English as a Second Language (ESL)...Unit 1 Building a Reading Life 9 Unit 2 Following Characters...

NEPTUNE TOWNSHIP SCHOOL DISTRICT

English as a Second Language

(ESL) Curriculum

Grade 3

NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent

60 Neptune Blvd. Neptune, NJ 07753-4836

August 28, 2019 Document C1#1

NEPTUNE TOWNSHIP BOARD OF EDUCATION

Dorothea L. Fernandez, President Laura G. Granelli, Vice President

Brady M. Connaughton Nicole M. Green Jerome H. Hubbard Jason A. Jones

Mark A. Matson Michelle A. Moss Donna Puryear Antonio Lopez, Neptune City Rep.

SCHOOL DISTRICT ADMINISTRATION

Tami R. Crader, Ed.D. Superintendent of Schools

Matthew Gristina, Ed.D.

Assistant Superintendent of Schools

Peter J. Leonard Business Administrator/Board Secretary

Peter I. Bartlett

Assistant Business Administrator/Assistant Board Secretary

Sally A. Millaway, Ed.D. Director for Curriculum, Instruction & Assessment

Kathleen M. Skelton

Director of Special Services

Lakeda Demery-Alston Supervisor of Humanities & ESL

Charles Kolinofsky

Supervisor of Data & Information

Kathleen M. Thomsen Supervisor of Early Childhood Education

ELEMENTARY SCHOOL ADMINISTRATION

Principals

Lori B. Burns, Ed.D., Early Childhood Center

Joshua Loveland, Gables James M. Nulle, Green Grove

Mark K. Alfone, Ed.D., Midtown Community Janelle Williams, Shark River Hills

Jerard L. Terrell, Ed.D., Summerfield

MIDDLE SCHOOL ADMINISTRATION

Arlene M. Rogo, Ed.D., Principal Thomas Decker, Vice Principal

Michael V. Smurro, Vice Principal

HIGH SCHOOL ADMINISTRATION

Jennifer C. Joseph, Principal Titania M. Hawkins, Ed.D., Vice Principal

Kevin McCarthy, Vice Principal James H. Whitson, Vice Principal

Richard Arneo, Administrator for Athletic & Co-Curricular Activities

DEPARTMENT CHAIRPERSONS

Kelly Baldino Juan Beltran

Dawn Reinhardt Nicole Sanyigo

Tara L. Stephenson Karen Watt

Hillary L. Wilkins

NEPTUNE TOWNSHIP SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE

GRADE 3

Table of Contents Acknowledgements i

District Mission Statement ii

District Educational Outcome Goals iii

Program Description iv

Unit 1 Building a Reading Life 9 Unit 2 Following Characters into Meaning:

Envision, Predict, Synthesize, Infer 17 Unit 3 Series Book Clubs 34

Unit 4 Non-Fiction 51 Unit 5 Mystery Book Clubs 68 Unit 6 Strengthening our Work 86 Unit 7 Social Issues Book Clubs 105 Unit 8 Biography Book Clubs 124 Unit 9 Informational Reading: Research and Writing in the Content Areas 142


English Second Language (ESL) Grade 3

Acknowledgements

The ESL Grade 3 Curriculum was developed for Neptune Township Schools through

the efforts of Sharon Bell, Midtown Community Elementary School Teacher with the guidance of Lakeda Demery-Alston, Supervisor of Humanities and ESL/Bilingual and Sally A. Millaway, Ed.D., Director for Curriculum, Instruction, and Assessment.

Ms. Bell is to be commended for her dedication in developing this curriculum and her expertise in ESL. This curriculum goes beyond skill instruction and devotes a greater percentage of instructional time to problem-solving and active learning. It is our hope that this guide will serve as a valuable resource for the staff members who teach this course and that they will feel free to make recommendations for its continued improvement. The curriculum was written in alignment to the NJ Student Learning Standards for Language Arts and the WIDA English Language Development Standards.

i


DISTRICT MISSION STATEMENT

The primary mission of the Neptune Township School District is to prepare students for a life-long learning process in a complex and diverse world. It is with high expectations that our schools foster: • A strong foundation in academic and modern technologies. • A positive and varied approach to teaching and learning. • An emphasis on critical thinking skills and problem-solving techniques. • A respect for and an appreciation of our world, its resources, and its people. • A sense of responsibility, good citizenship, and accountability. • An involvement by the parents and the community in the learning process.

ii


Educational Outcome Goals

The students in the Neptune Township schools will become lifelong learners and will: ● Become fluent and critical readers, writers, speakers, listeners, and viewers who can

comprehend, respond to, and produce across multiple modalities. ● Develop mathematical skills, understandings, and attitudes to apply to the types of

problem-solving and mathematical discourse that are needed to be successful in their careers and everyday life.

● Understand fundamental scientific principles, develop critical thinking skills, and demonstrate safe practices, skepticism, and open-mindedness when collecting, analyzing, and interpreting information.

● Demonstrate proficiency and responsibility in utilizing and producing technology in an ever-changing global society.

● Demonstrate proficiency in all New Jersey Student Learning Standards (NJSLS). ● Become globally responsible citizens with a high degree of literacy in civics, history,

economics and geography. ● Develop a respect for their own and different cultures and demonstrate trustworthiness,

responsibility, fairness, caring, and citizenship. ● Become culturally literate by being aware of the historical, societal, and multicultural

aspects and implications of the arts. ● Demonstrate skills in decision-making, goal-setting, self-compassion, empathy, and

effective communication, with a focus on character development. ● Understand and practice the skills of family living, health, wellness, and safety for their

physical, mental, emotional, and social development. ● Develop consumer, family, and life skills necessary to be a functioning member of

society. ● Develop the ability to be creative, inventive decision-makers with skills in

communicating ideas, thoughts, and feelings. ● Develop career awareness and essential technical and workplace readiness skills, which

are significant to many aspects of life and work.

iii

ENGLISH AS A SECOND LANGUAGE (ESL) GRADE THREE CURRICULUM

Course Description

This English as a Second Language (ESL) curriculum is designed to provide learning opportunities in the English language and the American culture for students in Grade 3 who are identified as Limited English Proficient (LEP) or English Learners (ELs). It is created to meet the needs of such students regardless of the English language proficiency level they demonstrate upon entering the Neptune Township School District. Learning to speak, read and comprehend spoken and written English is crucial for newcomers to the American education experience. Instructional activities and assessments reflect the needs of the ELs. Basing instruction on meaningful communicative tasks motivates students to learn a second language. The teacher’s role is to facilitate genuine interaction among students through classroom activities that are embedded in authentic real-life contexts. Culture is an integral part of learning a new language. Communication is the ability to use language in culturally sensitive ways. Teaching the everyday culture of native speakers of the language not only makes the language come alive but also fosters respect and appreciation of cultural diversity. Students learn to recognize that they are products of their own culture and learn how to assimilate into the American culture without denying their cultural roots. Students enrolled in the ESL Program will be tested annually with the ACCESS for ELLs language proficiency assessment to determine their level of English language proficiency.

iv

ESL Curriculum-Grade 3 Unit 1

Building a Reading Life

Target Proficiency Level: Level 1 Entering –Level 6 Reaching The English Language Development Standards Suggested Time

Frame Approximately 3 weeks

Overview / Rationale

This unit will allow students the opportunity to learn how to author their reading lives by becoming a classroom community of readers, while acquiring social and academic English vocabulary. Students will also obtain the identity of being a reader by determining when reading has been great in their lives and thinking about how to continually make that a reality for them. To do this they will learn common strategies of strong readers and work in partnerships to discuss and share ideas as readers. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.

Stage 1 – Desired Results

Established Goals: What will students be able to do with this knowledge? Students will...

● Produce complete sentences when speaking or writing in English. ● Use academic English vocabulary to relate information. ● Learn to think of themselves as readers; students make choices and decisions to become avid

readers. ● Establish roles and routines for successful reading; students set goals for themselves to be

independent and proficient readers; students write responses to their reading. ● Create reading resolutions, finding “just right books”, reading faster, stronger, and longer. ● Build relationships with books and create a buzz about books.

New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA): RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot. RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

https://wida.wisc.edu/sites/default/files/resource/2012-ELD-Standards.pdf

RF3.4 Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL3.2 Recount stories including fables, folktales. and myths from diverse cultures; determine the central message/theme and explain how it is revealed through key details in the text. RL3.5 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. RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. SL3.1 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.

A. 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).

B. Ask questions to check understanding of information presented, stay on topic, and link

their comments to the remarks of others.

C. Explain their own ideas and understanding in light of the discussion. SL3.3 Ask and answer questions about information from a speaker offering appropriate elaboration and detail. WIDA Standards: ELD Standard 2: The Language of Language Arts-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Level 1 (Entering)- Point to and tell about events in stories using photos, illustrations, or wordless picture books with a partner (e.g., “ go to park, play with friends”). Level 2 (Emerging)-Describe parts of stories (e.g., characters, settings) using photos, illustrations, or wordless picture books with a partner. Level 3 (Developing)-Retell stories including main events, characters, and settings using photos, illustrations, or wordless picture books with a partner. Level 4 (Expanding)-Tell detailed stories using photos, illustrations, or wordless picture books with a partner. Level 5 (Bridging)- Tell detailed stories with creative word choice and expression using photos, illustrations, or wordless picture books with a partner. Level 6 (Reaching)- Language that meets all criteria through Level 5, Bridging. Essential Questions:

● How can I become a better reader? ● How can I use pictures to help me

understand the text? ● How are people in our society

perceived through reading? ● How are sounds the same and different

from my first language? ● What do the letters in the English

alphabet look like and sound like?

Enduring Understandings: Students will be able to understand:

● Good readers become better readers by reading every day on their independent reading levels.

● Readers utilize information they know to make sense of new information.

● Good readers compare the sounds from their first language to the second language to help them decode words.

● Readers get to know characters by what they say, do, and what others say about them.

Knowledge Students will know…

● You must engage by asking questions

before, during, and after reading. ● Readers use academic language to

communicate their thoughts about a text/topic.

Skills: Students will be able to…

● Ask and answer questions, and make

relevant connections to demonstrate understanding of a text.

● Use visual cues to help them understand a topic/story.

● Stories teach real life lessons. ● Stories have a common structure

(beginning/middle/end, problem/solution).

● Good readers make connections to a text to understand it better.

● Books have different genres. ● Readers learn about characters by

paying attention to what they say, do and what others say about them.

● Readers make inferences to deepen comprehension.

● Readers visualize when reading.

● Use academic English language to relate stories/topics.

● Practice social English language with peers.

● Determine the theme of a story using details from the story as support.

● Answer open-ended questions. ● Sequence a short plot using sequencing

words (first, then, next, later, finally). ● Identify story elements (character,

setting, problem, solution). ● Identify character traits using evidence

from text. ● Make inferences about a character from

what they say, do and what others say about them.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness Recognize one’s own feelings and thoughts Recognize the impact of one’s feelings and thoughts on one’s own behavior

X Recognize one’s personal traits, strengths and limitations X Recognize the importance of self-confidence in handling daily tasks and

challenges Self-Management

Understand the practices strategies for managing one’s own emotions, thoughts, and behaviors

X Recognize the skills needed to establish and achieve personal and educational goals

X Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness Recognize and identify the thoughts, feelings, and perspectives of others

X Demonstrate an awareness of the differences among individuals, groups, and others’ cultural backgrounds

X Demonstrate an understanding of the need for mutual respect when viewpoints differ

X Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making X Develop, implement and model effective problem solving and critical thinking

skills Identify the consequences associated with one’s action in order to make

constructive choices Evaluate personal, ethical, safety and civic impact of decisions

Relationship Skills Establish and maintain healthy relationships

X Utilize positive communication and social skills to interact effectively with others

Identify ways to resist inappropriate social pressure Demonstrate the ability to present and resolve interpersonal conflicts in

constructive ways Identify who, when, where, or how to seek help for oneself or others when

needed

The following 21st Century Life and Careers skills are addressed:

Check ALL that apply –

21st Century Themes

Indicate whether these skills are:

● E – Encouraged ● T – Taught ● A – Assessed

Career Ready Practices

9.1 Personal Financial Literacy CRP1. Act as a responsible and

contributing citizen and employee. Income and Careers ETA CRP2. Apply appropriate academic

and technical skills. Management CRP3. Attend to personal health and

financial well-being. Credit and Debt Management ETA CRP4. Communicate clearly and

effectively and with reason. Planning, Saving, and Investing CRP5. Consider the environmental,

social and economic impacts of decisions.

Becoming a Critical Consumer ET CRP6. Demonstrate creativity and innovation.

X Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and protecting ET CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness,Exploration and Preparation

CRP9. Model integrity, ethical leadership and effective management.

Career Awareness CRP10. Plan education and career paths aligned to personal goals.

X Exploration E CRP11. Use technology to enhance productivity.

X Preparation CRP12. Work productively in teams while using cultural global competence.

Making Connections to Careers

Below is a common list of jobs that require some training beyond high school. Feel free to modify the list based on the needs of your students. Ask students what they think is involved in these jobs and supplement their answers with the descriptions below:

● Lawyer: a person who practices or studies law; an attorney or a counselor. ● Editor: a person who is in charge of and determines the final content of a text,

particularly a newspaper, magazine or book. ● Writer: a person who writes books, stories, or articles as a job or regular occupation. ● Teacher: a person who teaches, especially in a school. ● School Principal: a chief or head, particularly of a school.

Interdisciplinary Connections

New Jersey Student Learning Standards – Social Studies 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.

6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.

6.3.4.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling).

6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.

Technology Integration

8.1 Educational Technology: ● All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge.

8.1.5.A.1- Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems

○ Google Suite (Docs, Calendar, Classroom, Forms) ○ Imagine Learning ○ Raz-Kids ○ Epic!

Student Resources

● First Day Jitters by Julie Danneberg ● This School Year Will Be the BEST! by Kay Winters ● Henry and Mudge, Magic Tree House by Cynthia Rylant ● Amelia Bedilia by Peggy Parish ● Spider Monkey’s Question by Julie Harding Raz-Plus ● Imaging Learning individualized tasks

Teacher Resources Texts: ● Freckle Juice by Judy Blume ● Differentiating Instruction and Assessment for English Language Learners by Shelley

Fairbairn and Stephaney Jones-Vo ● Making Content Comprehensible for English Learners: The SIOP Model / Edition 4 by by Jana

Echevarría, Mary Ellen Vogt, and Deborah J. Short ● 99 More Ideas and Activities for Teaching English Learners by Mary Ellen Vogt ● Reading Strategies Book by Jennifer Serravallo ● Imaging Learning Reading Comprehension Grades 2-3 by Imagine Learning ● Common Core Reading & Writing Workshop. A Curricular Plan for the Reading

Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Reading logs ● Unit assessment sheets ● Graphic Organizers Videos: ● Guided Reading with ESL Elementary Students

https://www.youtube.com/watch?v=7_jXuw_Knc0 ● Units of Study for Reading: Structures of Reading Workshops

https://www.youtube.com/watch?v=cgN2WUMW6zM ● How to Be a Good Reading Teacher

https://www.youtube.com/watch?v=WJr75lVTpB8 ● Foundational Reading Skills: Fluency (K-2)

https://www.youtube.com/watch?v=pMC27Y7rMug

https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard

https://www.raz-plus.com/

https://www.getepic.com/

http://www.state.nj.us/education/bilingual/resources/

https://www.wida.us/standards/eld.aspx

https://www.youtube.com/watch?v=7_jXuw_Knc0

https://www.youtube.com/watch?v=cgN2WUMW6zM

https://www.youtube.com/watch?v=WJr75lVTpB8


Stage 2 – Assessment Evidence

Formative Assessment (s) and Evidence of Learning:

● Informal Teacher Observations ● Exit Slips ● Self- Assessments ● Running Records ● Reading Logs ● Reading Responses ● Conferring Notes

Summative Assessment (s) and Performance Task (s):

● End of Unit Assessments/ Cold Reads ● Tests ● Quizzes ● Performance Assessments ● Developmental Reading Assessment

(DRA) ● Accelerated Reader ● High Frequency Words( as needed) ● Imagine Learning Progress Report Data

Stage 3 – Learning Plan

Descriptions Suggested Learning Activities

Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1 Readers build reading lives by looking back on when reading was fun and when it wasn’t. Strategies/goals for ELs: Students learn the role, routines and expectations for the Reader’s Workshop. Level 1-6: Provide visuals and gestures to demonstrate routines and expectations. Lesson 2 Readers make reading resolutions to make the year magical. Strategies/goals for ELs: Students set goals for their reading. Levels 1-2: Provide students with a graphic organizer with prompts to set goals. Levels 3-4: Students produce at least 3 reading goals for the year. Levels 5-6: Students produce at least 5 reading goals for the year. Lesson 3 Readers recognize the kinds of books that are just right. Strategies/goals for ELs:

Levels 1-2: Assist students with selecting their independent reading books. Provide them with age appropriate picture books, with high frequency books to aid their comprehension. Levels 3-6-.Students work with the teacher to select appropriate reading level books. Lesson 4 Readers use strategies to read at an appropriate pace. Strategies/goals for ELs: Provide all students with a binder size “ Animals Reading Strategies” anchor chart. Levels 1-2: Provide students with lower level high frequency word books. Levels 3-4: Students use picture books with simple sentences to aid text comprehension. Levels 5-6: Students practice their reading strategies with grade appropriate more complex sentence books. Lesson 5 Readers engage with the text by choosing to read with expression. Strategies/goals for ELs: Levels 1-4: Teacher uses a fairy tale books to demonstrate how to read with expression. Levels 5-6: Students work with a partner to practice reading with expression. Lesson 6 Readers recognize when they have lost the story and then go back and have several strategies to fix it. Strategies/goals for ELs: Levels 1-2: Students use sketches to track what is happening in their stories. Levels 3-4: Students track their stories by using a graphic organizer. (see resources folder) Level 5-6: Students use sticky notes to keep track of their stories. Lesson 7 Readers choose to let their text matter by building positive relationships with books. Strategies/goals for ELs: Levels 1-2: Provide pictures along with the “Good Readers…” anchor chart. Provide students with age appropriate lower level books. Levels 3-4: Provide students with age appropriate picture books to work and share with a partner while they practice their English vocabulary. Levels 5-6: Students work with a partner to share their independent reading books, while practicing their English vocabulary.

Lesson 8 Readers create a buzz about the books they love. Strategies/goals for ELs: Levels 1-2: Provide students with “Book Buzz” Organizer 1(see resources folder). Levels 3-6: Provide students with “Book Buzz” Organizer 2(see resources folder). Lesson 9a Readers ensure they always have a stack of just right books waiting for them to keep reading. Strategies/goals for ELs: Levels 1-2: Provide students with age appropriate low level fiction picture books. Levels 3-4: Provide students with the “Rule of 5” personal poster to guide them on choosing “Just Right” books (see resources folder). Levels 5-6: Students use their reading level knowledge to choose “Just Right” books independently. Lesson 9b Readers ensure they always have a stack of just right books waiting for them to keep reading. Strategies/goals for ELs: Levels 1-2: Provide students with age appropriate low level fiction picture books. Levels 3-4: Provide students with the “Rule of 5” personal poster to guide them on choosing “Just Right” books (see resources folder). Levels 5-6: Students use their reading level knowledge to choose “Just Right” books independently. Lesson 10 Readers balance when to stop and fix up and when to jump over/approximate and go on. Strategies/goals for ELs: Levels 1-2: Front load vocabulary words. Levels 3-4: Provide students with English/Native language dictionaries, or Google Translator. Levels 5-6: Provide students with English word dictionary. Lesson 11 Readers build reading friendships by getting to know each other in a special way-as readers to help each other. Strategies/goals for ELs:

Partner students with high/low EPL(English Proficiency Level) to share their independent reading and practice their academic and social English language. Lesson 12 Readers talk about what they read with their partners. Strategies/goals for ELs: Partner students with high/low EPL(English Proficiency Level) to share their independent reading and practice their academic and social English language. Lesson 13 Readers summarize what they’ve read so far to help them understand. Strategies/goals for ELs: Levels 1-2: Provide students with “Summarizing Organizer 1” (see resources folder). Levels 3-6: Provide students with “Summarizing Organizer 2” (see resources folder). Levels 5-6 Should provide grade level/age appropriate complex sentences, when creating their summaries. Lesson 14 Readers take big steps to retell the most important parts of their stories. Strategies/goals for ELs: Levels 1-2: Students draw sketches to retell their stories. Levels 3-4: Students produce simple sentences to retell their stories. Levels 5-6: Students produce grade level/age appropriate complex sentences to retell their stories. Lesson 15 Readers synthesize retellings by adding in important details that were read earlier in the story. Strategies/goals for ELs: Levels 1-2: Students add at least one more detail (sketches or words) to their summaries to retell their stories. Levels 3-4: Students add at least two more details to their summaries to retell their stories. Levels 5-6: Students add at least three more details to their summaries to retell their stories. Lesson 16 Readers show they are listening by being active listeners and asking questions. Strategies/goals for ELs:

Provide students with a list of questions prompts to aid them to ask questions during/about the lesson. Reading Assessment: Grade Level Cold Read

Accommodations/ Modifications

ACCOMMODATIONS AND MODIFICATIONS Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP (Individualized Educational Plan) or 504 Plan.

● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - eg. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of manipulatives ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent

practice ● Chunk the assignment - broken up into smaller units, work submitted

in phases ● Encourage student to proofread assignments and tests

● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading

criteria for assignments (rubrics) Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they receive for State testing.

● Setting: Alternate setting for assessments, small groups, screens to block distractions

● Presentation: large print, test readers, use of audio, fewer questions on each page

● Response: answer verbally, use large block answer sheet, speech-to-text dictation, accept short answers

● Allow for retakes ● Provide study guides ● Use of reference aids such as glossary, multiplication tables,

calculator ● Choice of test format (multiple-choice, essay, true-false) ● Alternate ways to evaluate (projects or oral presentations instead of

written tests) ● Open-book or open-note tests

English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.

● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors ● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their

Can Do Descriptor ● TPR (Total Physical Response-Sheltered Instruction strategy)

Demonstrate concepts through multisensory forms such as with body language, intonation

● Pair visual prompts with verbal presentations ● Repetition and additional practice ● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual

dictionary)

● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary

notebook, vocabulary bank, Word Wall, or vocabulary ring ● Extended time ● Select text complexity and tiered vocabulary according to Can Do

Descriptors ● Projects completed individually or with partners ● Use online dictionary that includes images for words:

http://visual.merriamwebster.com/. ● Use online translator to assist students with pronunciation:

http://www.reverso.net/text_translation.aspx?lang=EN.

Students at Risk of Failure:

● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their

answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work ● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences:

Linguistic (verbal); Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal

High Achieving:

http://visual.merriamwebster.com/

http://www.reverso.net/text_translation.aspx?lang=EN

Extension Activities

● Allow for student choice from a menu of differentiated outcomes; choices grouped by complexity of thinking skills; variety of options enable students to work in the mode that most interests them

● Allow students to pursue independent projects based on their individual interests

● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide students opportunity to design surveys to generate and

analyze data to be be used in discussion ● Allow students to move through the assignment at their own pace (as

appropriate)

Strategies to Differentiate to Meet the Needs of a Diverse Learning Population

● Vocabulary Sorts-students engage with the vocabulary word by sorting into groups of similar/different rather than memorizing definitions

● Provide “Realia” (real life objects to relate to the five senses) and ask questions relating to the senses

● Role Play-students create or participate in role playing situations or Reader’s Theater

● Moving Circle-an inside and outside circle partner and discuss, circles moves to new partner (Refer to Kagan Differentiated Strategies)

● Brainstorm Carousel-Large Post Its around the room, group moves in a carousel to music. Group discusses topic and responses on paper. Groups rotate twice to see comments of others. (Refer to Kagan Differentiated Strategies)

● Gallery Walk-Objects, books, or student work is displayed. Students examine artifacts and rotate.

● Chunking-chunk reading, tests, questions, homework, etc to focus on particular elements.

● Think Pair Share Write ● Think Talk Write ● Think Pair Share ● Note-taking -can be done through words, pictures, phrases, and

sentences depending on level ● KWL (Know, Want to Know, Learned)/KWHL(Know, What to

Know, How Will I Learn, learned)/KWLS (Know, Want to Know,

Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts

● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

. ● Circle Map strategy- place the main topic in a small circle and add

student ideas in a bigger circle around the topic. Students may use their native language with peers to brainstorm.

● Flexible grouping -as a whole class, small group, or with a partner, temporary groups are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy.

● Jigsaw Activities -cooperative learning in a group, each group member is responsible for becoming an "expert" on one section of the assigned material and then "teaching" it to the other members of the team: http://www.adlit.org/strategies/22371/.

http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners

http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy



http://www.adlit.org/strategies/22371/



Following Characters Into Meaning


Frame 3 Weeks (Approximately) October ( Reading Benchmark: M/N)

Overview / Rationale In this unit students learn to make careful, close observations of characters, and then draw on their insights to craft theories and predictions. Students will gain an understanding of the ways in which all stories are structured: a character faces trouble that grows bigger and reacts to it, eventually finding a way to resolve the trouble and learn lessons. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.



● Make inferences. ● Walk into a character’s shoes through envisioning and predicting. ● Build theories about characters. ● Practice and grow their English Language through reading, writing, listening, and

speaking. ● Grow and learn lessons alongside characters. ● Analyze characters' perspectives.

New Jersey Student Learning Standards for English Language Arts (NJSLA-ELA):

RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text; referring explicitly to the text as the basis for the answers.

RL3.2 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.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.


RL.3.6 Distinguish their own point of view from that of the narrator or those of characters.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RL3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the grade level text-complexity or above, with scaffolding as needed.

RF3.4 Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding.

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

SL3.1 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.

A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.

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).

C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

D. Explain their own ideas and understanding in light of the discussion

SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

L3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

WIDA Standards: ELD Standard 2: The Language of Language Arts-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Level 1 (Entering)- Point to and tell about events in stories using photos, illustrations, or wordless picture books with a partner (e.g., “ go to park, play with friends”).

Level 2 (Emerging)-Describe parts of stories (e.g., characters, settings) using photos, illustrations, or wordless picture books with a partner.

Level 3 (Developing)-Retell stories including main events, characters, and settings using photos, illustrations, or wordless picture books with a partner.

Level 4 (Expanding)-Tell detailed stories using photos, illustrations, or wordless picture books with a partner.

Level 5 (Bridging)- Tell detailed stories with creative word choice and expression using photos, illustrations, or wordless picture books with a partner.

Level 6 (Reaching)- Language that meets all criteria through Level 5, Bridging.

Essential Questions: ● How do I figure out a word I don’t

know while I am reading? ● How can I use cognates to help me

understand the English language? Does it look right? Does it sound right? Does it make sense?

● How do stories teach us about the world?

● What are important strategies to use when reading stories that teach us a lesson or moral?

● How can I grow ideas about characters as I read across the books?

● Why do readers back up and refine their thinking as they accumulate evidence?

● How can I push my thinking to become more insightful as I read, infer, and talk more?

● How can I synthesize my thinking to develop ideas to relate to life and the world in general?

Enduring Understandings: Students will be able to understand...

● Stories are written for different reasons: to teach us how something came to be, or to teach us a lesson or a moral.

● Readers use familiar phonics to decode new words.

● Readers use dictionaries and pictures to figure out the meaning of a word.

● Analyze how characters and situations are similar in different books.

● Recognize how a character’s motivations drive the arc of the story.

● Notice common plot lines and themes across texts.

Knowledge: Skills:

Students will know…

● Settings are important to and influence the plot, and may be distant in time and space from students’ own experiences.

● Stories follow a common sequence along the story mountain (exposition, rising action, climax, falling action, resolution).

● Characters are revealed by what they say, think, and do, and what others hear, say/think about them.

● Good readers make connections with their character.

● Characters have certain traits that develop throughout the story.

● Stories can be real or fantasy. ● Good readers ask and answer questions. ● Good readers make and monitor

predictions. ● Good readers make text-to-text and

text-to-self connections. ● Good readers summarize stories.

Students will be able to…

● Identify character traits by noticing what the character says, does, and what others say about them.

● Use complete sentences when speaking or writing in English.

● Retell the story in sequential order. ● Infer characters’ feelings and

motivations from description, what they do, say, & what others say about them.

● Make connections to themselves and other texts.

● Ask and answer questions about a text. ● Make and monitor predictions. ● Summarize their reading by identifying

the most important events. ● Analyze characters' perspectives.

INTEGRATED SOCIAL AND EMOTIONAL LEARNING COMPETENCIES

The following social and emotional competencies are integrated in this curriculum document: Self-Awareness

X Recognize one’s own feelings and thoughts X Recognize the impact of one’s feelings and thoughts on one’s own behavior X Recognize one’s personal traits, strengths and limitations X Recognize the importance of self-confidence in handling daily tasks and


X Understand the practices strategies for managing one’s own emotions, thoughts, and behaviors


Identify and apply ways to persevere or overcome barriers through alternative methods to achieve one’s goals

Social Awareness X Recognize and identify the thoughts, feelings, and perspectives of others X Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds

Demonstrate an understanding of the need for mutual respect when viewpoints differ

Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making Develop, implement and model effective problem solving and critical thinking

skills X Identify the consequences associated with one’s action in order to make


Relationship Skills Establish and maintain healthy relationships




needed



21st Century Themes




9.1 Personal Financial Literacy ET CRP1. Act as a responsible and


and technical skills. Management

ETA CRP3. Attend to personal health and

financial well-being. Credit and Debt Management CRP4. Communicate clearly and



Becoming a Critical Consumer E CRP6. Demonstrate creativity and innovation.

Civic Financial Responsibility CRP7. Employ valid and reliable research strategies.

Insuring and protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

9.2 Career Awareness,Exploration

and Preparation

E CRP9. Model integrity, ethical leadership and effective management.

X Career Awareness CRP10. Plan education and career paths aligned to personal goals.

r Exploration CRP11. Use technology to enhance productivity.

X r Preparation CRP12. Work productively in teams while using cultural global competence.



● Art Therapist: a person that uses the process of self-expression, and the resulting artwork to help clients understand their emotional conflicts, develop social skills, improve self-esteem, manage addictions, reduce anxiety, and restore normal function to their lives.

● Vocational Counselor: a person that helps people with disabilities live fuller, more independent lives by assisting them in securing gainful employment. Their clients are people coping with physical disabilities and injuries, mental illness, psychological disorders or substance abuse problems.

● Clinical Psychologist: a mental health professional with highly specialized training in the diagnosis and psychological treatment of mental, behavioral and emotional illnesses, including obsessive-compulsive disorder (OCD).

● Forensic Psychologist: a person who studies and analyzes research from other professionals, as well as conduct their own research. They might study criminals and their crimes, for instance, to determine what traits certain types of criminals have. ... A forensic psychologist will also often study crime scenes.

● Special Education Teacher: a person who works with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities.

● Lawyer: a person who practices or studies law; an attorney or a counselor. ● Judge: a public official appointed to decide cases in a court of law. ● Police Officer: a member of a police force.

Interdisciplinary Connections New Jersey Student Learning Standards – Social Studies 6.1.4.D.13- Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.


8.1 Educational Technology: ● All students will use digital tools to access, manage, evaluate, and synthesize information

in order to solve problems individually and collaborate and create and communicate knowledge.

8.1.5.A.1- Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems

○ Google Suite (Docs, Calendar, Classroom, Forms) ○ Imagine Learning ○ Raz Kids ○ Epic!

8.1.5.A.3-Use a graphic organizer to organize information about the problem or issue.

Student Resources

● A Bad Case of Stripes by David Shannon ● We ‘re All Wonders by R.J.Palacio ● My Friend Has Autism by Amanda Doering Tourville ● Amazing Grace by Mary Hoffman ● New Shoes by Susan Lynn Meyer ● Leap year by Brad Bolchunos Raz-Plus ● The Spelling Bee by Jill Sherman Raz-Plus ● Go Away, Lily by Katherine Page Raz-Plus

Teacher Resources

Texts: ● Amber Brown is Not a Crayon by Paula Danziger ● Differentiating Instruction and Assessment for English Language Learners by Shelley

Fairbairn and Stephaney Jones-Vo ● Making Content Comprehensible for English Learners: The SIOP Model / Edition 4 by

Jana Echevarría, Mary Ellen Vogt, and Deborah J. Short ● 99 More Ideas and Activities for Teaching English Learners by Mary Ellen Vogt ● Reading Strategies Book by Jennifer Serravallo ● Imaging Learning Reading Comprehension Grades 2-3 by Imagine Learning ● Common Core Reading & Writing Workshop. A Curricular Plan for the Reading

Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/





● https://www.wida.us/standards/eld.aspx Worksheets: ● Reading logs ● Unit assessment sheets ● Graphic organizers Videos: ● Units of Study for Reading: Structures of Reading Workshops


https://www.youtube.com/watch?v=WJr75lVTpB8 ● Foundational Reading: Incorporating Reading Skills in the Common Core Class Grade 3

https://www.youtube.com/watch?v=GGhdC1seEz0

Stage 2 – Assessment Evidence Formative Assessment (s) and Evidence

of Learning: ● Informal Teacher Observations ● Exit Slips ● Self- Assessments ● Running Records ● Reading Logs ● Reading Responses ● Conferring Notes



(DRA) ● Accelerated Reader



Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1: Readers understand their characters by becoming them. Strategies/goals for ELs: Partner students with high/low EPL (English Proficiency Level) to allow them to practice becoming their character, using gestures and visuals. Lesson 2: Readers understand the characters better by seeing the world through their eyes. Strategies/goals for ELs: Partner students with high/low EPL (English Proficiency Level) to allow them to practice becoming their character, using gestures and visuals.




In addition use the “Move Your Body, Remember the Words” personal poster (see resources folder). Help ELs levels 1-3 to understand the lesson/activity better. Lesson 3: Readers identify characters' traits. Strategies/goals for ELs: Provide all students with “Character Traits” vocabulary words anchor chart (see resources folder). Levels 1-2: Students represent their characters’ traits with simple sketches. Levels 3-4: Students use the “Character Traits” vocabulary words anchor chart to choose at least three words that identify their characters. Levels 5-6: Students use the “Character Traits” vocabulary words anchor chart to choose at least five words that identify their characters. Lesson 4: Readers understand how characters feel and think by making text to self-connections. Strategies/goals for ELs: Levels 1-3: Provide students with “Text-to-Self” graphic organizer 1(see resources folder). Levels 4-6: Provide students with “Text-to-Self” graphic organizer 2 (see resources folder). Lesson 5: Readers understand stories more deeply by making a mental movie and revising it. Teacher creates a “Visualizing” anchor chart. Strategies/goals for ELs: Levels 1-2: Teacher role plays scene in a story to aid student understanding. Levels 3-4: Students create a simple sketch of what they have just read in their stories. Levels 5-6: Students create a detailed sketch of what they have just read in their stories. Lesson 6: Readers analyze the character’s perspective. Strategies/goals for ELs: Levels 1-2: Discuss people’s feelings by showing feelings/emotions pictures. Levels 3-4: Students produce two details describing a characters’ point of view about a situation. Levels 5-6: Students produce three details describing a characters’ point of view about a situation.

Lesson 7: Readers deepen their understanding of the story by predicting, envisioning, empathizing and connecting with the character. Strategies/goals for ELs: Provide all students with the “Prediction” graphic organizer. Levels 1-2: Students produce sketches and/or simple vocabulary to relate their predictions. Levels 3-4: Students produce at least two predictions about their characters. Levels 5-6: Students produce at least three predictions about their characters. Lesson 8: Readers analyze character’s thoughts and feelings, and put themselves in the character’s shoes. Strategies/goals for ELs: Levels 1-2: Students use simple sentences to describe their characters’ point of view. Levels 3-6: Students work with a partner to role play being their character to describe their point of view. Lesson 9: Readers analyze the character’s perspective. Strategies/goals for ELs: Levels 1-2: Discuss people’s feelings by showing feelings/emotions pictures. Levels 3-4: Students produce two details describing a characters’ point of view about a situation. Levels 5-6: Students produce three details describing a characters’ point of view about a situation. Lesson 10: Good readers pause from time to time as they read to restate, or summarize what they have read so far. Strategies/goals for ELs: Levels 1-2: Teacher front loads lesson vocabulary. Students use sketches or simple vocabulary to take notes (in sections) while reading. Levels 3-4: Students practice reading in chunks and pausing to write important information on sticky note, using simple sentences. Provide students with “Character Perspective Chart Questions” (see resources folder) to help them stay on track and produce accurate information. Levels 5-6: Students practice reading in chunks and pausing to write important information on sticky notes, using simple sentences. Provide students with “Character Perspective Chart Questions” (see resources folder) to help them stay on track and produce accurate information.

Lesson 11: Readers form new theories about characters by noticing their actions. Strategies/goals for ELs: Levels 1-2: Provide students with the “About a Character” graphic organizer” (see resources folder) to help them form new theories about their character. Levels 3-4: Students produce at least two new theories about their character. Levels 5-6: Students produce at least three new theories about their character. Lesson 12: Readers analyze and read in between the lines. Strategies/goals for ELs: Levels 1-2: Teacher use lower level books about characters to help students infer about the characters. Levels 3-4: Students use lower level picture chapter books to help them analyze the characters. Levels 5-6: Students use grade level chapter books to practice inferring about characters. Lesson 13: Good readers pay attention to how characters change. Strategies/goals for ELs: Levels 1-2: Students create a beginning, middle and end chart to demonstrate how their characters have changed throughout the story. They can sketch or use simple words to relate their information. Levels 3-6: Students use their notes to orally relate how their characters have changed throughout the story. Lesson 14: Good readers pay attention to how characters change. Strategies/goals for ELs: Levels 1-2: Students create a beginning, middle and end chart to demonstrate how their characters have changed throughout the story. They can sketch or use simple words to relate their information. Levels 3-6: Students use their notes to orally relate how their characters have changed throughout the story. Lesson 15: Good readers restate, or summarize what they have read. Strategies/goals for ELs: Levels 1-2: Students produce a simple summary with teacher guidance. Levels 3-4: Students create a one paragraph summary about their stories. Levels 5-6: Students create a two paragraph summary about their stories, including details. Unit Assessment: Grade Level Cold Read





in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading

criteria for assignments (rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they receive for State testing.












dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency

● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary









High Achieving: Extension Activities





● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide student opportunity to design surveys to generate and

analyze data to be used in discussion ● Allow students to move through the assignment at their own pace (as

appropriate)











Know, How Will I Learn, learned)/KWLS (Know, Want to Know, Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts


.


● Circle Map strategy- place the main topic in a small circle and add student ideas in a bigger circle around the topic. Students may use their native language with peers to brainstorm.









Series Book Clubs


Frame 4 Weeks ( Approximately)


In this unit students have a sense of how all stories go, they will think comparatively about characters in different books, noticing similarities and differences between these characters’ struggles, motivations, reactions, and the lessons they learn. Students will work with book clubs to allow them to share their critical thinking skills with their peers, while practicing the four domains of the English language. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.



● Make inferences. ● Walk into a character’s shoes through envisioning and predicting. ● Build theories about characters. ● Practice and grow their English Language through reading, writing, listening, and

speaking. ● Grow and learn lessons alongside characters. ● Analyze characters' perspectives.

New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA):

RL3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme and explain how it is revealed through key details in the text.

RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

RL3.9 Compare, contrast and reflect on (e.g. practical knowledge historical/cultural context, and background knowledge) the central message/theme, lesson, and/or moral, settings, and plots of


stories written by the same author about the same or similar characters (e.g., in books from a series).



A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion.


C. Ask questions to check understanding of the information presented, stay on topic, and link their comments to the remarks of others.

D. Explain their ideas and understanding in light of the discussion.

SL3.2 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.

SL3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

WIDA Standards:

ELD Standard 2: The Language of Language Arts-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.







Essential Questions: ● How can I grow ideas about characters

as I read through a series of books? ● Why do readers back up and refine

their thinking as they accumulate evidence?

● How can I push my thinking to become more insightful as I read, infer, and talk more?

● How can I synthesize my thinking to develop ideas to relate to life and the world in general?

● How do stories teach us about the world?

● What are important strategies to use when reading stories that teach us a lesson or moral?

● How can I apply my background knowledge to help me understand the text?

● How can I use cognates to help me understand English words?


● How characters and situations are similar in different books.

● How a character’s motivations drive the arc of the story.

● There are common plot lines and themes across texts.

● Stories have different reasons for being read: to teach us how something came to be, to teach us a lesson or a moral.

Knowledge: Students will know… ● How to develop vocabulary English

academic vocabulary to aid comprehension.

● How to reflect, analyze, and draw conclusions after reading texts.

● The author’s purpose helps the reader learn new information.

● The features and structures of texts aid the reader in comprehension.

Skills: Students will be able to… ● Develop vocabulary to aid

comprehension. ● Reflect, analyze, and draw conclusions

after reading texts. ● Infer the author’s message. ● Work with others to practice English

language skills.


The following social and emotional competencies are integrated in this curriculum document:

Self-Awareness X Recognize one’s own feelings and thoughts X Recognize the impact of one’s feelings and thoughts on one’s own behavior X Recognize one’s personal traits, strengths and limitations X Recognize the importance of self-confidence in handling daily tasks and






others’ cultural backgrounds X Demonstrate an understanding of the need for mutual respect when viewpoints

differ X Demonstrate an awareness of the expectations for social interactions in a variety

of settings Responsible Decision Making

X Develop, implement and model effective problem solving and critical thinking skills

X Identify the consequences associated with one’s action in order to make constructive choices

Evaluate personal, ethical, safety and civic impact of decisions Relationship Skills

X Establish and maintain healthy relationships X Utilize positive communication and social skills to interact effectively with

others Identify ways to resist inappropriate social pressure Demonstrate the ability to present and resolve interpersonal conflicts in


needed




● E – Encouraged

21st Century Themes ● T – Taught ● A – Assessed








Becoming a Critical Consumer ET CRP6. Demonstrate creativity and innovation.




and Preparation


X Career Awareness E CRP10. Plan education and career paths aligned to personal goals.

r Exploration E CRP11. Use technology to enhance productivity.

X r Preparation CRP12. Work productively in teams while using cultural global competence.



● Art Therapist: a person that uses the process of self-expression, and the resulting artwork to help clients understand their emotional conflicts, develop social skills, improve self-esteem, manage addictions, reduce anxiety, and restore normal function to their lives.

● Vocational Counselor: a person that helps people with disabilities live fuller, more independent lives by assisting them in securing gainful employment. Their clients are people coping with physical disabilities and injuries, mental illness, psychological disorders or substance abuse problems.

● Clinical Psychologist: a mental health professional with highly specialized training in the diagnosis and psychological treatment of mental, behavioral and emotional illnesses, including obsessive-compulsive disorder (OCD).

● Forensic Psychologist: a person who studies and analyzes research from other professionals, as well as conduct their own research. They might study criminals and their crimes, for instance, to determine what traits certain types of criminals have. ... A forensic psychologist will also often study crime scenes.

● Special Education Teacher: a person who works with students who have learning, mental, emotional, or physical disabilities. They adapt general education lessons and teach various subjects to students with mild to moderate disabilities.

● Lawyer: a person who practices or studies law; an attorney or a counselor. ● Judge: a public official appointed to decide cases in a court of law. ● Police Officer: a member of a police force







Interdisciplinary Connections New Jersey Student Learning Standards – Social Studies 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world. 6.3.4.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling). 6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.

Technology Integration 8.1 Educational Technology:

● All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.1.5.A.1- Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.



Student Resources

● A Bad Case of Stripes by David Shannon ● We ‘re All Wonders by R.J.Palacio ● My Friend Has Autism by Amanda Doering Tourville ● Amazing Grace by Mary Hoffman ● New Shoes by Susan Lynn Meyer ● Leap year by Brad Bolchunos Raz-Plus ● The Spelling Bee by Jill Sherman Raz-Plus ● Go Away, Lily by Katherine Page Raz-Plus ● Imaging Learning individualized tasks ● Epic!

Teacher Resources Texts: ● Amber Brown Goes Fourth by Paula Danziger

● Differentiating Instruction and Assessment for English Language Learners by Shelley Fairbairn and Stephaney Jones-Vo

● Making Content Comprehensible for English Learners: The SIOP Model / Edition 4 by Jana Echevarría, Mary Ellen Vogt, and Deborah J. Short

● 99 More Ideas and Activities for Teaching English Learners by Mary Ellen Vogt ● Reading Strategies Book by Jennifer Serravallo ● Imaging Learning Reading Comprehension Grades 2-3 by Imagine Learning ● Common Core Reading & Writing Workshop. A Curricular Plan for the Reading

Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum

Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Reading logs ● Unit assessment sheets ● Graphic Organizers Videos: ● Guided Reading with ESL Elementary Students

https://www.youtube.com/watch?v=7_jXuw_Knc0 ● Units of Study for Reading: Structures of Reading Workshops


https://www.youtube.com/watch?v=WJr75lVTpB8 ● Foundational Reading Skills: Fluency (K-2)




Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1 Readers get to know the main characters and secondary characters by understanding who they are and what they do. Strategies/goals for ELs:






https://www.youtube.com/watch?v=7_jXuw_Knc0




Allow students to share who they are, to help them understand the lesson. Provide sentence prompts, if needed. Levels 1-2: Students practice showing others who they are by sketching or using simple vocabulary to describe themselves. Levels 3-4: Students practice sharing at least three things about themselves, using complete sentences. Levels 5-6: Students practice sharing at least five things about themselves, using complete sentences. Lesson 2 Readers change their mental image of the settings in the book as the settings in the book change. Strategies/goals for ELs: Provide sentence prompts, if needed. Levels 1-2: Students sketch the setting changes in their stories. Levels 3-6: Students use sticky notes to keep track of story settings. Lesson 3 Readers agree to read the same amount at the same pace by setting realistic reading goals in their reading clubs. Strategies/goals for ELs: Ensure to group students with similar English levels. Levels 1-2: Students use lower reading level chapter books (I Can Read book series, level 1). Levels 3-4: Students use picture chapter books. Levels 5-6: Students use grade level, or higher, chapter books. Lesson 4 Readers stop and think deeply about what kind of person a character is by noticing patterns in their actions and feelings. Strategies/goals for ELs: Provide them with sentence prompts, if needed. Levels 1-6: All students use their “About the Character” graphic organizer from unit 2, to review and discuss their characters. In addition, they can use the graphic organizers as examples/models to keep track and learn about new characters. Lesson 5 Readers understand relationships between characters by describing how they act toward each other. Strategies/goals for ELs: Levels 1-2: Teacher role plays how to describe feelings/behaviors using gestures.

Levels 3-4: Students practice with describing their characters’ behaviors with one another to a partner. Levels 5-6: Students use complete sentences to practice with describing their characters’ behaviors with one another to a partner. Lesson 6 Readers revise their theories about characters by noticing how they react to problems. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them identify characters’ behaviors. Levels 3-4: Students work with a partner to describe how their characters react to problems by using simple social and academic vocabulary. Levels 5-6: Students work with a partner to describe how their characters react to problems by using complete sentences, with grade appropriate academic and social language. Lesson 7 Readers look for patterns throughout the series by noticing what is the same and what is different in multiple books. Strategies/goals for ELs: Levels 1-2: Students use a T-Chart to compare a character’s behaviors and feelings from a series. Levels 3-4: Students use a Venn Diagram (see resource folder) to compare one of their characters and produce three things that are the same and three things that are different in at least two books from the same series. Levels 5-6: Students use a Venn Diagram (see resource folder) to compare one of their characters and produce five things that are the same and five things that are different in at least two books from the same series. Lesson 8 Readers compare books in a series by comparing and contrasting the situation or how the main character reacts to them. Strategies/goals for ELs: Levels 1-2: Students use a T-Chart to compare how the main character reacts to a situation. Levels 3-4: Students use a Venn Diagram (see resource folder) to compare a situation or how the main character reacts to the situation and produce three things that are the same and three things that are different in at least two books from the same series. Levels 5-6: Students use a Venn Diagram (see resource folder) to compare a situation or how the main character reacts to the situation and produce five things that are the same and five things that are different in at least two books from the same series.

Lesson 9 Readers predict how the character will react or solve a problem by noticing patterns across many books. Strategies/goals for ELs: Levels 1-2: Students sketch their predictions. Levels 3-4: Students produce at least two predictions. Levels 5-6: Students produce at least three predictions. Lesson 10 Readers learn the lesson that the author is trying to teach the character and the reader by noticing when a character repeatedly acts in a certain way. Strategies/goals for ELs: All students use their characters’ notes they have previously collected to discuss the lesson the author is trying to teach them. Levels 1-2: Students use simple vocabulary to discuss the author’s lesson. Levels 3-4: Students use simple sentences to discuss the author’s lesson. Levels 5-6: Students use complex grade level sentences to describe the author’s lesson, and provide evidence from the texts. Lesson 11 Readers push themselves to think deeply about characters by asking “why?” (Touch on traits and motivations.) Strategies/goals for ELs: All students use the “Character Traits” list to help them use the proper vocabulary to describe their characters. Levels 1-2: Teacher works with student to practice pushing themselves to understand their characters. Levels 3-4: Students use previously gathered characters notes to discuss “why” the characters are the way they are. Levels 5-6: Students use previously gathered character’s notes to discuss “why” the characters are the way they are, and produce a short list of reasons why they think that. Lesson 12 Readers know that no character is one way by pushing themselves to think about more complex theories. Strategies/goals for ELs: Levels 1-2: Teacher works with student to practice pushing themselves to understand their characters. Provide multiple visual examples of a person acting in different ways. Make them understand that we all can be multiple things. Levels 3-4: Students use previously gathered characters notes to discuss the ways their characters can behave according to the situation.

Levels 5-6: Students use previously gathered character’s notes to discuss “the ways their characters can behave according to the situation, and produce evidence from the texts. Lesson 13 Readers grow theories by using post-it notes to organize their thoughts. Strategies/goals for ELs: Levels 1-2: Students grow their theories by using sticky notes and single words to discuss their characters. Levels 3-4: Students grow their theories by using sticky notes and producing at least two details about their characters. Levels 5-6: Students grow their theories by using sticky notes and producing at least three details about their characters. Lesson 14 Readers grow or change their theories by reading on and looking for more information. Strategies/goals for ELs: Levels 1-2: Students continue to grow their theories or change their theories by using sticky notes and single words to discuss their characters. Levels 3-4: Students continue to grow their theories or change their theories by using sticky notes and producing at least two details about their characters. Levels 5-6: Students continue to grow their theories or change their theories by using sticky notes and producing at least three details about their characters. Lesson 15 Readers deepen their understanding by paying attention to characters’ struggles and motivations. Strategies/goals for ELs: Levels 1-2: Students make a list of characters’ struggles and motivations. One word list, with at least three struggles and motivations. Levels 3-6: Students make a list of characters’ struggles and motivations, with evidence gathered from the texts. Lesson 16 Do Readers grow their ideas by asking themselves “what is the character learning?” Strategies/goals for ELs: Levels 1-2: Students produce at least two things their characters have learned across different stories in the same series.

Levels 3-4: Students produce at least three things their characters have learned across different stories in the same series. Levels 5-6: Students produce at least four things their characters have learned across different stories in the same series. Unit Assessment: Grade Level Cold Read




practice

● Chunk the assignment - broken up into smaller units, work submitted in phases

● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading










Can Do Descriptor

● TPR (Total Physical Response-Sheltered Instruction strategy) Demonstrate concepts through multisensory forms such as with body language, intonation


dictionary) ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Use of self-assessment rubrics ● Increase one-on-one conferencing; frequent check ins ● Use study guide to organize materials ● Make vocabulary words available in a student created vocabulary






● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student an opportunity to make corrections and/or explain

their answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work ● Assign a peer buddy



● Build on students’ strengths based on Multiple Intelligences: Linguistic (verbal); Logical (reasoning); Musical/Rhythmic; Intrapersonal Intelligence (understanding of self); Visual Spatial Intelligence; Interpersonal Intelligence (the ability to interact with others effectively); Kinesthetic (bodily); Naturalist Intelligence; and Learning Styles: Visual; Auditory; Tactile; Kinesthetic; Verbal




● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide students an opportunity to design surveys to generate and

analyze data to be used in discussion ● Allow students to move through the assignment at their own pace

(as appropriate) Strategies to Differentiate to Meet the Needs of a Diverse Learning Population











● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.


● Flexible grouping -as a whole class, a small group, or with a partner, temporary groups are created: http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy.








ESL Curriculum-Grade 3

Unit 4

Nonfiction Reading


Frame 4 weeks ( Approximately)


In this unit, students will read to learn by choosing topics they are already passionate about and seeking to learn even more than they may already know. This unit spotlights skills and habits essential to readers of expository nonfiction: reading with a pencil, determining importance, finding supporting details to go with main idea; figuring out and using new content-specific vocabulary; and comparing and contrasting information learned. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.



● Identify the details or facts that support the main idea. ● Use text and graphic features to locate information and to make and verify predictions. ● Gain knowledge of non-fiction of vocabulary. ● Gain knowledge of non-fiction elements.


RF3.4 Read with sufficient accuracy and fluency to support comprehension.

A. Read grade-level text with purpose and understanding.

B. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

C. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

RI3.1 Ask and answer questions, and make relevant connections to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.


RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topics or subject area.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

RI3.7 Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate an understanding of the text (e.g., where, when, why, and how key events occur).

RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.

RI3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

RI3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.


A. Explicitly draw on previously read text or material and other information known about the topic to explore ideas under discussion



D. Explain their own ideas and understanding in light of the discussion

SL3.2 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.

SL3.4 Report on a topic or text, tells a story, or recounts an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

WIDA Standards:








Essential Questions: ● How can reading nonfiction helps us to

explore and understand our world? ● Why do we use various text features

and structures in nonfiction? ● How does understanding the author’s

purpose helps us learn new information?

● How can I read expository nonfiction texts in such a way that I can determine what is most important and consolidate information and ideas?

● What strategies can I use to tackle tricky words?

Enduring Understandings: Students will be able to understand…

● People read to gain knowledge that helps them understand themselves and their world.

● Critical readers break down parts of texts to understand what the author is saying.

● Reading helps people understand different perspectives.

● The features and structures of text help readers navigate understand and apply information.

● Good readers chunk and stretch words to tackle tricky words.

Knowledge: Students will know… ● Biographies tell the story of a person’s

life.

Skills: Students will be able to… ● Use multiple word solving strategies. ● Choose relevant topics to discuss.

● Readers ask questions to deepen comprehension.

● Readers answer questions using evidence from the text.

● There is a relationship between events in a text.

● Authors have a point of view. ● Readers develop their own point of

view after considering the facts presented in a text.

● Readers reflect, analyze, and draw conclusions after reading texts.

● Author’s purpose helps the reader learn new information.

● Features and structures of texts aid the reader in comprehension.

● Compare and contrast information across texts.

● Ask questions to understand the text. ● Jot down new ideas using their own

words. ● Use text features to get a deeper

understanding of the text. ● Make connections to the subject/person. ● Distinguish important from unimportant

information to identify themes. ● Identify cause/effect in a text. ● Identify the author’s point of view and

justify using evidence from the text. ● Develop their own point of view and

distinguish it (if different) from the author.

.


Self-Awareness Recognize one’s own feelings and thoughts Recognize the impact of one’s feelings and thoughts on one’s own behavior Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management Understand the practices strategies for managing one’s own emotions, thoughts,

and behaviors X Recognize the skills needed to establish and achieve personal and educational

goals Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others X Demonstrate an awareness of the differences among individuals, groups, and


differ

X Demonstrate an awareness of the expectations for social interactions in a variety of settings

Responsible Decision Making Develop, implement and model effective problem solving and critical thinking

skills Identify the consequences associated with one’s action in order to make


Relationship Skills X Establish and maintain healthy relationships Utilize positive communication and social skills to interact effectively with



needed



21st Century Themes





contributing citizen and employee. X Income and Careers ETA

CRP2. Apply appropriate academic


financial well-being. Credit and Debt Management ET CRP4. Communicate clearly and



Becoming a Critical Consumer CRP6. Demonstrate creativity and innovation.


Insuring and protecting ET CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.


and Preparation



X r Exploration CRP11. Use technology to enhance productivity.

r Preparation ETA CRP12. Work productively in teams while using cultural global competence.



● Architect: a person who works in the construction industry designing new buildings, restoring old and conserving old buildings and creating new ways of using existing buildings.

● Auto Mechanic: someone whose occupation is repairing and maintaining automobiles ● Budget Analyst: a person who helps public and private institutions organize their

finances. They prepare budget reports and monitor institutional spending. ● Chef: a professional cook, typically the chief cook in a restaurant or hotel. ● Computer Game Developer: a person that builds and creates software and applications.

He or she writes debugs and executes the source code of a software application. ● Dental Hygienist: an ancillary dental worker specializing in scaling and polishing teeth

and in giving advice on cleaning the teeth. ● Dentist: a person qualified to treat the diseases and conditions that affect the teeth and

gums, especially the repair and extraction of teeth and the insertion of artificial ones. ● Firefighter: a person whose job is to extinguish fires. ● Medical Assistant: acts as both an administrator and healthcare professional, performing

clinical duties and managing administrative tasks in medical offices, laboratories, hospital clinics, and other settings. Administrative tasks may include: Greeting patients and answering telephones.

● Military Police: the corps responsible for police and disciplinary duties in an army. ● Pilot: a person who operates the flying controls of an aircraft. ● Teacher: a person who teaches, especially in a school. ● Veterinarian: a person qualified to treat diseased or injured animals. ● Zoologist: an expert in or student of the behavior, physiology, classification, and

distribution of animals.


New Jersey Student Learning Standards – Science

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

LS4.C: Adaptation - For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

New Jersey Student Learning Standards – Social Studies

6.1.4.D.13- Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.






8.1.5.A.1- Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.


8.1.5. A.3-Use a graphic organizer to organize information about a problem or an issue.

Student Resources

● All About Coyotes by Elizabeth Jane Raz-Kids ● Arctic Animals by Sarah Ghusson Raz-Kids ● Crocs and Gators by Kira Freed Raz-Kids ● George Washington Carver by Cynthia Kennedy Henzel Raz-Kids ● Sally Ride by Bea Silverberg Raz-Kids ● Thomas Edison Joanne C. Wachter Raz-Kids ● Getting Ready for School by Pam Bull Raz-Kids ● Diabetes and Me by Gabrielle Fimbres Raz-Kids ● Giant Pumpkins by Gabriel Fimbres Raz-Kids

Teacher Resources

Texts: ● Jaguars by Helen Frost ● The Biggest Frog in Australia by Susan L. Roth ● Bugs Bugs! by Jennifer Dusling ● National Geographic Kids: Spiders by Laura Marsh ● National Geographic Kids: Sea Turtles by Laura Marsh ● National Geographic Kids: Deadly Predators by Melissa Stewart ● Differentiating Instruction and Assessment for English Language Learners by Shelley



Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Book Recommendation sheet ● Reading logs ● Unit assessment sheets Videos: ● Units of Study for Reading: Structures of Reading Workshops






● Informal Teacher Observations ● Exit Slips ● Self- Assessments ● Running Records


● End of Unit Assessments/ Cold Reads ● Tests ● Quizzes ● Performance Assessments








● Reading Logs ● Reading Responses ● Conferring Notes

● Developmental Reading Assessment




Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1 Readers understand the difference between fiction and nonfiction by looking at the structure and purposes of the text. Strategies/goals for ELs: Show the Grade 3 Informational Text Features video from Imagine Learning. All students practice the assessment part of the video to assess student comprehension. Lesson 2 Readers rev up their minds for nonfiction by previewing the text features and saying, “This book is mostly about ...and then it will also tell…” Strategies/goals for ELs: Levels 1-2: Provide students with age appropriate low level nonfiction picture books. Levels 3-4: Remind students to use the “Rule of 5” personal poster to guide them on choosing “Just Right” books (see resources folder). Levels 5-6: Students use their reading level knowledge to choose “Just Right” non-fiction books independently. Lesson 3 Readers hold on to what they read by summarizing chunks of text. Strategies/goals for ELs: Levels 1-2: Students use numbered sticky notes to summarize sections of their books in order. Levels 3-6: Students use a “Nonfiction Summarizing” graphic organizer (see resources folder) to help them chunk and record information. Lesson 4 Readers revise their thinking by adding new learning to what they’ve already learned. Strategies/goals for ELs:

Levels 1-6: Students use their notes to revise their thinking about the information they had previously gathered. Lesson 5 Readers organize or categorize new information by creating a boxes and bullets outline that matches the text. Strategies/goals for ELs: Provide students with the Boxes and Bullets graphic organizer (see resource folder. Levels 1-2: Teacher works with students to help them organize their information using boxes and bullet points. Levels 3-4: Students organize their information by using at least two bullet points and/or boxes. Levels 5-6: Students organize their information by using at least three bullet points and/or boxes. Lesson 6 Readers find the main idea by looking for “pop-out” sentences (topic, or main idea sentence). Strategies/goals for ELs: Read a short passage on the interactive board to demonstrate how to find the “pop-out” sentence. Levels 1-2: Teacher works with students, using a yellow highlighter to show the main idea. Levels 3-6: Students use highlighter tape to show the main idea in their texts, and then they add it to the main idea section of their “Boxes and Bullets” graphic organizer. Lesson 7 Readers notice when the text transitions into a new subtopic by saying, “Oh, this is about a new subtopic.” Strategies/goals for ELs: Levels 1-3: Teacher works with students to help them figure out the transitions of subtopics. Levels 4-6: Students work with a partner and use pictures to help them figure out the transitions of subtopics, and to see if they connect back to their “pop-out” sentences. Lesson 8 Readers teach others about what they’ve learned by using an explaining voice, gestures and notes they have prepared. Strategies/goals for ELs: Levels 1-2: Students fill out the front page of the “Nonfiction Notes” graphic organizer (see resource folder).

Levels 3-4: Students complete both pages of the “Nonfiction Notes” graphic organizer with a partner. Level 5-6: Students complete both pages of the “Nonfiction Notes” graphic organizer independently. Lesson 9 Readers change and grow their own ideas about the text by talking about them. Strategies/goals for ELs: Students share and discuss the information they recorded on their “Nonfiction Notes” graphic organizers. Lesson 10 Readers prepare for future conversations by reading with the future conversation in mind. Strategies/goals for ELs: Levels 1-2: Students produce at least two answers to the “Non-fiction Conversation Starters” poster. Levels 3-4: Students produce at least three answers to the “Non-fiction Conversation Starters” poster. Levels 5-6: Students produce at least three answers to the “Non-fiction Conversation Starters” poster, using complete sentences. Lesson 11 Readers figure out difficult words by using strategies they know. Strategies/goals for ELs: Remind students to use their “Animals Reading Strategies” poster, and any other reading strategy they have learned thus far. Levels 1-2: Students use pictures to help them understand the text. Levels 3-4: Students chunk words in prefixes and suffixes to help them decode a word. Levels 5-6: Students practice various reading strategies they have learned this far to help them understand the text. Lesson 12 Readers pay special attention to technical words by using text features to define them. Strategies/goals for ELs: Levels 1-2: Teacher front loads vocabulary lesson’s vocabulary words. Levels 3-4: Students practice creating their own glossaries by choosing three words and defining them in their own words. Levels 5-6: Students practice creating their own glossaries by choosing five words and define them in their own words.

Lesson 13 Readers synthesize information about a topic by looking for similarities and differences across texts. Strategies/goals for ELs: Levels 1-2: Students use a T-Chart to help them produce similarities and differences across two texts. Levels 3-4: Students use a Venn Diagram to help them produce two similarities and two differences across texts. Levels 5-6: Students use a Venn Diagram to help them produce three similarities and two differences across texts. Lesson 14 Readers grow their ideas into an area of expertise by organizing their thinking into topics and subtopics. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them organize their ideas. Levels 3-4: Students work with a partner to categorize their ideas into topics and subtopics. Levels 5-6: Students work independently to categorize their ideas into topics and subtopics. Lesson 15 Readers grow their ideas into an area of expertise by presenting their thinking with evidence. Strategies/goals for ELs: Levels 1-2: Students add at least one piece of evidence to their information. Levels 3-4: Students add at least two pieces of evidence to their information. Levels 5-6: Students add at least three pieces of evidence to their information. Unit Assessment: Grade Level Cold Read




practice ● Chunk the assignment - broken up into smaller units, work

submitted in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading

criteria for assignments (rubrics)

Testing Accommodations: Students should receive all testing accommodations for Benchmark assessments that they receive for State testing.





























(as appropriate)












● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corner

s.












Mystery Book Clubs


Frame 4 weeks ( approximately)


In this unit, students leap at the chance to do the work required to “get” the mystery, following ideas across their texts, seeing cause-and-effect relationships, and predicting outcomes. And, of course, mysteries naturally push students to infer—to notice clues and to wonder more about them; to consider how part of one chapter relates back to what was learned in an earlier chapter; and to wonder when characters are really telling the truth. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.


Established Goals: What will students be able to do with this knowledge? Students will… ● Read closely to catch key details. ● Think back over and accumulate details, developing hunches, suspicions, predictions. ● Become more skilled at gathering information from texts by rereading and annotating. ● Transfer what they learn about mysteries to other types of fiction. ● This unit is intended to follow Building a Reading Life in the Units of Study series and to

reinforce many of the key lessons on foundational skills taught in that unit. It can, however, also come later in the year. It's clear instructional arc will support and engage a wide range of learners.

New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA): RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) explain how their actions contribute to the plot.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, distinguishing literal from nonliteral language.


RL.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g. take steps).

RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.



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 text under discussion).


RL3.1 Ask and answer questions to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.









Essential Questions: ● How can I read mysteries, collecting

and interpreting clues so that I can solve the mystery before the crime solver does?

● How can I use pictures to help me decode new words?

● How can I not only solve mysteries but also learn life lessons as I do this?

● What is a mystery? ● Why do people like suspense? ● How does an author build suspense in a

mystery story?


● Readers employ strategies to help them understand mystery texts.

● Readers contribute to book club discussions and adhere to procedures as a member of a community of learners within their groups.

● Stories are written for different reasons.

● Narratives follow a common story structure (exposition, rising action, climax, falling action, resolution).

Knowledge: Students will know…

● Settings are important to and influence

the plot, and may be distant in time and space from students’ own experiences.

● Unit specific English academic language.

● Stories follow a common sequence of the story mountain (exposition, rising action, climax, falling action, resolution).

● Characters are revealed by what they say, think, and do, and what others hear, say/think about them.

● Characters have certain traits that develop throughout the story.

● Authors use dialogue to teach us about the characters.

● Stories can be realism or fantasy. ● Good readers ask and answer

questions. ● Good readers make and monitor

predictions. ● Good readers make text-to-text

connections.


● Identity character traits by noticing

what the character says, and does, and what others say about them.

● Describe the setting using details from the text.

● Identify story parts on a story mountain from a text (exposition, rising action, climax, falling action, resolution).

● Use unit specific English vocabulary, when speaking and collaborating with peers.

● Use the terms from a story mountain when talking about a story.

● Retell the story in sequential order. ● Infer character feelings and motivations

from the description, what they do, say, and what others say about them.

● Make connections to other texts. ● Students will be able to identify the

narrator and explain how they know. ● Explain how one event builds on

another.

● Good readers summarize stories.



X Recognize one’s own feelings and thoughts X Recognize the impact of one’s feelings and thoughts on one’s own behavior X Recognize one’s personal traits, strengths and limitations X Recognize the importance of self-confidence in handling daily tasks and










Identify the consequences associated with one’s action in order to make constructive choices


X Establish and maintain healthy relationships Utilize positive communication and social skills to interact effectively with

others Identify ways to resist inappropriate social pressure

X Demonstrate the ability to present and resolve interpersonal conflicts in constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed



21st Century Themes






and technical skills. Management E CRP3. Attend to personal health and





Civic Financial Responsibility ETA CRP7. Employ valid and reliable research strategies.


9.2 Career Awareness, and Preparation



X r Exploration ET CRP11. Use technology to enhance productivity.

r Preparation ET CRP12. Work productively in teams while using cultural global competence.

Making Connections to Careers Below is a common list of jobs that require some training beyond high school. Feel free to modify the list based on the needs of your students. Ask students what they think is involved in these jobs and supplement their answers with the descriptions below:

● Private Detective: a person who can be hired by individuals or groups to undertake investigatory law services. Private investigators often work for attorneys in civil and criminal cases.

● Lawyer: a person who practices or studies law; an attorney or a counselor. ● Court Investigator: a person who interviews witnesses, locating legal documents,

performing background checks and reviewing evidence. They are often employed to interview individuals involved in child custody and guardianship hearings and mediations.

● Homicide Detective: a member of law enforcement that coordinates murder investigations. These detectives work with a team of forensic experts to determine the cause of death and identify potential suspects.

● Police Officer: a member of the police force. ● Investigative Analyst: a person who identifies, monitors and examines activities

involving theft, fraud or official misconduct. These investigators work in government agencies, insurance firms and other types of businesses. In the private sector, investigative analysts help reduce company losses stemming from fraud.

Interdisciplinary Connections New Jersey Student Learning Standards – Social Studies

6.1.4. D.13- Describe how culture is expressed through and influenced by the behavior of people.

6.1.4. D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.

New Jersey Student Learning Standards-Math

3. MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.


8.1 Educational Technology: ● All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and create and communicate knowledge.

8.1.5. A.1-Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

○ Google Suite (Docs, Calendar, Classroom, Forms) ○ Imagine Learning ○ Raz-Kids o Epic!

8.1.5. A.2 -Format a document using a word processing application to enhance text and include

graphics, symbols and/ or pictures.


Student Resources ● Grandpa’s Teeth by Rod Clements ● Detective LaRue: Letters from the Investigation by Mark Teague ● Goofballs Mysteries (Books 1-4) by Tony Abbott ● The A to Z Mysteries by Ron Roy ● Cam Jansen Mysteries by David. A. Adler ● Reading level mystery books in Epic! and Raz-Kids

Teacher Resources Texts: ● Miss Nelson is Missing Harry Allard ● Hamster Holmes by Albin Sadar ● Cam Jansen Snowy Day Mystery by David A. Adler ● Cam Jansen and the Mystery of the Stolen Corn Popper by David A. Adler. ● Differentiating Instruction and Assessment for English Language Learners by Shelley


Jana Echevarría, Mary Ellen Vogt, and Deborah J. Short


Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Reading logs ● Graphic organizers ● Comprehension Questions ● Unit assessment sheets Videos: ● The Case of the Broken Vase

https://www.youtube.com/watch?v=m-zgsuwshIU ● Units of Study for Reading: Structures of Reading Workshops











Descriptions








Suggested Learning Activities

Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1 Mystery readers become detectives by identifying the problem and reading to find clues. Strategies/goals for ELs: Levels 1-2: Guide students to shop for lower level, picture mystery books. Levels 3-4: Students shop for picture, age appropriate mystery books. Levels 5-6: Students shop for grade level (or higher), age appropriate mystery books. Lesson 2 Mystery readers step into the main detective’s shoes by seeing whatever they might be seeing, considering all the clues and guessing solutions. Strategies/goals for ELs: Levels 1-2: Provide students with the “Case Characters” graphic organizer. Teacher helps students fill in content. Levels 3-4: Provide students with the “Detective Case Report” sheet. Students work with a partner to fill in content. Levels 5-6: Provide students with the “Detective Case Report” sheet. Students work independently to fill in content. Lesson 3 Mystery readers read for clues by noticing and thinking about all the information they get and talking about how the story might go. Strategies/goals for ELs: Levels 1-2: Students continue working with the “Case Characters” graphic organizer. Teacher helps students fill in content. Levels 3-4: Students continue to work with the “Detective Case Report” sheet. Students continue to work with a partner to fill in content. Levels 5-6: Students continue to work with the “Detective Case Report” sheet. Students continue to work independently to fill in content. Lesson 4 Mystery readers read with suspicion by listing suspects and asking “Could this person be guilty?” “What would he/she have to gain?” Strategies/goals for ELs: Levels 1-2: Students work with the teacher to make a list of clues about a character to investigate if the character is guilty or not. Levels 3-4: Students work with a partner to produce a list with at least three clues about a character to identify if he/she is guilty or not.

Levels 5-6: Students work with a partner to produce a list with at least five clues about a character to identify if he/she is guilty or not, and provide evidence from the text. Lesson 5 Mystery readers retrace their steps by going back and rereading a portion of the story and studying information the author has given them to solve the mystery. Strategies/goals for ELs: Levels 1-2: Students work with teacher to retrace information from their mystery texts. Levels 3-6: Students work with a partner to discuss information about their mystery texts and retrace their steps to prove their theories are right. Lesson 6 Mystery readers rethink everything by considering old clues in light of new information and revising their predictions. Strategies/goals for ELs: Levels 1-2: Students work with teacher to revise information from their mystery texts. Levels 3-6: Students work with a partner to discuss information about their mystery texts and revise their predictions about characters. Lesson 7 Mystery readers become detectives themselves by seeing more than the main detective in the story. Strategies/goals for ELs: Levels 1-2: Teacher works with students to practice inferring about characters and stories by using pictures and gestures. Levels 3-4: Students work with a partner to practice inferring by reading the text closely and producing at least one theory about the mystery, that is not obvious in the text. Levels 5-6: Students work with a partner to practice inferring by reading the text closely and producing at least one theory about the mystery, that is not obvious in the text, and explaining their reasoning about the theory. Lesson 8 Mystery readers sniff out false clues by wondering, “What did the author do to trick me?” and trying not to fall for this in the future. Strategies/goals for ELs: Levels 1-2: Students work with teacher to review Red Herring from the text. Levels 3-4: Students work with a partner to discuss how the author tricked them in text.

Levels 5-6: Students work with a partner to discuss how the author tricked them and produce evidence from the text to support their claim. Lesson 9 Mystery readers look for patterns in mysteries by noticing that books in a series begin in the same place and have characters that act the same way across the series. Strategies/goals for ELs: Levels 1-2: Students use “T-Chart” graphic organizer (see resources folder) to compare mystery characters across books. Levels 3-4: Students use a Venn Diagram (see resources folder) to compare mystery characters across books by listing at least three similarities and three differences. Levels 5-6: Students use a Venn Diagram (see resources folder) to compare mystery characters across books by listing at least four similarities and four differences. Lesson 10 Readers predict how a character will think or behave, by using their patterns of behavior from previous books. Strategies/goals for ELs: Levels 1-2: Students work with teacher to predict characters’ behaviors across books. Levels 3-4: Students work with a partner to predict characters’ patterns of behaviors across books and produce at least three predictions. Levels 5-6: Students work with a partner to predict characters’ patterns of behaviors across books and produce at least five predictions. Lesson 11 Readers learn how the sidekick contributes to the story by looking at how he/she influences the actions of the main detective throughout the story. Strategies/goals for ELs: Levels 1-2: Students work with the teacher to analyze secondary characters’ behavior and how they influence the main character. Levels 3-4: Students work with a partner to identify the sidekick in their mystery text and discuss how they influence or help the main character. Levels 5-6: Students work with a partner to identify the sidekick in their mystery text and discuss how they influence or help the main character. They also provide evidence about the sidekick from the text. Lesson 12

Readers ponder their mystery books with other readers by using “prediction language” in their questions to each other. Strategies/goals for ELs: Levels 1-2: Teacher provides students with question prompts to help them start their discussion questions. Levels 3-4: Students produce at least three discussion questions using “prediction language.” Levels 5-6: Students produce at least five discussion questions using “prediction language.” Lesson 13 Mystery readers learn lessons by studying the choices that the characters make in their books. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them make text-to-self connections by using pictures and gestures. Levels 3-4: Students revise the lessons that their characters have learned and discuss them with a partner. Levels 5-6: Students revise the lessons that their characters have learned and discuss them with a partner. They also make text-to-self connections and discuss how they would react to the situation in the text. Lesson 14 Mystery readers learn about negative human traits (jealousy, greed, revenge, etc.) by asking “Why did someone commit this crime?” “What’s the motive?” Strategies/goals for ELs: Levels 1-2: Teacher discusses human traits with students by showing pictures of people’s faces demonstrating said feelings. Levels 3-4: Students work with a partner to discuss their characters’ human traits and provide at least three pieces of evidence from their text. Levels 5-6: Students work with a partner to discuss their characters’ human traits and provide at least four pieces of evidence from their text. Lesson 15 Mystery readers solve problems in their own lives by looking for clues and paying attention to things they might not have noticed before. Strategies/goals for ELs: Levels 1-2: Teacher provides students with a simple, real life problem and asks them to provide a simple solution. Levels 3-6: Students work with a partner to revise the information they had gathered about their mysteries, review clues and discuss how they would have solved the problem themselves. Unit Assessment: Grade Level Cold Read




practice

● Chunk the assignment - broken up into smaller units, work submitted in phases

● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading












● Pair visual prompts with verbal presentations ● Repetition and additional practice

● Model skills and techniques to be mastered ● Native Language translation (peer, assistive technology, bilingual















● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide student an opportunity to design surveys to generate and


appropriate)











Know, How Will I Learn, learned)/KWLS (Know, Want to Know,

Learned, Still Want to Know) /KWLQ (Know, What to Know, Learned, Questions I Still Have) Charts













Strengthening Our Work


Frame 4 weeks (Approximately)


Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension


Established Goals: What will students be able to do with this knowledge? Students will…

● Use pictures to help them understand the text. ● Make connections between different readings about different subjects. ● Distinguish important from unimportant information to identify themes. ● Identify cause/effect in a text. ● Identify between fiction and non-fiction. ● Apply academic and social knowledge of the English language.

New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA): RL3.1 Ask and answer questions, and make relevant connections to demonstrate an understanding of a text, referring explicitly to the text as the basis of the answers.

RL3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.


RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from the non-literal language.


RI3.1 Ask and answer questions, and make relevant connections to demonstrate an understanding of a text, referring explicitly to the text as the basis of the answers.

RI3.2 Determine the main idea of a text, and recount the key details and explain how they support the main idea.

RI3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or step in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI3.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 3 topic or subject area.

RI3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.


RI3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text.


L3.4Determine 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.

A. Use sentence-level context as a clue to the meaning of a word or phrase. 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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (company, companion)

D. Use glossaries or beginning dictionaries, both print, and digital, to determine or clarify the precise meaning of key words and phrases.

L3.5 Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g. take steps).

B. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

C. Distinguish shades of meaning related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

L3.6 Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). WIDA Standards: ELD Standard 2: The Language of Language Arts-Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Level 1 (Entering)- Point to and tell about events in stories using photos, illustrations, or wordless picture books with a partner (e.g., “ go to park, play with friends”).






Essential Questions: ● How can I apply my knowledge of the

English vocabulary to help me answer questions?

● What clues do I look for to determine the central idea?

● How do I use the main idea to produce supporting details?


● Vocabulary meaning within the context of selection; locates information in common resources.

● How to identify different reading genres.

● Can I use clues in the passage to determine the meaning of unfamiliar words?

● How do I analyze charts and graphs to determine important elements that answer questions?

● Information that is directly stated demonstrate general understanding.

● Ideas which are not directly stated but are implied develop an interpretation.

● Analyze informative reading selections and draw conclusions about the information.

● Analyze literary selections and form conclusions about them.


● Apply knowledge of the English

language rules to help them answer questions.

● Recognize and use narrative story structure.

● Recognize and use expository structure.

● Use reading strategies to solve and understand known words.


● Make connections to the subject/person. ● Compare different texts on the same

subject. ● Chunk words to help them decode new

words. ● Use pictures to help them understand

the text. ● Make connections between different

readings about different subjects. ● Distinguish important from

unimportant information to identify themes.

● Identify cause/effect in a text. ● Characterize a person based on

evidence from the text. ● Identity the author’s point of view and

justify using evidence from the text. ● Develop their point of view and

distinguish it (if different) from the author.

● Identify the main idea and supporting details.







Social Awareness X Recognize and identify the thoughts, feelings, and perspectives of others Demonstrate an awareness of the differences among individuals, groups, and

others’ cultural backgrounds Demonstrate an understanding of the need for mutual respect when viewpoints

differ Demonstrate an awareness of the expectations for social interactions in a variety







constructive ways

Identify who, when, where, or how to seek help for oneself or others when needed



21st Century Themes




9.1 Personal Financial Literacy ETA CRP1. Act as a responsible and


and technical skills. Management ET CRP3. Attend to personal health and








and Preparation

ET CRP9. Model integrity, ethical leadership and effective management.


X r Exploration ET CRP11. Use technology to enhance productivity.

X r Preparation ET CRP12. Work productively in teams while using cultural global competence.

Making Connections to Careers Below is a common list of jobs that require some training beyond high school. Feel free to modify the list based on the needs of your students. Ask students what they think is involved in these jobs and supplement their answers with the descriptions below:


● Auto Mechanic: a person familiar with cars and can make repairs. ● Budget Analyst: a person who assists organizations use their money. ● Chef - a professional cook, especially in a restaurant or hotel. ● Computer Game Developer: a person who makes games for the internet, mobile phones,

PCs and other electronic devices. ● Computer Repairman/Repairwoman: a person who figures out how to repair and

maintain your computer. ● Dental Hygienist: a person who provides basic dental care tasks mostly focused on

keeping teeth and gums clean. ● Dentist: a person who diagnoses and treats problems related to teeth, gums and the

mouth. ● Dietician: a person who advises others on food and nutritional needs. ● Fashion Designer: a person who creates clothes, accessories, and shoes. ● Firefighter: a person who serves as a rescue trained in firefighting. ● Landscape Architect: a person familiar with plants, land, geographic location, and

specific local, state and national laws regarding each of these items. ● Lawyer: a person who advises, counsels or advocates for others in the context of legal

rights and expectations. ● Librarian: a person who works professionally in a library and gives access to information

and resources. ● Logistics Analyst: a person who coordinates and figures out how to get items and

services from one place to another. ● Medical Assistant: a person who works alongside physicians in medical facilities. ● Military Police: a person who serves as a law enforcement officer for both the military

and civilian population. ● Nurse: a person trained to care for sick people, especially in a hospital. ● Pediatrician: a person who treats children and their diseases.

● Photographer: a person who makes photographs. ● Policeman/Policewoman: a person who is expected to enforce the law by arresting

criminals and detecting and preventing crimes. ● Preschool Teacher: a person who provides resources for students to explore as well as

teach basic ideas such as colors, shapes, letter recognition, numbers, basic hygiene, and social skills.

● Purchasing Agent: a person who buys products and services for an organization to use or resell.

● Real Estate Agent: a person who sells or rents out building and land. ● School Counselor: a person who works in a school to provide academic, career, college

access/affordability/admission, and social-emotional competencies to all students through a school counseling program.

● School Principal: a person who runs a school and is responsible for schools running smoothly, is safe and supports learning for students.

● Store Manager: a person responsible for the day-to-day operations of a store that sells items; all workers in that store report to the store manager.

● Teacher: a person who helps others acquire knowledge. ● Tractor-Trailer-Truck Drivers - a person who delivers goods from one location to

another. ● Train Conductor: a person who is responsible for safety and operation of a train but NOT

the actual operation of the train.


New Jersey Student Learning Standards – Social Studies 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.




New Jersey Student Learning Standards-Math 3. MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.





8.1.5. A.2 -Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5.A.3-Use a graphic organizer to organize information about the problem or issue.

Student Resources

● Variety of high/low fiction and non-fiction printed texts. ● Epic! ● Raz-Kids

Teacher Resources Texts: ● Grade 3 English Language Arts/Literacy Practice Test by NJDOE ● Differentiating Instruction and Assessment for English Language Learners by Shelley

Fairbairn and Stephaney Jones-Vo

● Making Content Comprehensible for English Learners: The SIOP Model / Edition 4 by Jana Echevarría, Mary Ellen Vogt, and Deborah J. Short


Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Grade 3 English Language Arts/Literacy Practice Test sheets ● Reading logs ● Unit assessment sheets Videos: ● Units of Study for Reading: Structures of Reading Workshops












Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students.








Lesson 1 Readers prepare for a test passage by quickly scanning the passage and questions to identify the type of passage it is. Strategies/goals for ELs: (see resources folder for passages) Levels 1-2: Teacher works with students to review reading strategies. Levels 3-4: Provide students with a lower level reading passage to help them identify the type of passage they are about to read. Levels 5-6: Provide students with a grade level reading passage to help them identify the type of passage they are about to read. Lesson 2 Readers recognize predictable questions by being alert for them. Strategies/goals for ELs: Levels 1-2: Teacher review types of questions with students by providing students with visuals and pictures. Levels 3-4: Students work with a partner to identify different types of questions. They produce at least three answers. Levels 5-6: Students work with a partner to identify different types of questions. They produce at least four answers. Lesson 3 Readers prepare to answer questions by reading and coding question stems. Strategies/goals for ELs: Provide students with the Grade 3 NJSLS for ELA (see resources folder) to use Me First passage as practice. Provide all students with the clue words to identify the type of questions. Whole Questions

● Main

● Mainly

● Mostly

● Most likely

Detail Questions ● Detail

● Best supports

● Facts

● Event

● Section

● Line

● Phrase

● Right before

● First

● Then

● Next

● After

● Finally

Levels 1-2: Teacher demonstrates the difference between Whole Questions and Detail Questions by using pictures, visual and gestures. Levels 3-4: Students work with a partner to code at least three questions. Levels 5-6: Students work with a partner to code at least three questions Lesson 4 Readers prepare to answer questions by predicting the answers before finding them. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them predict their answers by showing them how to highlight the important parts in the text. Levels 3-6: Students work with a partner to read the questions and the answers to predict the answers, and discuss why they choose those answers. Lesson 5 Readers confidently tackle test questions by recognizing and understanding common test language and by being alert for deceptive answers. Strategies/goals for ELs: Provide students with Sentence Frames sheet (see resources folder). Levels 1-2: Teacher reviews the lesson’s questions and helps students fill in sheet. Levels 3-4: Students work with a partner to practice finding the right questions by using the “Sentence Frames” sheet. Levels 5-6: Students work with a partner to practice finding the right questions by using the “Sentence Frames” sheet and explain their thinking. Lesson 6 Good readers read between the lines by inferring about characters. Strategies/goals for ELs: Levels 1-2: Teacher practices inferring with students by providing visuals, pictures and gestures. Levels 3-4: Students recall inferring text’s strategies and produce at least one inference about the characters. Levels 5-6: Students recall inferring text’s strategies and produce at least two inferences about the characters and/or text. Lesson 7 Readers pay attention to the character’s point of view and from whose perspective it is being told. Strategies/goals for ELs: Recall narrator’s point of view. Continue to use the Grade 3 NJSLS for ELA. Use A Howling Success passage.

Levels 1-3: Teacher works with students to recall the narrator's point of view and provides clue vocabulary to identify each. Levels 4-6: Students work with a partner to find the narrator’s point of view in passage. They use highlighters to help them find the answer. Lesson 8 Readers identify characters’ achievements and motivation by extracting important information. Strategies/goals for ELs: Continue to use the Grade 3 NJSLS for ELA A Howling Success and also use Missing Lynx. Levels 1-3: Teacher works with students to compare the main ideas of the texts by simplifying the vocabulary. Levels 4-6: Students use cross out answers they believe are wrong, and try to correctly identify the right answer by discussing their choice with a partner. Lesson 9 Readers organize main idea and details by using a boxes and bullets format. Strategies/goals for ELs: Provide students with the “Boxes and Bullets” graphic organizer (see resources folder). Levels 1-2: Teacher works with students to help them organize their ideas. Levels 3-4: Students work with a partner to identify the main idea of one of their texts and at least two supportive details. Levels 5-6: Students work with a partner to identify the main idea of one of their texts and at least three supportive details. Lesson 10 Readers tackle nonfiction passages by paying attention to text features. Strategies/goals for ELs: Levels 1-2: Students identify nonfiction text features by completing a “Match the Nonfiction” sheet (see resources folder). Levels 3-4: Students work with a partner and use sticky notes to identify the non-fiction features of a text. Levels 5-6: Students work with a partner, use sticky notes to identify the non-fiction features of a text, and discuss what the text is trying to teach them. Lesson 11 Readers answer questions about the purpose and main idea by thinking about the whole passage. Strategies/goals for ELs:

Levels 1-3: Teacher works with students to help them understand how sometimes the main idea of a text is discussed throughout the whole text. Level 4-6: Students work with a partner and use a highlighter to identify the parts of the text that tell them about the main idea. Lesson 12 Readers comprehend step by step (“how to”) directions by examining the subtle/pivotal details in the questions. Strategies/goals for ELs: Levels 1-3: Teacher works with students to show them how to re-read a passage, and how we can gain new information by doing that. Levels 4-6: Students practice reading the question and answer choices to identify the type of question. Then, they go back and answer the question and discuss their reasoning with a partner. Lesson 13 Readers differentiate between fact and opinion by identifying evidence in the text. Strategies/goals for ELs: Levels 1-2: Teacher reviews fact and opinion with students. Levels 3-4: Students work with a partner to identify at least one fact and one opinion from a text. Levels 5-6: Students work with a partner to identify at least two facts and two opinions from a text. Lesson 14 Readers recognize the author’s purpose of a poem by thinking about what the author wants to teach me or wants me to feel. Strategies/goals for ELs: Levels 1-2: Students read simple poems and identify what the author is trying to teach them. Levels 3-4: Students work with a partner to read an age appropriate poem and discuss with each other what the author is trying to teach them. Levels 5-6: Students read a grade level poem, identify and discuss the author’s purpose. Lesson 15 Readers answer questions about charts and graphs by analyzing the information and the purpose of the chart. Strategies/goals for ELs: Provide students with the “Non-Fiction” graphic organizer (see resources folder). Levels 1-2: Teacher works with students to fill out the graphic organizer using a lower reading level non-fiction text.

Levels 3-4: Students work with a partner to take notes as they read a non-fiction text. Levels 5-6: Students work independently to take notes on a non-fiction text. Lesson 16 Readers can determine the meaning of the word by using context clues or reading around the word. Strategies/goals for ELs: Levels 1-3: Teacher works with students to find synonyms of words from a text. Levels 4-6: Students practice using their “Animal Reading Strategies” such as Skippy the Frog or Tryin’ Lion to determine the meaning of a word. Lesson 17 Readers use word work strategies to solve unfamiliar words, (i.e., prefixes, suffixes, roots). Strategies/goals for ELs: Levels 1-2: Teacher reviews prefixes, suffixes and root words with students. Levels 3-4: Students work with a partner to chunk words to identify new words. Levels 5-6: Students work independently to break words into syllables, prefixes, suffixes and root words to help them decode new words. Lesson 18 Readers solve words by substituting other words in the sentence to see if they make sense and eliminating those that don’t. Strategies/goals for ELs: Levels 1-2: Teacher uses a low reading level picture book and works with students to substitute words with synonyms to help them understand the text. Levels 3-4: Students work with a partner and use a thesaurus to find synonyms of unknown words in a text. Levels 5-6: Students work with a partner to practice substituting words with synonyms and see if the sentence makes more sense to them. Unit Assessment: Grade Level Cold Read


ACCOMMODATIONS AND MODIFICATIONS

Below please find a list of suggestions for accommodations and modifications to meet the diverse needs of our students. Teachers should consider this a resource and understand that they are not limited to the recommendations included below An accommodation changes HOW a student learns; the change needed does not alter the grade-level standard. A modification changes WHAT a student learns; the change alters the grade-level expectation. Special Education and 504 Plans All modifications and accommodations must be specific to each individual child’s IEP (Individualized Educational Plan) or 504 Plan.




criteria for assignments (rubrics) Testing Accommodations:

Students should receive all testing accommodations for Benchmark assessments that they receive for State testing.





























(as appropriate)












● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corners.






Social Issues Book Clubs




The topic of social issues, the lens for reading in this unit, is a topic that matters greatly to the young human beings who enter our classrooms every day. As students get older, many kinds of issues start to weigh more heavily on students: relationship issues, school issues, and a growing awareness of larger societal pressures. There can be serious consequences to the spiraling troubles that surround our youth minds. A driving force in this unit is the power of reading to transform how we see others. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.


Established Goals: What will students be able to do with this knowledge? Students will… ● Explore issues that exist in our world and in our lives ● Study different cultures and compare them to their own ● Focus on past and current social issues ● Make text-to-self connections







New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA): RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

L.3.4 Determine or clarify the meaning of the unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

A. Use sentence-level context as a clue to the meaning of a word or phrase. 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).

C. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

L.3.5 Demonstrate understanding og figurative language. Word relationships and nuances in word meanings.

A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

B. L.3.5b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

C. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, and wondered).

L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

WIDA Standards:

http://www.corestandards.org/ELA-Literacy/L/3/4/

http://www.corestandards.org/ELA-Literacy/L/3/5/b/








Essential Questions: ● How do readers consider the

implications of the stories? ● How does is my cultural background

represented in the world? ● How does being bilingual/multilingual

help me understand other cultures? ● How are themes that are the same

across books developed differently? ● What is the meaning of symbolism and

literary devices and their relationship to the theme of stories?

● How does reading teach us about issues that exist in the world and in our lives?

● How do readers read with a lens and talk back to the text?

● How do readers bring lenses to our world?


● Stories are written for different reasons: to teach us how something came to be, to teach us a lesson or a moral.

● Narratives follow a common story structure (exposition, rising action, climax, falling action, resolution).

Knowledge: Skills:

Students will know…

● How to apply analytical lenses for interpretation that focus on symbolism and literary craft.

● To use pictures and context clues to help them understand the text.

● Compare themes that are developed across different texts.

● How to determine central ideas or themes of a text and analyze the development of these themes.

● To recognize how authors present themes differently, and contrast how the theme was presented.

● To developed first in conversations, then in writing.

Students will be able to… ● ● Identify character traits by noticing

what the character says, does, and what others say about them.

● Compare their lives to others. ● Identify story parts of a story mountain

from a text (exposition, rising action, climax, falling action, resolution).

● Use the terms from a story mountain when talking about a story.

● Retell the story in sequential order. ● Infer character feelings and motivations

from the description, what they do, say, and what others say about them.

● Make connections to other texts. ● Identify the narrator and explain how

they know. ● Explain how one event builds on

another throughout the text. ● Notice the details that make the plot

believable. ● Ask and answer questions. ● Make and monitor predictions. ● Summarize their reading by identifying

the most important events.












X Identify the consequences associated with one’s action in order to make constructive choices


X Establish and maintain healthy relationships



constructive ways X Identify who, when, where, or how to seek help for oneself or others when

needed



21st Century Themes





contributing citizen and employee. X Income and Careers ETA CRP2. Apply appropriate academic

and technical skills. X Management ET CRP3. Attend to personal health and


effectively and with reason. Planning, Saving, and Investing ET CRP5. Consider the environmental,



X Civic Financial Responsibility ET CRP7. Employ valid and reliable research strategies.

X Insuring and protecting ETA CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.


and Preparation



X r Exploration E CRP11. Use technology to enhance productivity.




● Teacher: a person who teaches, especially in a school. ● Social Worker: a person responsible for helping individuals, families, and groups of

people to cope with problems they're facing to improve their patients' lives. ● Firefighter: a person whose job is to extinguish fires. ● Police Officer: a member of the police force. ● Medical Doctors: a person who uses medicine to treat illness and injuries to improve a

patient's health. ● Psychologist: an expert or specialist in psychology. ● Psychiatrist: a medical practitioner specializing in the diagnosis and treatment of mental

illness. ● Guidance Counselor: a person who is employed, usually in a school, to offer advice on

problems, help troubled students and assist students in making career or college plans.


New Jersey Student Learning Standards – Social Studies 6.1.4. D.13- Describe how culture is expressed through and influenced by the behavior of people.





New Jersey Student Learning Standards – Comprehensive Health and Physical Education 2.1.4.E.3- Determine ways to cope with rejection, loss, and separation.

2.2.4.A.2 - Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others.

2.4.2.A.1- Compare and contrast different kinds of families locally and globally.

New Jersey Student Learning Standards – Visual and Performing Arts 1.4.5. A.3- Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).




○ Google Suite (Docs, Calendar, Classroom, Forms) ○ Imagine Learning ○ Ra- Kids o Epic!


Student Resources

● Those Shoes by Maribeth Boelts ● Noni and the Book Ban by Torran Anderson Raz-Kids ● I Survived, The Attacks of September 11,2001 by Lauren Tarshis ● All Are Welcome by Alexandra Penfold ● Stand Tall, Molly Lou Melon by Patty Lovell ● Tadpole Teasing by Kara Waite Raz-Kids ● A Pet’s Perfect Home by Terry Miller Shannon Raz-Kids ● Enemy Pie by Derek Munson ● The Recess Queen by Alexis O’Neill

Teacher Resources Texts: ● Chrysanthemum by Keven Henkes ● Hooway for Wodney Wat by Helen Lester

● Julius the Baby of the World by Kevin Henkes ● Boxcar Tommy and the Racecar Gang by Kyriah Abrahams ● The Story of Ruby Bridges by Robert Coles ● The Great Kapok Tree by Lynne Cherry ● Oliver Button is a Sissy by Tomie DePaola ● Baseball Saved Us, by Ken Mochizuki ● The Giving Tree by Shel Silverstein ● Differentiating Instruction and Assessment for English Language Learners by Shelley



Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Book Recommendation sheet ● Graphic organizers ● Reading logs ● Unit assessment sheets Videos: ● Units of Study for Reading: Structures of Reading Workshops






● Informal Teacher Observations ● Exit Slips


● End of Unit Assessments/ Cold Reads ● Tests








● Self- Assessments ● Running Records ● Reading Logs ● Reading Responses ● Conferring Notes

● Quizzes ● Performance Assessments ● Developmental Reading Assessment




Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1 Readers put on lenses that allow them to see social issues as they thread through books, movies, and life by reading critically. Strategies/goals for ELs: See resources folder for passages. Levels 1-2: Students complete the “Bullying” matching picture sheet to help them understand a common social issue. Levels 3-4: Students read a lower reading level passage to identify the social issue. Levels 5-6: Students read a grade level reading passage to identify the social issue. Lesson 2 Readers discuss their thinking on an issue with other readers, by talking about issues of fairness and unfairness in a book. Strategies/goals for ELs: Levels 1-3: Show The Meanest Girl in Second Grade short video. Allow the students to discuss the way the characters behave. Levels 4-6: Students work with a partner to discuss issues of fairness and unfairness in a book. Lesson 3 Readers don’t just identify the issue, but also follow that by asking, “Do we agree or disagree and why?” Strategies/goals for ELs: Levels 1-3: Students keep track of the issue in a story by using sticky notes and simple vocabulary. Levels 4-6: Students practice identifying the issue in a book and work with a partner to discuss what the author is trying to teach them.

https://www.youtube.com/watch?v=QFWfFCmjH_s

Lesson 4 Readers can learn about issues in our world and in our life by studying the characters in our book closely. Strategies/goals for ELs: Levels 1-3: Students use the “All About the Character” graphic organizer to help them understand the character and his/her issues better. Levels 4-6: Students keep track of their characters’ problems by using sticky notes to record the characters’ issues. Lesson 5 Readers try to understand the character’s reactions by deciding whether we agree or disagree and why? Strategies/goals for ELs: Levels 1-2: Teacher discusses social issues by using lower reading level picture books. Suggested books: Chrysanthemum by Keven Henkes, Hooway for Wodney Wat by Helen Lester, Julius the Baby of the World by Kevin Henkes. Levels 3-4: Students track characters’ actions and discuss if they agree or disagree with the characters and how would they handle the situation themselves. Levels 5-6: Students use grade level chapter books. Students track characters’ actions and discuss if they agree or disagree with the characters and how would they handle the situation themselves. Lesson 6 Readers figure out what their book is REALLY about by marking and thinking about crucial scenes. Strategies/goals for ELs: Explain what crucial means, use gestures and visuals for levels 1-2. Levels 1-3: Students use pictures or simple vocabulary to communicate crucial scenes in their books. Levels 4-6: Students use sticky notes to mark crucial scenes in their books. Lesson 7 Readers learn about social issues in their books by noticing how characters react to situations in crucial scenes of the book. Strategies/goals for ELs: Levels 1-3: Students use pictures or simple vocabulary to communicate characters’ reactions to crucial scenes in their books. Levels 4-6: Students discuss with a partner how characters react to crucial scenes and provide evidence from their texts. Lesson 8

Readers recognize that issues travel across many books, by making text-to-text connections. Strategies/goals for ELs: Levels 1-2: Students use sketches to relate text-to-text information. Levels 3-4: Students use the “Text-to-Text” prompts (see resources folder) to help them make connections. Levels 5-6: Students use the “Text-to-Text” prompts (see resources folder) to help them make connections, and provide evidence from their texts. Lesson 9 Readers recognize that no book is about just one issue by finding multiple related issues in the same book. Strategies/goals for ELs: Levels 1-2: Teacher uses picture books to discuss multiple related issues in the same book. Levels 3-4: Students work with a partner to identify at least two related issues in the same book. Levels 5-6: Students work with a partner to identify at least three related issues in the same book. Lesson 10 Readers grow their understanding of real-world issues through nonfiction resources. Strategies/goals for ELs: See resources folder for passages. Levels 1-2: Provide students with the Playground for Everyone Level 1-3 sheet. Teacher works with students to read and answer questions. Levels 3-4: Provide students with the Playground for Everyone Level 1-3 sheet. Students work with a partner to read text and answer questions. Levels 5-6: Provide students with the Playground for Everyone Level 5-6 sheet. Students work with a partner to read text and answer questions. Lesson 11 Readers make text-to-self connections by identifying which groups or groups they belong to. Strategies/goals for ELs: All graphic organizers can be found in the resources folder. Levels 1-2: Provide students with the “Test-to-Self” graphic organizer for level 1-2. Teacher guides students to make self-to-text connections. Levels 3-4: Provide students with the “Make a Connection “graphic organizer. Students make at least two connections with their texts. Levels 5-6: Provide students with the “Make a Connection “graphic organizer. Students make at least three connections with their texts.

Lesson 12 Readers learn what the author is telling us about the issues that live in the book, by determining who has the power and who doesn’t. Strategies/goals for ELs: Levels 1-2: Teacher works with students to review and identify characters’ perspectives. Levels 3-4: Students work with a partner to identify what the author is trying to teach them about the powerful and weak characters in a story. Levels 5-6: Students work with a partner to identify what the author is trying to teach them about the powerful and weak characters, and provide evidence from the text. Lesson 13 Readers challenge texts that they read by asking “Am I OK with how this group is being represented? Does this fit with what I have seen in the world? (Does this fit with my life?)” Strategies/goals for ELs: Levels 1-2: Students use their Playgrounds for Everyone sheet. They sketch and/or use simple vocabulary to relate how they feel the people in the story are being represented. Levels 3-6: Students use their Playgrounds for Everyone sheet and discuss how they feel about how the people are being represented. Lesson 14 Readers read nonfiction texts with social issues in mind by looking through the lens of our experiences and group identity to interpret and discuss the text. Strategies/goals for ELs: Levels 1-3: Students use pictures or simple vocabulary to communicate characters’ reactions to social issues in their books. Levels 4-6: Students discuss with a partner how characters react to social issues and provide evidence from their texts. Lesson 15 Readers think critically about a nonfiction text by pushing back against the author’s portrayal of an issue (including certain facts and omitting others). Strategies/goals for ELs: Levels 1-2: Teacher reviews all types of non-fiction texts with students. Levels 3-4: Students read and review age appropriate, non-fiction texts with the same topic, but written with different perspectives.

Levels 5-6: Students to read and review grade level appropriate, non-fiction texts with the same topic, but written with different perspectives. Lesson 16 After finishing their book, readers think about the characters in their books by asking, “Could we have realistically done anything to change life for this character? What constraints would have to change to make a difference?” Strategies/goals for ELs: Levels 1-2: Ask students to provide at least one real solution to a social issue from their texts. Levels 3-4: Students produce at least two real solutions to a social issue from their texts. Levels 5-6: Students produce at least two real solutions to a social issue from their texts and use complete sentences to provide their reasoning for their solutions. Lesson 17 Readers continue their understanding of social issues by reading another non-club book through the lens of the issue they’ve been studying and discussing with their book club members. Strategies/goals for ELs: Levels 1-3: Students keep track of the issue in a story and the characters by using sticky notes and simple vocabulary. Levels 4-6: Students practice identifying the issue in a book and then work with a partner to discuss what the author is trying to teach them. Lesson 18 Readers become invested in social issues by proposing solutions to issues and creating action projects to help solve some of these issues. Strategies/goals for ELs: Levels 1-2: Ask students to provide at least one real solution to a social issue from their texts. Levels 3-4: Students produce at least two real solutions to a social issue from their texts. Levels 5-6: Students produce at least two real solutions to a social issue from their texts and use complete sentences to provide their reasoning for their solutions. Lesson 19

Readers carry their critical lens to their daily lives by reflecting on their ideas for social issues. Strategies/goals for ELs: Levels 1-2: Students share at least two things they have learned from reading and discussing social issues in fiction and nonfiction texts. Levels 3-4: Students share at least three things they have learned from reading and discussing social issues in fiction and nonfiction texts. Levels 5-6: Students share at least three things they have learned from reading and discussing social issues in fiction and nonfiction texts, and why are those things important to them. Lesson 20 Readers use their knowledge to effect change by finding information and examples in what they read that will help them make their action plans come to fruition. Strategies/goals for ELs: All graphic organizers can be found in the resources folder. Levels 1-2: Provide students with the “Text-to-Self” graphic organizer for level 1-2. Teacher guides students to make self-to-text connections. Levels 3-4: Provide students with the “Make a Connection “graphic organizer. Students make at least two connections with their texts. Levels 5-6: Provide students with the “Make a Connection “graphic organizer. Students make at least three connections with their texts. Unit Assessment: Grade Level Cold Read



● Pre-teach or preview vocabulary ● Repeat or reword directions

● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - eg. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of manipulatives ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent


in phases ● Encourage student to proofread assignments and tests ● Provide regular home/school communication ● Teacher checks student planner ● Provide students with clear expectations in writing and grading







written tests)

● Open-book or open-note tests English Language Learners: All modifications and accommodations should be specific to each individual child’s LEP level as determined by the WIDA screening or ACCESS, utilizing the WIDA Can Do Descriptors.











● Use of self-assessment rubrics for check-in



● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes ● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their








appropriate)
























Unit 8

Biography Book Clubs


Frame 4 weeks ( Approximately)

Overview / Rationale In this narrative nonfiction unit, students will be reading biographies that teach about the past as well as the present, about one person and about how people can be in general. The goal of this unit is to teach students to use story grammar to determine importance, to synthesize, and to analyze across long stretches of text, ultimately growing theories within and across texts. Students will be doing all of this work in book clubs. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.


Established Goals: What will students be able to do with this knowledge? Students will... ● Learn to draw on all they know about reading narratives and about character development to

read biographies (and other forms of narrative nonfiction) well. ● Develop theories about the subject of a biography thinking about what the person’s

motivations and struggles are, as well as what resources the person draws on to overcome difficulties.

● Think about how the characters’ achievements matter to the world at large. ● Study different types of narrative nonfiction texts beyond biographies. ● Consider how they can apply what they know about reading narrative nonfiction to a broader

array of texts including those in which the main character may be a plant, an animal, or a group of people.



RI3.1 Ask and answer questions, and make relevant connections to demonstrate an understanding of a text, referring explicitly to the text as the basis for the answers.

RI3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI3.3 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.



RF3.3c Decode multi-syllable words.








Essential Questions:


http://www.corestandards.org/ELA-Literacy/RF/3/3/c/

● How has this person impacted our lives?

● How can I draw on all that I know about reading narratives and about character development to read biographies (and other forms of narrative nonfiction) well?

● How can I develop theories about characters in a biography and consider how their life lessons apply to the world at large?

● Biographies tell the story of a person’s life.

● Authors write biographies about interesting people.

● There are many people, famous and infamous who have impacted our lives and futures.

● How to draw on all they know about reading narratives and character development to read biographies.

● Consider how the character’s achievements matter to the world at large.


● Biographies tell the story of a person’s

life. ● Readers ask questions to deepen

comprehension. ● Readers answer questions using

evidence from the text. ● There is a relationship between events

in a text. ● Authors write biographies for different

reasons (e.g. celebrate accomplishments).

● Authors have a point of view. ● Readers develop their own point of


●


● Ask and answer questions based on a

text. ● Make connections to the

subject/person. ● Compare different texts on the same

subject. ● Make connections between different

texts about different subjects. ● Summarize by linking key ideas from a

text. ● Distinguish important from

unimportant information in order to identify themes.

● Identify cause/effect in a text. ● Characterize a person based on

evidence from the text. ● Identify the author’s point of view and


distinguish it (if different) from the author’s.

● Identify main idea and supporting details.



X Recognize one’s own feelings and thoughts X Recognize the impact of one’s feelings and thoughts on one’s own behavior X Recognize one’s personal traits, strengths and limitations Recognize the importance of self-confidence in handling daily tasks and















needed



21st Century Themes








effectively and with reason. Planning, Saving, and Investing E CRP5. Consider the environmental,



Civic Financial Responsibility TA CRP7. Employ valid and reliable research strategies.



and Preparation








● Auto Mechanic: a person familiar with cars and can make repairs. ● Budget Analyst: a person who assists organizations use their money. ● Chef - a professional cook, especially in a restaurant or hotel. ● Computer Game Developer: a person who makes games for the internet, mobile

phones, PCs and other electronic devices. ● Computer Repairman/Repairwoman: a person who figures out how to repair and

maintain your computer. ● Dental Hygienist: a person who provides basic dental care tasks mostly focused on

keeping teeth and gums clean. ● Dentist: a person who diagnoses and treats problems related to teeth, gums and the

mouth. ● Dietician: a person who advises others on food and nutritional needs. ● Fashion Designer: a person who creates clothes, accessories, and shoes. ● Firefighter: a person who serves as a rescue trained in firefighting. ● Landscape Architect: a person familiar with plants, land, geographic location, and

specific local, state and national laws regarding each of these items. ● Lawyer: a person who advises, counsels or advocates for others in the context of

legal rights and expectations. ● Librarian: a person who works professionally in a library and gives access to

information and resources. ● Logistics Analyst: a person who coordinates and figures out how to get items and

services from one place to another. ● Medical Assistant: a person who works alongside physicians in medical facilities. ● Military Police: a person who serves as a law enforcement officer for both the

military and civilian population. ● Nurse: a person trained to care for sick people, especially in a hospital. ● Pediatrician: a person who treats children and their diseases. ● Photographer: a person who makes photographs. ● Policeman/Policewoman: a person who is expected to enforce the law by arresting

criminals and detecting and preventing crimes. ● Preschool Teacher: a person who provides resources for students to explore as well

as teach basic ideas such as colors, shapes, letter recognition, numbers, basic hygiene, and social skills.

● Purchasing Agent: a person who buys products and services for an organization to use or resell.

● Real Estate Agent: a person who sells or rents out building and land.

● School Counselor: a person who works in a school to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program.

● School Principal: a person who runs a school and is responsible for schools running smoothly, is safe and supports learning for students.

● Store Manager: a person responsible for the day-to-day operations of a store that sells items; all workers in that store report to the store manager.

● Teacher: a person who helps others acquire knowledge. ● Tractor-Trailer-Truck Drivers - a person who delivers goods from one location to

another.

Interdisciplinary Connections New Jersey Student Learning Standards – Social Studies 6.1.4. D.13- Describe how culture is expressed through and influenced by the behavior of people.









8.1.5. A.2 -Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. 8.1.5.A.3-Use a graphic organizer to organize information about a problem or an issue.

Student Resources ● Harvesting Hope: The Story of Cesar Chavez by Kathleen Krull. ● Martin's Big Words by Doreen Rappaport ● Wilma Unlimited-How Wilma Rudolph Became the World's Fastest Woman by Kathleen

Krull ● Duke Ellington by Andrea Pinkney ● Through My Eyes by Ruby Bridges ● Childhood Stories of George Washington Katherine Follet Raz-Kids ● Ichiro Suzuki by John Perritano Raz-Kids ● Abigail Adams by Kira Freed Raz-Kids

Teacher Resources Texts: ● The Story of Ruby Bridges by Robert Coles ● A Picture Book of Martin Luther King, Jr.by David A. Adler ● Rosa Parks: A life of Courage by Tonya Leslie ● A Picture Book of Amelia Earhart by David A. Adler ● Differentiating Instruction and Assessment for English Language Learners by Shelley



Workshop. Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum

Websites:

● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx






Worksheets: ● Book Recommendation sheet ● Reading logs ● Unit assessment sheets Videos: ● Units of Study for Reading: Structures of Reading Workshops












Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students Lesson 1: Readers distinguish biographies from expository nonfiction by realizing that a biography is a story of one person’s life. Strategies/goals for ELs: Provide all students with the Elements of a Biography graphic organizer (see resources folder). Levels 1-2: Teachers works with students to identify elements of a biography. Levels 3-4: Students use picture biography books to identify biographies and fill out the graphic organizer. Levels 5-6: Students use grade level biography books to identify biographies and fill out the graphic organizer. Lesson 2:



Readers connect biographies to fictional stories by identifying the subject and their hardships and struggles. Strategies/goals for ELs: Provide students with a biographies graphic organizer (see resources folder). Levels 1-3: Students use graphic organizer 1 to collect information. Levels 4-6: Students use graphic organizer 2 to collect information. Lesson 3 Readers develop a theory about the specific traits of a subject by paying attention to the decisions he or she makes. Strategies/goals for ELs: Provide students with a biographies graphic organizer (see resources folder). Levels 1-3: Students use graphic organizer 1 to collect information. Levels 4-6: Students use graphic organizer 2 to collect information. Lesson 4: Readers develop an idea (theory) about a subject by paying attention to their relationships with others around them. (Positive and negative relationships). Strategies/goals for ELs: Students can continue to use graphic organizers, if needed. Levels 1-2: Teacher works students to identify and discuss a person’s relationships with others, using lower reading level biography books. Levels 3-4: Students use picture biography books to identify and record a person’s relationship with others. Levels 5-6: Students use grade level biography books to identify and record a person’s relationship with others. Lesson 5 Readers recognize how the subject’s time period differed from their own by paying attention to details of place, time and people’s behaviors. Strategies/goals for ELs: Levels 1-2: Teacher works with students to identify differences from time periods. Students use the “T-Chart” graphic organizer to compare a historical person time period to their own. Levels 3-4: Students use a Venn Diagram to compare and contrast a historical person time period to their own. They produce at least two differences and two similarities. Levels 5-6: Students use a Venn Diagram to compare and contrast a historical person time period to their own. They produce at least three differences and three similarities.

Lesson 6: Readers identify cause and effect in the subject’s life by asking “How does what is happening now connect with what came before and how will that influence decisions they will make later?” Strategies/goals for ELs: Provide all students with the Cause and Effect Chart graphic organizer Levels 1-2: Teachers uses visuals and gestures to discuss cause and effect with students. Levels 3-4: Students work with a partner to find cause and effect in a subject’s life. They produce at least three causes and effects. Levels 5-6: Students work with a partner to find cause and effect in a subject’s life. They produce at least five causes and effects. Lesson 7: Readers determine why the subject is important by asking “What important achievements or qualities made this person’s life important enough to be written about?” Strategies/goals for ELs: Levels 1-2: Teacher works with students to create a short list about a person’s important achievements or qualities. Levels 3-4: Students work with a partner to list at least three important achievements or qualities about a historical person. Levels 5-6: Students work with a partner to list at least five important achievements or qualities about a historical person. Lesson 8: Readers study the subject more deeply by picking precise adjectives to describe the kind of bravery or risk taking that makes him or her unique. Strategies/goals for ELs: Levels 1-2: Students use pictures to describe character traits of a historical person. Levels 3-4: Students use the “Character Traits” list of words to find adjectives to describe the kind of bravery or risk taking that makes a historical person unique. Levels 5-6: Students use the “Character Traits” list of words to find adjectives to describe the kind of bravery or risk taking that makes a historical person unique, and provide evidence from the text. Lesson 9: Readers connect the subject to the time and society in which they lived by asking, “What group of people does this person represent?” and understanding the challenges this group must have faced.

Strategies/goals for ELs: Levels 1-2: Teachers use a variety of lower reading biography books to discuss who do the people in the biographies represent? What did they work for? Levels 3-4: Students work with a partner to identify who the people in the biographies represented. They produce at least two answers and evidence from their texts. Levels 5-6: Students work with a partner to identify who the people in the biographies represented. They produce at least three answers and evidence from their texts. Lesson 10: Readers analyze a subject in the context of their life by realizing how challenging their decisions and achievements were during the time and place in which they lived. Strategies/goals for ELs: Levels 1-2: Students sketch or use simple vocabulary to discuss someone important in their lives. Levels 3-4: Students work with a partner to discuss someone important in their lives, and discuss at least two achievements or challenges this person has had to endure during their lives. Levels 5-6: Students work with a partner to discuss someone important in their lives, and discuss at least three achievements or challenges this person has had to endure during their lives. Lesson 11: Readers connect the subject’s achievements to the rights and freedoms others (including us) enjoyed in later times. Strategies/goals for ELs: Levels 1-2: Teacher works with students to come up with multiple human right freedoms from our time. Levels 3-4: Students list at list two human right freedoms we have in this country and discuss their importance. Levels 5-6: Students list at least three human right freedoms we have in this country and discuss their importance. Lesson 12: Readers are inspired by a subject’s life by asking, “What is the life lesson I am learning from this persons’ life?”(From the text). Strategies/goals for ELs: Levels 1-2: Student use simple language to relate at least one thing they have learned about a famous person's life. Levels 3-4: Students use complete sentences to relate at least two things they have learned about a famous person and explain why that is important.

Levels 5-6: Students use complete sentences to relate at least three things they have learned about a famous person and explain why that is important. Lesson 13: Readers recognize other kinds of narrative nonfiction by determining the subject can be something other than a person. Strategies/goals for ELs: Levels 1-3: Teacher works with students to identify elements of narrative nonfiction. Levels 4-6: Students work with a partner to identify the subject of narrative nonfiction. Lesson 14: Readers recognize tales of achievement or tales of disaster by identifying predictable patterns and reasons for being written. Strategies/goals for ELs: Levels 1-2: Teacher works with students to identify predictable patterns and achievements or challenges a person faces. Levels 3-4: Students work with a partner to identify at least two predictable patterns and achievements or challenges a person faces. Levels 5-6: Students identify at least three predictable patterns and achievements or challenges a person faces. Lesson 15: Readers understand that narrative non-fiction stories are told for a reason by recognizing the lesson or the big idea in the story. Strategies/goals for ELs: Levels 1-2: Students use simple vocabulary to relate what they have learned about a biography. Levels 3-4: Students use complete sentences to relate what they have learned from a biography. Levels 5-6: Students use complete sentences to relate what they have learned from a biography and explain their reasoning. Lesson 16: Narrative nonfiction readers determine the theme by studying the difficult choices the subject makes during a crucial time. Strategies/goals for ELs: Levels 1-3: Teacher works with students to determine the theme of narrative nonfiction. Levels 4-6: Students work with a partner to recall important choices people made and the reason why their actions should never be forgotten. Lesson 17:

Readers become braver, stronger people by using narrative nonfiction as stories of personal inspiration. Strategies/goals for ELs: Levels 1-2: Students use simple vocabulary to share their favorite biography and why it is their favorite. Levels 3-4: Students use complete sentences to share at least two of their favorite biographies and why they are their favorites. Levels 5-6: Students use complete sentences to share at least three of their favorite biographies and why they are their favorites. Lesson 18: Biography Poster Project. Strategies/goals for ELs: Provide all students with the “Biography Book Report Poster” sheet (see resources folder). Levels 1-2: Teacher guides students to fill in information about a biography for their book report posters. Levels 3-6: Students work with a partner to create their biography book report posters. Unit Assessment: Grade Level Cold Read



● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered

● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - eg. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of manipulatives ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting ● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent





















● Use of self-assessment rubrics for check-in ● Pair visual prompts with verbal presentations ● Ask students to restate information and/or directions ● Opportunity for repetition and additional practice ● Model skills/techniques to be mastered ● Extended time ● Provide copy of class notes



● Strategic seating with a purpose ● Provide student opportunity to make corrections and/or explain their








(as appropriate)












● Corners Cooperative Learning Strategy: http://cooperativelearningstrategies.pbworks.com/w/page/28234420/Corner

s. ● Circle Map strategy- place the main topic in a small circle and add












Unit 9

Informational Reading: Research and Writing in the Content Areas




In this unit, the class will engage in a whole class study on a topic. The unit will build several skills such as creativity, teamwork and many essential literary skills. Students will work in groups to research different subtopics, or aspects, relating to this larger topic. They will be reading out of “subtopic” bins which contain materials specific to this aspect of the larger topic. Similarly, students will be working collaboratively to gather information, sort information into categories, transfer and apply all of the strategies they have learned about writing to learn and reading informational texts. Students will also decide how to share their new-found knowledge with the rest of the class. In addition, Imagine Learning will be utilized to provide comprehensive instruction to students in phonemic awareness word study, spelling, and reading fluency. This instruction will contribute greatly to fluency, vocabulary development, and the applications of strategies for understanding text in the English language. All are necessary for the successful development of reading comprehension.


Established Goals: What will students be able to do with this knowledge? Students will... ● Become experts about a topic and share that information with other readers. ● Apply nonfiction reading strategies to aid in understanding content-based texts. ● Research topics and subtopics to write a research project. ● Practice producing academic and social English language. ● Conduct research about unfamiliar topic. ● Identify important and unimportant parts in order to read quickly. ● Break apart the main topic into smaller sub-topics. ● Grow ideas about their research topic. ● Ask and answer questions as they read. ● Create boxes and bullets to organize information they read in nonfiction texts.

New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA): 3. RI.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


3. RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. RI.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.

3. RI.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.

3. RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

3. SL.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.


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 text under discussion).

C. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.








Essential Questions: ● What provocative questions will foster

inquiry, understanding and transfer of learning?

● How can I use all that I know about nonfiction reading and writing in order to launch a research inquiry about a topic?

● How can I learn about a topic using a variety of different kinds of texts and lenses to fuel my research?

● How can I research a second topic, doing this work with greater independence, and then apply what I learn to help me understand another topic?

● How is one topic similar to and different from another topic I’ve studied and what factors contribute to those similarities and differences?


● Readers interpret the text by reading thoroughly and with the purpose to determine main ideas and the facts and details used to support them.

● Readers use pictures and context clues to understand what they are reading.

● Re-read sentences/paragraphs to help them interpret their texts.

● Readers continually monitor and check their interpretations of the author’s intent and meaning.

● Background knowledge supports understanding of the text.

● The informational and expository text is composed differently than imaginative and literary text and creates different demands on the lecturer.


● Readers ask questions to deepen

comprehension. ● Readers answer questions using

evidence from the text. ● There is a relationship between events

in a text. ● Authors write nonfiction text for

different reasons. ● Authors have a point of view. ● Readers develop their own point of



● Ask and answer questions based on a text. ● Make connections to the subject/person. ● Compare different texts on the same

subject. ● Make connections between different texts

about different subjects. ● Summarize by linking key ideas from a

text. ● Sound out words to learn new words. ● Use pictures to help understand the text. ● Distinguish important from unimportant

information in order to identify themes. ● Identify cause/effect in a text. ● Identify the author’s point of view and


distinguish it (if different) from the author’s.

● Identify main idea and supporting details.



X Recognize one’s own feelings and thoughts Recognize the impact of one’s feelings and thoughts on one’s own behavior Recognize one’s personal traits, strengths and limitations

X Recognize the importance of self-confidence in handling daily tasks and challenges

Self-Management X Understand the practices strategies for managing one’s own emotions, thoughts,

and behaviors Recognize the skills needed to establish and achieve personal and educational

goals Identify and apply ways to persevere or overcome barriers through alternative

methods to achieve one’s goals Social Awareness

X Recognize and identify the thoughts, feelings, and perspectives of others X Demonstrate an awareness of the differences among individuals, groups, and


differ Demonstrate an awareness of the expectations for social interactions in a variety





X Establish and maintain healthy relationships X Utilize positive communication and social skills to interact effectively with



needed



21st Century Themes













9.2 Career Awareness, Exploration

and Preparation

ET CRP9. Model integrity, ethical leadership and effective management.






● Medical Research Scientist: a person who conducts research aimed at improving overall human health. They often use clinical trials and other investigative methods to reach their findings. Medical scientists usually work in offices and laboratories. They spend most of their time studying data and reports.

● Agricultural Researcher: a person whose research is aimed at improving productivity and quality of crops by their genetic improvement, better plant protection, irrigation, storage methods, farm mechanization, efficient marketing, and a better management of resources.

● Mathematician Researcher: a person who uses an extensive knowledge of mathematics in his or her work, typically to solve mathematical problems. Mathematics is concerned with numbers, data, quantity, structure, space, models, and change.

● Physical Scientist Researcher: a professional who specializes in sciences that do not deal with living organisms such as physics, chemistry, astronomy and geology. They may work in academic settings, private industry or for research organizations, and in teams with engineers and scientists from different disciplines.

● Research Psychologist: a person who uses scientific methods to examine questions and test hypotheses with the aim of understanding human thought and behavior. In addition to conducting studies and experiments, research psychologists may also have roles as educators, practitioners, and consultants.

● Market Research Analyst: a person who gathers and analyzes data on consumers and competitors. Market research analysts study market conditions to examine potential sales of a product or service. They help companies understand what products people want, who will buy them, and at what price.

● Teacher: a person who teaches, especially in a school.


New Jersey Student Learning Standards – Social Studies 6.1.4. D.13- Describe how culture is expressed through and influenced by the behavior of people. 6.1.4. D.19- Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.

New Jersey Student Learning Standards – Comprehensive Health and Physical Education

2.1.2.A.2- Use correct terminology to identify body parts, and explain how body parts work together to support wellness. 2.1.4.E.3- Determine ways to cope with rejection, loss, and separation.

2.2.4.A.2 - Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others.






Student Resources ● Various nonfiction text. ● Epic! ● Raz-Kids

Teacher Resources Texts: ● Differentiating Instruction and Assessment for English Language Learners by Shelley

Fairbairn and Stephaney Jones-Vo ● Making Content Comprehensible for English Learners: The SIOP Model / Edition 4 by Jana

Echevarría, Mary Ellen Vogt, and Deborah J. Short ● 99 More Ideas and Activities for Teaching English Learners by Mary Ellen Vogt

● Reading Strategies Book by Jennifer Serravallo ● Imaging Learning Reading Comprehension Grades 2-3 by Imagine Learning ● Common Core Reading & Writing Workshop. A Curricular Plan for the Reading

Workshop, Grade 3 by Lucy Calkins ● Neptune Township Third Grade Reading Curriculum Websites: ● https://my.imaginelearning.com/login/form?returnUrl=~2Fdashboard ● https://www.raz-plus.com/ ● https://www.getepic.com/ ● http://www.state.nj.us/education/bilingual/resources/ ● https://www.wida.us/standards/eld.aspx Worksheets: ● Graphic organizers ● Reading logs ● Unit assessment sheets Videos: ● Units of Study for Reading: Structures of Reading Workshops












Lesson Sequence: Note: Always model how to use graphic organizers, prior to providing them to students. Lesson 1








Researchers pick a research topic by using both their interests and available resources. Strategies/goals for ELs: Levels 1-2: Teacher brainstorms with students to help them select an appropriate topic to research (students can use the Animal Studies: Animal Research Project sheets found in the resources folder). Levels 3-6: Students select an age, grade appropriate topic to research. Students can use the Country Research worksheet, Biography Book Report sheet, or Nonfiction Notes sheet to help them record information. Lesson 2 Researchers zoom in on a specific topic (or aspect of a topic) by reading fairly quickly (skimming) and finding a research topic for which there is enough information but not too much (just-right topic). Strategies/goals for ELs: Levels 1-2: Teacher works with students to select the proper texts for their research. Levels 3-6: Students work with partners to select the proper texts for their research projects. Lesson 3 Researchers create a list of their subtopics by noticing concepts that appear in more than one text about their topic. Strategies/goals for ELs: Provide students with the Cluster/Word Web 1 graphic organizer found in the resources folder. Levels 1-2: Teacher works with students to select the right subtopics for their research project. Levels 3-4: Students work with partners to produce at least three subtopics for their research projects. Levels 5-6: Students work with partners to produce at least four subtopics for their research projects. Lesson 4 Researchers gather information about their topic by creating a list of pertinent vocabulary. Strategies/goals for ELs: Provide students with the Glossary graphic organizer found in the resources folder. Levels 1-2: Teacher works with students to produce at least three vocabulary words with definitions for their research projects. Levels 3-4: Students work with partners to produce at least four vocabulary words with definitions for their research projects.

Levels 5-6: Students work with partners to produce at least five vocabulary words with definitions for their research projects. Lesson 5 Researchers synthesize information by using words, text features and pictures, quickly jotting notes as they go. Strategies/goals for ELs: Levels 1-2: Teacher works with students to look for pictures and to jot down important information about their topics. Levels 3-4: Students work with partners to collect information about their subtopics. Students produce at least two important pieces of information for each subtopic. Level 5-6: Students work with partners to collect information about their subtopics. Students produce at least three important pieces of information for each subtopic. Lesson 6 Researchers contribute to the class or group study by using on-the-run teaching tools (index cards, post-its, word detective’s chart, etc.). Strategies/goals for ELs: Levels 1-2: Students share their research findings with their groups. Levels 3-6: Students put all their notes together and share them with their groups. Lesson 7 Researchers add to their knowledge by making connections between what they are studying now and what they have already studied about the topic (prior knowledge). Strategies/goals for ELs: Levels 1-2: Students use a T-Chart to compare and make connections between what they have previously studied and what they are currently learning. Levels 3-6: Students use a “KWL” chart to compare and connections between what they have previously studied and what they are currently learning. Lesson 8 Researchers compare two topics by comparing and contrasting at the subtopic level. Strategies/goals for ELs: Levels 1-2: Students use a Venn Diagram to compare and contrast two topics at the subtopic level. They produce at least one similarity and one difference.

Levels 3-4: Students use a Venn Diagram to compare and contrast two topics at the subtopic level. They produce at least two similarities and two differences. Levels 5-6: Students use a Venn Diagram to compare and contrast two topics at the subtopic level. They produce at least three similarities and three differences. Lesson 9 Researchers generate essential questions by looking back over their notes and grouping the information. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them generate questions for their research topics. Levels 3-4: Students work with partners to generate at least eight questions about their research topic. Levels 5-6: Students work with partners to generate at least ten questions about their research topics. Lesson 10 Researchers focus their study by creating smaller, more focused questions. Strategies/goals for ELs: Levels 1-2: Teacher works with students to help them narrow their questions for their research topics. Levels 3-4: Students work with partners to select at least four focused questions, out of the eight they created about their research topic. Levels 5-6: Students work with partners to select at least five focused questions, out of the ten they created about their research topic. Lesson 11 Researchers synthesize their learning by using various ways to record information they find (review boxes and bullets, intro diagrams, tables and charts. Strategies/goals for ELs: Students may select any of the graphic organizers previously used and/or sticky notes to record their information. Levels 1-2: Teacher works with students to select the proper way to collect their information. Levels 3-4: Students select at least one way to record their notes. Levels 5-6: Students select at least one way to record their notes and explain their reasoning. Lesson 12 Researchers synthesize information across the text by noticing the feelings you get from informational images.

Strategies/goals for ELs: Levels 1-2: Teacher shows students different pictures about their topics to help them understand and express their feelings about their topics. Levels 3-4: Students look for informational images about their topics and discuss them with their partners. They find and discuss at least three pictures. Levels 5-6: Students look for informational images about their topics and discuss them with their partners. They find and discuss at least five pictures. Lesson 13 Researchers compare various authors’ perspectives by asking, “What does this author want me to learn/think? Why is it important for me to learn?” Strategies/goals for ELs: Levels 1-2: Teacher reviews with students appropriate, nonfiction texts with the same topic, but written with different perspectives. Levels 3-4: Students read and review age appropriate, nonfiction texts with the same topic, but written with different perspectives. Levels 5-6: Students to read and review grade level appropriate, nonfiction texts with the same topic, but written with different perspectives. Lesson 14 Researchers can identify important information by looking for signal words such as all, most, few, but. Strategies/goals for ELs: Provide students with the following words on the board and explain that they indicate important information to readers.

● All ● Most ● Few ● But

Levels 1-2: Teacher works with students to identify the words from the board and reviews how to slow down to see if what the author is telling them is important. Levels 3-4: Students work with partners to skim their texts and to confirm if what they author is telling them about their topic is important or not. Students produce at least two excerpts from the text to prove their reasoning. Levels 5-6: Students work with partners to skim their texts and to confirm if what they author is telling them about their topic is important or not.

Students produce at least three excerpts from the text to prove their reasoning. Lesson 15 Researchers process their information by stopping and discussing with their research group. Strategies/goals for ELs: Levels 1-6: All students share their research projects with the class. Unit Assessment: Grade Level Cold Read.



● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Pair visual prompts with verbal presentations ● Ask students to restate information, directions, and assignments ● Repetition and time for additional practice ● Model skills/techniques to be mastered ● Extended time to complete task/assignment/work ● Provide a copy of class notes ● Strategic seating (with a purpose - eg. less distraction) ● Flexible seating ● Repetition and additional practice ● Use of manipulatives ● Use of assistive technology (as appropriate) ● Assign a peer buddy ● Emphasize key words or critical information by highlighting

● Use of graphic organizers ● Scaffold with prompts for sentence starters ● Check for understanding with more frequency ● Provide oral reminders and check student work during independent











● Pre-teach or preview vocabulary ● Repeat or reword directions ● Have students repeat directions ● Use of small group instruction ● Scaffold language based on their Can Do Descriptors

● Alter materials and requirements according to Can Do Descriptors ● Adjust number of paragraphs or length of writing according to their











answers ● Support organizational skills ● Check daily planner ● Encourage student to proofread work



● Assign a peer buddy ● Build on students’ strengths based on Multiple Intelligences:





● Provide enrichment activities that include more complex material ● Allow opportunities for peer collaboration and team-teaching ● Set individual goals ● Conduct research and provide presentation of appropriate topics ● Provide students opportunity to design surveys to generate and

analyze data to be be used in discussion ● Allow students to move through the assignment at their own pace (as

appropriate)























NEPTUNE TOWNSHIP SCHOOL DISTRICT Office of the Superintendent

60 Neptune Blvd. Neptune, NJ 07753

An Affirmative Action Equal Opportunity Employer

2019

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