Lesson 03 Describing Cause and Effect Relationships

Lesson 03 Describing Cause and Effect Relationships

Common Core: L.03.06RI.03.03RI.03.04

Instructional Notes
Content

The topic for this text and series of lessons is how solving problems leads to new ideasinventions.
o

Essential Question: How does solving problems lead to new ideas?

Skill and Strategy

Students continue to describe the relationship between a series of events, using signal words to link the cause-and-effect
relationship. (RI.3.3)

Writing Mini-Lessons
Teachers may choose to teach Writing mini-lessons in conjunction with this lesson. See suggestions from Wonders Reading/Writing
Workshop:

Organization: Sequence, pages 64-65.

Word Choice: Time /Order Words, pages 80-81.

Flipped Learning

For Lesson 4, students should independently read, partner-read, or listen to All Aboard! Elijah McCoys Steam Engine.
o

This moderately complex, illustrated selection has a Lexile level of 430. The text will be taught in Lesson 4.

Lesson 2: Read pages 74 81.

Lesson 3: Read pages 82 89.

Teacher Preparation

Display the previously-taught Wonders vocabulary cards for solution and design.

Access the Wonders vocabulary card for investigation.

Duplicate Resource 1 Graphic Organizer (Cause-and-Effect Chart)

o

Digital Options:

Microsoft Word or Wixie

Access texts: The Amazing Benjamin Franklin, Leveled Reader

Small Groups

See below for small-group pathways.

Materials/Resources

Posted Essential Questions for Unit 3

Resource 1 Cause-and-Effect Chart (1 per student)

Resource 1 - Differentiated Cause-and-Effect Chart

Wonders vocabulary cards for solution, design, and investigation

The Amazing Benjamin Franklin, Leveled Reader

All Aboard! Elijah McCoys Steam Engine, Wonders Anthology, pages 74 89 (audio version available)

Essential Questions
Essential Question 1: How can solving problems lead to new ideas?

Student Learning Goals/Objectives

Students will describe a series of events, using signal words to link their cause-and-effect relationships.

Targeted Standards
Targeted CCSS
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.
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.
L.3.6 Acquire and use general academic words and phrases, including those that signal relationships.
Targeted P21 Skills
Critical Thinking and Problem-Solving
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Communication and Collaboration
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
Initiative and Self-Direction
Monitor, define, prioritize and complete tasks without direct oversight

Shared Learning Experience

Facilitated Learning Task
1.

Display the previously-taught vocabulary cards for solution and design.

2.

Display and read EQ1.

3.

Briefly review the two inventors, Chester Greenwood and Mary Anderson, and how they came up with solutions to problems by
designing new inventions.
o

Have students share a few examples of cause-and-effect sentences, using signal words to link events.

4.

Display and state the student learning goal.

5.

Introduce The Amazing Benjamin Franklin. Ben Franklin was a founding father for colonial America and very active in politics.
Throughout his lifetime, he also observed problems and investigated them.

6.

Introduce the vocabulary word investigate.

7.

Investigate to observe in detail; to look into and study carefully to find answers to questions, problems, or
mysteries.

Ben Franklin investigated many problems in his lifetime.

What part of speech is investigate?

Use investigate or investigated in a sentence and have students share sentences with partners.

Display the Wonders vocabulary card for investigation.

o

What part of speech is investigation?

Ben Franklin led many famous and interesting investigations. His investigations led to his inventions.

Have students define investigation.

8.

Read the Introduction on pages 2 3 and the first part of Chapter 1, "Finding Solutions" on pages 4 5 to provide background
information on the inventor.

9.

Lead students to cite examples of cause-and-effect relationships for pages 4 and 5.

o

Since James would never publish Bens writing, he wrote under a fake name.

James would never publish Bens writing, so Ben wrote under a fake name.

As a result of the brothers quarrel, Ben moved to Philadelphia to work for another printer.

10. Tell students that they will learn more about Benjamin Franklin by continuing to read the Leveled Reader. They will find out
how his problem-solving investigations led to other new ideas and great inventions. (See options below.)
11. Summarize the learning and explain expectations for Independent and Applied Learning.
Applied Learning:

Acceleration Group: Finish reading The Amazing Benjamin Franklin.

Options: (Select one.)

o

Complete a cause-and-effect chart for a series of eventsBenjamin Franklin and his inventions.

Digital options:

Microsoft Word, Wixie, or Audacity

Write to describe a series of events for one of Benjamin Franklins inventions. Write sentences that show the causeand-effect relationships between them. Use signal words.

Digital options:

Microsoft Word or Wixie

Record an oral description of a series of events for one of Ben Franklins inventions.

Digital options:

Wixie or Audacity

Independent Reading:

All Aboard! Elijah McCoys Steam Engine, Wonders Anthology, pages 81 - 89.
o

Discuss Stop and Check questions on pages 85 and 88 with partners or in inde-pendent small groups.

Digital options:

Wonders Annotation Tools (Sticky Notes, Highlighter

The Amazing Benjamin Franklin, Chapter 3, A Life of Ideas

Independent Writing

Reader Response Log prompt:

o

Which of Ben Franklins inventions was the most interesting? Which had the greatest impact on others?

Digital Option:

Audacity or Vocaroo

Small Group Experiences

The purpose of the three small group pathways - Scaffolding, Enrichment, and Acceleration - is to provide the opportunity for
responsive instruction. Teachers should make instructional decisions based upon the needs of the students in their classes. Teachers
may not have students in all three pathways. Determinations for the pathways are based upon ongoing observation of student word and
profess with the learning goals, as well as analyzing data points from multiple assessments. Small groups are flexible. Students are not
assigned to pathways as permanent group placements. Their placement should be assessed regularly to ensure that their learning
needs are being appropriately met.
Scaffolding Group
Facilitated Learning Task
1.

Facilitate reading for portions of the Approaching Grade Level Reader The Amazing Benjamin Franklin.
o

Read pages 6 8 together, either as guided reading or shared reading.

Note the graphics to support comprehension of the text.

What are some of the cause and effect relationships between events?

Digital options:

2.

Encourage students to use the vocabulary words solution, design, and investigation in discussion.
o

3.

Wonders Annotation Tools (Sticky Notes, Highlighter)

Why do you think the author considered Ben Franklin amazing?

If time permits, read Chapter 2, Ben Franklins Greatest Invention.

4.

Close the lesson and review expectations for Applied and Independent Learning.

Enrichment Group
Facilitated Learning Task
1.

2.

Read the On Grade Level Reader The Amazing Benjamin Franklin.

o

Have students read pages 6 8 silently and then discuss examples of the cause-and-effect relationships in the text.
(This task may occur prior to small group.)

What problems did Benjamin Franklin solve?

Encourage students to use the vocabulary words solution, design, and investigation in discussion.
o

3.

Repeat this procedure for Chapter 2, Ben Franklins Greatest Invention.

o

4.

Have students discuss how graphics support or enhance information in the text.

Why is this considered to be his greatest invention? Do you agree?

Close the lesson and review expectations for Applied and Independent Learning.

Acceleration Group
Facilitated Learning Task
1.

Have students discuss examples of the cause-and-effect relationships between events in Franklin's life and early inventions.
o

2.

3.

What problems did Franklin solve?

Conduct a collaborative discussion. (Teachers may assess students participation using a speaking and listening checklist or
rubric.)
o

Some of Franklins early inventions were social in nature. How does that fact make the inventions unique?

What do Franklin's early initiatives and inventions have in common?

How are the inventions different from those of Greenwood and Anderson?

Why is Franklins lightning rod considered his greatest invention?

Close the lesson and review expectations for Applied and Independent Learning.

3. Close the lesson and provide any additional directions for independent work.

Independent and Applied Learning

Independent and Applied Learning opportunities are embedded in the lesson.

Formative Assessment
1. Participation in whole-group and small-group discussions
2. Cause/Effect Charts or Descriptions
3. Routine Writing - Reader Response Log(s) entries

Grading
Teacher notes here:

Differentiation Ideas

Applied Learning: Rather than having students complete a blank cause-and-effect graphic organizer, use a differentiated
graphic organizer. This resource is a partially completed graphic organizer so that the students are provided either the cause
and expected to find the effect or vice versa. Students are also provided a word bank to aid with signal word recall.

Students' writing in the Reader Response Log(s) provides the teacher with valuable information to inform the focus or level of
writing lessons.

Quantity of student work may be adjusted to reflect students' abilities.

Students who read below grade-level should continue to receive small group instruction in phonics and foundational reading
skills in addition to reading the mentor text

Lesson 05 Structural Analysis of a Narrative Poem

Lesson 05 Structural Analysis of a Narrative Poem
Common Core: RL.03.04RL.03.05

Instructional Notes
Content

The topic for this text and series of lessons is how solving problems leads to new ideasinventions.
o

Essential Question: How does solving problems lead to new ideas?

Skill and Strategy

This lesson focuses on RL.3.5, analyzing the structure of a poem and why the poet crafted it as such, as the source and
construction of meaning for the whole.

This lesson uses the following source as a reference: Poetry Lessons to Meet the Common Core State Standards, Georgia
Heard, pages 82 - 84 and 91 - 94.
o

This lesson uses Georgia Heards analogy for the structure of a poem.

A poem is like a house.

It has a foundation, walls and a roof for it to work.

In a poem, where the lines end are crucial to the structure of the poem.

Since a poem's underlying structure is the line, each line of a poem is a unit of meaning, and lines are
grouped together with other lines into stanzas.

Stanza comes from the Italian word for room.

A poem might have one or several stanzas, just like a house or an apartment has several rooms.

Flipped Learning

For Lesson 6, have students build background knowledge about the topic of flight. (Resources may be accessed from
Wonders Unit 4, Week 4.
o

Flight, Wonders Weekly Opener Video.

"Up, Up, and Away! Interactive Read Aloud

Interactive Read Aloud images: ultralight plane, hot air balloons, and glider.

Teacher Preparation

Gather eight sheets of unlined chart paper and drawing tools - such as markers, colored pencils, and pastels.

Access texts:
o

"Ben Franklin's Stove, Wonders Reading-Writing Workshop, pages 328 - 329.

The Amazing Benjamin Franklin, Leveled Reader

Small Groups

This lesson includes collaborative small-group work rather than structured small-group lessons. Groups may be homogeneous
or heterogeneous.

Materials/Resources

Posted Essential Questions for Unit 3

"Ben Franklin's Stove, Wonders Reading-Writing Workshop, pages 328 -329

The Amazing Benjamin Franklin, Leveled Reader (see ITO for previous lesson for links to each level)

Eight sheets of unlined chart paper and drawing tools (markers, pencils, and pastels)

Essential Questions
Essential Question 1: How can solving problems lead to new ideas?

Student Learning Goals/Objectives

Students will describe how each successive part of a poem builds on the earlier sections and contributes to its meaning.

Targeted Standards
Targeted CCSS
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral words.
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.
Targeted P21 Skills
Critical Thinking and Problem-Solving
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
Communication and Collaboration
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
Collaborate with Others
Demonstrate ability to work effectively and respectfully with diverse teams
Initiative and Self-Direction
Monitor, define, prioritize and complete tasks without direct oversight

Shared Learning Experience

Facilitated Learning Task
1.

Display and read EQ1.

2.

Refer to the Leveled Reader The Amazing Benjamin Franklin.

o

Have students recall some of Franklin's inventions.

What problems did they solve?

3.

Tell students that they will read a poem about another of Ben Franklins inventions.

4.

Have students access the poem "Ben Franklin's Stove" on pages 328 329 in the Wonders Reading-Writing Workshop or on
their devices.

5.

Review how to approach a poem. (See anchor chart from Unit 1, Lesson 3.)

6.

Note the title, the author/poet, and the way in which the poem is arranged on the page. Is it separated into verses?
Does it have words that rhyme?

Revisit poet Georgia Heards analogy for the structure of a poem--a poem is like a house. Each stanza is like a room.

Review the term stanza: a grouping of words, phrases, or lines of verse within a poem; just as a paragraph in a story,
it shows an organization of ideas.

Read aloud the poem "Ben Franklin's Stove.

o

7.

Pause between stanzas to give the listener time to think.

After reading, have students consider the following:

What do you notice about the type of sentences? (Sentences are complete and factual. The language is
predominantly literal rather than figurative; however, there is some onomatopoeia and one simile.)

What do you notice about the rhyme pattern?

How many stanzas are in this poem?

Why might the poet use stanzas instead of grouping the whole poem together?

8.

Display and state the student learning goal.

9.

Explain instructions for collaborative group work (Picturing a Poem - One Stanza at a Time).
o

"Ben Franklin's Stove" is a narrative poem. It tells a story. How does each stanza tell a part of the story?

Work in a small group to read and discuss an assigned stanza for "Ben Franklin's Stove." Then, create an illustration
to match it.

Reread the stanza perhaps once silently, once aloud.

Talk about the content. What happens in this stanza?

Talk about the language the words and phrases that the poet uses.

Copy your stanza on a large sheet of paper.

Create your group illustration to match the stanza.

10. Assign students to one of eight collaborative groups. Assign specific stanzas to each group. Provide students with chart paper
and drawing tools.
o

Option 1:

Facilitate collaborative group work, providing guidance as needed.

Option 2:

Have students work in small groups during Independent and Applied Learning so that the teacher may meet
with individual groups.

11. Reconvene and have students place their stanzas in order, displaying them in the front of the classroom. Have students read
their assigned stanzas.
o

Option 1 Sharing out occurs following the collaborative small group work.

Option 2 Students pictorial display of the poem and discussion may occur at the end of Independent and Applied
Learning or at another time of the day.

12. Lead a collaborative discussion to summarize the learning:

o

What is the main idea of the poem?

How does each stanza build upon the earlier one?

Why does the poet use stanzas instead of grouping all the sentences of the poem together?

What does the poet want the reader to know and to understand? (To know about Benjamin Franklins invention; to
understand that new inventions are created from necessity from seeing the problem and finding a solution; to
understand that designing and creating an invention takes time and persistence)

Independent Reading: (may occur after the lesson or during Independent and Applied Learning)

For Lesson 6:
o

Flight, Wonders Weekly Opener Video, Unit 4, Week 4.

"Up, Up, and Away!" Wonders Interactive Read Aloud, Unit 4, Week 4

Small Group Experiences

See Instructional Notes.

Independent and Applied Learning

Independent and Applied Learning opportunities are embedded in the lesson.

Formative Assessment
1.

Participation in whole group and small group discussions

2.

Collaborative Group Work (Picturing a Poem)

Grading

Teacher notes here:

Differentiation Ideas

Quantity of student work may be adjusted to reflect students' abilities.

Students who read below grade-level should continue to receive small group instruction in phonics and foundational reading
skills. In addition to reading the mentor text.

Digital Options:
o

Wonders Annotation Tools (Sticky Notes, Highlighter)

Sticky NotesPlace after each stanza to identify literal or figurative language and events.

Highlighter toolIdentify rhyming words within each stanza throughout the poem.

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Common Core

L.03.01 - Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
L.03.01.a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their
functions in particular sentences.
L.03.01.b - Form and use regular and irregular plural nouns.
L.03.01.c - Use abstract nouns (e.g., childhood).
L.03.01.d - Form and use regular and irregular verbs.
L.03.01.e - Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
L.03.01.f - Ensure subject-verb and pronoun-antecedent agreement.
L.03.01.g - Form and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
L.03.01.h - Use coordinating and subordinating conjunctions.
L.03.01.i - Produce simple, compound, and complex sentences.
L.03.02 - Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
L.03.02.a - Capitalize appropriate words in titles.
L.03.02.b - Use commas in addresses.
L.03.02.c - Use commas and quotation marks in dialogue.
L.03.02.d - Form and use possessives.
L.03.02.e - Use conventional spelling for high-frequency and other studied words and for adding suffixes to
base words (e.g., sitting, smiled, cries, happiness).
L.03.02.f - Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words.
L.03.02.g - Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
L.03.03 - Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.03.03.a - Choose words and phrases for effect.
L.03.03.b - Recognize and observe differences between the conventions of spoken and written standard
English.
L.03.04 - Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on
grade 3 reading and content, choosing flexibly from a range of strategies.
L.03.04.a - Use sentence-level context as a clue to the meaning of a word or phrase.
L.03.04.b - Determine the meaning of the new word formed when a known affix is added to a known word
(e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
L.03.04.c - Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).

L.03.04.d - Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the
precise meaning of key words and phrases.
L.03.05 - Demonstrate understanding of figurative language, word relationships and nuances in word
meanings.
L.03.05.a - Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
L.03.05.b - Identify real-life connections between words and their use (e.g., describe people who are friendly
or helpful).
L.03.05.c - Distinguish shades of meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).
L.03.06 - Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner
that night we went looking for them).
RF.03.03 - Know and apply grade-level phonics and word analysis skills in decoding words.
RF.03.03.a - Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.03.03.b - Decode words with common Latin suffixes.
RF.03.03.c - Decode multisyllable words.
RF.03.03.d - Read grade-appropriate irregularly spelled words.
RF.03.04 - Read with sufficient accuracy and fluency to support comprehension.
RF.03.04.a - Read on-level text with purpose and understanding.
RF.03.04.b - Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on
successive readings
RF.03.04.c - Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
RI.03.01 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RI.03.02 - Determine the main idea of a text; recount the key details and explain how they support the main
idea.
RI.03.03 - 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.
RI.03.04 - Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
RI.03.05 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
RI.03.06 - Distinguish their own point of view from that of the author of a text.
RI.03.07 - 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).
RI.03.08 - Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).

RI.03.09 - Compare and contrast the most important points and key details presented in two texts on the
same topic.
RI.03.10 - 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.
RL.03.01 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
RL.03.02 - 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.
RL.03.03 - Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.
RL.03.04 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal
from nonliteral language.
RL.03.05 - 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.
RL.03.06 - Distinguish their own point of view from that of the narrator or those of the characters.
RL.03.07 - 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).
RL.03.08 - (Not applicable to literature)
RL.03.09 - 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).
RL.03.10 - 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.
SL.03.01 - 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.03.01.a - 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.03.01.b - 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.03.01.c - Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
SL.03.01.d - Explain their own ideas and understanding in light of the discussion.
SL.03.02 - 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.
SL.03.03 - Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail.
SL.03.04 - 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.
SL.03.05 - 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.
SL.03.06 - Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification.
W.03.01 - Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.03.01.a - Introduce the topic or text they are writing about, state an opinion, and create an organizational
structure that lists reasons.
W.03.01.b - Provide reasons that support the opinion.
W.03.01.c - Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion
and reasons.
W.03.01.d - Provide a concluding statement or section.
W.03.02 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.03.02.a - Introduce a topic and group related information together; include illustrations when useful to
aiding comprehension.
W.03.02.b - Develop the topic with facts, definitions, and details.
W.03.02.c - Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
W.03.02.d - Provide a concluding statement or section.
W.03.03 - Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
W.03.03.a - Establish a situation and introduce a narrator and/or characters; organize an event sequence that
unfolds naturally.
W.03.03.b - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and
events or show the response of characters to situations.
W.03.03.c - Use temporal words and phrases to signal event order.
W.03.03.d - Provide a sense of closure.
W.03.04 - With guidance and support from adults, produce writing in which the development and
organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined
in standards 1-3 above.)
W.03.05 - With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
W.03.06 - 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.
W.03.07 - Conduct short research projects that build knowledge about a topic.
W.03.08 - Recall information from experiences or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.
W.03.09 - (Begins in grade 4)
W.03.10 - 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.
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Unit3Week5-WordWorkPlanner
Unit3Week5-WordWorkPlanner
Unpack the Pattern
Open Word Sort- A type of picture or word sort in which the categories for sorting are left open. Students sort pictures or words into
groups according to the students' own judgment.
On Level Spelling List: foil, coins, noise, point, enjoy, joyful, down, owl, crowd, plow, round, couch, proud, bounce, loudly

Gr3 Un3 Wk5 Spelling Word Cards - Black Line Master

Have students cut apart the Spelling Word Cards BLM in the Online Resource Book and initial the backs of each card. Have them read
the words aloud with a partner. Then have partners do an open sort. Have them record the sort in their word study notebook.
Enhanced Spelling List: voice, snowplow, loyal, louder, royally, bowed, bounce, prowling, crowded, joint, noisier, amount, countless,
proudful

Gr3 Un3 Wk5 Enhanced Word Sort - FlipChart

Spelling: Diphthongs

Open Sort

Select the Open Sort.

Have partners read the words aloud and do an open sort and record the sort in their word study notebook.

Call students to the whiteboard to demonstrate how they sorted the words.

As a class discuss the sort displayed on the whiteboard and other sorts that students did.

Discussion:
Display the spelling words. Read them aloud, heavily enunciating the diphthong in each. Point out the spelling pattern in foil. Say the
word; point out that oi is one of the diphthong /oi/ spellings.Demonstrate sorting the spelling words by pattern under key words foil,
enjoy, down, and round. (Write the words on index cards or the IWB.) Sort a few words by their diphthong sounds and spellings. Point
out that oy is another of the diphthong /oi/ spellings.
Explicit Instruction:
Display the Boy and Cow Sound-Spelling Cards for the diphthongs /oi/ and /ou/. Explain that /oi/ is usually spelled oy as in boy, or oi as
in boil. Tell students that /ou/ may be spelled ow as in cow, or ou as in house.
Differentiation:
Explain:
Write the sample words boy, boil, cow, and house on the board. Underline the /oi/ or /ou/ diphthong spelling in each word and model
blending. Run your finger under each word as you sound it out.

Model and Practice:

Write the following list of words on the board. Help students identify the diphthong spelling in each word. Guide them to underline the
diphthong spelling and then pronounce each word.
foil
point
owl
joy
crowd shout house coins
noise
town
round
oil

Weekly Overview
Week 5 reviews diphthongs spelled: oi, ou in single and multisyllabic words. 3rd grade students use their knowledge of diphthongs
spellings to read longer words. Students on grade level may access the Wonders On-Level Spelling Word list; while students who
would benefit from enrichment, may utilze the enhanced word list.

Connect to Text
Students connect this week's skill to reading and writing. They may look for this week's words or patterns in decodable texts, the
fluency passage in the Your Turn Practice Book, shared learning texts, leveled texts, or independent reading texts.
Unit 3, Week 5, Fluency Passage

Mississippi Steamboats

Vocabulary - Suffixes
Remind students that a suffix is a word part added to the end of a word. Adding a suffix to a root word changes the meaning of that
word.

The suffix -able comes from Latin and means is able or can be.

The suffix -able changes a word from a verb into an adjective.

Remind students that a suffix is added to the end of a word and changes the meaning of the base word. Examples of suffixes include:
-ful, -less, and -able.

Display Your Turn Practice Book pages 143144. Read the first two paragraphs. Model figuring out the meaning of watchful.

For additional practice with suffixes, students can complete page 147 if needed. Use the base words and suffixes to discuss
the meanings of the words.

Refer to the Decodable Passage Routine

Gr3 Un3 Wk5 Decodable Passage- Suffixes -Word Document

Gr3 Un3 Wk5 Decodable Passage- Suffixes -FlipChart

Options:

The teacher may model using one of the passages and then have students practice with one of the others.

The teacher may pull a small group of students to model using one of the passages.

Students may access the decodable passages by:

Underlining and highlighting words that match the skill/pattern

Locating additional words and adding them to the anchor chart and/or word work notebook

Creating a written sort using skill/pattern words from the passage

Using skills/patterns from the passage in writing

Additional Practice:
Pattern Sort- A word sort in which students categorize words according to similar spelling patterns.
Complete the pattern sort using the key words, pointing out the suffixes. Have students use Spelling Word Cards to do their own pattern
sort. A partner can compare and check their sorts.
Pattern Sort

Select the Word Sort.

Complete the pattern sort of the spelling words, using the key words bright and few.

Have partners do a pattern sort and record their sort in their word study notebook.

Call students to the whiteboard and have them use the Open sort to demonstrate how they sorted the words.

As a class discuss the sort displayed on the whiteboard and other sorts that students did.

Combine and Create

Students use knowledge of this week's skills to create new words.
Writing Options:
Add prefixes and suffixes to the base words to create new words using the word list.
Write a poem or short story using as many words from the word list as possible.
Vocabulary - Root Words
Remind students that understanding root words can help them determine the meanings of unfamiliar words.

Write the word transportation on the board. Underline trans and explain that it means across. Then underline port and explain
that is means to carry. Discuss the meaning of transportation.

Have partners generate other words that contain trans or port, such as transfer and portable.

Discuss the meanings of the words.

Additional Practice:
Speed Sort- Pictures or words that are sorted under a timed condition. Students try to beat their own time.
Have partners do a speed sort to see who is fastest. Then have them do a word hunt in the weeks reading for words with consonant
digraph spelling patterns. Have them record the words in their Day 2 pattern sort in the word study notebook.
Speed Sort

Select the Word Sort.

Have partners do a speed sort. Then have them do a word hunt to find words with digraph patterns. Have them record the
words in their word study notebook.

Call students to the whiteboard to list the words they found.

As a class discuss the words displayed on the whiteboard and the other words that students found.

Fluency
Students practice reading with appropriate phrasing. After teacher modeling, students may apply the skill with any text.
Accuracy- The ability to correctly identify words.
Phrasing- Knowing when to pause and when to stop. (Punctuation marks such as commas, dashes, and periods can help group
phrases when reading to better convey meaning.)

Discuss with students how to highlight groups of words that go together. Remind students that it is also important to read with
accuracy.

Model reading from the selection with accuracy and appropriate phrasing.

Have groups discuss which phrases to highlight to show appropriate phrasing.

Invite volunteers to highlight phrases on the whiteboard.

Have groups choral-read the text.

Discuss with students how highlighting helped students better understand and read the text.

Have students listen to and discuss how the speaker read with accuracy and appropriate phrasing.

Apply:
Explain that when you read a poem you should pay attention to phrasing as a way to keep words in meaningful groups. This helps to
bring meaning and understanding to the poem.
Differentiation:
Have one group read a passage or piece of text one sentence at a time. A second group echo-reads. Then have groups switch roles.
Remind students to use the context to confirm or self-correct their accuracy and to use appropriate phrasing.
Model reading from one of the decodable passages from this week. Model and highligh appropriate phrasing. Model reading parts of
the passage while have students echo read to practice phrasting.
Additional Practice:
Blind Sort- A picture or word sort done with a partner in which students who are responsible for sorting cannot see the word. They
must instead attend to the sounds and sometimes visualize the spelling pattern to determine the category.Have partners do a blind sort:
one reads a spelling word card; the other tells under which key word it belongs. Have them take turns until both have sorted all their
words. Then have students explain how they sorted the words.
Blind Sort:

Select the Word Sort.

Have partners do a blind sort and record their sort in their word study notebook.

Call students to the whiteboard to demonstrate and discuss how they sorted the words.

As a class discuss the sort displayed on the whiteboard and other sorts that students did.

Assess

Assess students' knowledge and application of this week's skill.

Options may include but are not limited to:

Dictation

A creative story using the week's words or words that reflect an understanding of the week's skill

Work samples collected throughout the week

Authentic reading and writing tasks

Engrade 2017 | Terms of Use Privacy and C

3.3 Interactive Teacher Overview

3.3 Interactive Teacher Overview
3.3 - Invention and Innovation

Duration: Approximately 25 - 30 days

UNIT OVERVIEW:
In this unit, Invention and Innovation How Solving Problems Leads to New Ideas, students read informational texts,
along with several poems, related to the theme of invention to develop proficiencies for reading, writing, and speaking.
Students read a variety of informational selections to develop skills and strategies for reading expository texts. They read
short biographies and informational texts about inventors and their inventions to gain knowledge about the creation,
innovation, and continuing development of inventions. Invention topics in texts range from the simple (ear muffs and
windshield wipers) to the complex (human flight, biomimicry, and renewable energy). Leveled readers provide additional
opportunities for students to read and compare texts on the same topics, all related to inventors, inventions, and
innovations. Additionally, students in the acceleration group may read The Invention of Hugo Cabret by Brian Selznick or
Brainstorm! by Tom Tucker (planners for these texts may be accessed on the Advanced Academics wiki).
ESSENTIAL QUESTIONS:

How does solving problems lead to new ideas?

What is the relationship between invention and innovation?

I CAN STATEMENTS:
Grade_3_Unit_3_Student_Centered_Overview (File)
STANDARDS CLARIFICATION FOR UNIT 3:

RI.3.3 In Unit 1, students focused on using language that pertains to time, sequence, and cause/effect. In Unit 3
students are comparing and contrasting solar power and wind power and must focus on using signal words such
as because, so, and as a result of.

RI.3.7 In Unit 1, students are asked to use information gained from illustrations (e.g., maps, photographs) and write words to
demonstrate understanding of the text (e.g., where when, why, and how key events occcur), in Unit 3, students must create
their own illustrations and add information to show understanding of a text.

RI.3.8 In Grade 2, students describe how reasons support specific points the author makes in a text. In Grade 3, students
need to describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third in a sequence).

RI.3.9 In Grade 2, students compare and contrast the most important points presented by two texts on the same topic. In
grade 3 students will also compare and contrast the key details on the same topic.

W.3.2 . In Unit 1 students wrote an informative speech to examine a topic and convey ideas and information clearly. Students
were also required to include key details, and provide a clear introduction and closure. In Unit 3, students must continue to
write an informative text clearly as in Unit 1 and students should also include linking words and phrases when writing.

For further clarification, teachers may consult the Maryland College and Career Ready Standards for Clarifications or click
on the embedded links in the chart below:
Practiced
Target
Checkpoint Checkpoint Periodic Culminating
Checkpoint 1
2
3
Assessment
Event

Standards

RI.3.2 Determine the main idea of a text; recount

the key details and explain how they support the
main idea.
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.
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.
R.I. 3.6 Distinguish their own point of view from
that of the author of a text.
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).
RI.3.8 Describe the logical connection between

RI.3.1 Ask
and answer
questions to
demonstrate
understanding
of a text,
referring
explicitly to
the text as the
basis for the
answers.

X
X

Standards

Practiced
Target
Checkpoint Checkpoint Periodic Culminating
Checkpoint 1
2
3
Assessment
Event

particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a
sequence).
RI.3.9 Compare and contrast the most important
points and key details presented in two texts on the
same topic.
W.3.2 Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
L.3.1e Form and use simple verb tenses.
L.3.1f Ensure subject-verb and pronounantecedent agreement.

L.3.2 Demonstrate command of the conventions of standard English

Capitalization, punctuation, and spelling when writing.

X
X
X

ASSESSMENTS:
Checkpoint #1 (Lesson 8):
Students will write a brief description about the relationship between two selected events explaining, What changed or
improved? They will need to be sure to include details about time, sequence, and cause/effect.,
Checkpoint #2 (Lesson 14):
This is a facilitiated checkpoint. The students will read the text, "Bats Did It First" and use information that they have
gained from the illustrations and the words in the texts to demonstrate and understanding of the text.
Checkpoint #3 (Lesson 19):
Students will record the most important points and key details about renewable energy from both texts. They will use the
important points from both texts to write an essay to compare and contrast solar power and wind power.

Unit 3 Culminating Event GRASPS and Rubric (Lessons 20 and 21):

Invention Convention: Over the course of the unit, students research an invention (one product or stage of development in
the history of its innovations) for short-focused research, taking brief notes from print or digital sources. They draft, revise
and edit, and publish their invention presentations, using a variety of product options (digital tools, such as Wixie,
PowerPoint, Discovery Education Board Builder, and VoiceThread), in order to share information about how inventions
have changed over time with their peers.
Learning Progression (R.3.3, W.3.2)

Body of Evidence
Click here to view the Body of Evidence for this unit.

Core Learning Plan

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
The
symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

5 days
Lessons:
1
2
3
4

R1.3.1 Ask and "Invention," a poem by

answer questions Shel
to demonstrate Silverstein Resource_1_understanding of _Invention_Poem_by_She
a text, referring l_Silv (File)
explicitly to the
text as the basis Chester Greenwood and
for the answers. His Cold
(Lesson 1)
Ears (ReadingWonders)
RI.3.2 Determin
e the main idea Mary Anderson's Great
of a text; recount Invention Wonders
the key details Reading-Writing
and explain how Workshop, Pages 70 - 74
they support the
main idea.
All Aboard: Elijah
(Lesson 2)
McCoy's Steam
RI.3.3 Describe Engine Wonders
relationship
Anthology, Pages 74 81
between series
of historical
The Amazing Benjamin
events, scientific Franklin
ideas or
(Blue) (ReadingWonders)
concepts, steps - Leveled Readers
in technical
The Amazing Benjamin
procedure, using Franklin
language
(Green) (ReadingWonders
pertaining to
) - Leveled Reader
time, sequence, The Amazing Benjamin
and cause/effect. Franklin
(Lessons 1, 3, 4) (Orange) (ReadingWonder
RI.3.4 Determin s) - Leveled Readers
e the meaning of
general
academic and
domain-specific
words and
phrases in a text.
RI.3.8 Describe
the logical

As part of
meaningful
independent work
during Writers'
Workshop,
students may
All Aboard: Elijah access Edutyping
McCoy's Steam
via their
Engine (ReadingWo Instructional Tools
nders)
tab in order to
practice
The Amazing
keyboarding skills.
Benjamin Franklin
(Blue) (ReadingWon Suggested next
ders) - Leveled
steps
Readers
- Organization:
The Amazing
Sequence Pages
Benjamin Franklin 64-65 Word
(Green) (ReadingWo Choice:
nders) - Leveled
- Time /Order
Readers
Words, Pages 80The Amazing
81
Benjamin Franklin
(Orange) (ReadingW
onders) - Leveled
Readers
Organizing Ideas
Mary Anderson's
Great
Invention (Reading
Wonders)

W.3.2.a

Unit 3 Week
1
r-controlled
vowels
er, ur, ir
Synonyms
and
Antonyms

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

connection
between
particular
sentences and
paragraphs in a
text. (Lesson 2)
L.3.6 Acquire
and use
general
academic words
and phrases,
including those
that signal
spatial and
temporal
relationships
(e.g., After
dinner that night
we went looking
for them).
(Lessons 1, 3, 4)
W.3.10 Write
routinelyover
shorter time
framesfor a
range of
purposes.
(Lessons 2 4)
1 day RL.3.4 Determi
Lesson: ne the meaning
5
of words and
phrases as they
are used in a
text,
distinguishing
literal from
nonliteral
language.
(Lesson 5)

Ben Franklins Stove

Ben Franklins
POETRY CONNECTION Stove
Wonders Reading-Writing
Workshop, Unit 5 Pages
328 - 329

Word Work

Word Study
The
symbol
indicates that the Overview

Suggested next
steps
- Prior to the
introduction of the
Invention
Convention group
research, teachers
may refer to Lucy
Calkins If
ThenCurriculum
Assessment-Based

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
The
symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

RL.3.5 Refer to
parts of
poems when
writing or
speaking about a
text, using terms
such as
stanza; describe
how each
successive part
builds on earlier
sections.
(Lesson 5)
6 days RI.3.1 Ask and Firsts in Flight Wonders
Firsts in Flight
Lessons: answer questions Reading-Writing
6
to demonstrate Workshop, Unit 4, Week 4,
7
understanding of Pages 304 307
8 - Checkp a text, referring
oint
explicitly to the Hot Air Balloons Wonders
9
text as the basis Anthology Unit 4, Week 4
10
for the answers. Pages 344 - 357
(Lessons 6 - 10) History of Human
RI.3.2 Determin Flight, Wonders Your
e the main idea Turn Practice Book Pages
of a text; recount 183 184
the key details
and explain how
they support the
main idea.
(Lesson 7, 8, 9)
RI.3.3 Describe
the relationship
between a series
of historical
events, scientific
ideas or
concepts, steps
in a technical
procedure, using
language

Instruction,
GETTING
Unit 3 Week
READY BEND
2
1, pages 18 21.
r-controlled
vowels
ar, or
Idioms

Language
Lesson:
3.3 Verb
Tenses
(L3.1.e)

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
The
symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

pertaining to
time, sequence,
and cause/effect.
(Lesson 7, 8, 9)
RI.3.4 Determin
e the meaning of
general
academic and
domain-specific
words and
phrases in a text.
RI.3.7 Use
information
from
photographs
to demonstrate
understanding of
the text (e.g.,
where, when,
why, and how
key events
occur). (Lesson
6)
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).
(Lesson 10)
RI.3.9 Compare
and contrast the
most important
points and key

Unit 3 Week
3
r-controlled
vowels
ar, ir
Suffixes

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

details presented
in two texts on
the same topic.
(Lesson 9)
W.3.10 Write
routinelyover
shorter time
framesfor a
range of
purposes.
(Lessons 6 - 11)
1 day RL.3.1 Ask and Montgolfier Brothers
Lesson: answer questions Hot-Air Balloon
11
to demonstrate POETRY
understanding of CONNECTION Poem by
a text, referring J. Patrick Lewis Wonders
explicitly to the Anthology Pages 192
text as the basis 193
for the answers.
(Lesson 11)
RL.3.4 Determi
ne the meaning
of words and
phrases as they
are used in a
text,
distinguishing
literal from
nonliteral
language.
(Lesson 11)
RL.3.5 Refer to
parts of
poems when
writing or
speaking about a
text, using terms
such as
stanza; describe
how each

Word Work

Word Study
The
symbol
indicates that the Overview

Ornithopter (Acceler INVENTION

ation Group)
CONVENTION
POETRY
Writers Workshop
CONNECTION
Choose research
Poem by J. Patrick
topics. Gather
Lewis Wonders
information about
Anthology Pages
an invention. How
190 - 191
have products
changed over
time?
Writer's Workshop
Lesson 1 Research
Unit_3_Writers_W
orkshop

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
The
symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

successive part
builds on earlier
sections.
(Lesson 11)
4 days RI.3.1 Ask and Big Ideas from Nature
Big Ideas from
After the Writer's
Lessons: answer questions Wonders Anthology Unit Nature Wonders
Workshop lesson
Unit 3 Week
12
to demonstrate 3, Week 4 Pages 258 269 Anthology Unit 3, above, students
4
13
understanding of
Week 4 Pages 258 will gather
14
a text, referring The Inventor Thinks Up 269
information for
Prefixes:
- Checkpoi explicitly to the HelicoptersWonders
their Invention
pre-, dis-,
nt
text as the basis Anthology Pages 188 -189 Inspired by Nature Convention
mis- in
15
for the answers.
(Blue) (ReadingWon topics, teachers
Morphology
(Lessons 12 Bats Did It First Wonders ders) - Leveled
may refer to
15)
Reading-Writing
Reader
Calkins If
RI.3.2 Determin Workshop, Pages 230
Inspired by Nature Then
e the main idea 235
(Green) (ReadingWo Curriculum
of a text; recount
nders) - Levled
Assessment Based
the key details
Reader
Instruction for
and explain how
Inspired by Nature ideas for possible
they support the
(Orange) (ReadingW mini-lessons:
main idea.
onders) - Leveled
- If the topic is too
(Lessons 12 and
Reader
broad (Page 80).
15)
- If the topic is
RI.3.4 Determin
hard to research
e the meaning of
(Page 84).
general
- If students only
academic and
copy information
domain-specific
(Page 84).
words and
phrases in a text.
(Lessons 12 15)
Language Lesson:
RI.3.7 Use
subject-verb
information
pronounfrom
antecedent
illustrations
L.3.1.f
(photographs)
to demonstrate
understanding of
the text (e.g.,

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

where, when,
why, and how
key events
occur). (Lessons
12, 13, 14)
Lesson 14 Checkpoint
RI.3.9 Compare
and contrast the
most important
points and key
details presented
in two texts on
the same topic.
(Lesson 15)
W.3.10 Write
routinelyover
shorter time
framesfor a
range of
purposes.
(Lessons 12
15)
4 days RI.3.1 Ask and Here Comes Solar Power
Lessons: answer questions Wonders Reading-Writing
16
to demonstrate Workshop Unit 5, Week 5
17
understanding of Pages 390 393
18
a text, referring It's All in the Wind
19- Check explicitly to the Wonders Anthology, Unit
point text as the basis 5, Week 5 Pages 456
for the answers. 459
(Lessons 16 19)
RI.3.2 Determin
e the main idea
of a text; recount
the key details
and explain how
they support the
main idea.

Word Work

Word Study
The
symbol
indicates that the Overview

Language Lesson:
The Fuel of the
Future
(Blue) (ReadingWon
Linking
ders) - Leveled
Word
Readers
The Fuel of the
(W.3.2.c)
Future
(Green) (ReadingWo
Invention
nders)-Leveled
Convention:
Readers
Drafting your
The Fuel of the
presentation.
Future
(W.3.2, W.3.5)
(Orange) (ReadingW
onders) - Leveled
Developing the
Readers
Topic and
Paraphrasing

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
The
symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

(Lessons 16, 17
and 19)
RI.3.3 Describe
the relationship
between a series
of historical
events, scientific
ideas or
concepts, steps
in a technical
procedure, using
language
pertaining to
time, sequence,
and cause/effect.
RI.3.4 Determin
e the meaning of
general
academic and
domain-specific
words and
phrases in a text
relevant to a
grade 3 topic or
subject area.
RI.3.5 Use text
features and
search tools
(e.g., key words,
sidebars,
hyperlinks) to
locate
information
relevant to a
given topic
efficiently.
(Lesson 16)
RI.3.6 Distingui
sh their own
point of view

W.3.2.b
Invention
ConventionPeer Review editing and
revising
(W.3.2, W.3.5)

Unit 3 Week
5
diphthongs
spelled:
oi, ou
Suffixes and
Root Words

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

from that of the

author of a text.
(Lesson 18)
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). (Lessons
16 and 19)
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).
RI.3.9 Compare
and contrast the
most important
points and key
details presented
in two texts on
the same topic.
W.3.10 Write
routinelyover

Word Work

Word Study
The
symbol
indicates that the Overview

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

shorter time
framesfor a
range of
purposes.
(Lessons 16 18)
W.3.2 Write
informative/expl
anatory texts to
examine a topic
and convey
ideas and
information
clearly.
4 days W.3.2 Write
Lessons: informative/expl
anatory texts to
examine a topic
20
and convey
21
ideas and
information
clearly.
W.3.5 With
guidance and
support from
peers and adults,
develop and
strengthen
writing as
needed by
planning,
revising, and
editing.
W.3.6 With
guidance and
support from
adults, use
technology to
produce and
publish writing

Word Work

Word Study
The
symbol
indicates that the Overview

INVENTION
CONVENTION
Informative /
ExplanatoryWriti
ng Writers
Workshops
-

- Publishing your
presentation.
Options may
include: Wixie or
PowerPoint
presentation,
Discovery
Education Board
Builder,
VoiceThread.

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

lesson has been

developed into a
student-facing digital
lesson.

(using
keyboarding
skills) as well as
to interact and
collaborate with
others. (Lesson
20)
L.3.1 Demonstra
te command of
the conventions
of standard
English
grammar and
usage when
writing and
speaking.
L.3.2 Demonstra
te command of
the conventions
of standard
English
capitalization,
punctuation, and
spelling when
writing.
L.3.3 Use
knowledge of
language and its
conventions
when writing,
speaking,
reading, or
listening.
SL.3.1 Engage
effectively in a
range of
collaborative
discussions
(one-on-one, in
groups, and

Word Work

Word Study
The
symbol
indicates that the Overview

Refer to Lucy
Calkins If
Then
Curriculum
Assessment Based
Instruction for
ideas for minilessons:
- Elaboration,
pages 81 83.

writing
strong
conclusions
(W.3.2.d)

Writing

Suggested
Timeline

CCSS

Suggested Texts/
Shared Learning Experience

Suggested Texts for

Small Group

Grade 3
Writing
Overview

Word Work

Word Study
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symbol
indicates that the Overview
lesson has been
developed into a
student-facing digital
lesson.

teacher-led) with
diverse partners
on grade 3 topics
and texts,
building on
others' ideas and
expressing their
own clearly.
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.
SL.3.6 Speak in
complete
sentences when
appropriate to
task and
situation in order
to provide
requested detail
or clarification.
Periodic Assessment
The Periodic Assessment for this unit can be completed anytime within the testing window. The testing window
is determined by thestart date of the following unit. The window will open approximately 2 weeks before the
start date of the next unit and close approximately 2 weeks after the start date of the next unit. Please refer
the 2016-2017 ELA Unit Pacing Guide for the testing windows.
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