Project GLAD
Rialto Unified School District
Light
(Level 3)
IDEA PAGES
I. UNIT THEME
· The value of light and how it affects us in our daily life
· Our ability to problem solve improves our quality of life
II. FOCUSING/MOTIVATION
· Poetry
· Guest Speaker
· Super Scientist Awards
· Cognitive Content Dictionary
· Inquiry Chart
· Big Book
· Observation Charts
III. CLOSURE
· Process Charts & Learning
· Add to Living Wall
· Reader’s Theater – Role play
· Science Text Assessments (multiple choice, fill in the blank)
· Invention Convention
· 4 types of writing: expository, narrative, poetry, letter
IV. CONCEPTS
· Light has a source and travels in a direction.
· Some objects occur in nature while others have been designed and made by people to solve human problems.
· Asking meaningful questions and conducting careful investigations leads to scientific progress.
V. VOCABULARY
Reflection Refraction Absorption
Prism Opaque Shadow
Transparent Translucent Inventor
Invention Cornea Pupil
Iris Lens Vitreous
Convex lens Concave lens Eye
Photographer Photography Camera
IDEA PAGES 2
VI. CA ENGLISH/LANGUAGE ARTS SKILLS Grade 3
ORAL LANGUAGE/READING/WRITING SKILLS
Reading:
1.0 Word Analysis, Fluency, and Systematic Vocabulary
Development
Decoding and Word Recognition
1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words.
1.2 Decode regular multi-syllabic words.
1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression.
Vocabulary and Concept Development
1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
1.5 Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things).
1.6 Use sentence and word context to find the meaning of unknown words.
1.7 Use a dictionary to learn the meaning and other features of unknown words.
1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful) to determine the meaning of words.
2.0 Reading Comprehension
Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal.
2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Comprehension and Analysis of Grade-Level-Appropriate Text
2.2 Ask questions and support answers by connecting
prior knowledge with literal information found in, and
inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.
2.4 Recall major points in the text and make and modify predictions about forth coming information.
2.5 Distinguish the main idea and supporting details in expository text.
2.6 Extract appropriate and significant information from including problems and solutions.
2.7 Follow simple multiple-step written instructions (e.g., How to assemble a product or play a board game).
IDEA PAGES 3
3.0 Literary Response and Analysis
Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters).
Structural Features of Literature
3.1 Distinguish common forms of literature (e.g., poetry,
Drama, fiction, nonfiction).
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
3.4 Determine the underlying theme or author’s message in fiction and nonfiction text.
3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
3.6 Identify the speaker or narrator in a selection.
Writing:
1.0 Writing Strategies
Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).
Organization and Focus
1.1 Create a single paragraph:
a. Develop a topic sentence.
b. Include simple supporting facts and details.
Penmanship
1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence.
Research
1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Evaluation and Revision
1.4 Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
IDEA PAGES 4
2.0 Writing Applications
(Genres and Their Characteristics)
Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade three outline in Writing Standard 1.0, students:
2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
2.2 Write descriptions that use concrete sensory details to present and support unified impression of people, places, things, or experiences.
2.3 Write personal and formal letters, thank-you notes, and invitations.
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Written and Oral Language Conventions
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
Grammar
1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
1.3 Identify and use past, present, and future verb tenses properly in writing and speaking.
1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Punctuation
1.5 Punctuate dates, city and state, and titles of books correctly. Use commas in dates, locations, and addresses and for items in a series.
Capitalization
1.6 Capitalize geographical names, holidays, historical periods, and special events correctly.
IDEA PAGES 5
Spelling
1.7 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from –y to –ies when forming the plural), and common homophones (e.g., hair-hare).
1.8 Arrange words in alphabetic order.
Listening and Speaking:
1.0 Listening and Speaking Strategies
Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.
Comprehension
1.1 Retell, paraphrase, and explain what has
been said by a speaker.
1.2 Connect and relate prior experiences,
insights, and ideas to those of a speaker.
1.3 Respond to questions with appropriate
elaboration.
1.4 Identify the musical elements of literary
language (e.g., rhymes, repeated sounds, instances of onomatopoeia).
Organization and Delivery of Oral Communication
1.5 Organize ideas chronologically or around
major points of information.
1.6 Provide a beginning, a middle, and an end,
including concrete details that develop a central idea.
1.7 Use clear and specific vocabulary to
communicate ideas and establish the tone.
1.8 Clarify and enhance oral presentations
through the use of appropriate props
(e.g., objects, pictures, charts).
1.9 Read prose and poetry aloud with fluency,
rhythm, and pace, using appropriate intonations and vocal patterns to emphasize important passages of the text being read.
Analysis and Evaluation of Oral and Media
Communications
1.9 Compare ideas and points of view expressed
in broadcast and print media.
1.10 Distinguish between the speaker’s opinions and verifiable facts.
IDEA PAGES 6
2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver brief recitations and oral
presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0
Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:
2.1 Make brief narrative presentations:
a. provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
2.2 Plan and present dramatic interpretations of
experiences, stories, poems, or plays with
clear diction, pitch, tempo, and tone.
2.3 Make descriptive presentations that use
concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
Listening and Speaking (California ELD Standards – Grades 3-5)
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/ participate in
short conversations/using gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi-step oral directions
Intermediate Level
Ask/answer questions using support elements
Identify key details from stories/information
Early Advanced Level:
Identify main points/support details from stories & subject areas
Respond to and use idiomatic expressions appropriately
IDEA PAGES 7
Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Early Intermediate Level:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
Intermediate Level:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing
Early Advanced Level:
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject matter
Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations
Speak/write based on purpose, audience, & subject matter
Identify main idea, point of view, & fact/fiction in broadcast & print media
Use standard English grammatical forms/sounds/intonation/pitch
Reading – Word Analysis (ELD Standards – Grades 3-5)
Concepts about Print, Phonemic Awareness, Decoding &
Word Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing/producing phonemes not in primary
language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from
literature/texts in content areas
Advanced Level:
Use roots & affixes to derive meaning
IDEA PAGES 8
Reading – Fluency & Systematic Vocabulary Development (California ELD Standards – Grades 3-5)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple
questions/ answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word to communicate basic needs
Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend
words
Recognize & correct grammar, usage, word choice in speaking
or reading aloud
Read own narrative & expository text aloud with pacing,
intonation, expression
Intermediate Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts
Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing,
intonation, expression
Advanced Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent reading
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with pacing, intonation
IDEA PAGES 9
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word responses
Connect simple text read aloud to personal experiences
Understand & follow one-step directions
Sequence events from stories read aloud using key
words/phrases
Identify text features: title/table of contents/chapter headings
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Intermediate Level:
Orally respond to comprehension questions about written text
Read text features: titles, table of contents, headings, diagrams,
charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal
experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in
literature/content texts
Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text–related comprehension questions
Describe relationships between text & personal experience
Identify function of text features:
format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
Advanced Level:
Make inferences/generalizations, draw conclusions from grade
level text resources
Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence,
cause/effect
IDEA PAGES 10
Writing Strategies and Applications (California ELD Standards Grades 3-5)
Penmanship, Organization & Focus
Beginning Level:
Write alphabet
Label key parts of common objects
Create simple sentences/phrases
Write brief narrative/stories
using few standard grammatical forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences,
drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write a friendly letter
Produce independent writing
Intermediate Level:
Narrate sequence of events
Produce independent writing
Use variety of genres in writing
Create paragraph developing central idea
using grammatical form
Use complex vocabulary & sentences in all content areas
Write a letter with detailed sentences
Early Advanced Level:
Write detailed summary of story
Arrange compositions with organizational patterns
Independently write responses to literature
Use complex vocabulary & sentences in all content areas
Write a persuasive letter with relevant evidence
Write multi-paragraph narrative & expository in content areas
Advanced Level:
Write short narrative for all content areas
Write persuasive composition
Write narratives that describe setting, character, objects, events
Write multi-paragraph narrative & expository compositions
Independently use all steps of writing process
Writing Conventions
Beginning Level:
Begin own name and sentences with capital letter
Use period at end of sentence
Early Intermediate Level:
Begin proper nouns & sentences with capital letter
Use periods at end of sentence/use some commas
Edit for basic conventions
IDEA PAGES 11
Intermediate Level
Produce independent writing
Use standard word order
Early Advanced Level: