Second Quarter

Quarter 1

Second Quarter we are working on . . . .

Literacy

Module 2: Adaptations and the Wide World of Frogs

Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)

I can answer questions using specific details from the text. (RI.3.1)
I can determine the main idea of an informational text. (RI.3.2)
I can retell key ideas from an informational text. (RI.3.2)
I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
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 document what I learn about a topic by taking notes. (W.3.8)
I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
I can write an informative/explanatory text that has a clear topic. (W.3.2)
I can develop the topic with facts, definitions, and details. (W.3.2)
I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
I can express ideas using carefully chosen words. (L.3.3a)
I can accurately use third-grade-level academic vocabulary to express my ideas. (L.3.6)

Unit 2: Case Study: Researching Freaky Frogs

I can answer questions using specific details from the text. (RI.3.1)
I can determine the main idea of an informational text. (RI.3.2)
I can retell key ideas 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 determine the meaning of unknown words in informational text. (L.3.4)

I can write an informative/explanatory text that has a clear topic. (W.3.2)
I can develop the topic with facts, definitions, and details. (W.3.2)
I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
I can express ideas using carefully chosen words. (L.3.3)
I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)

Unit 3: Culminating Project: Freaky Frog Trading Cards

I can write an informative/explanatory text. (W.3.2)
I can craft narrative texts about real or imagined experiences or events. (W.3.3)
I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
I can express ideas using carefully chosen words. (L.3.3)

I can write an informative text. (W.3.2)
I can craft narrative texts about real or imagined experiences or events. (W.3.3)
I can express ideas using carefully chosen words. (L.3.3)

Description of Assessments

Mid-Unit 1 Assessment: Close Reading: Bullfrog at Magnolia Circle

This assessment centers on ELA CCSS RI.3.1, RI.3.2, RI.3.3, RI.3.7, W.3.8, and L.3.4. Throughout the first half of the module, students will have been practicing close reading of Bullfrog at Magnolia Circle, the central text of this unit. This on-demand assessment requires students to apply these skills to a new excerpt of this text. Students take notes about main idea and key details and answer several text-dependent questions, including those that require them to figure out the meaning of words in context.

End of Unit 1 Assessment: Informational Paragraph about How a Bullfrog Survives

This on-demand assessment centers on CCSS W.3.2, W.3.4, and L.3.3a, and L3.6. Students will demonstrate their expertise about bullfrogs by writing a paragraph using an Accordion graphic organizer as a framework. Students will use their evidence from the central text for this unit to teach the reader about the basic features of a bullfrog.

Mid-Unit 2 Assessment: Close Reading of an Excerpt about a New Freaky Frog (the Spadefoot Toad)

This assessment centers on ELA CCSS RI.3.1, RI.3.5, RI.3.2, RI.3.7, and L.3.4. In the first portion of Unit 2, students will have been practicing using text features to locate information during close reading of informational texts about their expert freaky frog. In this on-demand assessment, students will apply these skills to an informational text about a new freaky frog.

End of Unit 2 Assessment: Informational Paragraph about the Poison Dart Frog

The end of unit assessment centers on CCSS W.3.2, W.3.4, L.3.3a, and L.3.6. This on-demand assessment requires students to demonstrate their expertise about the poison dart frog by writing an Accordion paragraph. Students will use their evidence from informational texts they have read to teach the reader about the adaptations of the poison dart frog, using domain-specific words and phrases for effect.

Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph

This assessment centers on NYSP12ELA CCSS W, 3.2, W.3.3, W.3.5, W.3.7 and L.3.3. Students will apply their skills writing from the first person and using vivid and precise language as they write their first full draft of their research-based narrative.

End of Unit 3 Assessment: Research-Based Narrative Paragraph about Your Freaky Frog (a second category from the recording form)

This assessment centers on ELA CCSS W.3.2, W.3.3, and L.3.3. Students will write an on-demand research-based narrative paragraph about a second category of their freaky frog.

Mathematics

Students will be able to balance equations and prove their understanding of the equal sign.
Students will be able to use symbols to represent unknown quantities in number sentences.
Students will be able to describe and extend numeric and geometric patterns and extend and find missing terms of repeating and geometric patterns.
Students will be able to extend and find missing terms of growing patterns.
Students will be able to write multiplication and division word problems of various types.
Students will be able to choose the operation to solve a word problem, develop strategies for solving multi-step word problems, and write word problems for given equations.
Students will be able to use symbols to represent unknown quantities in number sentences and find the value of the unknown in a sentence.
Students will be able to explain what makes an even and odd number, and solve and discuss one and two steps problems using data from a bar graph.
Students will be able to choose the operation to solve a word problem, develop strategies for solving multi-step word problems, and write word problems for given equations.
Students will be able to use symbols to represent unknown quantities in number sentences and find the value of the unknown in a sentence.
Students will be able to analyze data in horizontal and vertical bar graphs and use information in a table to create horizontal and vertical bar graphs.
Students will be able to create a bar graph and a pictograph and compare the data.
Students will be able to use tiles and other manipulatives to find and represent area.
Students will be able to relate area to multiplication and find the area of rectangular figures.
Students will be able to find perimeter using various manipulatives.

Properties of Multiplication:

Commutative:
The order of numbers does not matter when you are adding or multiplying
8 x 3 = 24 is the same as 3 x 8 = 24

Associative:
You can group factors in different ways and you will always get the same exact product.
(5x2)x8 = 80
5x(2x8) = 80

Distributive:
A multiplication fact can be decomposed into the sum of two smaller facts.
7x4 = (5x4) + (2x4) = 28

(5x4) = 20
(2x4) = 8
20 + 8 = 28

Unknown-Factor:
You can relate division problems back to multiplication to find the answer of the unknown factor.

32/8 = ?
8 x ? = 32
? = 4

Social Studies (Geography)