C C S D R C D U P O: Herokee Ounty Chool Istrict Igorous Urriculum Esign NIT Lanning Rganizer

Rigorous Curriculum Design—Unit Planning Organizer
CHEROKEE COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN
UNIT PLANNING ORGANIZER
Subject(s) ELA 5.22.18
Grade and
Third Grade
Course
Best Friend Book:
Unit of
Unit 4 Integration of Knowledge Lilly’s Purple Plastic Purse
Study
Timeframe: 6 weeks
Pacing
30 Total days-25 instructional days and 5 buffer days
“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts
RI6: DISTINGUISH their own point of view from that of the author or a text.
RI7: USE information gained from illustrations (e.g., maps, photographs) and the words in a text to
DEMONSTRATE understanding of the text (e.g., where, when, why, and how key events occur).
RI9: COMPARE and CONTRAST the most important points and key details presented in two
texts on the same topic.
W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly:
a: INTRODUCE a topic and GROUP related information together; include illustrations when useful to aid
comprehension.
b: DEVELOP the topic with facts, definitions, and details.
d: PROVIDE a concluding statement or section.
L1: Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking:
g. Form and use comparative and superlative adjectives and adverbs, and choose between them
depending on what is to be modified.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing:
f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable
patterns, ending rules, meaningful word parts) in writing words.
L3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases for effect.
L4: 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.
c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,
company, companion).
L5: With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
c: Distinguish shades of meaning among related words that describe states of mind or degrees of
certainty (e.g., knew, believed, suspected, heard, wondered).
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing

1
Company. © Houghton Mifflin Harcourt Publishing Company. All rights reserved.
“Unwrapped” Priority Standards

“Unwrapped”
“Unwrapped” Concepts Bloom’s
Skills DOK (For Overall
(Students Need Taxonomy
(Students Need Standard)
to Know) Levels
to Do)
RI6
● Distinguish ● own point of view from that 4-Analyze 3-Strategic
of the author Thinking/Reasoning
RI7
● Use ● information gained from 3-Apply
illustrations 2-Skills & Concepts
● Demonstrate ● words in a text
● understanding of the text
RI9
● Compare and ● most important points and 4-Analyze
2-Skills & Concepts
Contrast key details in two
● texts on the same topic
W2a
● Introduce ● a topic 2-Understand
2-Skills & Concepts
● Group ● related information 4-Analyze
including illustrations
W2b
3-Strategic
● Develop ● Topic with facts, 4-Analyze
Thinking/Reasoning
definitions, and details
W2d
3-Strategic
● Provide ● a concluding statement or 3-Apply
Thinking/Reasoning
section
L1g
● Form ● Comparative and 2- Understand
superlative adjectives and
adverbs
3- Strategic
● Use ● Comparative and 3- Apply
Thinking/Reasoning
superlative adjectives and
adverbs
● Choose ● Between them, depending 4- Analyze
on what is being modified
L2f
● Use ● Spelling patterns in writing 3-Apply
words 1-Recall & Reproduction
● Use ● Generalizations in writing
words
L3a
3-Strategic
● Choose ● Words, phrases for effect 4-Analyze
Thinking/Reasoning
L4c
● Use ● The meaning of an 3-Apply
2-Skills & Concepts
unknown word with the
same root.
L5c
● Distinguish ● Shades of meaning 4-Analyze
3-Strategic
● Related ● Words that describe states
Thinking/Reasoning
of mind or degrees of
certainty.

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Supporting Standards
RI2: DETERMINE the main idea of a text; RECOUNT the key details and EXPLAIN how they support
the main idea.
RI5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic quickly and efficiently.
RI8: Describe the logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within
categories of information.
W4: With guidance and support from adults, produce writing in which the development and organization
are appropriate to task and purpose.
W5: With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. (Editing for conventions should demonstrate command of Language
standards 1–3 up to and including grade 3.)
W6: With guidance and support from adults, use technology to produce and publish writing (using
keyboarding skills) as well as to interact and collaborate with others.
W7: Conduct short research projects that build knowledge about a topic.
W8: Recall information from experience or gather information from print and digital sources; take brief
notes on sources and sort evidence into provided categories.
L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
e: Use conventional spelling for high-frequency and other studied words and for adding suffixes to base
words (e.g., sitting, smiled, cries, happiness).
g: Consult reference materials, including beginning dictionaries, as needed to check and correct
spellings.
L4: 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.
a: Use sentence-level context as a clue to the meaning of a word or phrase.
b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,
agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise
meaning of key words and phrases.
L5: With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
b: Identify real-life connections between words and their use (e.g., describe people who are friendly or
helpful).
SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their
own clearly.
a: Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
c: Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
d: Explain their own ideas and understanding in light of the discussion.
SL2: Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
SL3: Ask and answer questions about information from a speaker, offering appropriate
elaboration and detail.
SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
SL5: 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.

3
SL6: Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification.
ELA Overarching Standards

RL.10: By the end of the year read and comprehend literature, including stories, dramas, and poetry, at
the high end of the grades 2-3 text complexity band independently and proficiently.
RI.10: By the end of the year read and comprehend informational texts, including history/social studies,
science, and technical texts, at the high end of the grades 2-3 text complexity band independently and
proficiently.
W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences(begins in grade 3)
L6: Acquire and use accurately grade-appropriate conversational, general academic, and domain-
specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g.,
After dinner that night we went looking for them).
Reading Foundational Standards Text

RF3: Know and apply grade-level phonics and word analysis skills in decoding words.
a. Identify and know the meaning of the most common prefixes and suffixes.
b. Decode words with common Latin suffixes.
c. Decode multi-syllable words.
RF4: Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
d. Read grade-appropriate irregularly spelled words.
Essential Questions Corresponding Big Ideas

1. How can I gain information from illustrations 1. Good readers gain key information from
and words in a text to show I understand what illustrations and words in a text.
I read? 2. Readers need to understand that their point of
2. How can I determine an author’s point of view might be different from that of the author of
view? a nonfiction text.
3. How does comparing and contrasting key 3. Readers know how to compare and contrast key
information from two texts on the same topic information from two texts on the same topic.
help me to understand what I read? 4. Facts gained from nonfiction texts can be used to
4. How does historical fiction help me gain write historical fiction and build knowledge about
knowledge about a topic? a topic.
Unit Assessments
Unit Pre-Assessment Unit Post-Assessment
Unit Pre-Assessments should be administered Unit Post-Assessments should be administered

prior to the beginning of the unit. Data will be upon completion of the unit. Data will be used to
used to inform instructional planning within track student growth and determine next steps
PLCs. within PLCs.
Student Version: Student Version:

3.StudentPreAssessment.Unit4 3.StudentPostAssessment.Unit4
Teacher Version: Teacher Version:
3.PreAssessment.Unit4 3.PostAssessment.Unit4

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Next Steps Guided Reading Assessment Running Records by Instructional

(Scholastic) Level
(Scholastic Implementation Guide)
Next Steps Guided Reading Assessments should Running Records should be administered on
be administered at the beginning, middle, and end an ongoing basis and informed by the
of the year. Data will be used to inform instructional Behaviors to Notice and Support for each level.
planning for Guided Reading Groups. Reference Data will be used to inform instructional
CCSD First 25 Days of Reading Workshop timeline. reading levels of individual students.
• Use Behaviors to Notice and Support to
Beginning-of-the-Year-Assessment (August) inform instruction and determine readiness
Midyear Assessment (Dec/Jan) for running record.
End-of-Year Assessment (May) • Use Benchmark Book as a cold read to
• Reading Interest Survey administer a Running Record and
• Word Knowledge Inventory determine new instructional level.
• Listening Comprehension Assessment
• Reading Assessment Conferences
(Individual)
Performance Assessment
Engaging Scenario
Have you ever wondered why you have to come to school? Whose bright idea was that anyway?
Fun fact: Massachusetts was the first place to require kids to go to school, and they passed the school
attendance law in the year 1647. What do you think school was like for children in the past? What if I
could put you in a time machine and send you back in time to 1647? If you are brave enough, you
can jump in my time machine and find the answers!
Performance Task Synopses

Task 1: ELAGSE3RI7, ELAGSE3RI2, ELAGSE3RI5, SSGSE3H3a
The students will choose 2 colonies from different regions (Southern, Mid-Atlantic, and New England).
Using TrueFlix to find the digital book on the two colonies, the students will read to determine the key
reason why each colony was founded. Using sticky notes, the students will write a summary of the
reason each colony was founded and place it on classroom map of colonies.
Task 2: ELAGSE3RI9, ELAGSE3RI7, SSGSE3H3b
With partners, the students will explore what life was like as a child in colonial times using literature,
books or online resources. They will create “A Day in the Life of a Colonial Child” daily schedule using
information gained from text. The partners will include at least 5 events in their day. They will then
meet with another partner group to compare and contrast a colonial child’s daily schedule.
Task 3: ELAGSE3RI6, ELAGSE3RI7, ELAGSE3RI8, ELAGSE3W7, ELAGSE3W10, SSGSE3H3c
The students will then use information gained from the daily schedule and group discussion in Task 2
to write a diary entry as a child in colonial times. In the diary/journal entry, the student will include
details about school life and home life.
Task 4: ELAGSE3RI6, ELAGSE3SL3, ELAGSE3SL4, ELAGSE3SL5, ELAGSE3SL6
After spending a whole day as a colonial child, it is time to return to present day. The students will
share their time travel experiences with others. They may work individually, with partners, or with a
small group. The students may choose from the following:
● Poem
● Song
● Short Skit
● Photo album with captions
● “Facetime” video message
They may also create another unique way of sharing; checking with their teacher first! The
presentation should include factual information from colonial life. They will need to be prepared to
answer questions from the audience.

5
Performance Task 1 In Detail

Task 1 Student Directions: Choose 2 colonies from different regions (Southern, Mid-Atlantic, and
New England). Using TrueFlix to find the digital book on the two colonies, read to determine the key
reason why each colony was founded. Using sticky notes, write a summary to include the main ideas
of the reason each colony was founded and place it on classroom map of colonies.
Task 1 Teacher Notes:
● In social studies introduce New England, Mid-Atlantic and Southern colonies. Have a large
map displayed of 13 Colonies divided into Southern, Mid-Atlantic, and New England colonies.
Students will place sticky notes onto the map.
● Show students how to login and use TrueFlix ( http://tfx.grolier.com/ ). Media Specialist will
have username and password.
Performance Task 1 Scoring Guide
4 Distinguished 3 Proficient 2 Developing 1 Beginning
All 2 criteria plus: • Determined correct Meets 1 of the 2 criteria Meets 0 of the 2
• Found a reason for reason from first criteria
a colony from each colony.
of the 3 regions. • Determined correct
reason from second
colony.

Task 2 Student Directions: With a partner, you will explore what life was like as a child in colonial
times using literature, book or online book. Then create “A Day in the Life of a Colonial Child” daily
schedule using information gained from text. Be sure to include at least 5 events in your busy day.
You and your partner will then meet with another partner group to compare and contrast a colonial
child’s daily schedule.
● The teacher will match partner groups.
● Provide sample of daily schedule planner or use possible sample in resources.
All 3 criteria plus: • Includes 5 or more Meets 2 of the 3 criteria Meets fewer than 2 of
• Includes specific events. the 3 criteria
text references. • Has a logical
• Details are not sequence
only accurate, but • Details are accurate
engaging. to colonial times.

Task 3 Student Directions: Using information gained from the daily schedule and group discussion
in Task 2, write a diary entry as a child in colonial times. In the diary/journal entry, include accurate
details about school life and home life.
● The teacher will need to discuss that historical fiction is based on facts from a given time
period.
● The teacher may need to model a daily diary/journal entry (see resources) or create one with
your class.

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All 4 criteria plus: • Writes from the Meets 3 of the 4 criteria Meets fewer than 3 of
• Uses specific text perspective of a the 4 criteria
references (ex. colonial child.
makes reference to • Includes details
a historical event about school life.
from that time). • Includes details
about home life.

Task 4 Student Directions: Student directions: After spending a whole day as a colonial child, it is
time to return to present day and share your time travel experiences with others. You may choose
from the following:
● Poem
● Song
● Short Skit
● Photo album with captions
● “Facetime” video message
You may also create another unique way of sharing; just check with your teacher first! Your
presentation should include factual information from colonial life. Be prepared to answer questions
from your audience.
● Allow for presentations and question/answer period.
● Review poem, song, and short skit formats.
● Make expectations clear that presentations include detailed facts from a child in colonial
times.
All 3 criteria plus: • Includes relevant Meets 2 of the 3 criteria Meets fewer than 2 of
• Engaging facts of colonial life. the 3 criteria
performance. • Answered questions
knowledgeably.
• Takes on the
perspective of a time
traveler.

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Instructional Strategies
Instructional Strategies
Research-Based Effective
21st Century Learning Skills
Teaching Strategies
✓ Learning Intentions / Success Criteria ✓ Teamwork and Collaboration
✓ Identifying Similarities and Differences □ Initiative and Leadership
✓ Summarizing and Note Taking ✓ Curiosity and Imagination
□ Reinforcing Effort, Providing Recognition ✓ Innovation and Creativity
□ Homework and Practice ✓ Critical thinking and Problem Solving
□ Nonlinguistic Representations ✓ Flexibility and Adaptability
✓ Cooperative Learning ✓ Effective Oral and Written Communication
✓ Purposeful small group instruction ✓ Accessing and Analyzing Information
□ Increased think time □ Other
✓ Setting Objectives, Providing Feedback
✓ Check for Understanding
□ Generating and Testing Hypotheses
□ Cues, Questions, and Advance Organizers
✓ Interdisciplinary Non-Fiction Writing

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Intervention Strategies
Specially Designed
Additional Instructional Strategies for English
Instruction for Special
Supports Language Learners
Education Students
□ Re-voicing ✓ Conferencing ✓ Visuals/Realia
✓ Explaining ✓ Additional time ✓ Front-loading
✓ Prompting for participation ✓ Small group collaboration □ Echoing/Choral response
□ Challenging or countering □ Modify quantity of work □ Color-coding
✓ Asking “Why?” “How?” □ Take student’s dictation ✓ Multiple exposures in
✓ Reread ✓ Scaffold information different media
✓ Practice new academic ✓ Differentiated content ✓ Pair-share

vocab. process or product ✓ Modeling
□ Assistive technology □ Consistent reward system □ Language scaffolds: eg,
✓ Pre-teach & re-teach in a ✓ Refer to students’ IEP or sentence frames
different way 504 plan □ Deconstruct complex
□ Repetition □ Assistive technology
sentences and texts
□ Use of manipulatives □ L1 support

✓ Collaborative work ✓ increased opportunities for
student-student talk
✓ Direct/explicit instruction ✓ Strategic vocabulary
□ “Chunking” instruction
✓ Accommodating different ✓ Additional think time

learning styles
□ Create differentiated text
sets
✓ Providing additional guided
practice

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Instructional Resources and Materials

Suggested Resources Suggested Technology Resources
Suggested Resources From “Favorites” Suggested Resources:

Classroom Scholastic Collection: ● Colonial Books--
● Level M --Molly’s Pilgrim http://www.carolhurst.com/subjects/ushist
Suggested Resources From “Independent ory/colonial.html
Reading” Classroom Scholastic Collection” ● Thirteen Colonies at TrueFlix
● Level O --Did Columbus Really Discover http://tfx.grolier.com/
America? ● Online stories of colonial life from
● Level R--Pocahontas and the Strangers perspective of a colonist
● Level N--American Revolution http://www.history.org/kids/visitUs/#coloni
Suggested Resources from the “Nonfiction alPeople
Reading” Classroom Scholastic Collection: ● Sample of current day daily diary/journal
● Level S--Ben Franklin https://msu.edu/~jones136/WebQuest/sa
● Level Q--If You Lived in the Time of the mplejournal.html
American Revolution ● Sample of daily schedule planner.
● Level Q--Saving the Liberty Bell by (ATTACH PDF)
Megan McDonald 820L
● Level P---If You Lived in Colonial Times
Suggested Resources From The Scholastic Book
Room:
● Level O-- What's the Big Idea, Ben
Franklin?
● Level O--Now & Ben
● Level R--Pocahontas and the Strangers
● Level R--Pocahontas: Princess of the
New World
● Level S--Let It Begin Here! Lexington &
Concord: First Battles of the American
Revolution
● Level T--George vs. George: The
American Revolution As Seen From Both
Sides
Other books:
● Samuel Eaton's Day: A Day in the Life of
a Pilgrim Boy by Kate Waters
● Sarah Morton’s Day: A Day in the Life of
a Pilgrim Girl by Kate Waters

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Unit Vocabulary
Unit Vocabulary Terms Interdisciplinary Connections
Unit-Specific /
Academic / Tier 2
Domain / Tier 3
Collaborate Colonies
Convey New England SS3H3 Explain the factors that shaped British
Describe Mid-Atlantic Colonial America.
Design Southern ● a. Identify key reasons why the New
Distinguish Education England, Mid-Atlantic, and Southern
Function Economy colonies were founded (religious freedom
Plan Religion and profit).
Recount ● b. Compare and contrast colonial life in
Resolve the New England, Mid-Atlantic, and
Restate Southern colonies (education, economy,
Word Meaning and religion).
Main Idea ● c. Describe colonial life in America from
Relevant the perspectives of various people: large
landowners, farmers, artisans, women,
children, indentured servants, slaves, and
American Indians.

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Weekly Planner
Course: _ELA__________________________ Unit: _Unit 4-Integration of Knowledge______________
Pacing Priority (in bold) and Engaging Learning Core Instruction and Formative
Supporting Standards Experiences additional resources Assessments
Before Unit
Week 1 ELAGSE3L1g Introduce Engaging Word Study Suggested informal

ELAGSE3L2f Scenario. Focus Word Study on comparative progress monitoring checks:
ELAGSE3L2e and superlative adjectives and
ELAGSE3L2g Complete Task 1: The adverbs and Domain, Tier 3 words. ● Observation
ELAGSE3RI7 students will choose 2 ● Spelling pattern word study ● Anecdotal Notes
ELAGSE3RI2 colonies from different should be based on ● Checklists
ELAGSE3RI5 regions (Southern, Mid- Developmental Word Knowledge ● Conferencing
ELAGSE3W7 Atlantic, and New Inventory (DWKI) given at the
ELAGSE3W8 England). Using TrueFlix beginning of this unit. Thumbs Up/Thumbs
to find the digital book on ● Refer to CCSD 3-5 Balanced Down
the two colonies, the Literacy Frameworks for Exit Ticket
students will read to strategies. Think-Pair- Share
determine the key reason Response Cards
why each colony was Read Aloud:
founded. Using sticky ● Select a read aloud book:
notes, the students will ○ 1st read is uninterrupted Begin NSGRA Reading
write a summary of the “movie” read. Assessment Conferences
reason each colony was ○ Additional reads for a focus (Use the Leveled Reading
founded and place it on ○ Colonial times picture book, Record and Accompanying
classroom map of poetry, article, historical Benchmark Book)
colonies. . documents
Reading Workshop Mini- Assess skills introduced

Lesson/Shared Reading: in mini-lessons.
● Demonstrate how to use Trueflix
to locate information. Assess Task 1 using Task 1
● Review determining main idea. Scoring Guide.
● Review how to use text features
Houghton Mifflin Harcourt™ is a trademark of Houghton Mifflin Harcourt Publishing Company. © Houghton Mifflin
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Harcourt Publishing Company. All rights reserved.
to locate information.
Guided Reading:
*During this time, conduct individual
reading benchmarks. Guided reading
groups may not occur during this
week.
● Guided reading groups focusing During writing workshop,
on Behaviors to Notice and teachers may need to use
Support (Leveled Book Room this time complete individual
Implementation Guide) at reading reading benchmarks using
levels through nonfiction text. Scholastic assessment kit.
Literacy Study/ Independent

Practice:
● Complete Task 1.
● Refer to CCSD 3-5 Balanced
literacy Frameworks for Work
Station ideas. Stations will focus
on skills presented in word study,
read aloud, and writing/reading
mini-lessons and can be related
to the weekly task from your
Engaging Learning Experience.
Writing Workshop Mini-

Lesson/Shared Writing:
● Review structure of non-fiction
writing.
● Model summary writing
Independent Writing:
● Choose a topic from their writer’s
notebook (Unit 3) and begin to
develop a nonfiction “how-to” to
be able to teach a partner.
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Week 2 ELAGSE3L3a Complete Task 2: With Word Study Suggested informal

ELAGSE3L5c partners, the students will Focus Word Study on shades of progress monitoring checks:
ELAGSE3L2f explore what life was like meaning and choosing words for
ELAGSE3L2e as a child in colonial times effect. ● Observation
ELAGSE3L2g using literature, book or ● Spelling pattern word study ● Anecdotal Notes
ELAGSE3L6 online book. They will should be based on ● Checklists
ELAGSE3RI9 create “A Day in the Life of Developmental Word Knowledge ● Conferencing
ELAGSE3RI8 a Colonial Child” daily Inventory (DWKI) given at the
ELAGSE3W8 schedule using information beginning of this unit. Thumbs Up/Thumbs
ELAGSE3W10 gained from text. The ● Domain/Tier 3 words Down
ELAGSE3SL1a-d partners will include at Exit Ticket
least 5 events in their day. Read Aloud: Think-Pair- Share
They will then meet with ● Select a read aloud book: Response Cards
another partner group to ○ 1st read is uninterrupted
compare and contrast a “movie” read.
colonial child’s daily ○ Additional reads for a focus
schedule. ○ Colonial times picture book,
poetry, article, historical On-going individual
documents running records
Reading Workshop Mini-

Lesson/Shared Reading: Assess Task 2 using Task 2
● Model how to compare and scoring guide.
contrast the most important
points and key details in two texts Assess skills introduced
about the same topic. in mini-lessons.
Guided Reading:
● Guided reading groups focusing
on Behaviors to Notice and
Support (Leveled Book Room
Implementation Guide) at reading
levels through fiction or nonfiction
text.

Practice:
14

to the weekly task from your Conference with individual
Engaging Learning Experience. students.

● Model how to use shades of
meaning and effective word
choice in nonfiction writing.
● Continue independent “how-to”
writing in writer’s notebook.
Week 3 ELAGSE3L3a Complete Task 3: The Word Study/ Suggested informal
ELAGSE3L5c students will use Focus Word Study on shades of progress monitoring checks:
ELAGSE3L2f information gained from meaning and choosing words for
ELAGSE3L2e the daily schedule and effect. Domain, Tier 3 words. ● Observation
ELAGSE3L2g group discussion in Task 2 ● Spelling pattern word study ● Anecdotal Notes
to write a diary entry as a should be based on ● Checklists
child in colonial times. In Developmental Word Knowledge ● Conferencing
the diary/journal entry, the Inventory (DWKI) given at the
student will include details beginning of this unit. Thumbs Up/Thumbs
about school life and ● Refer to CCSD 3-5 Balanced Down
home life. Literacy Frameworks for Exit Ticket
strategies. Think-Pair- Share
Read Aloud: Response Cards
● Select a read aloud book:
○ 1st read is uninterrupted
“movie” read.
○ Additional reads for a focus
On-going individual
Reading Workshop Mini- running records
Lesson/Shared Reading:
● Show examples of diaries and
journals. Assess Task 3 using Task 3
● Model how to discover the Scoring Guide.
author’s point of view in
nonfiction text.
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Assess skills introduced

Guided Reading: in mini-lessons.
levels through nonfiction text.

Practice:
● Work on Task 3.
to the weekly task from your Conference with individual
Engaging Learning Experience. students on Task 3 and
writer’s notebook.
● Model how to write from a
different perspective.
● Brainstorm colonial words which
may be used in writing.
● Continue independent “how-
to”writing in writer’s notebook.
Week 4 & ELAGSE3L4c Task 4: After spending a Word Study Suggested informal
5 ELAGSE3L4b whole day as a colonial Focus Word Study on using know progress monitoring checks:
ELAGSE3L2f child, it is time to return to root words to determine meaning of
ELAGSE3L2e present day. The students unknown words with the same root. ● Observation
ELAGSE3L2g will share their time travel ● Spelling pattern word study ● Anecdotal Notes
ELAGSE3W4 experiences with others. should be based on ● Checklists
ELAGSE3W5 They may work Developmental Word Knowledge ● Conferencing
ELAGSE3W6 individually, with partners, Inventory (DWKI) given at the
ELAGSE3SL3 or with a small group. The beginning of this unit. Thumbs Up/Thumbs
16
ELAGSE3SL4 students can choose from Read Aloud: Down

ELAGSE3SL5 the following: ● Select a read aloud book: Exit Ticket
ELAGSE3SL6 ● Poem ○ 1st read is uninterrupted Think-Pair- Share
● Song “movie” read. Response Cards
● Short Skit ○ Additional reads for a focus
● Photo album with ● Refer to CCSD 3-5 Balanced
captions Literacy Frameworks for
● “Facetime” video strategies. On-going individual
message running records
They may also create Reading Workshop Mini-
another unique way of Lesson/Shared Reading:
sharing; checking with ● Give clear expectations on Assess skills introduced
their teacher first! The performance choices. in mini-lessons.
presentation should
include factual information Guided Reading:
from colonial life. They will ● Guided reading groups focusing
need to be prepared to on Behaviors to Notice and
answer questions from the Support (Leveled Book Room
audience. Implementation Guide) at reading

Practice:
Station ideas. Stations will focus Conference with individuals,
on skills presented in word study, partners, and/or groups
read aloud, and writing/reading about Task 4.

● Base lessons on needs of groups
or individuals in regard to Task 4
choices.
17
● Complete “how-to” informational
writing from writer’s notebook.
Week 6 ELAGSE3L2f Share Task 4 Word Study Suggested informal

ELAGSE3L2e performances. Focus Word Study on review. progress monitoring checks:
ELAGSE3L2g ● Spelling pattern word study
ELAGSE3W4 should be based on ● Observation
ELAGSE3W5 Developmental Word Knowledge ● Anecdotal Notes
ELAGSE3W6 Inventory (DWKI) given at the ● Checklists
ELAGSE3SL3 beginning of this unit. ● Conferencing
ELAGSE3SL4 ● Refer to CCSD 3-5 Balanced
ELAGSE3SL5 Literacy Frameworks for Thumbs Up/Thumbs
ELAGSE3SL6 strategies. Down
Exit Ticket
Read Aloud: Think-Pair- Share
● Select a read aloud book: Response Cards
○ 1st read is uninterrupted
“movie” read.
○ Additional reads for a focus
Unit 4 Post Assessment
Reading Workshop Mini- Unit 5 Pre-Assessment
Lesson/Shared Reading:
● Review skills from the unit as
needed based on formative
assessments.
Guided Reading:
*This is a buffer week for
assessments and the end of the
engaging scenario tasks. Guided
reading groups occur only if time
allows.
18

Literacy Study/ Independent Assess Task 4 using Task 4

Practice: Scoring Guide.
● Practice and perform Task 4.

● Review skills from the unit as
needed based on formative
assessments.
● Share “how-to” writing with peers.
19

C C S D R C D U P O: Herokee Ounty Chool Istrict Igorous Urriculum Esign NIT Lanning Rganizer

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C C S D R C D U P O: Herokee Ounty Chool Istrict Igorous Urriculum Esign NIT Lanning Rganizer

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Rigorous Curriculum Design—Unit Planning Organizer

CHEROKEE COUNTY SCHOOL DISTRICT

“Unwrapped” Priority Georgia Standards of Excellence

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“Unwrapped” Priority Standards

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ELA Overarching Standards

Reading Foundational Standards Text

Essential Questions Corresponding Big Ideas

Unit Pre-Assessments should be administered Unit Post-Assessments should be administered

Student Version: Student Version:

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Next Steps Guided Reading Assessment Running Records by Instructional

Performance Task Synopses

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Performance Task 1 In Detail

Performance Task 2 In Detail

Performance Task 3 In Detail

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Performance Task 3 Scoring Guide

Performance Task 4 In Detail

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✓ Practice new academic ✓ Differentiated content ✓ Pair-share

□ Use of manipulatives □ L1 support

✓ Accommodating different ✓ Additional think time

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Instructional Resources and Materials

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Week 1 ELAGSE3L1g Introduce Engaging Word Study Suggested informal

Reading Workshop Mini- Assess skills introduced

Literacy Study/ Independent

Writing Workshop Mini-

Week 2 ELAGSE3L3a Complete Task 2: With Word Study Suggested informal

Reading Workshop Mini-

Literacy Study/ Independent

Station ideas. Stations will focus

Writing Workshop Mini-

Assess skills introduced

Literacy Study/ Independent

ELAGSE3SL4 students can choose from Read Aloud: Down

Literacy Study/ Independent

Writing Workshop Mini-

Week 6 ELAGSE3L2f Share Task 4 Word Study Suggested informal

Support (Leveled Book Room

Literacy Study/ Independent Assess Task 4 using Task 4

Writing Workshop Mini-

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