- 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)
These are the CCS Standards addressed in this lesson:
- RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
- RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
- RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
- RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
- RI.3.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
- L.3.4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
- L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
- L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
- L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).
- L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
Daily Learning Targets
Ongoing Assessment
- 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)
Agenda
Agenda | Teaching Notes |
---|---|
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. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas where students may need additional support:
Assessment guidance:
Down the road:
|
In Advance
- Prepare:
- End of Unit 1 Assessments with feedback from Unit 1, Lesson 11.
- Mid-Unit 2 Assessment (see Assessment Overview and Resources).
- Tracking Progress folder for each student. This will be a folder with six tabs, one for each type of tracking progress sheet students will complete: Collaborative Discussion, Informative Writing, Narrative Writing, Opinion Writing, Reading, Understanding and Explaining New Text, and Research. Students will keep their Tracking Progress forms from throughout the school year in this folder to refer to the relevant form before completing an assessment.
- Post: Learning targets and Close Readers Do These Things anchor chart.
Tech and Multimedia
- Work Time A: Students complete the Mid-Unit 2 Assessment online with questions set up on a Google Form, for example.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6 and 3.I.B.8
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-5.
- The Mid-Unit 2 Assessment may be challenging for ELLs, as it is a big leap from the heavily scaffolded classroom interaction. ELLs will be asked not only to independently apply cognitive skills developed in Lessons 1-5, but also to independently apply new linguistic knowledge introduced in those lessons.
- Allow students to review language they've written on the Word Wall or in their vocabulary logs.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves. See additional support in the lesson.
- After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why. In future lessons and for homework, focus on the language skills that will help students address these assessment challenges.
Universal Design for Learning
- Multiple Means of Representation: To set themselves up for success on the mid-unit assessment, students will need to generalize the skills that they learned from the previous sessions. Before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Additionally, present the directions for the assessment both visually and verbally. Facilitate comprehension by displaying a map of the assessment parts.
- Multiple Means of Action and Expression: It is important to provide all students access to the assessment so that they have the best chance of demonstrating their knowledge and skills. My Librarian Is a Camel may be higher than some students' independent reading levels. Consider reading the book aloud to students or offering the book on tape to support students with their reading.
- Multiple Means of Engagement: Some students may require support with limiting distractions during the assessment (e.g., using sound-canceling headphones or dividers between workspaces). Similarly, some students may require variations in time for the assessment. Consider breaking the assessment into more manageable parts and offering breaks at certain times. During the assessment, provide scaffolds that support executive function skills, self-regulation, and students' ability to monitor progress before and after the assessment (e.g., visual prompts, reminders, checklists, rubrics, etc.).
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- Do not preview vocabulary for this assessment lesson.
Materials
- End of Unit 1 Assessments with Feedback (one per student; completed in Unit 1, Lesson 11)
- Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text (one per student; see Assessment Overview and Resources)
- Close Readers Do These Things anchor chart (from Unit 1, Lesson 3)
- Tracking Progress: Reading, Understanding, and Explaining New Texts (one per student)
- Tracking Progress folder (one per student)
- Sticky notes (at least three per student)
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
---|---|
A. Returning End of Unit 1 Assessment (5 minutes)
|
|
B. Reviewing Learning Targets (5 minutes)
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Mid-Unit 2 Assessment: Answering Questions and Identifying the Main Idea of an Informational Text (35 minutes)
|
Example: One part:
A. Read a new chapter of My Librarian Is a Camel. B. Determine the gist and find the meaning of unfamiliar vocabulary C. Read closely to find the main idea of the text.
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Launching Tracking Progress (15 minutes)
"What does that criterion mean in your own words?"
"What handouts or work can you use to find evidence of your progress?" (Responses will vary, but may include students' Close Read note-catchers or independent reading journals.)
|
|
Homework
Homework | Meeting Students' Needs |
---|---|
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
|
Copyright © 2013-2024 by EL Education, New York, NY.