Learning Targets for Quarter 1:
Literacy Module 1 Overview:
This module uses literature and informational text to introduce students to the power of literacy and how people around the world overcome learning challenges. It is intentionally designed to encourage students to embrace a love of literacy and reading. In Unit 1, students begin to build their close reading skills; they hear stories read aloud, read works in their entirety, and read more challenging excerpts closely. Throughout their readings, students determine the gist, identify the central message, and consider what key details convey that message in the text. In Unit 2, students consider how geography and where one lives in the world affects how one accesses books. Students continue building knowledge and vocabulary related toworld geography as they study excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes how librarians overcome geographic challengesto get children books. Students apply their learning by writing a simple informative paragraph about how people access books around the world, focusing on the role ofspecific librarians or organizationsthey studied. Finally, in Unit 3 studentsfocus more on what it means to be a proficient and independent reader. They continue to read literature about characters who are motivated to learn to read and overcome struggles to do so. Students assess their challenges as readers, and identify strategies to overcome those challenges. This unit includes a heavy emphasis on building reading fluency.
Students write a reading contract in the form of a three-paragraph informative essay, in which they describe two of their learning challenges and some strategiesto overcome those challenges. As part of the final performance task, they make an eye-catching reading strategies bookmark to help them remember those strategies as they read independently throughout the rest of the year.
Literacy Learning Targets:
Guiding Questions and Big Ideas
Unit 1: Seeking the Power of Reading
Unit 2: Building the Power of Reading
Unit 3: Librarians around the World
Math Learning Targets
Quarter 1
Science Learning Targets
Quarter 1: Human Body
Social Studies Learning Targets
Quarter 1: Civics and Government
This module uses literature and informational text to introduce students to the power of literacy and how people around the world overcome learning challenges. It is intentionally designed to encourage students to embrace a love of literacy and reading. In Unit 1, students begin to build their close reading skills; they hear stories read aloud, read works in their entirety, and read more challenging excerpts closely. Throughout their readings, students determine the gist, identify the central message, and consider what key details convey that message in the text. In Unit 2, students consider how geography and where one lives in the world affects how one accesses books. Students continue building knowledge and vocabulary related toworld geography as they study excerpts from My Librarian Is a Camel by Margriet Ruurs, which describes how librarians overcome geographic challengesto get children books. Students apply their learning by writing a simple informative paragraph about how people access books around the world, focusing on the role ofspecific librarians or organizationsthey studied. Finally, in Unit 3 studentsfocus more on what it means to be a proficient and independent reader. They continue to read literature about characters who are motivated to learn to read and overcome struggles to do so. Students assess their challenges as readers, and identify strategies to overcome those challenges. This unit includes a heavy emphasis on building reading fluency.
Students write a reading contract in the form of a three-paragraph informative essay, in which they describe two of their learning challenges and some strategiesto overcome those challenges. As part of the final performance task, they make an eye-catching reading strategies bookmark to help them remember those strategies as they read independently throughout the rest of the year.
Literacy Learning Targets:
Guiding Questions and Big Ideas
- Why are education, books and reading important?
- How can I overcome learning challenges?
Unit 1: Seeking the Power of Reading
- I can identify the main message or lesson of a story using key details from the text. (RL.2)
- I can follow our class norms when I participate in a conversation. (SL.3.1b)
- I can ask questions so I’m clear about what is being discussed. (SL.3.1c)
- I can ask questions that are on the topic being discussed. (SL.3.1c)
- I can connect my questions to what others say. (SL.3.1c)
- I can identify the main message or lesson of a story using key details from the text. (RL.3.2)
- I can document what I learn about a topic by sorting evidence into categories. (W.3.8)
- I can document what I learn about a topic by taking notes. (W.3.8)
- I can use a variety of strategies to determine the meaning of words and phrases. (L.3.4)
Unit 2: Building the Power of Reading
- I can write an informative/explanatory text. (W.3.2)
- I can accurately use third- grade academic vocabulary to express my ideas. (L.3.6)
- I can demonstrate fluency when reading stories or poems for an audio recording. (SL.3.5)
Unit 3: Librarians around the World
- I can answer questions using specific details from the text. (RI.3.1)
- I can determine the main idea of an informational text. (RI.3.2)
- I can document what I learn by sorting evidence into categories. (W.3.8)
- I can effectively participate in a conversation with my peers and adults. (SL.3.1)
- I can write an informative/explanatory text. (W.3.2)
- I can group supporting facts together about a topic in an informative text using both text and illustrations. (W.3.2)
Math Learning Targets
Quarter 1
- We will begin by looking at multiple groups to study multiplication.
- Students will write a multiplication equation to represent story problems
- Students will use pictures, arrays, and repeated addition to model the story problems.
- Students will identify patterns of multiplication.
- Students will be able to analyze data in horizontal and vertical bar graphs and use information in a table to create horizontal and vertical bar graphs.
- Students will be able to create a bar graph and a pictograph and compare the data.
- We will be working with word problems on all of the skills below! Students need to be able to show their work, explain their thinking, and tell which strategy they are using.
- Addition & Subtraction with regrouping. Must be able to demonstrate different strategies. See below strategy guides.
Science Learning Targets
Quarter 1: Human Body
- 3.L.1 -- Understand human body systems and how they are essential for life: protection, movement and support.
- 3.L.1.1 -- Compare the different functions of the skeletal and muscular system.
- 3.L.1.2 -- Explain why skin is necessary for protection and for the body to remain healthy.
Social Studies Learning Targets
Quarter 1: Civics and Government
- 3.C&G.1 -- Understand the development, structure, & function of local government.
- 3.C&g.2 -- Understand how citizens participate in their communities.