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ELA G3:M1

Overcoming Learning Challenges Near and Far

Each module is approximately 6-8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: Reading Literary Texts: Overcoming Learning Challenges – School and Education

Instructional FocusCCS StandardsAssessments
  • Launch independent reading and collaborative discussion norms.
  • Read literary texts Waiting for the Biblioburro and Rain School for gist and to determine the message or lesson.
  • Closely read Rain School to determine how the message or lesson is conveyed through details.
  • Determine the challenges in each text and how those challenges were overcome.
  • Write a short constructed response.
  • Read literary text Nasreen’s Secret School for gist and to determine the message or lesson.
  • Closely read Nasreen’s Secret School to determine how the message or lesson is conveyed through details.
  • Determine the challenges in the text and how those challenges were overcome.
  • Write a short constructed response.
  • RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, RI.3.1, RI.3.10, W.3.1, W.3.2, W.3.5, W.3.8, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.3, SL.3.6, L.3.2, L.3.2e, L.3.2f, L.3.2g, L.3.4, L.3.4c
  • Mid-Unit 1 Assessment: Collaborative Discussions about Independent Reading Books (SL.3.1, SL.3.3 and SL.3.6)
  • End of Unit 1 Assessment: Answering Questions about a Literary Text (RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, and L.3.4)

Weeks 3–5 Unit 2: Reading and Writing to Inform: Overcoming Learning Challenges—Books

Instructional FocusCCS StandardsAssessments
  • Closely reading excerpts from My Librarian Is a Camel.
  • Take notes to answer the question: What are the challenges people face when learning, and how are they overcome?
  • Write an informative paragraph to answer the question: What are the challenges people face when learning, and how are they overcome?
  • RI.3.1, RI.3.2, RI.3.4, RI.3.7, RI.3.10, W.3.2, W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.5, W.3.8, W.3.10, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.6, L.3.2, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d
  • Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text (RI.3.1, RI.3.2, RI.3.4, RI.3.10, and L.3.4)
  • End of Unit 2 Assessment: Informative Paragraph: The Challenge of Accessing Books (RI.3.1, RI.3.2, W.3.2, W.3.4, W.3.8, and W.3.10)

Weeks 6–8 Unit 3: Writing to Inform: Overcoming Learning Challenges—Reading

Instructional FocusCCS StandardsAssessments
  • Closely read an excerpt from More Than Anything Else for gist and to identify the message and how it was conveyed through details in the text.
  • Identify the challenges and how they were overcome in More Than Anything Else.
  • Analyze model essay.
  • Write an informative essay: Reading Contract.
  • Revise and edit work.
  • Fluency practice.
  • RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.10, RF.3.3, RF.3.4, W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.10, SL.3.5, L.3.2, L.3.4
  • Mid-Unit 3 Assessment: Informative Paragraph: The Lesson of More Than Anything Else (RL.3.1, RL.3.2, RL.3.3, RL.3.10, W.3.2, and W.3.10)
  • End of Unit 3 Assessment: Recording an Audiobook and Revising Reading Contract (RF.3.3, RF.3.4, SL.3.5, W.3.2, and W.3.5)
  • Final Performance Task: Reading Strategies Bookmark (W.3.4 and W.3.5)

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