Communities
Unit Overview
COMMUNITIES
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3rd grade |
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8 lessons |
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Students explore the concept of communities. Similarities and differences between types of communities are explored. |
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Decoding strategies, developing vocabulary through text, developing and completing a graphic organizer, using context clues, inferring, comprehension strategies, identifying intended messages conveyed through media |
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This unit consists of eight lessons. Students focus on the use of decoding strategies, developing vocabulary through text, developing and completing a graphic organizer, using context clues, inferring, developing and utilizing comprehension strategies during reading, and identifying the intended messages conveyed through media. |
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Handouts including graphic organizers |
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Formative and Summative Assessment |
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Glossary |
Unit Plan: Lessons
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KWL/Vocabulary Dictionary Drill |
Word |
HTML (with links to documents) |
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Community Ripple |
Word |
HTML (with links to documents) |
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Strategies to Infer |
Word |
HTML (with links to documents) |
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Anticipation |
Word |
HTML (with links to documents) |
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Visualizing |
Word |
HTML (with links to documents) |
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Cloudy with a chance of meatballs - Part I |
Word |
HTML (with links to documents) |
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Cloudy with a chance of meatballs - Part II |
Word |
HTML (with links to documents) |
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What's the Weather Forecast? |
Word |
HTML (with links to documents) |
Essential Questions:
| What is a community? |
| What strategies can be used to figure out unknown words? |
| What are the different types of communities and what are their characteristics? |
| How do good readers make inferences? |
| How can I tell where information from the text belongs in a graphic organizer? |
| How do good readers visualize while reading? |
| How can we decode words by identifying affixes? |
| How can we identify the intended message conveyed in media? |
Summative Assessment and Scoring Guides:
PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
Students must be able to develop and apply decoding strategies to problem-solve regularly spelled one-or-two-syllable words when reading.
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R1C Students must be able to develop and apply decoding strategies to problem-solve regularly spelled one-or two-syllable words when reading.
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Students must be able to apply decoding strategies to problem-solve unknown words when reading.
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Students must be able to develop vocabulary by listening to and discussing unknown words in stories. Develop vocabulary through text using base words and classroom resources |
R1E Develop vocabulary through text, using base words, synonyms and antonyms, context clues, and a glossary and dictionary. |
Students must be able to develop vocabulary through text using base words, synonyms and antonyms, context clues, glossary, dictionary, and thesaurus.
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Students must be able, during reading, to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual)
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R1G Students must be able, during reading, to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual). |
Students must be able, during reading to develop and utilize strategies to self-question and correct, infer, predict and check using cueing systems (meaning, structure, visual).
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Students must be able to identify, with assistance, topics of messages and simple messages conveyed through oral and visual media |
W3B Complete a graphic organizer to identify important information from text. |
Students must be able to use a note-taking system to organize information from written text and oral presentations |
Student must be able to identify, with assistance, topics of messages and simple messages conveyed through oral and visual media |
IL2 Identify intended messages conveyed through oral and visual. |
Students must be able to identify and explain intended messages conveyed through oral and visual media |
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