Students will be able to recount stories and determine the main idea, central message, lesson, or moral or a text and explain how it is conveyed through key details. Students will practice referring to parts of text when they write or speak about it, using terms such as chapter, scene, and stanza. They will be able to describe how each successive part of a story, drama and poem builds on earlier sections. Students will also use text features and search tools to locate information efficiently.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goals
-Using literary text, students will be able to recognize, identify, and describe how each successive part builds on earlier sections, compare and contrast points of view and explain how the illustrations/text features contribute to the text. RL.2.5 RI.2.5
-Students will be able to determine the central idea, lesson or moral and explain how it is conveyed through key details in a text. Identify textual evidence that supports it. RL.1.2
-Students will be able to recount the key details and tell how they support the main idea. RI.1.2
-Students will be able to identify and develop a topic with facts, definitions, and details and write an informative/explanatory text to examine a topic and convey ideas clearly. 3.W.1.2 Scale / Suggested Essential Questions to Choose From
- How does text structure help me understand the text?
- How can the reader determine the central message of a story?
- How do key details help to convey the moral of a story?
- How do you determine if key details support the main idea of a text?
- How can I appropriately refer to a text when speaking about it?
- How can I use illustrations to help me understand what I am reading?
- How can text features help me to locate information efficiently?
- Cold Read (Quiz) – Feb. 2, Common Core Assessments pg. 37
- Cold Read (Test) – Feb. 11,Sign in the Sky and Mapping Sunshine and Rain,Ready Florida pg. 340-348
Published Product
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standards with modeling. See Literary Tasks to scaffold learning that will prepare students for the Published Product.
After reading, King Midas and the Golden Touch (Ready Florida pg. 222-223), students will write an explanatory piece in which they identify the central idea or lesson in the text. Students will need to use key ideas and details from the text to support their explanation.
FLDOE Informative/Explanatory Writing Rubric
FSA Text-Based Writing and Scoring Implications / Focus Writing Standard
3. W.1.2 (DOK 3) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
3.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
3.W.2.4 (DOK 3) With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3.)
3.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3)
3.W.2.6 (DOK 2)With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
3.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
3.L.3.4 (DOK 2) 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.
a. Use sentence-level context as a clue to the meaning of a word or phrase.
b. 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).
c. Use a known root word as a clue to an unknown word with the same root (e.g., company/companion).
d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key
words and phrases.
3.L.3.6 (DOK 1) Acquire and use accurately conversational, general academic, and domain specific words and phrases as found in grade appropriate texts, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
SPEAKING AND LISTENING:
3.SL.1.1 (DOK 3) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
3.SL.2.6 (DOK 1) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
READING:
3.RI/RL.1.1 (DOK 2) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
●Identify key details and examples
●Differentiate between explicit and inferred information
●Explain how details and examples support inferences
●Identify explicit details when explaining text
●Identify explicit details when drawing inferences
●Analyze the text using details and examples
●Summarize explicit information
3.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
•Identify literal and nonliteral words and phrases.
•Determine the meaning of literal and nonliteral words and phrases.
2nd: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
4th: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)
3.RI.2.4 (DOK 2) Determine the meaning of general academic and domain specific words and phrases in a text relevant to a third grade topic or subject area.
•Identify general academic words and phrases.
•Identify domain-specific words and phrases.
•Determine the meaning of general academic phrases.
•Determine the meaning of domain-specific phrases.
2nd: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area
4th: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
3.RL.3.7 (DOK 2) Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting.)
• Identify specific aspects of a text’s illustrations
• Visually and orally identify descriptions in a story or drama
• Recognize the mood of a story
• Explain how aspects of illustrations contribute to the words in a story
• Explain how aspects of text illustrations create the mood of a story
• Explain how aspects of text illustrations emphasize a character
• Explain how aspects of text illustrations emphasize the setting
2nd: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.
4th: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
3.RI.3.7 (DOK 3) 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)
• Recognize key events
• Recognize nonfiction text features
• Read graphs, charts, diagram, timelines, etc.
• Recognize interactive web elements
• Demonstrate understanding using information from maps
• Demonstrate understanding using information from photographs
• Demonstrate understanding using information from words telling where, when, why, and how key events occur
2nd: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
4th: Interpret information presented visually, orally, or quantitatively (e.g., in chars graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
3.RI/RL.4.10 (DOK 2) By the end of the year, read and comprehend informational texts, including history/social studies, science, technical texts, literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
3.RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and derivational suffixes.
b. Decode words with common Latin suffixes.
c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
3.RF.4.4 (DOK 1) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Focus Reading Standards
3.RL.1.2 (DOK 2) Recount stories, including fables, folktales, and myths from diverse cultures; Determine the central message, lesson, or moral and explain how it is conveyed though key details in the text
• Recount fables, folktales, and myths from diverse cultures
• Determine the moral in a fable, lesson in a folktale, central message in a myth
• Determine how the central message, lesson, or moral is conveyed
2nd: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral
4th: Determine a theme of a story, drama, or poem from details in the text; Summarize the text
3.RI.1.2 (DOK 2) Determine the main idea of a text; recount the key details and explain how they support the main idea.
• Determine the main idea of a text
• Recount key details of a text
• Explain how the key details support the main idea
2nd: Identify the main topic of a multiparagraph texts as well as the focus of specific paragraphs within the text
4th: Determine the main idea of a text and explain how it is supported by key details; Summarize the text
3.RL.2.5 (DOK 2)Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
• Refer to parts of stories, dramas, and poems when speaking or writing
• Use terms such as chapter, scene, and stanza to describe how a story, drama, or poem builds
2nd: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action
4th:Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
3.RI.2.5 (DOK 2) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently
• Determine how readers use search tools
• Use various text features to locate key facts or information
• Use search tools to locate key facts or information
2nd: Know and use various text features (e.g. captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently)
4th: Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text
Speaking and Listening Standards
SL.1.2 (DOK 2) Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally
SL.1.3 (DOK 2)Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Language Standards
L.3.5 (DOK 3) Demonstrate understanding of word relationships and nuances in word meanings.
a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).
L.2.3 (DOK 3) Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
b. Recognize and observe differences between the conventions of spoken and written standard English.
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension). These are suggested texts. Other stories at the same lexile level may be used.
Week 1:
- Lesson 19- Introduce Describing Comparisons pg. 310-313; Lesson 19 pg. 318-322
- Lesson 20 Introduction- Comparing and Contrasting Two Texts, pg. 324-325
- Lesson 20 Continued- Comparing and Contrasting Two Texts pg. 326-333
- Lesson 17- Connecting Words and Pictures in Informational Texts, pg. 282-285
- Ready Florida Lesson 10- Text Features
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Tools and Resources for Finding Optional Texts
CPALMS Grade 3 Toolkit
Text Exemplar List
Science Texts: When applicable
Social Studies Texts: When applicable
Common Core Exemplar Poetry List
Access Common Core exemplar poetry by grade level
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news. Lexile is adjustable within text.
ebscohost
Under this link, use “Searchasaurus”
Login/Password is lakecounty
lexile.com
Lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the three focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goal. / Literary Tasks
LDC 2-3 Template Tasks
*The tasks provided are a sampling, therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards. Some literary tasks may only address part of a standard. The purpose behind this is to help students engage in scaffolded tasks, helping them to practice the skills required to master the full intent of each standard.
3.RL.2.5 (DOK 2) After reading “Arachne and Athena,” use a flow map to sequence the key events in each scene. Have a collaborative discussion on how the scenes build on each other to create suspense in the drama. Be sure to use the term “scene” in your discussion.
3.RL.2.5 (DOK 2) After reading all three scenes of “Athena and Arachne,” the students will work with a partner in a backwards progression to discuss what the reader would miss if ___ scene were not included.
3.RI.2.5 (DOK 2)After reading the text “Hot Air Balloons,” what information under the heading “Ballooning History” explains how the Mongolfier brothers developed the first hot air balloon?
3.RI.2.5 (DOK 2)After reading the text under the heading “Ready for Take Off” in “Hot Air Balloons,” write a constructed response explaining how the photographs and captions on page 344 are relevant to the text.
3.RL.1.2 (DOK 2) After reading “Clever Jack Takes the Cake”, create a graphic organizer to sequence the events. Write a constructed response in which you provide 2 to 3 textual examples of how Jack’s thoughts and actions convey one of the lessons of the fairy tale.
3.RL.1.2 (DOK 2)One of the lessons in “Clever Jack Takes the Cake” is that sometimes the simplest gifts are the most appreciated. After reading pages 378-383 in “Clever Jack Takes the Cake”, write a paragraph to explain how details from the text support this lesson.
3.RI.1.2 (DOK 2)Work with a partner to determine the main idea of “Hot Air Balloons”. Make a list of the key details from the text that support the main idea.
RL.1.2 and RL.2.5 After reading “Athena and Arachne” or “Bellerophon and Pegasus”, work with a partner to determine the central message or lesson learned and describe how it is conveyed through key details in the text. Be sure to refer back to the parts of the story as you discuss.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
R.2.5
*How does each chapter/scene/stanza build on one another?
*What do we learn about __ from each chapter/scene/stanza?
*How does __chapter help us better understand __ (setting, character, conflict, etc.) in the story?
*Explain how scene/chapter/stanza __ builds suspense.
*How does the author bring all the ideas together?
*What would the reader miss if the ______were not included?
*In the story, the author uses _____ to share information with the reader.
*What do the ____ show the reader?
*Why does the author provide__ (text features, hyperlinks, sidebars) in the text?
*What does __ (text feature, search tools) tell you about __?
*Using __ (text feature, search tools) explain the concept __?
*How can __ (text feature, search tools) help you locate information about __?
*What information in the article explains ___? / R.1.2
*What examples/key details can you find to support the idea that __?
*What is the most important point/idea in __?
*Recount the detail you felt was most important and why.
*What facts/ideas support the main idea?
*What is the main idea of __?
*How do the details of the text support the main idea?
What lesson(s) can be learned from the folktale?
*What is the moral of the fable?
*What is the central message of the myth? How did you determine the central message?
*What key details from the text support the lesson/moral/central message?
*How did the author use details to convey the lesson/moral/central message?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
Student Writing Examples by Grade Level starting on page 531
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 12/15/2014