At-a-Glance Chart | EL Education Curriculum

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ELA G3:M2

Researching to Build Knowledge and Teach Others: Adaptations and the Wide World of Frogs

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 and Writing Narratives: Poems and Pourquoi Tales about Frogs

Instructional FocusCCS StandardsAssessments
  • Close reading of frog poems with a focus on vocabulary, structure of poetry, and reading fluency
  • Reading pourquoi tales about frogs
  • Asking “why” questions about frogs
  • Writing pourquoi tales to answer a “why” question about frogs
  • Revising writing for word choice
  • Forming and using comparative and superlative adjectives
  • RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.10, RI.3.1, RI.3.4, RF.3.3, RF.3.3c, RF.3.4, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.3d, W.3.4, W.3.5, W.3.8, W.3.10, SL.3.1, SL.3.1b, L.3.1, L.3.1g, L.3.2, L.3.2c, L.3.3, L.3.3a, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d, L.3.6
  • Mid-Unit 1 Assessment: Reading and Understanding Poetry and Pourquoi Tales (RL.3.1, RL.3.2, RL.3.4, RL.3.5, RL.3.10, and L.3.4)
  • End of Unit 1 Assessment: Reading and Writing a Pourquoi Tale (RF.3.3, RF.3.4a, RF.3.4b, RF.3.4c, W.3.3, W.3.4, W.3.10, L.3.1g, L.3.3a, and L.3.6)

Weeks 3–5 Unit 2: Building Background Knowledge: Frogs and the Research Process

Instructional FocusCCS StandardsAssessments
  • Closely reading excerpts of research texts about frogs
  • Write paragraphs to answer the “why” questions generated in Unit 1
  • Researching to learn more about three specific “freaky frogs”
  • Writing a paragraph to answer the question: How does where a frog lives affect how it looks and/or acts?
  • RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, RI.3.10, W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.7, W.3.8, W.3.10, SL.3.1, SL.3.1b, L.3.1, L.3.1a, L.3.1d, L.3.1e, L.3.1h, L.3.1i, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d
  • Mid-Unit 2 Assessment: Reading and Researching about Reptiles and Amphibians (RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.10, W.3.8, and L.3.4)
  • End of Unit 2 Assessment: Informative Paragraph: Describing Poison Dart Frogs (RI.3.1, RI.3.4, RI.3.8, RI.3.10, L.3.4, W.3.2, W.3.4, W.3.7, W.3.8, W.3.10, L.3.1d, and L.3.1e)

Weeks 6-8 Unit 3: Using Writing to Inform: Freaky Frog Text

Instructional FocusCCS StandardsAssessments
  • Reading informational text
  • Gathering information about a freaky frog and its unique adaptation
  • Planning and drafting a three-paragraph essay
  • Revise and edit work
  • RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, RI.3.10, W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.3, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10, SL.3.1, SL.3.1b, L.3.1, L.3.1d, L.3.1e, L.3.1h, L.3.1i, L.3.3, L.3.3a, L.3.6
  • Mid-Unit 3 Assessment: Informative Paragraph: Describing Freaky Frog Adaptations (W.3.2, W.3.4, W.3.7, W.3.10, L.3.1d, and L.3.1e)
  • End of Unit 3 Assessment: Informative Essay: Revising and Editing a Description of My Freaky Frog (W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.10, L.3.1h, L.3.1i, and L.3.6)
  • Final Performance Task: Freaky Frog Book and Trading Card (RI.3.7, W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, and L.3.6)

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