Elementary Language Arts

3rd Grade

Unit 2 Module A: Connecting Character, Culture, and Community

Mid October - Mid November: 1st & 2nd Trimester

Module Overview

Supplemental Resources for Support

Use the drop down menu to view the new resources have been curated to support ReadyGEN reading and writing and the foundational skills block

eBackpacks Unit 2 - digital books, articles, etc. for student reading to encourage a love of reading and build background knowledge around unit topics and themes
3rd Grade Writing Supports & Resources - WFBB Integration Guidance, PBA Supports, Writing Samples, SchoolAI Feedback Spaces, etc.
Fundations Videos - Exemplar videos in the Edthena Video Bank to watch Fundations lessons
Fundations Learning Activities Overview & Video Examples - An at-a-glance support for the Learning Activities used in Fundations

Enduring Understandings

Readers understand that asking and answering questions using text-based evidence can help them better comprehend text.

Writers understand that dialogue and characters’ actions help develop the events in a story.

Learners understand that relationships within a community are affected by culture and traditions.

Essential Questions: "Knows"

How do readers use evidence from texts to understand what they read?

How do writers include character dialogue and actions to affect the events in a story?

Module Goals: "Dos"

Readers will use text-based evidence to ask and answer questions about texts.

Writers will craft a narrative with dialogue and actions that drive the course of events.

Learners will understand that people have a rich cultural heritage and a variety of traditions.

Evidence of Learning: PBA

Narrative Task: Create a Narrative

Students will use what they have learned about narrative writing to write what might occur after the end of The Year of Miss Agnes.

Standards Addressed

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Module 2A spans Trimesters 1 and 2. Evidence outcomes are assessed and reported on in Trimester 2.

Standard 1: Oral Expression & Listening

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

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. (CCSS: SL.3.1a)
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. (CCSS: SL 3.2)
Speak clearly, using appropriate volume and pitch for the purpose and audience.
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (CCSS: SL.3.5)

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1)*
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RI.3.1)*

Supporting Evidence Outcomes:

Summarize central ideas and important details from a text.*
Use signal words (such as before, after, next) and text structure (narrative, chronology) to determine the sequence of major events.
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. (CCSS: RL.3.2)
Describe characters in a story (for example: their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (CCSS: RL.3.4)
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (for example: create mood, emphasize aspects of a character or setting). (CCSS: RL.3.7)
Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2) *

Foundational Skills:

Read grade-level text with purpose and understanding. (CCSS.3.4a)
Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (CCSS: L.3.4)
Use knowledge of word relationships to identify antonyms or synonyms to clarify meaning. *
Distinguish the literal and nonliteral meanings of words and phrases in context (for example: take steps). (CCSS: L.3.5a)
Identify real-life connections between words and their use (for example: describe people who are friendly or helpful). (CCSS: L.3.5b)

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

Write real or imagined narratives that use descriptive details, have a clear sequence of events, and provide closure. (CCSS:W.3.3)

Supporting Evidence Outcomes:

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS:W.3.3a)
Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations (CCSS:W.3c)
Use temporal words and phrases to signal event order (CCSS:W.3c)
Provide a sense of closure (CCSS:W.3.3d)

Grammar & Conventions:

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)
Form and use regular and irregular verbs. (CCSS:L.3.1d)
Capitalize appropriate words in titles (CCSS:L.3.2a)
Use commas and quotation marks in dialogue. (CCSS:L.3.2c)
Form and use possessives. (CCSS:L.3.2d)
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (for example: sitting, smiled, cries, happiness). (CCSS:L.3.2e)
Use spelling patterns and generalizations (for example: word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS:L.3.2f)
With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS:W.3.4)
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. (CCSS:W.3.6)
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. (CCSS:W.3.10)

Assessments

Assessments listed below reflect a balance of both formative and summative options, providing teachers and students with information relative to mastery of module and unit goals in reading and writing.