Students pause while reading to determine if any story events are unclear.
Student then reread thinking about what they know and reading ahead to help
clarify.
 Students ask themselves if what they are reading makes sense.
2005 HM edition Teacher’s Manual
 Pg. 236
Question
 Teacher models the process of constructing questions while reading a passage
through the Think Aloud Strategy
 Encourage students to place a sticky note where they have questions
2005 HM edition Teacher’s Manual
 Pgs. 190
Take Notes
 Model note-taking after the first page of a passage is read.
 Encourage students to take notes under the 5 question word categories:
who, what, when, where, and why.
 Model note-taking in outline form; then have students record information.
2005 HM edition Teacher’s Manual
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Unit Title_Celebrating Traditions

Pgs.182-185, 233H
Topic, Main Idea, and Supporting Details
 Use graphic organizer
 Ask students if the passage answers: what, where, when, how and why
 Model skimming and scanning a passage to understand the main idea
 Skim and scan while filling out a K-W-L chart (filling in the K) then have the
students read the passage, recording definitions and answers
2005 HM edition Teacher’s Manual
 Pgs. 236, 241, 259A-259B
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Unit Title_Celebrating Traditions
Exit Card (Students records on a 5x7 card)
What I learned today/Questions I still have:
Reading Log/Reading Reflections: Students can write responses in a marble
notebook or loose-leaf binder following this format.
Reading Response Log/Inferring
Quote or Picture from
Text
My Inference
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Unit Title_Celebrating Traditions
Reading Response Log
Strategy
Where I used it.
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How it helped me
Unit Title_Celebrating Traditions
Reading Response Log/Questions
Quote or
Picture from
Text
My Question
Possible Answers
Reading Response Log/Questions
Questions
before
Reading
Questions During
Reading
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Questions After
Reading
Unit Title_Celebrating Traditions
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Unit Title_Celebrating Traditions
Cluster Diagram
Main Idea/
Details
Main Idea/Details
Topic
The Tewas and
their Dances
Main Idea/Details
Main Idea/Details
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Unit Title_Celebrating Traditions
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Unit Title_Celebrating Traditions
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Unit Title_Celebrating Traditions
Author’s View
Scene
Details About
Grandma
Author’s Feelings About
Grandma
The Doorway
The Living Room
The Kitchen
How does the author feel about her grandmother?
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Unit Title_Celebrating Traditions
Cluster Map/Details
Using the cluster map can also help develop an understanding of
character as you look at details. It also can be used for details
about things.
Aunt Phoebe
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