Archive+Grade+3


 * Unit 5 Fiction Reading Unit Outline**


 * Big Ideas**

Comprehension strategies Infer to understand characters Predict, draw conclusions Narrative structure
 * 1 || Use a mentor text to model character, setting, events, problem, and resolution. ||
 * 2 || Identify and define setting (same mentor text as lesson 1) ||
 * 3 || Use mentor texts to define and identify characters. ||
 * 4 || Name important story events (vs. insignificant story events) ||
 * 5 || Use Brave Irene to learn about problem/resolution. ||
 * 6 || Review story map with Brave Irene. Model with Miss Nelson is missing. Students try independently. ||
 * 7 || Summarize story (important story events in lesson 4) ||
 * 8 || Use clues to infer emotions. ||
 * 9 || Use evidence from the Paper Bag Princess to support inferences about characters. ||
 * 10 || Infer about characters based on how they handle their problems. ||
 * 11 || Inter about characters based on how they handle their problems.(directly stated vs. inferred.) ||
 * 12 || Learn how inferring helps us understand better about characters. ||
 * 13 || Using wondering to think about what might happen next in a story. ||
 * 14 || Using wondering to think about what might happen next in a story. ||
 * 15 || Students make predictions based on title, cover page, and their background knowledge as it enables them to build meaning before beginning reading. (based on evidence) ||
 * 16 || Making predictions while reading. ||
 * 17 || Make, confirm, or adjust predictions. ||
 * 18 || Author's message: fables. ||
 * 19 || Comparing author's message in fables. ||
 * 20 || Author's message: realistic fiction. ||
 * 21 || Important ideas in fables and realistic fiction. ||
 * 22 || Comparing author's messages about texts. ||


 * Unit 5: Fiction Reading**


 * Timeframe:** January 5-February 12


 * Essential Learning:** Inferring about characters


 * Proficiency:** Students will name attributes and actions of a character based on evidence from the text and will draw conclusions about that character based on those attributes and actions.


 * Assessment:** [[image:http://www.wikispaces.com/i/mime/32/application/msword.png width="32" height="32" link="file/view/Unit 5 Reading Pretest Grade 3.doc"]] Unit 5 Reading Pretest Grade 3.doc

Unit 5 Grade 3.flipchart

Preparing for the Data Team Process** || **Step 1 Collect & Chart Data** || **Step 2 Analyze Strengths & Obstacles** || **Step 3 Establish Goals: Set, Review, Revise** || **Step 4 Select Instructional Strategies** || **Step 5 Determine Results Indicators** || **Next Steps** ||
 * **Date** || **Step A:
 * 2/23 ||  ||   ||   || 0% proficiency

14 students out of 19 (74%)

Actual Results: 10/19 (53%) ||  ||   || For next year:

Whole group and small group. Modeling. Materials ( Scholastic, for example, with very concrete examples of inferring.) Stick to one format around the graphic organizer to avoid confusion. List what the character was like, and then go back to the text to say why.Test assessment data. ||
 * 2/2 ||  || Graphic organizer around inferring about characters. || Strengths: Naming attributes & actions.

Obstacles: Identifying how the character dealt with the problem. || See flipchart || Introduce vocabulary of "drawing conclusions" and/or "inferring" "evidence." || Data from read alouds. || Create post assessment. Download activeinspire from Prometheanplanet.com ||
 * 1/26 ||  || Examined __Miss Nelson is Missing__ Story Map || __**Strengths:**__


 * Setting:** Most students got the "where" of setting; many got the "when."

__**Obstacles:**__


 * Characters:** Students did not include the names of the characters - or - they named the character but not the attribute.


 * Problem/Resolution:**

Identifying the problem was difficult for some. (13 yes, 6 no)

Resolution: (11 yes, 8 no)

Events leading up to the problem could be revisited with the whole class. ||  || Utilize format from the character attribute graphic organizer. || Students will fill out the graphic organizer. || Bring evidence to show what students are progressing in their proficiency levels around inferring about characters. We will revisit the flip chart next time. ||