| In third grade Unit 3 Informational Reading, students read expository, narrative, and hybrid informational text. In the first concept, Readers determine importance and synthesize when reading informational text; readers learn strategies that help them determine the main idea and supporting details and fit all the text together as they become experts on their topics. As they read, readers will see the importance of previewing the text, using text features to predict how information in organized, and think about subtitles as they study pages of expository text. Readers are expected to use a “boxes and bullets” note taking strategy to organize the information they’ve read and use their notes to talk with partners about their topics. Readers will learn to respond to text based on prior knowledge and life experiences and generate possible central messages based on what they know and have read. In the second concept, Readers determine text structures and synthesize when reading informational text; readers use their knowledge of the way informational text is organized to notice descriptive, chronological, comparison, cause and effect and problem and solution structures within and across sections of text. Readers learn ways to take notes not only to understand the text structure but also to understand the content of what has been read. Readers acquire organizational strategies for explaining the content of their topics to their partners. In the third concept, Readers fit text together to teach others; readers learn strategies for overcoming the challenges of solving unknown words and their meanings and fitting that learning into the text for understanding. Readers will look for parts they know, use synonyms and think about the context of the text in the midst of reading, in order to teach others about their topics. In the fourth concept, Readers read narrative informational and hybrid informational texts; readers will learn ways to differentiate and read narrative informational, hybrid informational and expository text. Readers learn that similar strategic work is required for understanding all types of informational text. Readers will shift their focus from expository text to narrative informational and hybrid informational text. Readers will use what they know about reading narrative text to read and understand narrative informational text, including biographies. Readers will see that knowing how to study character brings strength in reading and understanding narrative informational text. Readers will study people, as they did characters, by noticing and thinking beyond the person’s actions, motivations, challenges and success. Furthermore, Readers will use what they know about text structures, expository text and narratives to read hybrid informational text.. Readers will ultimately think about the big ideas the text is teaching and learn to retell their information interjecting their own inferences and thinking to synthesize all the information. The building of these concepts and the students’ proficiency of strategy use hinges on teachers utilizing; read aloud with accountable talk, mini-lessons, guided reading and strategy groups, one on one conferences, and partner conferences. |
| MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5 Reading: Informational Text 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. RI.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. RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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. Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 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. 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. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 6. Assess how point of view or purpose shapes the content and style of a text. RI.3.6. Distinguish their own point of view from that of the author of a text. 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. 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). 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 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. RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. 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. Reading: Foundational Skills Fluency
RF.3.4. Read with sufficient accuracy and fluency to support comprehension. a. Read grade-level text with purpose and understanding. 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. Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | 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 determine importance and synthesize when reading informational text Session 1 Readers preview the text before reading by paying attention to text features to tap prior knowledge. Session 2 Readers pause and paraphrase information by putting it in their own words. Session 3 Readers locate main idea sentences within paragraphs. Session 4 Readers support the main ideas with key details from the text. Session 5 Readers notice new information about the idea that was introduced and fit it into their thinking. Session 6 Readers can become experts on a topic and teach others Session 7 Readers use a repertoire of strategies to read and understand informational text Session 8 Readers determine the meaning of unfamiliar vocabulary words. Concept II Readers determine text structures and synthesize when reading informational text Session 9 Readers recognize descriptive structures and use them to organize thinking. Session 10 Readers recognize sequential structures and use them to organize thinking Session 11 Readers recognize comparison structures and use them to organize thinking Session 12 Readers recognize cause and effect structures and use them to organize thinking Session 13 Readers use graphic organizers to organize their reading and thinking from informational texts. Concept III Readers Fit Text Together to Teach Others Session 14 Readers use topic specific vocabulary words to teach others. Session 15 Readers teach others about a topic they are studying. Concept IV Readers read narrative informational and hybrid informational texts Session 17 Readers distinguish between narrative informational, hybrid informational and informational text Session 18 Readers use what they know about characters to study real people Session 19 Readers use stories and information to uncover the important ideas narrative/hybrid informational text teaches Session 20 Readers notice if there is an obvious point of view in a text Session 21 Readers celebrate by sharing all they have learned on a topic, person or event | 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 4. Portsmouth, NH: Heinemann.
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