Fourth Quarter

Fourth Quarter we are working on . . . .

Where does our water come from?
What happens when people don’t have access to clean water?
How do writers use text-based evidence to strengthen their message?
- Writers support their points of view with reasons, facts, and details.
- Water is a natural resource that every living thing needs.
- Access to clean freshwater affects where and how people live.
- Water is a finite resource.
Unit 1: Building Background Knowledge: Getting to know H2O
- I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
- I can use grammar conventions to send a clear message to a reader or listener. (L.3.1)
- I can determine the main idea of an informational text (RI.3.2)
- I can recall key details from an informational text (RI.3.2)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
- I can compare and contrast the main ideas and key details in two texts on the same topic. (RI.3.9)
- I can use a variety of strategies to determine the meaning of words and phrases.
- c. I can use the meaning of root words to help me determine the meaning of new words with the same root (e.g., company, companion).

Unit 1 Assessments

Mid-Unit 1: On-Demand Informational Paragraph: Where in the World Is Water? (W.3.2 and L.3.1)
End of Unit 1: Comparing and Contrasting Two Texts about the Water Cycle (RI.3.2, RI.3.7, RI.3.8, RI.3.9 and L3.4c)
Unit 2: Reading and Research: Challenges of Water around the World
- I can ask questions to deepen my understanding of informational text. (RI.3.1)
- I can answer questions using specific details from informational text. (RI.3.1)
- I can make connections between specific sentences and paragraphs and the overall text (e.g., comparison, cause/effect, first/second/third in a sequence). (RI.3.8)
- I can write informative/explanatory texts that convey ideas and information clearly. (W.3.2)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- I can conduct a research project to become knowledgeable about a topic. (W.3.7)

Unit 2 Assessments

Mid- Unit 2: Asking and Answering Questions about Having Enough Clean Water for Everyone (RI.3.1 and RI.3.8)
End of Unit 2: On-Demand Writing to Inform Your Reader about the Challenges to Having Enough Clean Water for Everyone (W.3.2 and W.3.4)
Unit 3: Writing and Speaking about the Challenges and Solutions to Clean Water
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)I can use facts and details to describe a story or experience (SL.3.4)
- I can write an opinion piece that supports a point of view with reasons. (W.3.1)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- With support from adults, I can use technology to publish a piece of writing. (W.3.6)
- I can conduct a research project to become knowledgeable about a topic. (W.3.7)
- I can speak clearly and at an understandable pace. (SL.3.4)
- I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
- I can use drawings or other visual displays to support what I say. (SL.3.5)
- I can speak in complete sentences with appropriate detail. (Sl.3.6)
- I can express ideas using carefully chosen words.

Unit 3 Assessments

Mid-Unit 3: On-Demand Opinion Writing: One Thing That Should Be Done to Conserve, Protect, or Provide Access to Clean Water (W.3.1 and W.3.4)
End of Unit 3: VoiceThread Script Presentation and Critique (SL.3.4)
Final Performance Task: VoiceThread Public Service Announcement (W.3.1, W.3.4, W.3.6, W.3.7, SL.3.4, SL.3.5, SL 3.6 and L3.3b.)

Mathematics

Students will be able to show where a fraction is on a number line.
Students will be able to explain equivalence of fractions and compare fractions using symbols (<,>,=).
Students will be able to partition shapes into equal parts and compare fractions using models.
Students will be able to tell and write time to the nearest minute.
Students will be able to measure time intervals in minutes.
Students will be able to solve word problems involving addition or subtraction of time intervals in minutes.
Students will be able to measure and estimate liquid volumes and masses of objects using standard units of grams.
Students will be able to generate measurement data by using rulers.
Students will be able to create and decipher line plots.

3.H.1 Understand how events, individuals & ideas have influenced the history of local & regional communities. Use historical thinking skills to understand the context of events, people, and places.