ELA, Office of Curriculum Development Page 2 of 8
Sequence / Skills / Resources / Assessment / Instructional
Strategies /
1. Our Stories
This module includes attachments. / Students will be able to:
ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1)
use figurative language in context. (3.RL.3)
demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (3.L.1a-j)
a. explain the function of nouns, pronouns, verbs, adjectives and adverbs in general and their functions in particular sentences.
b. form and use regular and irregular plural nouns.
c. use abstract nouns (e.g., childhood).
d. form and use regular and irregular verbs.
e. form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
f. ensure subject-verb and pronoun-antecedent agreement.
g. form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
h. use coordinating and subordinating conjunctions.
i. produce simple, complex, and compound sentences.
j. write multiple sentences in an order that supports a main idea or story. / Extended/Short Texts:
Lon Po Po, Ed Young
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
Stories That Julian Tells, The, Ann Cameron
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Her stories: African American Folktales, Fairytales, and True Tales, Virginia Hamilton
Show Way, Jaqueline Woodson
Songs From the Loom: A Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the above texts in the classroom. We all have a story to tell; and our stories are similar and different. Our thoughts, feelings, and actions contribute to the events in our lives (our stories), so we will learn how to reflect on our thoughts, feelings, and actions in order to learn about others, the world and ourselves. / Formative Assessment:
Students create personal simile and metaphor depictions and self-portraits reveling how they “see” themselves.
Summative Assessments:
Students write biography poems, rendering facts about their lives, and reveling surface level vs. deeply held values.
Students will write personal narratives. / Vocabulary Chart and Parts of Speech
Mind Map
Book Browse
Read Aloud and Class Discussion
Class Discussion and Journal Writing
Personal Cultural Heart Maps, Characters Heart Maps and Presentations
Biography Poem
Self-Portraits
Personal Similes and Metaphors
Personal Narratives
Sharing Our Stories
Journal Reflection
2. Paired Book Study- Compare and Contrast
This module includes attachments. / Students will be able to:
ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1)
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). (3.RL.7)
recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (3.RL.2)
describe characters in a story and explain how their actions contribute to the sequence of events. (3.RL.3)
compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. (3.RL.9) / Extended/Short Texts:
Lon Po Po, Ed Young
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
Stories That Julian Tells, The, Ann Cameron
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the books from this module in the classroom and pose the Journal Questions. Students use the Scholastic Book List for paired texts. / Formative Assessment:
Compare and contrast the lessons, or morals using the texts Why Mosquitos Buzz in People’s Ears by Verma Aardema and Lon PoPo by Ed Young.
Summative Assessment: Choose two books to read from this module. Compare and contrast the key details in the text that convey the lesson, or moral of the story. / Vocabulary Chart & Parts of Speech
Book Browse
Journal Questions
Read Aloud and Class Discussion
Venn Diagram
Comparison Chart
Partner Reading and Response
Cultural Heart Maps.
Thoughts, Feelings & Actions
Journal Reflection
3. Thematic Study- Others, the World, and Ourselves
This module includes attachments. / Students will be able to:
ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3.RL.1)
recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (3.RL.2)
describe characters in a story and explain how their actions contribute to the sequence of events. (3.RL.3)
compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. (3.RL.9)
distinguish their own point of view from that of the narrator or those of the characters. (3.RL.6) / Extended/Short Texts:
El Cucuy!: A Bogeyman Cuento in English and Spanish, Joe Hayes
Friendship Trip, The, Wolfgang Slawski, TE p. 282G
Her Stories: African American Folktales, Fairytales, and True Tales, Virginia Hamilton
Lon Po Po, Ed Young
Meet the Author p. 30 & p. 298
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
People Could Fly: American Black Folktales, The, Virginia Hamilton
Spanish-American War, The, TE p. 14G
Stories That Julian Tells, The, Ann Cameron
Tales Our Abuelitas Told: A Hispanic Folktale Collection, Alma Flor Ada
True Story of the Three Little Pigs, The, Jon Sciesska
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display books from this module in the classroom, including the Scholastic Books. Explain to students that this is a thematic book set. The overarching theme is Everyone has a story to tell. / Formative Assessments: Compare The True Story of the Three Little Pigs by Jon Sciesska, to the traditional version. How are the themes, settings, plots, and illustrations similar and different?
Summative Assessments:
How are the characters in The True Story of the Three Little Pigs, similar and different? How do the characters’ actions contribute to the sequence of events? / Vocabulary Chart and Parts of Speech
Journal Questions
Read Aloud and Graffiti Board
Literature Circles
Webbing - What’s on My Mind
Comparison Charts and Venn Diagrams
Journal Reflection
4. Inquiry and Text Set
This module includes attachments. / Students will be able to:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.RL.6 Distinguish their own point of view from that of the narrator or those of the characters. / Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the Multicultural and Scholastic books in the classroom. Students think of an area of interest to investigate. Students ask questions related to their area of interest. Students choose books from the Scholastic Book list for their inquiries. / Formative Assessment:
In student’s Reading Journal, they record any questions from the readings. / Vocabulary Chart and Parts of Speech
Journal Question
Reread and Discuss
Consensus Board
Literature Circles
Inquiry Study
Inquiry Project and Summative Assessment
Journal Reflection
5. Reflection
This module includes attachments.
. / Students will be able to:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
3.RF.3 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 multisyllabic words.
d. Read grade-level appropriate irregularly spelled words. / Extended/Short Texts:
El Cucuy!: A Bogeyman Cuento in English and Spanish, Joe Hayes
Friendship Trip, The, Wolfgang Slawski, TE p. 282G
Her Stories: African American Folktales, Fairytales, and True Tales, Virginia Hamilton
Lon Po Po, Ed Young
Meet the Author p. 30 & p. 298
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
People Could Fly: American Black Folktales, The, Virginia Hamilton
Spanish-American War, The, TE p. 14G
Stories That Julian Tells, The, Ann Cameron
Tales Our Abuelitas Told: A Hispanic Folktale Collection, Alma Flor Ada
True Story of the Three Little Pigs, The, Jon Sciesska
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the above listed texts in the classroom. / Formative Assessment: Reading journal reflection- Revisit your inquiry project What new thoughts, opinions, ideas and/or questions do you have?
Summative Assessment:
What does your inquiry project teach people about others, the world, and you? / Vocabulary Chart and Parts of Speech
Journal Question
the Last Word for Me
Opinion Writing
Journal Reflection
6. Analyzing Purpose
This module includes attachments. / Students will be able to:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
3.RL.2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
3.RL.3 Describe characters in a story and explain how their actions contribute to the sequence of events
3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. / Extended/Short Texts:
Lon Po Po, Ed Young
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
Stories That Julian Tells, The, Ann Cameron
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the texts listed in the module and pose the question Why did the authors write the texts? / Formative Assessments: Why did the authors write the texts? What do the texts teach us about the authors?
Summative Assessments: Create a comparison chart highlighting the similarities and differences in the authors’ purpose for writing the book. / Vocabulary Chart and Parts of Speech
Read Aloud and Class Discussion
Literature Circles & Written Conversation
Comparison Chart
Journal Reflection
7. What I Have Learned
This module includes attachments. / Students will be able to:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers
3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / Extended/Short Texts:
El Cucuy!: A Bogeyman Cuento in English and Spanish, Joe Hayes
Friendship Trip, The, Wolfgang Slawski, TE p. 282G
Her Stories: African American Folktales, Fairytales, and True Tales, Virginia Hamilton
Lon Po Po, Ed Young
Meet the Author p. 30 & p. 298
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
People Could Fly: American Black Folktales, The, Virginia Hamilton
Spanish-American War, The, TE p. 14G
Stories That Julian Tells, The, Ann Cameron
Tales Our Abuelitas Told: A Hispanic Folktale Collection, Alma Flor Ada
True Story of the Three Little Pigs, The, Jon Sciesska
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the texts from this module. / Formative Assessments: Choose a book from this module to reread. Describe the logical connection between particular sentences in the text by summarizing the text, and highlighting the transitional words and phrases.
Summative Assessments: Select a different book to reread from this module. What did this story teach you about others, the world, and yourself? Write three detailed paragraphs. / Vocabulary Chart and Parts of Speech
Journal Question
8. Social Action
This module includes attachments. / Students will be able to:
3.RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
3.W.1 Write opinion pieces in topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinions and reasons.
d. Provide a concluding statement or section. / Extended/Short Texts:
El Cucuy!: A Bogeyman Cuento in English and Spanish, Joe Hayes
Friendship Trip, The, Wolfgang Slawski, TE p. 282G
Her Stories: African American Folktales, Fairytales, and True Tales, Virginia Hamilton
Lon Po Po, Ed Young
Meet the Author p. 30 & p. 298
Papa Tells Chita a Story, Elizabeth Fitzgerald Howard
People Could Fly: American Black Folktales, The, Virginia Hamilton
Spanish-American War, The, TE p. 14G
Stories That Julian Tells, The, Ann Cameron
Tales Our Abuelitas Told: A Hispanic Folktale Collection, Alma Flor Ada
True Story of the Three Little Pigs, The, Jon Sciesska
Why Mosquitoes Buzz in People’s Ears, Verma Aardema
Multicultural Adoptions:
Big Moon Tortilla, Joy Cowley
Chachaji’s Cup, Uma Krishnaswami
Show Way, Jaqueline Woodson
Songs From the Loom: a Navajo Girl Learns to Weave, Monty Rossel
This is a Rope: A Story from the Great Migration, Jaqueline Woodson
Scholastic Leveled Bookroom Adoptions:
See Module Attachment
Instruction:
Display the texts used throughout the unit. Students browse texts and record any notes-questions, thoughts, connections before beginning the engagements. / Summative Assessments:
Each student creates a PowerPoint to show understanding of the interconnectedness among others, the world, and self.
Write an opinion piece in response to one of the writing prompts: Is it important to self-reflect on your thoughts, feelings and actions, and others’ thoughts, feelings and actions. In your opinion, why is it important or unimportant to learn about other people? Is it important to learn about the world? Why or why not? / Vocabulary Chart and Parts of Speech
Journal Reflection
Read Aloud
Sketch to Stretch
Opinion Writing
Power Point Presentation
Journal Reflection
ELA, Office of Curriculum Development© Page 2 of 8