Revised: 9/29/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade03 Unit 02 Informational Text Unit
Reading Closely: Syracuse Landmarks
Reading Standards: RI.3.1, RI.3.2, RI.3.5,RI.3.7:
Speaking and Listening Standards: SL.3.1, SL.3.3, SL.3.6
Unit Description: In this six week unit students will dive deep into non-fiction texts. They will analyze the
structure of these texts and learn how to hold onto information using text features. Students will deepen
their understanding by identifying key information and having conversations about the main idea and
supporting details.
From December 8-December 12, teachers should lead students through a close reading mini-unit from
the ACT Now Resources; remember, these serve as a resource and not a script and should be used to
inform teacher planning. In order to fit this into your current unit pacing, you will need to work with your
team and coach to consider which teaching points you could consolidate or incorporate into the close
reading mini-unit.
*Throughout this unit there will be check point assessments (bolded) to check for understanding. These were included
to give teachers feedback on student progress throughout the unit. Please be sure to administer these and use the
data to inform your small group instruction or reteach as necessary.
Page 1
CCLS Coded Standard
RI.3.1 ASK and ANSWER questions to
DEMONSTRATE understanding of a
text, REFERRING EXPLICITLY to the
text as the basis for the answers.
Concept Elaboration
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RI.3.2 DETERMINE the main idea of a text;
RECOUNT the key details and
EXPLAIN how they SUPPORT the main
idea.
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RI.3.5 USE text features and search tools
efficiently (e.g. key words, sidebars,
hyperlinks) to LOCATE information
relevant to a given topic.
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Assessment Questions
ask and answer who, what, where, when, why, how
questions that pertain to a text
restate a question using a complete sentence and
answer it orally and/or in written form
make explicit references to the text for answering
questions
use strategies for defining unknown words
use text features (headings, captions, highlighted text,
diagrams, labels, italic, directions) to answer questions
about the text
while reading make and revise predictions
use a combination of explicitly stated information, and
background knowledge to answer questions while
reading.
Explain why tornadoes are
considered dangerous storms. Use
details from the text to support
your answer.
understand the difference between main ideas and key Pretend you are going to teach a
friend how to stay safe in a
details in a text
tornado. What is the main idea of
identify informational text features and/or structure(s)
the section titled "Stay Safe During
that help suggest the main idea
recognize how ideas are organized in informational text a Tornado?" Write the main idea
and include supporting details to
identify the main topic of each paragraph
help teach that idea..
distinguish between relevant and irrelevant details
understand that a topic sentence is what the
paragraph is mostly about
retell key ideas in the passage to support the main idea
identify recurring ideas
use text features (table of contents, headers, captions,
bold print, italics, subheadings, glossary, index)
use of search tool (school library internet database)
use of online reference materials
bank of text features and search tools
Page 2
Assessed throughout the unit
CCLS Coded Standard
Concept Elaboration
RI.3.7 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.)
Assessment Questions
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distinguish between relevant and irrelevant information
online
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identify text features (captions, labels, titles, headings,
subtitles, bold print, italics, annotations, diagrams)
determine what information the feature is explaining
(where, when, why, and how key events occur)
make connections between the text and illustrations
(ex: how does this illustration convey the same idea as
the text?)
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This photograph supports the text.
Using details from both the text
and the photograph, what have
you learned about tornadoes so
far?
Spiraled Reading Standards: RI.3.10
Spiraled Speaking and Listening Standards: SL3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.1e, SL.3.3, SL.3.6
Embedded Writing Standards:
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
● Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
● Develop the topic with facts, definitions, and details.
● Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
● Provide a concluding statement or section.
Assessment Links
Rubrics and Scoring Guide Links
Unit Assessment (Modified Unit Assessment for Beginner ELL)
Unit Assessment Rubric
Outcomes and
Outcomes and
Outcome and
Outcome Assessment #1
Outcome Assessment #2
Outcome Assessment #3
Outcomes
Outcomes
Outcomes
 Readers make predictions
 Readers make sense of
 Readers use relevant details
and deepen their
what they are reading by
to determine the main idea.
understanding by using text
pausing to ask questions
features.
after a chunk of text.
 Readers deepen their
understanding by
holding onto information
as they are reading and
Page 3
Outcome and
Outcome Assessment #4
Outcomes
 Readers deepen their
understanding by using
visuals, text, and illustrations
together to support the
same idea.
making a mind movie in
order to answer
questions.
Teaching Points
Teaching Points
2.1, 2.2, 2.3, 2.4
2.5, 2.6, 2.7, 2.8
CCLS RI.3.5
CCLS RI.3.1
Outcome Assessment
Outcome Assessment
Given several informational books, Stop and Jot: After reading a
students chart the types of
section of text, students answer
features found, identify the
“What do I know so far?”
purpose of each, and record the
or
book and page number where
“What does the author want me
each feature was found.
to know?”
Teaching Points
2.9, 2.10, 2.11
CCLS RI.3.2
Outcome Assessment
Complete main idea graphic
organizers for sections of text:
(ie/ Box and Bullet) Write the
main idea in the box, bullet
each relevant detail.
Teaching Points
2.12, 2.13, 2.14
CCLS RI.3.5, RI.3.7
Outcome Assessment
After reading informational text,
students choose a visual and
answer, “What does this tell me?
How does it help me better
understand the text?”
Students complete a graphic
organizer. Write the topic in the
center of a bubble map and
answer as many of the “five w’s
+ how” in the surrounding
bubbles.
Recommended Texts
Published Books:
Historic Downtown Syracuse, NY Walking Tour (provided)
Changing Impressions of Syracuse (provided to share by grade level)
Erie Canal: Gateway to the West By Nicholas Nirgiotis
The Erie Canal By Martha E. Kendall
The Amazing Impossible Erie Canal By Cheryl Harness
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Text from local websites: (packet)
Syracuse Carrier Dome History
Everson Museum of Art History
Syracuse SkyChiefs History
History of the Erie Canal
Destiny USA History
Big Ideas
Readers pay attention to details in order to infer main ideas.
Readers use text features to hold on to new information.
Readers pay attention to their inner conversations (their thoughts
and reflections) in order to comprehend text.
Page 4
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Essential Questions
How do readers interact with informational text in order to
understand the world around them?
Vocabulary
Domain Specific:
● informational text
● relevant and irrelevant details
● annotations
● sub-headings
● table of contents
● captions
● structured
● predictions
Standard/
Outcome
RI 3.5 Readers
use text features
to find and hold
onto new
information.
Anchor Charts
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illustrations
sequencing
index
reference
topic sentence
bold print
italics
chapter titles
text features
Teaching Points
(Lesson Objectives)
2.1 Readers recognize
non-fiction text by the
way it is structured.
How to ask questions (question words and question frames)
Text features (labeling captions, headings etc.)
Sample of main idea/details organizer
Good reader questioning
Nonfiction Roadmap -use to launch the unit with big ideas
Boxes and bullets
Checks for Understanding
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2.2 Readers locate and
hold on to information in
a text by using a table of
contents, chapter titles,
and indexes.
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On Going-Daily Learning Log or
Reading Response Journals
On Going-student self-assessment
using Fist to Five, Thumb-o-meter
(thumbs up “I get it”- thumb
sideways “I kind of understand”thumbs down “I don’t really
understand”), rubrics, 4 corners
Complete a graphic organizer
identifying the
structure/components of
informational text,
Answer written and/or multiple
choice questions by using the
features in a non-fiction
text/textbook.
 In which section would you find
information about…?
 On what page would you find
information on...?
Page 5
Supports and Scaffolds
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Partially filled in graphic
organizer
Instructional Resources
& Tools
Graphic Organizers to
Support Active
Reading
RI 3.5 Activating
Schema Organizers
pgs 4-12
Ideas to teach text
features
Text Mapping
Nonfiction Text
Structures Chart
Treasures Unit 1
Teacher’ Manual S37Lesson ideas on text
features:
Standard/
Outcome
RI.3.1 Readers
can ask questions
to deepen their
understanding of
an informational
text. Readers can
answer questions
using specific
details from the
text.
Teaching Points
(Lesson Objectives)
Checks for Understanding
Supports and Scaffolds
2.3 Readers identify key
information or deepen
understanding by
interpreting text features
(bold, italics, caption,
subheading)
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Outcome Assessment #1 Given
several informational books,
students chart the types of
features found, identify the
purpose of each, and record the
book and page number where
each feature was found.
Given informational articles or
magazines (ie. The Post
Standard, Syracuse Visitor’s
Guide) students will search for
text features. They cut them
out, glue them to a large
piece of paper, and label
each feature.
2.4 Readers make
predictions about
informational text by
reading titles and
subheadings.
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Sticky notes for predictions
Given small sections of
informational text and strips
with subheadings, students
match the subheading to the
correct text.
2.5 Readers understand
what they have read by
having a conversation in
their heads as they read
and thinking “I wonder
why...” “How did...?”
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“I think this section is going to be
about...?”
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2.6 Readers make sense
of what they are reading
by pausing and thinking
at the end of each
section or chunk of text.
2.7 Readers learn how to
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add on new important
information from a text to
what they have already
learned by keeping what
they know in their minds
Annotations: Students write “I
wonder why...?” or “How did...?”
questions on sticky notes as they
read.
Outcome Assessment #2 Stop and
Jot: After reading a section of text,
students answer “What do I know so
far?
or
“What does the author want me to
know?”
After reading a chunk of text,
students complete the thinking
stem: “Up to this point I knew____,
and now I know____.” Partners or
small groups discuss responses.
Page 6
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Instructional Resources
& Tools
Treasures Unit 1
(2.3)TM106-109
Treasures Unit 2
(2.4)TM270-273
Provide anchor charts for Before reading chart
processes such as “how to questions about the title
ask questions” this would and story
include question words
Graphic Organizers to
and a question frame
Support Active Reading
www.hallco.org
RI 3.1 Questioning
consider providing extra Organizers pgs 36-45
time in class for tasks and
answering questions
for students unfamiliar with
Links to websites with
Tier II vocabulary check
information or ideas on
for comprehension and
the strategy of
offer support
www.missionliteracy.com questioning
provide picture cues for (2.5) (2.6) (2.7) (2.8)
unknown vocabulary
students can record new
vocabulary and
dictionaries or vocabulary
Standard/
Outcome
Teaching Points
(Lesson Objectives)
as they read.
2.8 Readers check their
understanding after
reading a text by
answering the basic
questions of who, what,
where, when, why, and
how.
Checks for Understanding
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RI.3.1 Readers
can ask questions
to deepen their
understanding of
an informational
text. Readers can
answer questions
using specific
details from the
text.
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Outcome Assessment #3 Students
complete a graphic organizer.
Write the topic in the center of a
bubble map and answer as many
of the “five w’s + how” in the
surrounding bubbles.
Students respond in writing to
questions about a non-fiction text;
answers must be supported with
text based evidence.
Ask students about their thinking
Cold calling students
(popsicle/equity sticks)
Supports and Scaffolds
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2.9 Readers learn how to
find the main idea of a
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Stop and Jot: written response to
“This part teaches me...”
Page 7
Instructional Resources
& Tools
logs
www.tworiverspdc.net
use thoughtful grouping
when partnering students
for students struggling to
produce language
consider offering a
sentence frame, sentence
starter, or a cloze
sentence to assist with
language production
consider providing smaller
chunks of text
partially filled in graphic
organizers
audio recordings of text
break down multi step
directions into numbered
elements
consider drawing their
observations, ideas or
notes when appropriate
use vocabulary learning
strategies to support all
learners prefixes and
suffixes
incorporate movement or
physical response
give students individual
choice when appropriate
re-teaching
preferential seating
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main idea graphic
organizer
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
section of text by looking
for stand-out sentences
(many times the first or
last sentence) that
summarize what they are
RI.3.2 Readers
reading.
can determine
2.10 Readers recognize
the main idea of
relevant details that
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an informational
support the main idea by
text. Readers can knowing which ideas
retell key ideas
extend their thinking or
from an
clarify their
informational text. understanding.
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2.11 Readers can retell
key ideas from an
informational text by
identifying relevant
details in the text.
RI.3.5/3.7
Readers use
information
from illustrations,
maps, and
photographs to
2.12 Readers gain a
sense of what they will
learn from informational
text by previewing
photos/images, captions
and charts and asking,
“What do I already know
about this topic?” ”What
Supports and Scaffolds
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Response Journals: “This detail
extends my thinking by...” or “____
helps me understand ____
because...”
Complete main idea graphic
organizers for sections of text:
Box and Bullet
Write the main idea in
the box, bullet each
relevant detail
ie/
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In groups or pairs, students think
about the most important
information in a text. Students write
down the key ideas on sticky
notes. Then put them in order.
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Reading Response Journals
“What do I already know about
this topic?”
KWL chart Schema Chart (page
7) or RAN Strategy:
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Instructional Resources
& Tools
have fun teaching
graphic organizers
Brain Pop Jr. Main
Idea
Lesson ideas on main
idea in expository text:
Treasures Unit 1 TM7073
Treasures Unit 2
TM270-273
Given a main idea card and
several details written on index
cards, students sort details into
categories of relevant and
irrelevant.
Small group lesson ideas on
main idea in expository text:
Treasures Unit 1 TM77Q,R,Y,CC
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writing own captions
about photos or
illustrations
match captions with
photos
match text with correct
illustrations
Graphic Organizers to
Support Active
Reading
RI 3.5/3.7 Activating
Schema Organizers
pgs 4-12
Magazines
Page 8
Standard/
Outcome
Teaching Points
(Lesson Objectives)
understand
informational
texts. Readers
use information
from the words
to understand
informational
texts.
else might I learn from this
text?”
2.13 Readers deepen
their understanding
about a text by paying
attention to details in a
visual.
2.14 Readers make
connections between
text and illustrations by
asking how do the
illustration and the text
support the same idea?
2.15 Readers locate
information by using
online search tools.
Checks for Understanding
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KWL chart Schema Chart (page
7)or RAN Strategy
Ticket Out the Door: Give students
a non-fiction text that includes
visuals. Ask students to answer
one or two questions about the
text using the provided features.
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Outcome Assessment #4 After
reading informational text,
students choose a visual and
answer, “What does this tell me?
How does it help me better
understand the text?”
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Track thinking with sticky notes
recording how a picture supports
text or text support a picture.
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After choosing or being assigned
a landmark, students do research
online to learn more about their
landmark.
Page 9
Supports and Scaffolds
Instructional Resources
& Tools
Newspaper
KWL Chart
RAN Strategy Chart
Building and Revising
Schema Chart (page
7)
Writing Captivating
Captions
(captions)
Strategies That Work:
Teaching
Comprehension for
Understanding and
Engagement
[Paperback]
Stephanie Harvey
(Author), Anne
Goudvis (Author)
Tracking Thinking
Standard/
Outcome
Writing
Response
Lesson
Teaching Points
(Lesson Objectives)
Checks for Understanding
2.16 Readers locate
relevant information on a
given topic by using
focused key word
searches
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W.2.1 Writers can explain
their thinking about text
features using details
Writing Response 1: Write a letter to a
second grader explaining how you
know when you are reading
informational text.
W.2.2 Writers use boxes
and bullets to outline
their reasons and
supports
Writing Response 2:
After reading a short text, ask
students to use the boxes and bullets
graphic organizers to identify the
main idea and supporting details of
the text.
W.2.3 Writers include
detailed evidence from
the text. We do this by
rereading a part and
thinking about which
details best support the
main idea
Writing Response 3:
After reading a short informational
text, students respond in writing to
prompt: This article is mostly about
__________. Three details that support
this claim are_______.
W.2.4 Writers use text
evidence to support their
writing about the text
being read
Writing Response 4:
After reading short informational text,
students respond to prompt: What is
this text mostly about? Use details
from the text to support your answer.
Supports and Scaffolds
Instructional Resources
& Tools
After choosing or being assigned
a landmark, students use their
findings to learn more about their
landmark.
Page 10
Boxes and Bullets
Graphic organizer