Unit Plan 1 (Grade 3 ELA): Launching Our Reading & Writing Community + Fluency Bootcamp

Grade Level: 3

Subject Area: English Language Arts (Reading, Writing, Speaking & Listening, Language)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This kickoff week builds the classroom literacy community, daily reading/writing routines, and discussion norms while running a short, daily fluency “bootcamp.” Students learn to ask and answer text-dependent questions, build independent reading stamina, and draft a short small-moment narrative. By the end of the week, students complete a brief comprehension task, a one-minute oral reading check, and a polished narrative paragraph with dialogue and precise word choice.

II. Objectives and Standards

Learning Objectives — Students will be able to…

1. Ask and answer questions about a text and support answers with evidence.
2. Read grade-level text aloud with accuracy, phrasing, and expression.
3. Participate in partner and small-group discussions using sentence stems and turn-taking.
4. Write a small-moment narrative with a clear beginning–middle–end, including dialogue.
5. Determine meanings of unfamiliar words using context clues and common affixes.

Standards Alignment — CCSS Grade 3

• Reading Literature: RL.3.1, RL.3.3, RL.3.5, RL.3.10
• Reading Informational: RI.3.1, RI.3.5, RI.3.7, RI.3.10
• Foundational Skills: RF.3.4a–c
• Writing: W.3.3a–d, W.3.5, W.3.10
• Speaking & Listening: SL.3.1a–d, SL.3.3, SL.3.6
• Language: L.3.1a–i, L.3.2a–g, L.3.4a–d, L.3.6

Success Criteria — student language

• I underline a sentence or detail that proves my answer.
• I pause at punctuation and group words into phrases when I read aloud.
• I use sentence stems to respond to my partner.
• My small-moment paragraph has a strong lead, dialogue, and precise words.
• I can explain how I figured out a new word (context clue or word part).

III. Materials and Resources

Mentor Texts & Student Texts — teacher acquires/curates

• One short fiction read-aloud that includes dialogue (grade-level).
• One short informational article/page with clear text features (heading, caption, diagram).
• A range of “just-right” independent reading books (organized in bins/levels).

Fluency & Modeling

• One or two brief narrative prose passages (8–12 sentences) for one-minute reads.
• Timer (class timer or phone) for fluency checks.
• Sentence stem cards for discussions (e.g., “I noticed…”, “I wonder…”, “For example…”, “This shows…”).

Consumables & Display

• Sticky notes, index cards, anchor-chart paper, markers, highlighters.
• Writer’s notebooks or folders, pencils, erasers.

Projection & Accessibility

• Document camera or projector to model annotation and stems.
• A few large-print copies of mentor texts.
• Optional: audio support for read-alouds; colored reading guides.

Preparation — before Session 1

1. Pre-select and flag mentor text pages for think-alouds (literal and inferential questions).
2. Create anchor charts: “Ask & Answer Questions,” “Accountable Talk,” “Small-Moment Narrative,” “Fluency Goals.”
3. Post sentence stems; finalize partner/triad lists and independent reading spots.
4. Choose Friday’s brief literary passage that works for both comprehension and fluency.

IV. Lesson Procedure

Each session follows: Mini-Lesson → Guided Practice → Independent Work/Conferences → Fluency Focus → Share/Exit Ticket

Session 1: Community Launch & Comprehension Strategies

• Mini-Lesson (10–12 min): Model asking/answering questions during a short read-aloud. Demonstrate sticky-note coding (Q = question, A = answer, E = evidence page).
• Guided Practice (10 min): In pairs, students craft one literal and one inferential question from a teacher-selected page; brief share-outs cite exact lines.
• Independent Reading (15–20 min): Students read self-selected texts; place two sticky notes (one Q, one A + page). Teacher confers with 3–5 students; prompt for evidence.
• Writer’s Workshop (8–10 min): Quickwrite “three small moments” from real life; sketch beginning–middle–end for one.
• Fluency Focus (3–5 min): Choral read one paragraph; track pausing at punctuation.
• Exit Ticket: Submit one Q/A sticky note with page number (RL/RI.3.1).

Session 2: Characters, Setting & Narrative Leads

• Mini-Lesson (10 min): Describe characters and setting with text evidence; introduce three lead types (action, dialogue, question).
• Guided Practice (10 min): Annotate an excerpt to tag one character trait with proof and one setting clue.
• Independent Reading (15–20 min): Readers’ notebooks—record a trait with a supporting line.
• Writer’s Workshop (12–15 min): Draft three alternate openings; choose the strongest and justify why using a stem (“This lead works because…”).
• Fluency Focus (5–7 min): Echo read a short passage; practice pausing at commas and stops at periods.
• Exit Ticket: Notebooks show trait + evidence and chosen lead (RL.3.3, W.3.3a).

Session 3: Text Features, Context Clues & Drafting

• Mini-Lesson (10–12 min): Use headings/captions/diagrams to gather information; model context-clue types (definition, example, synonym). Introduce affixes re-, un-, -ful.
• Guided Practice (10 min): Pairs identify one text feature and infer a bolded word’s meaning; name the strategy used.
• Independent Reading (15–20 min): Short informational read; log two unfamiliar words and inferred meanings with strategies.
• Writer’s Workshop (12–15 min): Draft the small-moment narrative from beginning to end; focus on sequence and concrete details.
• Fluency Focus (5–7 min): Partner one-minute reads; partner gives one praise + one goal on phrasing/expression.
• Exit Ticket: Turn in two words with meanings and the strategy used (L.3.4).

Session 4: Dialogue, Precise Words & Accountable Talk

• Mini-Lesson (10 min): Punctuate dialogue (quotation marks, commas) and upgrade vague verbs to precise verbs; live edit a sample.
• Guided Practice (10 min): Whole-class revision—add one line of dialogue and replace two verbs for clarity.
• Independent Reading (10–12 min): Choose a favorite line for tomorrow’s share.
• Writer’s Workshop (15–18 min): Revise narrative to include one dialogue exchange and two precise words; peer check with a short checklist.
• Fluency Focus (5–7 min): Second one-minute read; set a specific personal goal for tomorrow.
• Exit Ticket: Draft shows added dialogue and precise word choice (W.3.3b–d, L.3.2).

Session 5: Week Assessments & Celebration

• Comprehension Task (15–18 min): Read a short literary passage; answer three evidence-based questions (who/what/problem/solution and one inference).
• Fluency Check (6–8 min per pair, station-based): One-minute read of the same passage; note accuracy and expression.
• Writing Publish (12–15 min): Polish the small-moment paragraph (6–8 sentences) with title; final punctuation/quotation marks check.
• Community Share (10–12 min): Two-minute small-group book talks using stems (“I noticed…,” “I wonder…”); peers respond with a connected idea.
• End-of-Week Reflection: “One reading goal I met; one next step.”

V. Differentiation and Accommodations

Advanced Learners

• Use longer independent texts; track words-per-minute growth across three attempts.
• Add a second dialogue exchange and a figurative phrase in the narrative.
• Stretch: Compare narrative voice or point of view between two passages.

Targeted Support

• Provide sentence stems and visual vocabulary cards; chunk passages into smaller parts.
• Whisper-reading or echo-reading; oral rehearsal before writing.
• Reduce question count for comprehension; draw-and-label plus oral explanation.

Multilingual Learners

• Pre-teach 5 key vocabulary words with visuals and gestures.
• Bilingual glossary; allow oral responses first, then written.
• Partner with a language-model peer; encourage frames during discussions.

IEP/504 & Accessibility

• Large-print texts; colored reading guides; extended time.
• Alternative response formats; movement breaks; preferential seating.
• Audio access to read-alouds where appropriate.

VI. Assessment and Evaluation

Formative Assessment — Daily

• Session 1: Q/A sticky note citing page and evidence (RL/RI.3.1).
• Session 2: Character trait with supporting line; chosen narrative lead with justification (RL.3.3, W.3.3a).
• Session 3: Two vocabulary inferences with strategy named (L.3.4).
• Session 4: Revised draft shows dialogue and precise words; peer checklist collected (W.3.3b–d, L.3.2, W.3.5).

Summative Assessment — End of Week; 0–2 per criterion, total 8

1. Reading: Evidence (RL.3.1)
   • 2: Answers are accurate and consistently supported with relevant evidence and clear explanations.
   • 1: Mostly correct answers; some evidence or explanations are partial or loosely connected.
   • 0: Few correct answers; evidence missing or inaccurate.
2. Writing: Small-Moment Narrative (W.3.3; W.3.5; L.3.2)
   • 2: Clear beginning–middle–end; includes dialogue and precise word choice; minimal convention errors.
   • 1: Some structure and details; limited dialogue/precision; noticeable errors.
   • 0: Little structure; missing key elements; frequent errors.
3. Fluency: Accuracy, Phrasing, Expression (RF.3.4a–c)
   • 2: Reads accurately with natural phrasing and expression; shows measurable growth across attempts.
   • 1: Mostly accurate; occasional word-by-word or flat reading.
   • 0: Many errors; limited phrasing or expression; no growth evident.
4. Speaking & Listening: Discussion (SL.3.1; SL.3.6)
   • 2: Shares clearly, uses stems, listens and responds thoughtfully to peers.
   • 1: Shares/listens with minor issues; limited or prompted stems use.
   • 0: Rarely participates or responds appropriately.

Feedback Protocol

• Give two strengths (e.g., “You cited exact lines to support your answer”) and one next step (e.g., “Underline the sentence that best proves your idea”).
• Confer briefly with each student about a single, actionable fluency target (phrasing, punctuation pausing, or expression).

VII. Reflection and Extension

Reflection Prompts

• “One way I used evidence from the text today was…”
• “A word I figured out from context was… I used this strategy…”
• “In my narrative, the small moment I zoomed in on was… Next time I’ll improve…”

Extensions

• Author’s Craft Hunt: During independent reading, students collect strong leads and dialogue examples for a class “Craft Wall.”
• Fluency Stations: Add a whisper-phone station, a punctuation-pause station, and a performance corner for expressive rereads.
• Family Connection: Send home one page with sentence stems families can use during read-alouds (“I noticed…,” “What makes you think that?”).

Standards Trace — When Each Standard Is Taught/Assessed

• RL/RI.3.1 taught daily in Sessions 1–3 and assessed Friday in comprehension responses.
• RL.3.3/3.5 taught in Sessions 2 and 5; evidenced in notebooks and Friday responses.
• RI.3.5/3.7 taught in Session 3; applied in independent practice.
• RF.3.4a–c practiced daily; assessed Friday via one-minute read.
• W.3.3/W.3.5 taught in Sessions 2–4; assessed Friday in final paragraph.
• SL.3.1/3.6 practiced throughout; assessed Friday in book talks.
• L.3.1/3.2/3.4/3.6 spotlighted during revision and vocabulary work; evident in final writing.