Grade 3 ELA Module 1
Each MODULE provides 8 eight weeks of instruction, broken into three shorter units. Each module includes seven assessments:
• six assessments that are on-demand: students’ independent work on a reading, writing, speaking, or listening task. (The yearlong curriculum map does not show these assessments.)
• one end-of-module performance task that is a more supported research project
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
• six assessments that are on-demand: students’ independent work on a reading, writing, speaking, or listening task. (The yearlong curriculum map does not show these assessments.)
• one end-of-module performance task that is a more supported research project
Taken as a whole, these modules are designed to give teachers concrete strategies to address the “shifts” required by the CCLS.
Grade 3, Module 1 Central Texts: These texts are trade books required for full implementation of the entire module (all three units). The attachment created by IES provides ISBN information as well as the needed quantity of books.
Grade 3 Module 1 Central Texts | |
File Size: | 16 kb |
File Type: | docx |
Unit 1: In this first unit, students will explore the question: “Why do people seek the power of reading?” Through the study of literature, literary nonfiction, and informational articles from around the world, and in their own backyards, students will experience the extraordinary lengths to which some people go in order to access the power and privilege of reading.
Unit 2: In this second unit, students will explore their own “powers of reading” that help them access text. In the first half of the unit, students will explore fictional accounts of people who worked hard to build their reading powers. Students will then refer to the characters in these books as role models of sorts, as they begin to assess their own reading abilities. They will use information about their individual strengths and needs as readers to set goals for the development of their reading powers, and will write a text-based informational paragraph about their goals. In the second half of the unit, students will focus on one specific “reading power”: fluency. They will learn about the importance of fluency, set fluency goals, practice fluency, and demonstrate their fluent reading in the end of unit assessment.
Unit 3: In this unit, students will explore how geography impacts readers’ access to books. All instruction in this unit builds toward the final performance task for the module: an informative “Accessing Books around the World” bookmark. In the first part of the unit, students will read informational texts about world geography as they build vocabulary and understanding related to physical features and how physical characteristics of a region influence how people access books. Students then will explore external resources that support the power of reading, focusing on the important role of libraries.