2016 Grade 3 UnitPlan 6 Sakeef

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016
Unit [6] Plan
Unit Vision
What is your vision for what your students will learn and what skills they will acquire by the end of the unit?
Subject
Standards
Math
1. Understand fractions as an amount of equal parts or a whole. Divide an object into two, three,
and four equal parts, use pictorial representations to divide a two-digit number into two, three,
and four equal parts (e.g. using understanding that 4 + 4 + 4 = 12 to say that 4 is 1/3 of 12.
2. Relate a pictorial representation of a fraction to its written name and numerical
representation, use the words "numerator" and "denominator," to describe fractions and to
explain what the numbers signify
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares
using the words halves, thirds, quarters, etc., and describe the whole as two halves, three
thirds, four fourths. Recognize that equal shares of identical wholes need not have the same
shape
4. Recognize and generate simple equivalent fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain
why the fractions are equivalent, e.g., by using a visual fraction model as well as relevant
mathematical algorithms and strategies
5. Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line. (Grade 3 expectations in this domain are limited to fractions with
denominators 2, 3, 4, 6, and 8.)
6. Compare two fractions with the same numerator or the same denominator by reasoning about
their size. Recognize that valid comparisons rely on the two fractions referring to the same whole.
Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g.,
by using a visual fraction model or the numberline
7. Add and subtract fractions with like denominators (sum<1) using appropriate strategies and
algorithms
Type of Standards:
Reading Comprehension
Reading Fluency & Oral

Language
Terminal
Explain how specific aspects of a text's
illustrations contribute to what is conveyed by
the words in a story (e.g., create mood,
emphasize aspects of a character or setting)
Describe characters in a story (e.g., their traits,
motivations, or feelings) and explain how their
actions contribute to the sequence of event
Recount stories, including fables, folktales, and
myths from diverse cultures; determine the
central message, lesson, or moral and explain
how it is conveyed through key details in the
text.
Know spelling-sound correspondences for

common vowel teams
Know final -e (VCe and common vowel team
(or "vowel digraph"--ai, ea, oa) conventions for
representing long vowel sounds
Analyze different consonant/vowel patterns to
identify whether a vowel will be sounded as
long or short (VCCe, VCe, CV, CVC patterns)
Know that many consonants form sounds other
Unit [6] Plan
Spiral

than their primary sound (e.g. that "s" can
make the /s/ and /z/, sound, that "c" can make
the /k/ or /s/ sound). Read and categorize words
appropriately
Recognize and read grade-appropriate
irregularly spelled words
Produce a related series of original, contentrelated sentences
Complete/produce sentences from word/

phrase banks or walls
Writing
Take notes using graphic organizers, use key

vocabulary to summarize content-based
information
Capitalize proper nouns including holidays,

product names, and geographic names.
Use "at" and "on" to describe a sequence of

events using time words (e.g. "On Thursday I
went to the park" or " In May I go to my
village")
Unit [6] Plan
Theme
Unit [6] Plan
How will you unify standards from multiple subject areas to focus on a common theme?
Reading Comprehension Overview Read Aloud, Shared Reading, and Guided Reading Objectives
In the table below, identify and sequence the TFB curriculum standards to be included in this unit, and determine the number of
instructional days to allocate to each standard. Choose a reading strategy, then identify the daily objectives that will lead to mastery of
the standard. (there may be one or more.) Choose a text, identify requisite vocabulary and sight words (if applicable).
TFB Standard
Day Comprehensi
Daily Objectives
Text
Vocabulary
Sight
s
e.g., K.7.2. Answer
simple literal/ factual
questions related to
story heard (what,
when, where).
Explain how specific

aspects of a text's
illustrations contribute
to what is conveyed
by the words in a story
(e.g., create mood,
emphasize aspects of
a character or setting)
Describe characters in
a story (e.g., their
traits, motivations, or
feelings) and explain
how their actions
contribute to the
sequence of events
Unit [6] Plan
on Strategy
Words
Make inferences
SWBAT identify setting, character,

problem.
Make Inferences,
Visualizing
SWBAT Predict a logical outcome

based on information In text
Predict
Chrysanthemu
m, by Kevin
Hancke
Or Level D
Carlos Goes
to School
Level AA,
Level A and
Level B texts
Setting,
character,
problem,
Chrysanthemum
, frustrated
Think
Act
Correspondin
g sight words
for the week
or review
from
previous
weeks
Sandwich,
Bread, Swing,
Slide, Dance
Listen
SWBAT Identify and summarize the
major events in a narrative.
Setting
Character
Place
Connect, Predict,
Clarify
SWBAT use real life context to
explain actions of a character
Level AA,
Level A and
Level B texts
Think
Act
Sandwich,
Bread, Swing,
Slide, Dance
Listen
SWBAT explain how character

actions relate to story progress
Setting
Character
Place
Recount stories,
including fables,
folktales, and myths
Connect, Predict,
Clarify
SWBAT determine the moral of a

story through reflection
Aesops Fables
Folk tales,
Crossing,
Predict,
Water,

from diverse cultures;
determine the central
message, lesson, or
moral and explain how
it is conveyed through
key details in the text.
Unit [6] Plan

Story,
Damage,
Character
Fly
Reading Fluency & Oral Language Overview

In the table below, identify and sequence the TFB curriculum standards to be included in this unit. For Phonics, estimate the number of
instructional days devoted to each standard, and identify daily objectives. For Speaking/Listening and Vocabulary Sets, list the standard,
estimate the number of instructional days, and list any vocabulary you will teach (this may include Sight Words).
Phonics
TFB Standard
e.g., K.25.1. Use phonological awareness and word
decoding strategies:
Know spelling-sound correspondences for common
vowel teams
Days
Daily Objectives
Identify and produce simple rhyming words.
12
SWBAT pronounce and write the common vowel digraph ee, oa,
SWBAT pronounce and write words with the common vowel digraph ee, oa
in them
Unit [6] Plan
SWBAT pronounce and write the common vowel digraph ea, ai

SWBAT pronounce and write words with the common vowel digraph ea, ai in
them
SWBAT pronounce and write the common vowel digraph oi, ou,
SWBAT pronounce and write words with the common vowel digraph oi, ou,
in them
SWBAT pronounce and write VCe words (Vowel:A)
Know final -e (VCe and common vowel team (or
"vowel digraph"--ai, ea, oa) conventions for
representing long vowel sounds
SWBAT pronounce and write VCe words (Vowel: I)

SWBAT Pronounce and write VCE words (Vowel: U)
SWBAT Pronounce and write VCe words (Vowel: O)
Analyze different consonant/vowel patterns to

identify whether a vowel will be sounded as long or
short (CVCe, VCe, CV, CVC patterns)
SWBAT compare between CVC and CVCe sounds

4
SWBAT compare between VC and VCe sounds

SWBAT compare VC and CVCe sounds
SWBAT compare CVC and VCe sounds
Know that many consonants form sounds other

than their primary sound (e.g. that "s" can make
the /s/ and /z/, sound, that "c" can make the /k/
or /s/ sound). Read and categorize words
appropriately
Recognize and read grade-appropriate irregularly
spelled words
SWBAT make the two sounds of s - /s/ /z/

SWBAT make the two sounds of c - /k/ /s/
SWBAT read dolch sight words from grade 2 to grade 3
Unit [6] Plan
SWBAT read sight words in the english text book
Speaking/Listening and Vocabulary Sets

TFB Standard
e.g., 1.31.1Read common, irregular sight words
and other high frequency words. (e.g. has, the,
said, from, and, a, this)
Day
s
2
Vocabular
y (if applicable)
I, like, to, go
Objective
SWBAT Recognize and write I, like, to, go
Unit [6] Plan
Writing Overview
In the table below, identify and sequence the TFB curriculum standards to be included in this unit, estimate the number of instructional
days devoted to each standard, and identify daily objectives. Use the writing workshop table to spread the daily objectives across the
workshops that you are running in the unit. Workshops should be linked back to the theme.
TFB Standard
Days Daily Objectives

SWBAT invent spellings for single- and multi-syllabic words.
e.g., 1.39.1. Attempt usage of invented spellings to

express ideas in writing.
5
SWBAT stretch their words to hear individual sounds
SWBAT use nouns and verbs from a word bank to write own sentences
SWBAT write sentences with location after nouns and verbs from phrase banks
SWBAT finish sentences with beginning words
SWBAT correctly use periods at the end of a statement/sentence.
Complete/produce sentences from word/ phrase

banks or walls
SWBAT correctly use question marks at the end of a question.

SWBAT use commas in sentences.
SWBAT capitalize Names of people and animals

SWBAT capitalize Names of places and things

SWBAT capitalize Names of holidays, days, months, special days
Workshop brief
Daily Objectives
Students write a story about what they did

during the Eid vacation. It has at least four
events in a timeline.
1.
Unit [6] Plan
2. (Draft) SWBAT invent spellings for single- and multi-syllabic words.

3.
4.
5.
Students write a story about their future
professions
With guidance and support from adults write
narratives in which they recount a wellelaborated event or short sequence of events
(including but not limited to journals, fictional
stories, or memoirs), include details to
describe actions, thoughts, and feelings, use
temporal words to signal event order, and
provide a sense of closure.
IDEATION
SWBAT use feeling words to describe how they feel about their future professions
SWBAT describe characteristics of their professions
SWBAT arrange their stories in order of events
SWBAT draw pictures in a graphic organizer to depict characteristics
SWBAT label pictures in Bangla to identify the characters, setting and feelings
Take notes using graphic organizers, use key

vocabulary to summarize content-based
information
Fill in graphic organizers, charts, and tables

DRAFT
SWBAT translate the Bangla labels into English using their vocabulary and my help
Unit [6] Plan
SWBAT write simple sentences from word banks

Complete/produce sentences from word/
phrase banks or walls
SWBAT complete sentences in given models: I want to be a___, I will work in___,
Author multiple forms of writing (e.g.,

expository, narrative, persuasive) from
models
Use personal, possessive, and indefinite
pronouns (e.g., I, me, my; his, her, they, them,
their, anyone, everything).
Revision
SWBAT change the names in their essays to pronouns in order to avoid sounding
repetitive.
SWBAT use verbs to describe what their characters to
Identify nouns, verbs, adjectives, adverbs and

pronouns in context
With guidance and support from adults, focus

on a topic, respond to questions and
suggestions from peers, and add details to
strengthen writing as needed.
Use periods, commas, question marks, full
stops, and exclamation points correctly in
context
SWBAT use adjectives to describe their family members and friends.
Editing
SWBAT edit their writings by correcting punctuation mistakes and capitalizing
necessary words
Unit [6] Plan

Publication
SWBAT read and provide feedback on each others work
Math Overview
TFB Standard
3.NBT.1. Use place value understanding to
round whole numbers to the nearest 10 or
100.
Relate a pictorial representation of a fraction
to its written name and numerical
representation, use the words "numerator"
and "denominator," to describe fractions and
to explain what the numbers signify
Understand fractions as an amount of equal
parts or a whole. Divide an object into two,
three, and four equal parts, use pictorial
representations to divide a two-digit number
into two, three, and four equal parts (e.g.
Days
Daily Objectives
1. SWBAT
2. SWBAT
3. SWBAT
ten or hundred.
4. SWBAT
round whole numbers to the nearest ten.

round whole numbers to the nearest hundred.
explain the process of rounding to the nearest
justify their round-sum.
SWBAT define a numerator and denominator in a fraction
SWBAT identify the numerator and denominator in a fraction.

SWBAT explain what the numbers and denominators in a fraction
mean.
SWBAT represent a number in an addition equation as a fraction

SWBAT divide an object or number of objects into 2, 3 or 4 equal
parts
SWBAT find the , , and of a certain number
NCTB
Unit [6] Plan
using understanding that 4 + 4 + 4 = 12 to

say that 4 is 1/3 of 12.
Partition circles and rectangles into two,

three, or four equal shares, describe the
shares using the words halves, thirds,
quarters, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize
that equal shares of identical wholes need
not have the same shape
SWBAT partition and circles and rectangles into 2, 3 or 4 equal

shares.
SWBAT compare and create equal fractions of different shapes
Recognize and generate simple equivalent

fractions (e.g., 1/2 = 2/4, 4/6 = 2/3), Explain
why the fractions are equivalent, e.g., by
using a visual fraction model as well as
relevant mathematical algorithms and
strategies
Understand two fractions as equivalent

(equal) if they are the same size, or the
same point on a number line. (Grade 3
expectations in this domain are limited to
fractions with denominators 2, 3, 4, 6,
and 8.)
SWBAT shade partitioned circles and rectangles and write

appropriate names and numerical forms for the fractions.
SWBAT generate equivalent fractions using multiplication
SWBAT use number lines to identify equivalent fractions.

Compare two fractions with the same
numerator or the same denominator by
reasoning about their size. Recognize that
valid comparisons rely on the two fractions
referring to the same whole. Record the
results of comparisons with the symbols >,
=, or <, and justify the conclusions, e.g., by
using a visual fraction model or the
numberline
Unit [6] Plan
SWBAT to compare 2 fractions using a number line

SWBAT to compare 2 fractions using cross multiplication
SWBAT add fractions with like denominators using standard

algorithm
Add and subtract fractions with like

denominators (sum<1) using appropriate
strategies and algorithms
SWBAT add fractions with like denominators using number lines

SWBAT subtract fractions with like denominators using standard
algorithm
SWBAT subtract fractions with like denominators using number lines
Integration: Unit Snapshot
Unit [6] Plan
In the table below, list the standards taught for each subject in each week. Feel free to summarize descriptions, but be sure to use number
codes.
Math
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
e.g., 2.3Compare
(<>=), #line, order
Reading Comprehension
e.g., K.7.2. Setting,
character, problem
Reading Fluency & Oral

Language
e.g., K.25.1 Create rhyming
words
e.g., 1.31.1 I like to go
Writing
e.g., 1.39.1.Invent
spelling multi

Week
7
Unit [6] Plan
Unit [6] Plan
Week 1
Personalize the timetable below with your class schedule. Briefly list objectives taught during each block. Give timings for each block.
Saturday
SWBAT define a
numerator and
denominator in a
fraction
Math
SWBAT identify the

numerator and
denominator in a
fraction.
SWBAT explain
what the numbers
and denominators
in a fraction mean.
Phonics
SWBAT pronounce
and
write
the
common
vowel
digraph ee, oa,
SWBAT pronounce
and write words
with the common
vowel digraph ee,
oa in them
Sunday
SWBAT represent a
number in an
addition equation
as a fraction
SWBAT divide an
object or number
of objects into 2, 3
or 4 equal parts
Monday
Tuesday
Wednesday
Thursday
SWBAT partition
and circles and
rectangles into 2, 3
or 4 equal shares.
SWBAT find the ,
, and of a
certain number
SWBAT shade
partitioned circles
and rectangles and
write appropriate
names and
numerical forms
for the fractions.
SWBAT compare
and create equal
fractions of
different shapes
SWBAT compare
and create equal
fractions of
different shapes
SWBAT pronounce
and
write
the
common
vowel
digraph ea, ai
SWBAT
pronounce
and
write
the
common
vowel
digraph oi, ou,
SWBAT
pronounce
and
write
the
common
vowel
digraph ea, ai
SWBAT
pronounce
and
write
the
common
vowel
digraph oi, ou,
SWBAT
pronounce
and
write
the
common
vowel
digraph ee, oa,
SWBAT
pronounce
and
write words with
the
common
SWBAT
pronounce and
write words with
the common
SWBAT
pronounce
and
write words with
the
common
SWBAT pronounce
and write words
with the common
vowel digraph ea,
SWBAT
pronounce and
write words with
the common

vowel
digraph
ea, ai in them
vowel digraph oi,

ou, in them
Unit [6] Plan
vowel
digraph
ee, oa in them
ai in them
vowel digraph oi,

ou, in them
SWBAT Predict a
logical outcome
based on
information In text
Reading
Comprehension
SWBAT Identify and
summarize the
major events in a
narrative.
Speaking/Liste
ning
Writing
Block 6
Block 7
SWBAT use nouns

and verbs from a
word bank to write
own sentences
SWBAT use nouns

and verbs from a
word bank to write
own sentences
SWBAT write
sentences with
location after
nouns and verbs
from phrase banks
SWBAT write
sentences with
location after
nouns and verbs
from phrase banks
SWBAT finish
sentences with
beginning words
SWBAT finish
sentences with
beginning words

Block 8
Block 9
Block 10
Unit [6] Plan
Unit [6] Plan
Week 2
Saturday
Math
Phonics
Reading
Comprehension
SWBAT generate
equivalent fractions
using multiplication
SWBAT
pronounce
and
write VCe words
(Vowel:A)
Sunday
SWBAT generate
equivalent
fractions using
multiplication
SWBAT
pronounce
and
write VCe words
(Vowel: I)
Monday
Tuesday
Wednesday
Thursday
SWBAT use
number lines to
identify equivalent
fractions.
SWBAT use number

lines to identify
equivalent
fractions.
SWBAT to compare
2 fractions using a
number line
SWBAT to compare
2 fractions using a
number line
SWBAT
pronounce
and
write VCe words
(Vowel:A)
SWBAT
Pronounce
and
write VCE words
(Vowel: U)
SWBAT
pronounce
and
write VCe words
(Vowel: I)
SWBAT
Pronounce
and
write VCE words
(Vowel: O)
SWBAT
Pronounce
and
write VCE words
(Vowel: U)
SWBAT Pronounce
and write VCE
words (Vowel: O)
SWBAT Predict a
logical outcome
based on
information In text
Unit [6] Plan

SWBAT Identify and
summarize the
major events in a
narrative.
Speaking/Liste
ning
Writing
Block 6
Block 7
Block 8
Block 9
Block 10
Unit [6] Plan
Week 3
Math
Phonics
Saturday
Sunday
Monday
Tuesday
SWBAT use
number lines to
identify equivalent
fractions.
SWBAT use
number lines to
identify equivalent
fractions.
SWBAT to compare
2 fractions using a
number line
SWBAT to compare
2 fractions using a
number line
SWBAT compare
between CVC
and CVCe sounds
SWBAT compare
SWBAT compare
VC
SWBAT compare
CVC and VCe
sounds
between VC and
VCe sounds
and CVCe sounds
Wednesday
Thursday
SWBAT to compare
2 fractions using
cross multiplication
SWBAT to compare
2 fractions using
cross multiplication
SWBAT compare
between CVC and
CVCe sounds
SWBAT compare
VC
and CVCe sounds
Unit [6] Plan

SWBAT compare
between VC and
VCe sounds
SWBAT compare
CVC and VCe
sounds
SWBAT use real life

context to explain
actions of a
character
Reading
Comprehension
SWBAT explain how

character actions
relate to story
progress
Speaking/Liste
ning
SWBAT capitalize
Names of people
and animals
Writing
Block 6
SWBAT capitalize
Names of places
and things
SWBAT capitalize
Names of holidays,
days, months,
special days
IDEATION
IDEATION
DRAFT
DRAFT

Block 7
Block 8
Block 9
Block 10
Unit [6] Plan
Unit [6] Plan
Week 4
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Math
Phonics
Reading
Comprehension
SWBAT add
fractions with like
denominators using
standard algorithm
SWBAT make the

two sounds of s
- /s/ /z/
SWBAT add
fractions with like
denominators
using number lines
SWBAT make the

two sounds of s
- /s/ /z/
SWBAT subtract
fractions with like
denominators
using standard
algorithm
SWBAT make the

two sounds of c
- /k/ /s/
SWBAT subtract
fractions with like
denominators
using number lines
SWBAT make the

two sounds of c
- /k/ /s/
SWBAT add
fractions with like
denominators using
standard algorithm
SWBAT subtract
fractions with like
denominators using
standard algorithm
SWBAT read dolch

sight words from
grade 2 to grade
3
SWBAT read
dolch sight words
from grade 2 to
grade 3
SWBAT read sight

words in the
english text book
SWBAT read sight

words in the
english text book
SWBAT use real life
context to explain
actions of a
character
SWBAT explain how
character actions
relate to story
progress

Speaking/Liste
ning
Writing
Block 6
Block 7
Block 8
Block 9
Block 10
Editing
Editing
Editing
Publication
Unit [6] Plan
Unit [6] Plan
Week 5
Saturday
Math
Phonics
Reading
Comprehension
Speaking/Liste
ning
Writing
Block 6
Block 7
Block 8
Block 9
Sunday
Monday
Tuesday
Wednesday
Thursday

Block 10
Unit [6] Plan
Unit [6] Plan
Week 6
Saturday
Sunday
Monday
Tuesday
Wednesday
Thursday
Math
Phonics
Reading
Comprehension
Speaking/Liste
ning
Writing
Block 6
Block 7
Block 8
Block 9
SWBAT determine
the moral of a story
through reflection

Block 10
Unit [6] Plan
Unit [6] Plan

2016 Grade 3 UnitPlan 6 Sakeef

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Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Reading Fluency & Oral

Know spelling-sound correspondences for

Unit [6] Plan

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Complete/produce sentences from word/

Take notes using graphic organizers, use key

Capitalize proper nouns including holidays,

Use "at" and "on" to describe a sequence of

Unit [6] Plan

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Explain how specific

Unit [6] Plan

SWBAT identify setting, character,

SWBAT Predict a logical outcome

SWBAT explain how character

SWBAT determine the moral of a

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

Reading Fluency & Oral Language Overview

Identify and produce simple rhyming words.

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

SWBAT pronounce and write the common vowel digraph ea, ai

SWBAT pronounce and write VCe words (Vowel: I)

Analyze different consonant/vowel patterns to

SWBAT compare between CVC and CVCe sounds

SWBAT compare between VC and VCe sounds

Know that many consonants form sounds other

SWBAT make the two sounds of s - /s/ /z/

SWBAT read dolch sight words from grade 2 to grade 3

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

SWBAT read sight words in the english text book

Speaking/Listening and Vocabulary Sets

SWBAT Recognize and write I, like, to, go

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

Days Daily Objectives

e.g., 1.39.1. Attempt usage of invented spellings to

Produce a related series of original, contentrelated sentences

Complete/produce sentences from word/ phrase

SWBAT correctly use question marks at the end of a question.

Capitalize proper nouns including holidays,

SWBAT capitalize Names of places and things

Students write a story about what they did

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

2. (Draft) SWBAT invent spellings for single- and multi-syllabic words.

Take notes using graphic organizers, use key

Fill in graphic organizers, charts, and tables

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016

Unit [6] Plan

SWBAT write simple sentences from word banks

Author multiple forms of writing (e.g.,

Identify nouns, verbs, adjectives, adverbs and

With guidance and support from adults, focus

SWBAT use adjectives to describe their family members and friends.

Name(s): [Sakeef Mahboob Bin Ahsan]TEACH FOR BANGLADESH 2016