Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
Rationale:
The writing activities under writing assignments meet this standard. These activities ask students to compare the themes and setting of the story to their lives. The questions are reflection based in that they are fun and elaborate. The first question asks students to relate the themes from the story to their personal beliefs, morals, and other life lessons they find important. The next question that focuses on setting, asks students to identify a place by using their senses. Students are to describe a natural outdoor setting that they would like to live by.
Bloom's Taxonomy:
1.) Synthesis: On the writing ideas page question one requires students to create, combine, and relate themes by drawing a plaque along with their writing.
2.) Comprehension: The second question under writing ideas asks students to identify the stories setting and come up with their own ideal setting or place to live.
Fluency:
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding.
Rationale:
The read aloud movie can be used to model fluency by reading. This can allow students to understand the idea of maintaining a steady pace or meter when they read along with trying to sound make it sound conversational. Another purpose that the movie serves, is the idea of creating voices and dialogue to express emotional feelings. The dialogue assignment under voices and the grammar exercise reinforce the idea of expressing emotional thoughts. These two tasks indirectly works on the ideas behind fluency.
Bloom's Taxonomy:
The read aloud movie is a model that does not ask any questions or uses Bloom's action verbs.
1.) Application: The activity under voice asks students to prepare, produce, and act out the conversations that they made. The grammar activity asks students to write or prepare sentences that use abstract and concrete nouns.
2.) Analysis: The voices activity asks students act out and model fluency with the conversations that they created.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g., childhood).
Rationale:
The grammar activity focuses on the relationship between concrete and abstract nouns. This task allows students to understand how they work together and how they are different. Each type of nouns serves a purpose of distinguishing tangible objects or things from ideas. Being able to differentiate emotional feelings, thoughts, ideals, experiences, or states of being from things that offer a physical sensations is important.
Bloom's Taxonomy:
1.) Application: Again this activity allows students to prepare their own sentences with the different types of nouns.
2.) Synthesis: The grammar activity also asks students to create or design a T-Chart that separates the abstract nouns from the concrete nouns.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Rationale:
The two vocabulary strategies can create a better understanding for each words meaning as well as helping students with comprehending the story. The summary activity allows students to practice writing sentences with the vocabulary words. This exercise is meant to teach students how to high light important information and give brief explanations. At the bottom of the word wall page, there is a vocabulary word web activity. This activity is good in that it allows students to come up with multiple meanings for their word. Then each group has to organize their information.
Bloom's Taxonomy:
1.) Comprehension: The summary activity asks students to rewrite the story in a short description.
2.) Synthesis: The vocabulary word web asks students to develop a graphic organizer to show numerous meanings for that word.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Rationale:
The voices, themes, setting, and your animal activities under writing prompt all incorporate information from the story. These activities also ask students to recreate ideas or concepts from the story with their own thoughts and opinions. The animal activity, asks students to choose a fierce animal that they would like to be create a short story about. The story must follow the structure of big wolf & little wolf. This story must have two animals that are different in size and are forced to interact with each other.
Bloom's Taxonomy:
Since we have already discussed the standards that the voice, themes, and setting activity cover this will only focus on the animal activity.
1.) Application: This activity asks students to apply or use the structure of big wolf & little wolf within their short story.
2.) Synthesis: The animal activity asks students to create their own story.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Rationale:
The read aloud, the grammar jingle, and the poetry task falls under this standard. These tools are used to model and reinforce concepts of reading fluency. These reading devices can be used as an example to give kids an understanding of what fluent reading sounds like. The poetry examples specifically show students what the poems should actually look like.
Bloom's Taxonomy:
Although the poetry assignment does not meet a specific standard it could be used to meet one of the Text Types and Purposes standards.
As for the grammar jingle and the read aloud, they only serve to help guide students understanding the concept of reading fluency.
CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
Rationale:
The writing activities under writing assignments meet this standard. These activities ask students to compare the themes and setting of the story to their lives. The questions are reflection based in that they are fun and elaborate. The first question asks students to relate the themes from the story to their personal beliefs, morals, and other life lessons they find important. The next question that focuses on setting, asks students to identify a place by using their senses. Students are to describe a natural outdoor setting that they would like to live by.
Bloom's Taxonomy:
1.) Synthesis: On the writing ideas page question one requires students to create, combine, and relate themes by drawing a plaque along with their writing.
2.) Comprehension: The second question under writing ideas asks students to identify the stories setting and come up with their own ideal setting or place to live.
Fluency:
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and understanding.
Rationale:
The read aloud movie can be used to model fluency by reading. This can allow students to understand the idea of maintaining a steady pace or meter when they read along with trying to sound make it sound conversational. Another purpose that the movie serves, is the idea of creating voices and dialogue to express emotional feelings. The dialogue assignment under voices and the grammar exercise reinforce the idea of expressing emotional thoughts. These two tasks indirectly works on the ideas behind fluency.
Bloom's Taxonomy:
The read aloud movie is a model that does not ask any questions or uses Bloom's action verbs.
1.) Application: The activity under voice asks students to prepare, produce, and act out the conversations that they made. The grammar activity asks students to write or prepare sentences that use abstract and concrete nouns.
2.) Analysis: The voices activity asks students act out and model fluency with the conversations that they created.
Conventions of Standard English:
CCSS.ELA-LITERACY.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.3.1.C Use abstract nouns (e.g., childhood).
Rationale:
The grammar activity focuses on the relationship between concrete and abstract nouns. This task allows students to understand how they work together and how they are different. Each type of nouns serves a purpose of distinguishing tangible objects or things from ideas. Being able to differentiate emotional feelings, thoughts, ideals, experiences, or states of being from things that offer a physical sensations is important.
Bloom's Taxonomy:
1.) Application: Again this activity allows students to prepare their own sentences with the different types of nouns.
2.) Synthesis: The grammar activity also asks students to create or design a T-Chart that separates the abstract nouns from the concrete nouns.
Vocabulary Acquisition and Use:
CCSS.ELA-LITERACY.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
Rationale:
The two vocabulary strategies can create a better understanding for each words meaning as well as helping students with comprehending the story. The summary activity allows students to practice writing sentences with the vocabulary words. This exercise is meant to teach students how to high light important information and give brief explanations. At the bottom of the word wall page, there is a vocabulary word web activity. This activity is good in that it allows students to come up with multiple meanings for their word. Then each group has to organize their information.
Bloom's Taxonomy:
1.) Comprehension: The summary activity asks students to rewrite the story in a short description.
2.) Synthesis: The vocabulary word web asks students to develop a graphic organizer to show numerous meanings for that word.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-LITERACY.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
Rationale:
The voices, themes, setting, and your animal activities under writing prompt all incorporate information from the story. These activities also ask students to recreate ideas or concepts from the story with their own thoughts and opinions. The animal activity, asks students to choose a fierce animal that they would like to be create a short story about. The story must follow the structure of big wolf & little wolf. This story must have two animals that are different in size and are forced to interact with each other.
Bloom's Taxonomy:
Since we have already discussed the standards that the voice, themes, and setting activity cover this will only focus on the animal activity.
1.) Application: This activity asks students to apply or use the structure of big wolf & little wolf within their short story.
2.) Synthesis: The animal activity asks students to create their own story.
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.3.5
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
Rationale:
The read aloud, the grammar jingle, and the poetry task falls under this standard. These tools are used to model and reinforce concepts of reading fluency. These reading devices can be used as an example to give kids an understanding of what fluent reading sounds like. The poetry examples specifically show students what the poems should actually look like.
Bloom's Taxonomy:
Although the poetry assignment does not meet a specific standard it could be used to meet one of the Text Types and Purposes standards.
As for the grammar jingle and the read aloud, they only serve to help guide students understanding the concept of reading fluency.