ELA G3:M1:U2

Reading and Writing to Inform: Overcoming Learning Challenges—Books

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

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Lesson 1Reading Informational Texts: Understanding the Difference between Informational and Literary Texts
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Exploring the Text: My Librarian Is a Camel (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Modeling: How a Close Read of Informational Text Differs from a Close Read of Literary Text (15 minutes) B. Reading for Gist: My Librarian Is a Camel, Pages 18–19 (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Bring a favorite book to school. Be prepared to explain how you got it and why it is your favorite. If you do not have a favorite book, be prepared to explain why. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can find the gist of an informational text. (RI.3.1) I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4)	Finding the Gist and Unfamiliar Vocabulary: Kenya note-catcher (RI.3.4, L.3.4)	Think-Pair-Share

Lesson 2Close Read: My Librarian Is a Camel, Pages 18–19
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Close Reading: My Librarian Is a Camel, Pages 18–19 (25 minutes) B. Mini Lesson: Determining the Main Idea (15 minutes) 3. Closing and Assessment A. Overcoming Learning Challenges (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. B. For ELLs: Complete Language Dive Practice I in your Unit 2 homework.	I can refer explicitly to the text when answering questions about the text. (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.2, W.3.8, L.3.4, L.3.4a, L.3.4b, L.3.4d) I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4, L.3.4a, L.3.4b, L.3.4d) I can determine the main idea of a text and explain how key details support the main idea. (RI.3.1, RI.3.2)	Close Read Note-catcher: My Librarian Is a Camel, Pages 18-19 (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.2, W.3.8, L.3.4, L.3.4a, L.3.4b, L.3.4d)

Lesson 3Writing Informational Texts: Pre-Assessment
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Overcoming Learning Challenges in Kenya (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Baseline Assessment: Paragraph Writing (35 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can follow our class norms when I participate in a conversation. (SL.3.1b) I can write an informational paragraph that describes the learning challenges children face in Kenya and explains how children overcome them. (W.3.2, W.3.4)	Paragraph Pre-assessment: Overcoming Learning Challenges in Kenya (W.3.2)	Back-to-back and Face-to-Face Red Light, Green Light

Lesson 4Reading Informational Texts: Launching Expert Groups
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Reader: Choosing Expert Groups (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Generating Group Norms (15 minutes) B. Expert Group Work: Reading for Gist and Unfamiliar Vocabulary (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can find the gist of an informational text. (RI.3.1) I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4)	Expert Group Finding the Gist and Unfamiliar Vocabulary note-catcher (RI.3.4, L.3.4)	Think-Pair-Share

Lesson 5Close Read: Expert Group Selections from My Librarian Is a Camel
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Research Reading Share (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Expert Group Work: Close Read: My Librarian Is a Camel (25 minutes) B. Expert Group Work: Determining the Main Idea (10 minutes) 3. Closing and Assessment A. Overcoming Learning Challenges (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. B. For ELLs: Complete Language Dive Practice II in your Unit 2 homework.	I can refer explicitly to the text when answering questions about the text. (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.2, W.3.8, L.3.4) I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4) I can determine the main idea of a text and explain how key details support the main idea. (RI.3.1, RI.3.2)	Close Read Note-catcher: Expert Group My Librarian Is a Camel (RI.3.1, RI.3.2, RI.3.4, RI.3.7, W.3.2, W.3.8, L.3.4)	Back-to-back and Face-to-Face

Lesson 6Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning End of Unit 1 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text (35 minutes) 3. Closing and Assessment A. Launching Tracking Progress (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can refer explicitly to the text to answer questions about the text. (RI.3.1, RI.3.2, RI.3.4, RI.3.7, RI.3.10, L.3.4) I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4) I can determine the main idea of a text and explain how key details support the main idea. (RI.3.1, RI.3.2)	Mid-Unit 2 Assessment (RI.3.1, RI.3.2, RI.3.4, RI.3.7, RI.3.10, L.3.4) Tracking Progress: Reading, Understanding, and Explaining New Texts (RI.3.1, RI.3.4, RI.3.10, L.3.4)

Lesson 7Writing Informative Texts: Planning a Paragraph about My Expert Group’s Country
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Self-Assessing Skills (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model (25 minutes) B. Guided Practice: Planning an Informative Paragraph (20 minutes) 3. Closing and Assessment A. Group Share (5 minutes) 4. Homework A. Respond to an informative writing prompt in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the characteristics of the introductory sentence(s) in an informative paragraph. (W.3.2a, W.3.4) I can write a clear focus statement that explains the main idea of my paragraph. (W.3.2a, W.3.4, W.3.5) I can use my research notes to plan an informative paragraph. (W.3.2a, W.3.4, W.3.5, W.3.8)	Focus statement draft (W.3.2a, W.3.4) Annotated Close Read Note-catcher: Expert Group My Librarian Is a Camel (W.3.2a, W.3.4, W.3.5, W.3.8)	Thumb-O-Meter Red Light, Green Light

Lesson 8Writing Informative Texts: Drafting a Paragraph about My Expert Group’s Country
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model (25 minutes) B. Guided Practice: Drafting an Informative Paragraph (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Respond to an informative writing prompt in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the characteristics of the body and conclusion sentences in an informative paragraph. (W.3.2a, W.3.2b, W.3.2d) I can draft an informative paragraph that has a clearly stated focus and uses facts, definitions, and details from the text to explain my ideas. (W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.5, W.3.8)	Annotated Close Read Note-catcher: Expert Group My Librarian Is a Camel (W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.5, W.3.8) Informative paragraph draft (W.3.2, W.3.4, W.3.5, W.3.8)	Back-to-back and Face-to-Face Thumb-O-Meter

Lesson 9Peer Critique: Revising for Organization
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Modeling the Peer Critique Protocol (20 minutes) B. Peer Critique: Organization (15 minutes) 3. Closing and Assessment A. Annotating Drafts for Revision (10 minutes) 4. Homework A. Respond to an informative writing prompt in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can give kind, helpful, and specific feedback to my partner. (W.3.5, SL.3.1b) I can critique the organization in my partner's informative paragraph. (W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.5, SL.3.1b)	Annotated informative paragraph draft (W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.5, SL.3.1b)	Thumb-O-Meter

Lesson 10Peer Critique: Revising for Purpose
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Peer Critique: Purpose (15 minutes) B. Independent Practice: Revising Paragraphs (15 minutes) C. Guided Practice: Editing for Conventions (15 minutes) 3. Closing and Assessment A. Pair Share (5 minutes) 4. Homework A. Respond to an informative writing prompt in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can give kind, helpful, and specific feedback to my partner. (W.3.5, SL.3.1b) I can critique the purpose of writing in my partner's informative paragraph. (W.3.2a, W.3.2b, W.3.4, W.3.5, SL.3.1b) I can edit my writing for correct spelling, capitalization, and punctuation. (W.3.5, L.3.2)	Informative paragraph draft (W.3.2a, W.3.2b, W.3.4, W.3.5, SL.3.1b, L.3.2)	Thumb-O-Meter

Lesson 11End of Unit 2 Assessment: Informative Paragraph: The Challenge of Accessing Books
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning Mid-Unit 2 Assessment (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. End of Unit 2 Assessment: Informative Paragraph: The Challenge of Accessing Books (40 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can refer explicitly to the text to answer questions about the text. (RI.3.1, W.3.2, W.3.10) I can write an informative paragraph that has a clear and maintained focus, that groups related information together, and that is organized so it introduces the topic, develops the topic, and provides a concluding statement. (RI.3.1, RI.3.2, W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.8, W.3.10)	End of Unit 2 Assessment (RI.3.1, RI.3.2, W.3.2a, W.3.2b, W.3.2d, W.3.4, W.3.8, W.3.10)	Red Light, Green Light

Lesson 12Group Discussion: Accessing Books around the World
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Research Reading Share (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Preparing for the Jigsaw Protocol (15 minutes) B. Jigsaw: Small Group Discussions (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify evidence from My Librarian Is a Camel to respond to questions in a discussion. (SL.3.1a) I can effectively participate in a Jigsaw about accessing books around the world. (SL.3.1, SL.3.6)	Participation in Jigsaw (SL.3.1, SL.3.6)	Jigsaw Red Light, Green Light

EL Education Curriculum

ELA G3:M1:U2

Reading and Writing to Inform: Overcoming Learning Challenges—Books

Lesson 1Reading Informational Texts: Understanding the Difference between Informational and Literary Texts

Lesson 2Close Read: My Librarian Is a Camel, Pages 18–19

Lesson 3Writing Informational Texts: Pre-Assessment

Lesson 4Reading Informational Texts: Launching Expert Groups

Lesson 5Close Read: Expert Group Selections from My Librarian Is a Camel

Lesson 6Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text

Lesson 7Writing Informative Texts: Planning a Paragraph about My Expert Group’s Country

Lesson 8Writing Informative Texts: Drafting a Paragraph about My Expert Group’s Country

Lesson 9Peer Critique: Revising for Organization

Lesson 10Peer Critique: Revising for Purpose

Lesson 11End of Unit 2 Assessment: Informative Paragraph: The Challenge of Accessing Books

Lesson 12Group Discussion: Accessing Books around the World

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