Project GLAD, New Mexico
WATER (3rd Grade)
IDEA PAGES
UNIT THEME
The water cycle
How people get and use water
Fresh water as a precious resource that people around the world use and have a responsibility to protect
FOCUS/MOTIVATION
Cognitive Content Dictionary with signal word
Important book about water (text attached)
Observation charts
Hydrologist awards
Inquiry chart
Field trip to Explora
CLOSURE
Portfolio assessment: teacher and self-assessment
Assessment of personal process grid
Student-generated text: individual paragraph
Home/ School Connection
Process charts
Choral reading of poetry
Letter home to parents
CONCEPTS
SCIENCE (New Mexico Standards - grade 3)
Standard III (Earth and Space Science) K-4 Benchmark II: Know the structure and formation of Earth and its atmosphere and the processes that shape them.
Performance standard 3. Know that air takes up space, is colorless, tasteless, and odorless, and exerts a force.
Performance Standard 4. Identify how water exists in the air in different forms (e.g. in clouds and fog as tiny droplets; in rain, snow, and hail) and changes from one form to another through various processes (e.g. freezing/condensation, precipitation, evaporation.)
SOCIAL STUDIES (New Mexico Standards - grade 3)
Strand: History, Content Standard 1,
K-4 Benchmark II-A Performance Standards grade 3: Describe how the lives and contributions of people of New Mexico influenced local communities and regions.
K-4 Benchmark II-B Performance Standards grade 3: Describe local events and their connections to state history.
Strand: Geography, Content Standard 2, K-4 Benchmark II-B, Performance Standards grade 3:
Describe how human and natural processes can sometimes work together to shape the appearance of places (e.g., post-fire reforestation).
Explore examples of environmental and social changes in various regions.
K-4 Benchmark II-C, Performance Standards grade 3:
Identify personal behaviors that can affect community planning.
Identify ways in which people have modified their environments (e.g., building roads, clearing land for development, mining, and constructing towns and cities).
Describe the consequences of human modification of the natural environment (e.g., use of irrigation to improve crop yields, highways).
K-4 Benchmark II-D, Performance Standards grade 3:
Identify the components of the Earth's biosystems and their makeup (e.g., air, land, water, plants, and animals).
Describe how physical processes shape features on the Earth's surface.
K-4 Benchmark II-E, Performance Standards grade 3:
Describe how cooperation and conflict affect neighborhoods and communities.
K-4 Benchmark II-F, Performance Standards grade 3:
Identify the characteristics of renewable and nonrenewable resources.
Strand: Civics and Government, Content Standard III
K-4 Benchmark III-A, Performance Standards grade 3:
Explain the basic structure and functions of local governments.
Describe and give examples of public good.
Strand: Economics, Content Standard IV
K-4 Benchmark IV-A, Performance Standards grade 3:
Explain that people want more goods and services than is possible to produce.
VOCABULARY
irrigation evaporation
agriculture condensation
acéquia precipitation
ditch infiltration
dam water table
plumbing ground water
sewage sea level
supply erosion
demand gravity
well fresh water
solid salt water
liquid cycle
gas conservationist
LANGUAGE ARTS (New Mexico Standards - grade 3)
Strand 1: Reading Process
Performance standards 3.I.6 Demonstrates an expanding vocabulary,
P.S. 3.I.7 Increases vocabulary through reading, listening, and interacting in a variety of situations.
P.S. 3.I.8 Reads grade-level text aloud with natural rhythm, pace, and intonation, and with fluency and comprehension.
Strand II: Reading Analysis
P.S. 3.II.1 Interacts with text before, during, and after reading.
P.S. 3.II.4 Distinguishes among common forms (e.g. poetry, drama, fiction, nonfiction) of literature.
Strand III: Writing
P.S. 3.III.1 Uses the writing process to create a final product
P.S. 3.III.6 Uses appropriate types of writing for the intended purpose and audience
P.S. 3.III.7 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.
Strand IV: Speaking
P.S. 3.IV.3 Uses appropriate types of speaking for a variety of purposes and audiences.
P.S. 3.IV.4 Responds to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes.
Strand V: Listening and Viewing
P.S. 3.V.1 Employs active listening
P.S. 3.V.2 Follows oral and written multistep instructions.
P.S. 3.V.3 Confirms understanding by paraphrasing.
P.S. 3.V.6 States individual point of view about a given topic.
WIDA Can Do Descriptors for third-fifth grade
What can you expect from different levels of language learners?
These list what students can do with support at the different language levels.
Domain
|
Level 1
Entering
|
Level 2
Emerging
|
Level 3
Developing
|
Level 4
Expanding
|
Level 5
Bridging
|
Level 6
Reading
|
Listening
|
• Point to stated pictures, words, or phrases
• Follow one-step oral directions (e.g., physically or through drawings)
• Identify objects, figures, people from oral statements or questions (e.g., “Which one is a rock?”)
• Match classroom oral language to daily routines
|
• Categorize content-based pictures or objects from oral descriptions
• Arrange pictures or objects per oral information
• Follow two-step oral directions
• Draw in response to oral descriptions
• Evaluate oral information
(e.g., about lunch options)
|
• Follow multi-step oral directions
• Identify illustrated main ideas from paragraph-level oral discourse
• Match literal meanings of oral descriptions or oral reading to illustrations
• Sequence pictures from oral stories, processes, or procedures
|
• Interpret oral information and apply to new situations
• Identify illustrated main ideas and supporting details from oral discourse
• Infer from and act on oral information
• Role play the work of authors, mathematicians, scientists, historians from
oral readings, videos, or multi-media
|
• Carry out oral instructions containing grade-level, content-based language
• Construct models or use manipulatives to problemsolve based on oral discourse
• Distinguish between literal and figurative language in oral discourse
• Form opinions of people, places, or ideas
| http://www.wida.us/standards/CAN_DOs
Domain
|
Level 1
Entering
|
Level 2
Emerging
|
Level 3
Developing
|
Level 4
Expanding
|
Level 5
Bridging
|
Level 6
Reading
|
Speaking
|
• Express basic needs or conditions
• Name pre-taught objects, people, diagrams, or pictures
• Recite words or phrases from pictures of everyday objects and oral modeling
• Answer yes/no and choice
questions
|
• Ask simple, everyday questions (e.g., “Who is absent?”)
• Restate content-based facts
• Describe pictures, events, objects, or people using phrases or short sentences
• Share basic social
information with peers
|
• Answer simple content based questions
• Re/tell short stories or events
• Make predictions or hypotheses from discourse
• Offer solutions to social conflict
• Present content-based information
• Engage in problem-solving
|
• Answer opinion questions with supporting details
• Discuss stories, issues, and concepts
• Give content-based oral reports
• Offer creative solutions to issues/problems
• Compare/ contrast content-based functions
and relationships
|
• Justify/defend opinions or explanations with evidence
• Give content-based presentations using technical vocabulary
• Sequence steps in gradelevel problem-solving
• Explain in detail results of inquiry (e.g., scientific
experiments)
|
Domain
|
Level 1
Entering
|
Level 2
Emerging
|
Level 3
Developing
|
Level 4
Expanding
|
Level 5
Bridging
|
Level 6
Reading
|
Reading
|
• Match icons or diagrams with words/concepts
• Identify cognates from first language, as applicable
• Make sound/symbol/word relations
• Match illustrated words/ phrases in differing contexts (e.g., on the board, in a book)
|
• Identify facts and explicit messages from illustrated text
• Find changes to root words in context
• Identify elements of story grammar (e.g., characters, setting)
• Follow visually supported written directions (e.g.,
“Draw a star in the sky.”)
|
• Interpret information or data from charts and graphs
• Identify main ideas and some details
• Sequence events in stories or content-based processes
• Use context clues and illustrations to determine meaning of words/phrases
|
• Classify features of various genres of text (e.g., “and they lived happily ever after”— fairy tales)
• Match graphic organizers to different texts (e.g., compare/ contrast with
Venn diagram)
• Find details that support main ideas
• Differentiate between fact and opinion in narrative and expository text
|
• Summarize information from multiple related sources
• Answer analytical questions about grade-level text
• Identify, explain, and give examples of figures of speech
• Draw conclusions from explicit and implicit text at or near grade level
|
Domain
|
Level 1
Entering
|
Level 2
Emerging
|
Level 3
Developing
|
Level 4
Expanding
|
Level 5
Bridging
|
Level 6
Reading
|
Writing
|
• Label objects, pictures, or diagrams from word/phrase banks
• Communicate ideas by drawing
• Copy words, phrases, and short sentences
• Answer oral questions with single words
|
• Make lists from labels or with peers
• Complete/produce sentences from word/ phrase banks or walls
• Fill in graphic organizers, charts, and tables
• Make comparisons using real-life or visually supported materials
|
• Produce simple expository or narrative text
• String related sentences together
• Compare/contrast content based information
• Describe events, people, processes, procedures
|
• Take notes using graphic organizers
• Summarize content-based information
• Author multiple forms of writing (e.g., expository, narrative, persuasive) from models
• Explain strategies or use of information in solving problems
|
• Produce extended responses of original text approaching grade level
• Apply content-based information to new contexts
• Connect or integrate personal experiences with literature/ content
• Create grade-level stories or reports
| |
