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					                                      Grade 3
                                  Reading Essentials
                                       Unit 5


Time Frame: Approximately six weeks


Unit Description

Students learn to read words with two vowels together in which each vowel represents a
separate sound. They learn to use a spell checker. They identify and use adverbs related
to time. They learn to capitalize the first word in direct quotations.


Unit 5 Grade-Level Expectations (GLEs)

GLE #      GLE Text and Benchmarks
06a.       Determine meanings of unfamiliar words using a variety of strategies,
           including knowledge of common antonyms, synonyms, homonyms, and
           homographs (ELA-1-E1) Homophones is an online interactive quiz.
           It scores the results. Super Synonym Rhyme Time is a
           Jeopardy game where students must find synonyms that
           rhyme to replace the given words. Learn more about
           synonyms and how to use a thesaurus in Finding New Ways
           to Say Something.
11.        Connect ideas, events, and information identified in grade-appropriate texts to
           prior knowledge and life experiences in oral and written responses (ELA-1-
           E6)
12.        Demonstrate oral reading fluency of at least 110 words per minute in third
           grade-text with appropriate pacing, intonation, and expression (ELA-1-E7)
17c.       Demonstrate understanding of information in grade-appropriate texts using a
           variety of strategies, including making simple inferences and drawing
           conclusions about information in texts (ELA-7-E1)
25.        Develop organized one- and two-paragraph compositions using description
           and narration (ELA-2-E4)
28.        Write legibly in cursive or printed form, using standard margins and
           demonstrating appropriate spacing of letters, words, sentences, and paragraphs
           (ELA-3-E1)
30.        Capitalize the first word in direct quotations and proper adjectives (e.g.,
           American flag, Mexican food) (ELA-3-E2)
32f.       Apply knowledge of parts of speech in writing, including selecting and using
           adverbs that modify according to time, place, manner, and degree (ELA-3-E4)
           Factsheets, worksheets, and quizzes for Adverbs
33a.       Spell grade-appropriate words, including multisyllabic words made up of both
           base words and roots and common prefixes and suffixes (ELA-3-E5)
GLE #       GLE Text and Benchmarks
            Spelling worksheets, factsheets, and quizzes using root
            words, suffixes, and prefixes.
33b.        Spell grade-appropriate words, including compound words (ELA-3-E5)
33c.        Spell grade-appropriate words, including common homophones (ELA-3-E5)
34.         Follow common spelling generalizations, including qu, consonant doubling,
            and changing -y to -i (ELA 3 E5)
35.         Alphabetize to the third letter (ELA-3-E5)
37.         Use clear diction and tone and adjust volume and tempo to stress important
            ideas when speaking (ELA-4-E1)
42b.        Use active listening strategies, including giving oral responses, such as
            explanations of written and/or spoken texts (ELA-4-E5)
45a         Locate information using organizational features of a variety of resources,
            including electronic information such as pull-down menus, icons, keyword
            searches, passwords, and entry menu features (ELA-5-E1) The Ivyjoy site
            has many search bars that will search kid-safe, kid-friendly
            sites. There are also many links to other search engines and
            webguides.
46.         Locate information from multiple sources, including books, periodicals,
            videotapes, Web sites, and CD-ROMs (ELA-5-E2) See GLE 45a above.
47.         Determine appropriateness of collected information for a specified purpose
            (ELA-5-E2)
50.         Use available electronic and print resources to draft, revise, and publish
            simple research reports, book reports, and other projects (ELA-5-E4) Use
            the Ivyjoy site to research. EssayPunch can help students
            with the draft and revision. Use any word-processing
            program for printing/publishing.


                                    Sample Activities


Daily phonics lessons should include two or more of the tasks from each of the following
activity lists. All activities should be addressed at least once within the unit.


Activity List 1: Phonics (GLEs: 11, 17c, 33a, 33b, 33c, 42b, 47)

           Teacher introduces the rule that sometimes when two vowels are together,
            each vowel maintains a separate sound, for example, violin, create, chaos.
            Students read a word list with these words and break the words into syllables.
            They read word lists that have two vowels representing one sound mixed with
            two vowels representing two sounds and break the words into syllables.
            Students identify words in sentences, passages, and their texts in which two
            vowels together each represent one sound.
   Teacher introduces the suffixes -en and -ous. Students identify the base or
    root words and suffixes in words. Students read words with these suffixes in
    word lists and in sentences emphasizing words with these suffixes. Students
    identify words with these suffixes in grade-level texts. Students state how the
    suffix changes the meaning of the base or root word.
   Teacher introduces the prefixes mid-, under-. Students identify the base
    words and prefixes in words. Students read words with these prefixes in word
    lists and in sentences emphasizing words with these prefixes. Students
    identify words with these prefixes in grade-level texts. Students state how the
    prefix changes the meaning of the base word.
Activity List 2: Spelling (GLEs: 06a, 11, 17c, 33b, 33c)

          Teacher has students identify compound words with more than two syllables
           (for example, basketball, butterfly) in a list of words.
          Students read and spell common homophones, for example, here, hear. They
           select the correct spelling of the word for definitions provided by the teacher
           and for blanks in sentences provided by the teacher. Students spell the words
           correctly in dictated sentences.


Activity List 3: Letter Formation (GLE: 28)

          Students practice cursive letter formation for all the letters, with emphasis on
           neatness, using correct margins, placing letters correctly on the line, and
           fluency.


Activity List 4: Alphabetizing (GLE: 35)

          Students alphabetize lists of twenty-five words to the third letter.


Activity List 5: Book and Technology Usage (GLEs: 45a, 46, 50)

          Teacher introduces using a spell checker to check spelling. Students use a
           spell checker to check spelling in sentences provided by teacher. Students
           routinely use spell checkers to check spelling in their own compositions.


Activity List 6: Standard English Usage (GLEs: 25, 32f, 47)

          Students identify adverbs that relate to time, place, manner, and degree in
           sentences provided by the teacher and in their textbooks. Students use
           adverbs in sentences and passages they create.


Activity List 7: Punctuation and Capitalization (GLE: 30)

          Teacher introduces capitalizing the first word in direct quotations. Students
           correct incorrect capitalization in sentences prepared by teacher and use
           correct punctuation in dictated sentences.
Activity List 8: Sight Words (GLEs: 33a, 33b, 33c, 34)

          Teacher introduces or reviews ten to twenty irregularly spelled high-frequency
           words by presenting the word, analyzing which sounds in the word are
           expected spellings and which are infrequent spellings. Students practice
           reading the words in lists and in sentences. They practice spelling the words
           by “air-writing’ them, (or writing them in the air with their fingers), using
           them in exercises on practice pages provided by the teacher, and spelling them
           in dictated sentences. Finally, the words are included on a spelling test.


Activity List 9: Fluency (GLEs: 12, 37)

          Students complete timed oral readings to improve fluency, sometimes
           repeating readings. For this unit, Grade 3 students should read between 114-
           142 words correct per minute in connected text with 95% accuracy.


                                 Sample Assessments


Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results form the
student activities, and develop a scoring rubric collaboratively with other teachers or
students. The following are samples of assessments that could be used for this unit:

Written Products

          Writing sample of letters
          Writing samples of words
          Writing samples of sentences

				
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