Theme: Barrington, Rhode Island and How Water Effects Communities
Reading:In this unit, students continue to read and comprehend informational text while learning about the effects that water and weather have on a community. They will focus on describing cause and effect of historical events, scientific ideas, or steps in procedures using words to show the sequence. In addition, they will engage in a variety of informational text on the same topic in order to tell the difference between what they think and what the author writes, as well as comparing and contrasting the most important ideas and details across two texts.
Writing: Students will engage in a variety of narrative, opinion and informational writing.
Foundational Skills and Language Students will demonstrate conventions of Standard English grammar and usage, focusing upon the functions of nouns, verbs, and adjectives.
Students will decode words with common Latin suffixes. They will read grade appropriate, irregularly spelled words. They will read on level text with purpose or understanding and use context to confirm or self-correct word recognition and understanding, rereading as necessary. Students will read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Foundational Reading Students will follow the scope and sequence for Project Read.
Humanities The aim of this unit is for students to understand the global interdependencies and linkages in different food products beyond chocolate. Using the framework they used to examine the interdependencies and associated controversies in chocolate manufacturing, students can analyze the value-addition process in the manufacturing of food products such as bananas, milk, or coffee.
Essential Questions
How can I ask questions to show I understand a text? How can I answer questions about a text, referring explicitly to the text as the basis for my answers? How can I describe the relationship between scientific ideas or concepts in a text? How can I tell how my point of view is different from the author of a text? How can I compare and contrast the most important points and key details in two texts on the same topic? How can I write to support my point of view with reasons? How can I examine a topic and write to convey information clearly? How can I write a narrative to develop real or imaginary experiences/events?
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in a technical procedures in text, using language the pertains to time, sequence and cause/effect. RI.3.6Distinguish their own point of view from that of the author in a text. RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 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.
Writing W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. A. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. B. Provide reasons that support the opinion. C. Use linking words and phrases (e.g., because, therefore, since, forexample) to connect opinion and reasons. D. Provide a concluding statement or section. W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. A. Introduce a topic and group related information together; include illustrations when useful in aiding comprehension. B. Develop the topic with facts, definitions and details. C. Use linking words and phrases to connect ideas within categories of information. D. Provide a concluding statement or section. W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences. A. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. B. Use dialogue and description of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure. 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. 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 3.7 Conduct short research projects that build knowledge about a topic. 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. 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.
Speaking and Listening SL.3.1 Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
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.
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).
Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
Explain their own ideas and understanding in light of the discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and there functions in particular sentences
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-‐verb and pronoun-‐antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences
L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L. 3.3 Demonstrate understanding of word relationships and nuances in word meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
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).
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and there functions in particular sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-‐verb and pronoun-‐antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences
L 3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Form and use possessives.
Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).
Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L. 3.3 Demonstrate understanding of word relationships and nuances in word meanings.
Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
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).