Literacy
Module 2: Adaptations and the Wide World of Frogs
Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)
Description of Assessments
Mid-Unit 1 Assessment: Close Reading: Bullfrog at Magnolia Circle
This assessment centers on ELA CCSS RI.3.1, RI.3.2, RI.3.3, RI.3.7, W.3.8, and L.3.4. Throughout the first half of the module, students will have been practicing close reading of Bullfrog at Magnolia Circle, the central text of this unit. This on-demand assessment requires students to apply these skills to a new excerpt of this text. Students take notes about main idea and key details and answer several text-dependent questions, including those that require them to figure out the meaning of words in context.
End of Unit 1 Assessment: Informational Paragraph about How a Bullfrog Survives
This on-demand assessment centers on CCSS W.3.2, W.3.4, and L.3.3a, and L3.6. Students will demonstrate their expertise about bullfrogs by writing a paragraph using an Accordion graphic organizer as a framework. Students will use their evidence from the central text for this unit to teach the reader about the basic features of a bullfrog.
Mid-Unit 2 Assessment: Close Reading of an Excerpt about a New Freaky Frog (the Spadefoot Toad)
This assessment centers on ELA CCSS RI.3.1, RI.3.5, RI.3.2, RI.3.7, and L.3.4. In the first portion of Unit 2, students will have been practicing using text features to locate information during close reading of informational texts about their expert freaky frog. In this on-demand assessment, students will apply these skills to an informational text about a new freaky frog.
End of Unit 2 Assessment: Informational Paragraph about the Poison Dart Frog
The end of unit assessment centers on CCSS W.3.2, W.3.4, L.3.3a, and L.3.6. This on-demand assessment requires students to demonstrate their expertise about the poison dart frog by writing an Accordion paragraph. Students will use their evidence from informational texts they have read to teach the reader about the adaptations of the poison dart frog, using domain-specific words and phrases for effect.
Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph
This assessment centers on NYSP12ELA CCSS W, 3.2, W.3.3, W.3.5, W.3.7 and L.3.3. Students will apply their skills writing from the first person and using vivid and precise language as they write their first full draft of their research-based narrative.
End of Unit 3 Assessment: Research-Based Narrative Paragraph about Your Freaky Frog (a second category from the recording form)
This assessment centers on ELA CCSS W.3.2, W.3.3, and L.3.3. Students will write an on-demand research-based narrative paragraph about a second category of their freaky frog.
Module 2: Adaptations and the Wide World of Frogs
Unit 1: Building Background Knowledge: Learning to Become an Expert (about Frogs)
- 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 retell key ideas from an informational text. (RI.3.2)
- I can describe how events, ideas, or concepts in an informational text are related. (RI.3.3)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can document what I learn about a topic by taking notes. (W.3.8)
- I can use what the sentence says to help me determine what a word or phrase means. (L.3.4)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can develop the topic with facts, definitions, and details. (W.3.2)
- I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
- I can express ideas using carefully chosen words. (L.3.3a)
- I can accurately use third-grade-level academic vocabulary to express my ideas. (L.3.6)
- 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 retell key ideas from an informational text. (RI.3.2)
- I can use information from illustrations (maps, photographs) to understand informational texts. (RI.3.7)
- I can use information from the words to understand informational texts. (RI.3.7)
- I can determine the meaning of unknown words in informational text. (L.3.4)
- I can write an informative/explanatory text that has a clear topic. (W.3.2)
- I can develop the topic with facts, definitions, and details. (W.3.2)
- I can construct a closure on the topic of an informative/explanatory text. (W.3.2)
- With support from adults, I can produce writing that is appropriate to task and purpose. (W.3.4)
- I can express ideas using carefully chosen words. (L.3.3)
- I can accurately use third-grade academic vocabulary to express my ideas. (L.3.6)
- I can write an informative/explanatory text. (W.3.2)
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can use the writing process to plan, revise, and edit my writing (with support). (W.3.5)
- I can express ideas using carefully chosen words. (L.3.3)
- I can write an informative text. (W.3.2)
- I can craft narrative texts about real or imagined experiences or events. (W.3.3)
- I can express ideas using carefully chosen words. (L.3.3)
Description of Assessments
Mid-Unit 1 Assessment: Close Reading: Bullfrog at Magnolia Circle
This assessment centers on ELA CCSS RI.3.1, RI.3.2, RI.3.3, RI.3.7, W.3.8, and L.3.4. Throughout the first half of the module, students will have been practicing close reading of Bullfrog at Magnolia Circle, the central text of this unit. This on-demand assessment requires students to apply these skills to a new excerpt of this text. Students take notes about main idea and key details and answer several text-dependent questions, including those that require them to figure out the meaning of words in context.
End of Unit 1 Assessment: Informational Paragraph about How a Bullfrog Survives
This on-demand assessment centers on CCSS W.3.2, W.3.4, and L.3.3a, and L3.6. Students will demonstrate their expertise about bullfrogs by writing a paragraph using an Accordion graphic organizer as a framework. Students will use their evidence from the central text for this unit to teach the reader about the basic features of a bullfrog.
Mid-Unit 2 Assessment: Close Reading of an Excerpt about a New Freaky Frog (the Spadefoot Toad)
This assessment centers on ELA CCSS RI.3.1, RI.3.5, RI.3.2, RI.3.7, and L.3.4. In the first portion of Unit 2, students will have been practicing using text features to locate information during close reading of informational texts about their expert freaky frog. In this on-demand assessment, students will apply these skills to an informational text about a new freaky frog.
End of Unit 2 Assessment: Informational Paragraph about the Poison Dart Frog
The end of unit assessment centers on CCSS W.3.2, W.3.4, L.3.3a, and L.3.6. This on-demand assessment requires students to demonstrate their expertise about the poison dart frog by writing an Accordion paragraph. Students will use their evidence from informational texts they have read to teach the reader about the adaptations of the poison dart frog, using domain-specific words and phrases for effect.
Mid-Unit 3 Assessment: Writing a First-Draft Freaky Frog Trading Card Narrative Paragraph
This assessment centers on NYSP12ELA CCSS W, 3.2, W.3.3, W.3.5, W.3.7 and L.3.3. Students will apply their skills writing from the first person and using vivid and precise language as they write their first full draft of their research-based narrative.
End of Unit 3 Assessment: Research-Based Narrative Paragraph about Your Freaky Frog (a second category from the recording form)
This assessment centers on ELA CCSS W.3.2, W.3.3, and L.3.3. Students will write an on-demand research-based narrative paragraph about a second category of their freaky frog.
Math
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Social Studies (Geography)
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