First Quarter we are working on . . . .
Literacy
Module 1: My Librarian is a Camel: How books are brought to children around the world
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Unit 1: Seeking the Power of Reading
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I can identify the main message or lesson of a story using key details from the text. (RL.2)
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I can follow our class norms when I participate in a conversation. (SL.3.1b)
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I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
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I can ask questions that are on the topic being discussed. (SL.3.1c)
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I can connect my questions to what others say. (SL.3.1c)
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I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
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I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
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I can document what I learn about a topic by taking notes. (W.3.8)
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I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
​Unit 2: Building the Power of Reading
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I can write an informative/explanatory text. (W.3.2)
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I can accurately use third- grade academic vocabulary to express my ideas. (L.3.6)
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I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
​Unit 3: Librarians around the World
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I can answer questions using specific details from the text. (RI.3.1)
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I can determine the main idea of an informational text. (RI.3.2)
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I can document what I learn by sorting evidence into categories. (W.3.8)
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I can effectively participate in a conversation with my peers and adults. (SL.3.1)
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I can write an informative/explanatory text. (W.3.2)
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I can group supporting facts together about a topic in an informative text using both text and illustrations. (W.3.2)
Description of Assessments
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Mid-Unit 1 Assessment: Collaborative Discussion Skills
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This assessment centers on ELA CCSS SL.3.1b and c. Three times in this unit, students will engage in small group discussions after reading texts closely.
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End of Unit 1 Assessment: Close Reading and Powerful Note-Taking on My Own
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This on-demand assessment centers on ELA CCSS RL.3.2, RL.3.3, W.3.8, and L.3.4. Students will read independently. Students will follow the same close reading routine they have been practicing throughout the unit: reading to get to know the text, reading to determine the central message and to identify unfamiliar vocabulary, reading to take notes about how key details help to convey the central message or lesson of the text, and reading to answer text-dependent questions.
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Mid-Unit 2 Assessment: Letter about My Reading Goals
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This assessment centers on CCSS W.3.2 and L.3.6. After analyzing their strengths and needs and setting goals about how to become a more proficient and independent reader, students will write an informative paragraph in which they describe their reading goals and develop those goals by providing facts, definitions, and examples. Students will also use specific evidence from texts in this unit to connect their own strengths, challenges and goals to those of the characters in books they have read. Students will write this paragraph in the format of a letter to an important person in their life and then share the letter.
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End of Unit 2 Assessment: Listen Up! Recording Our Reading
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This assessment centers on ELA CCSS SL.3.5. Students will read aloud a text for an audio recording.
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Mid-Unit 3 Assessment: Answering Text-Dependent Questions about Librarians and Organizations around the World
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This assessment centers on standard ELA CCSS RI.3.2, RI. 3.1, W.3.8, and SL.3.1. In this assessment, students will read an unfamiliar passage about librarians or organizations that go to great lengths to bring reading to people. Students will use the same close reading routine they practiced during My Librarian Is a Camel: reading to get to know the text, reading for the main idea and unfamiliar vocabulary, reading to take notes, and reading to answer a series of text-dependent questions.
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End of Unit 3 Assessment: Accessing Books around the World: On-Demand Informative Paragraph about a New Country
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This on-demand assessment centers on ELA CCSS W.3.2. Students will write an informative paragraph about a librarian or organization from the text My Librarian Is a Camel. Students may not write about the librarians portrayed on their bookmark, but may write about any of the other countries they learned about. Targets assessed in this assessment will include: “I can write an informative text that has a clear topic,” “I can develop the topic with facts and details,” and “I can write a conclusion to my paragraph.”
Math
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Unit 1: Building a Mathematical Community & Understanding Equal Groups
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Objects can be counted in equal groups instead of individual units (NC.3.OA.1).
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Products of a whole number can be interpreted as the total number of objects, given the number of groups and the amount in each group (NC.3.OA.1).
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Multiplication can be used when solving story problems that involve equal groups (a number of groups with an equal number of items in each group) (NC.3.OA.3).
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Division can be used when solving story problems that involve an unknown number of groups or an unknown size of groups (NC.3.OA.3).
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The Commutative Property can be applied to numbers to make sense of patterns in multiplication (NC.3.OA.9).
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Unit 2: Using Data to Solve Problems
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Data can be collected using a frequency table. (NC.3.MD.3)
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Data can be organized by creating scaled bar graphs and scaled picture graphs. (NC.3.MD.3)
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Data in graphs can be used to answer questions and compare categories. NC.3.MD.3)
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Unit 3: Stories With Addition & Subtraction
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Place value strategies can be used to solve addition and subtraction problems less than or equal to 1,000. (NC.3.NBT.2)
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Reasonableness of answers can be assessed by using estimation strategies. (NC.3.NBT.2)
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Social Studies (Civics and Government)
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3.C&G.1 -- Understand the development, structure, & function of local government.
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3.C&g.2 -- Understand how citizens participate in their communities.