| In third grade unit 5, Informational Research Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read text sets made up of related informational text and primary sources (photographs, maps, video etc.) to understand the importance of earth’s natural resources. Research questions might include: “How do people use natural resources?,” “What are some of the consequences of using natural resources?” and “How and why should people conserve the earth’s natural resources for future use?” - In the first concept, Readers read to build background knowledge; Readers will learn to read quickly to get a broad overview of the topic, mark important information and get to know topic specific vocabulary across more than one text. They will use their informational reading strategies from unit 3 to focus on subtopics within the larger topic. Readers will also compare and contrast information across a minimum of two texts, noting big ideas and similar subtopics.
- In the second concept, Readers take notes as they read; Readers will learn strategies for note taking that will support their writing. Readers will pay attention to text features and note and talk about how the information fits with the topic and subtopics. Readers will learn that writing organized notes, using boxes and bullets, prepares their thinking for writing and talking about the information they are learning.
- In the third concept, Readers question and analyze information; Readers ask meaningful questions that can be researched to gain more understanding. Readers will learn to follow their questions to get answers from multiple texts. Readers will synthesize text feature information to answer questions as they read.
- In the fourth and final concept, Readers build and present knowledge to teach others; Readers learn that after researching readers use notes to talk about the content of their research with others. Readers will write and speak like journalists when sharing ideas about their topics. Readers will use content specific vocabulary when talking with others and celebrate by teaching others about their topics.
This unit is designed to provide content-based integration with third grade social studies. Because it is intended to be used near the end of the year it provides an opportunity to review what students have learned about the natural resources of Michigan, the ways people have used those resources and the consequences of their use. In addition, it can provide opportunities for students to apply and extend what they have learned to other places beyond Michigan. The following highlights specific social studies connections. Big Ideas - Natural resources are things in nature that people find useful.
- Important natural resources of Michigan include trees, fertile soil, the Great Lakes, other bodies of water and minerals.
- To study a place geographers ask the question: How have people interacted with the environment of the place? To answer that question geographers study how people have used the natural resources of the place.
- The natural resources of Michigan have been used for economic activities such as farming, logging, mining and manufacturing.
- To study a place geographers ask the question: How have people interacted with the environment of the place? To answer that question geographers study how people change the environment of the place.
- People changed the environment of Michigan when they used natural resources.
- It is important for people to use natural resources wisely.
Specific Grade Level Content Expectations 3 - G5.0.1 Locate natural resources in Michigan and explain the consequences of their use. 3 - G5.0.2 Describe how people adapt to, use, and modify the physical environment of Michigan. 3 - E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development Connections to MC3 Units and Lessons Unit 1: Lesson 6: Michigan’s Natural Resources Lesson 7: Michigan and the Theme of Human/Environment Interaction Unit 4: Lesson 1: Economic Growth and Farming Lesson 2: Economic Growth and Logging Lesson 3: Economic Growth and Mining Lesson 4: Manufacturing: Putting Resources to Work in Michigan |
| 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. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 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.3.1c. 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. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| Concept I: Readers read to build background knowledge Session 1 Readers think about what they know about a topic. Session 2 Readers act as researchers by gathering information and writing notes on what they see/observe. Session 3 Readers cross-check their prior knowledge by confirming or disconfirming through research. Session 4 Readers gather information quickly and take notes to get a broad overview of a topic. Concept II Readers take notes as they read Session 5 Readers take notes on the most important information and put it in their own words Session 6 Readers work to really get to know topic specific vocabulary. Session 7 Readers use boxes and bullets to organize their thinking Session 8 Readers pay attention to key words to help them determine the structure of their text. Concept III Readers question and analyze information Session 9 Readers ask questions about the research they have gathered. Session 10 Readers follow their questions to get answers as they read. Concept IV Readers build and present knowledge to teach others Session 11 Readers use notes to talk about the content of their research. | - 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.
|
