| In third grade unit 2 Understanding Characters, students read fictional texts. In the first concept, Readers connect to characters; readers learn strategies that help them connect with the characters in their stories. As they read, readers will see the importance to empathize with characters by connecting with their own experiences, envision the characters and the scenes much like a movie, and make predictions about what might happen and how it will happen based on the feelings the reader is carrying from their work with connecting and envisioning. Readers are expected to pay close attention to the details to help them better understand what the characters are really like and notice and reflect on places in the story that create strong emotions all in an effort to understand the most they can about their characters. In the second concept, Readers grow theories about their characters; readers look for patterns in a character's behavior to grow a theory about the character and revise or confirm their theories as they continue to read. They notice when characters act in surprising ways and use these surprises as opportunities to uncover more about who their character really is. Readers are expected to use precise language when talking and writing about their characters as they grow their descriptive vocabulary. In the third concept, Readers see that stories and characters relate to real life; readers understand that characters will face challenges, and find ways to overcome them, often becoming turning points in the story which force a character to change or grow from their experiences. Readers learn that secondary characters also have important roles in stories often teaching the character and the reader meaningful life lessons. Readers come to see that they, too, can learn alongside the characters in the story, if they are open to thinking about what the characters are teaching through their behaviors, interactions and experiences. In the end, readers celebrate the lessons the characters have learned that apply to their own lives |
| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.3.2. 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. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. RL.3.5. 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. 6. Assess how point of view or purpose shapes the content and style of a text. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RL.3.7. 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). 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.3.10.By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. Reading: Foundational Skills Phonics and Word Recognition
RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. Fluency
RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.3.1. 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. SL.3.1a. 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. SL.3.1b. 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). SL.3.1c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d. Explain their own ideas and understanding in light of the discussion. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.2. 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. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
| Concept I: Readers connect to characters Session 1 Readers pay attention to and envision the way a character behaves to learn about them Session 2 Readers create theories about their characters based on the details they notice Session 3 Readers connect to characters experiences to empathize with them Session 4 Readers learn more about their character by noticing when characters act differently from themselves Session 5 Readers use empathy for characters to make predictions about what characters will do next Session 6 Readers predict what and how details will happen Session 7 Readers notice and think about places that create strong emotions to learn more about their characters Concept II Readers grow theories about their characters Session 8 Readers find patterns in a characters behavior to grow theories about them Session 9 Readers revise their theories about characters as they continue to read Session 10 Readers notice when characters act in surprising ways and question why they did Concept III Readers see that stories and characters relate to real life Session 11 Readers expect characters to change or grow and learn from their experiences Session 12 Readers know that characters face struggles/challenges that become turning points Session 13 Readers know that characters have what it takes to overcome challenges Session 14 Readers know that secondary/supporting characters often teach the main character something Session 15 Readers expect to learn alongside their characters Session 16 Readers celebrate the lessons characters have learned that apply to their own lives | Professional Resources - Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
- Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
- Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
- Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, Book 1: Building a Reading Life. Portsmouth, NH: Heinemann.
- Calkins, L. (2011). A Curricular Plan for the Reading Workshop, Grade 3. Portsmouth, NH: Heinemann.
|
