- I can refer explicitly to the text when answering questions about the text. (RI.3.1, RI.3.3, RI.3.5, RI.3.7)
- I can find the meaning of unfamiliar vocabulary. (RI.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
- I can gather information from a text and take notes into provided categories. (RI.3.1, W.3.8)
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.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
- 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.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
- 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.
- W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
- 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, Parts I and II (RI.3.1, RI.3.3, RI.3.4, RI.3.5, RI.3.7, W.3.8, L.3.4a, L.3.4b, L.3.4c, L.3.4d)
- Tracking Progress: Reading, Understanding, and Explaining New Text (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, Part I: Selected Response (2o minutes) B. Mid-Unit 2 Assessment, Part II: Researching about Reptiles and Amphibians (20 minutes) 3. Closing and Assessment A. Tracking Progress (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt to respond to 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 students' End of Unit 1 Assessments with feedback from Unit 1, Lesson 13.
- Gather students' Tracking Progress folders.
- Post: Guiding Questions anchor chart, learning targets.
Tech and Multimedia
- Work Time A: Students complete the Mid-Unit 2 Assessment online with the Part I questions set up on a Google Form, for example.
- Work Time A, B: Students complete their Mid-Unit 2 Assessment in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 3.I.B.6, 3.I.C.10, 3.II.A.1, 3.II.A.2.
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 through 6.
- The Mid-Unit 2 Assessment may be challenging for ELLs, as it may be a big leap from the heavily scaffolded classroom interaction. ELLs will be asked not only to independently apply cognitive skills developed in Lessons 1-6, but also to independently apply new linguistic knowledge introduced in Lessons 1-6.
- 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.
- Allow students to review language they've written on the Word Wall or in their vocabulary logs.
- 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(MMR): To set themselves up for success for the mid-unit assessment, students need to generalize the skills that they learned from the previous sessions. Similar to Modules 1 and 2, before administering the assessment, activate their prior knowledge by recalling the learning targets from the previous lessons. Also present the directions for the assessment both visually and verbally and display a map of the assessment parts.
- Multiple Means of Action and Expression (MMAE): Continue to support students in setting appropriate goals for their effort and the level of difficulty expected for the Mid-Unit Assessment. Appropriate goal-setting supports development of executive skills and strategies. Offer scaffolds for students, such as a checklist with three goals or reminders for the mid-unit assessment.
- Multiple Means of Engagement (MME): Continue to support students in limiting distractions during the mid-unit assessment. Also continue to provide variation in time for completing the assessment as appropriate. Consider breaking the assessment into parts and offering breaks at certain times.
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 13)
- Regular and Irregular Verb Practice (answers, for teacher reference)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Mid-Unit 2 Assessment: Reading and Researching about Reptiles and Amphibians (see Assessment Overview and Resources; one per student)
- Tracking Progress folder (from Module 1; one per student)
- Working to Become Effective Learners anchor chart (from Module 1)
- Tracking Progress: Reading, Understanding, and Explaining New Text (one per student)
- Evidence flags or 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)
"I can refer explicitly to the text when answering questions about the text." "I can find the meaning of unfamiliar vocabulary." I" can gather information from a text and take notes into provided categories."
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Mid-Unit 2 Assessment, Part I: Selected Response (20 minutes)
|
1. Part I: Selected Response (25 minutes) A. Answer the questions. 2. Part II: A "Why" Question (20 minutes) A.cResearch reptiles and amphibians. (MMR)
|
B. Mid-Unit 2 Assessment, Part II: Researching about Reptiles and Amphibians (20 minutes)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Tracking Progress (10 minutes)
|
|
Homework
Homework | Meeting Students' Needs |
---|---|
A. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. |
|
Copyright © 2013-2024 by EL Education, New York, NY.