Grade 3 Supply and Demand Reading Unit

Grade 3 Supply and Demand Reading Unit

Standards & Objectives

Academic standards
3.25
Define supply and demand and describe how changes in supply and demand affect prices of specific products.
CCSS.ELA-Literacy.L.3.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.3.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.3.4
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...
CCSS.ELA-Literacy.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of...
CCSS.ELA-Literacy.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-Literacy.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and...
CCSS.ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually,...
CCSS.ELA-Literacy.W.3.1
Write opinion pieces on topics or texts, supporting a point of view with reasons.
CCSS.ELA-Literacy.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.8
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

The goal of this unit is to teach third grade students to read closely and critically in order to comprehend complex informational text. In this unit, the teacher uses a variety of strategies to actively engage students in analyzing vocabulary, answering text-dependent questions, and summarizing the text. Students learn to take notes using a graphic organizer and to use those notes to develop a deeper understanding of the text and for later use in writing. Discussions and writing exercises help students to construct meaning of the texts in a way that “sticks.”

Essential and guiding questions: 

After reading the text aloud, ask students, “What is this text mostly about?” “What is the main idea?”
Guide students to what this text is mostly about.
Have students give evidence from the text to support their ideas. Accept all responses but encourage students to return to the text for details.
Examples of teacher questions that draw students back into the text:

  • “Why?”
  • “Where did you see that?”
  • “What lines in the text support your ideas?”
  • “Let me see if we can find that part and read it again.”
  • “How do you know?”
  • “What words in the text make you think that?”

Unit Variations

Blooms taxonomy level: 
Analyzing
Differentiation suggestions: 

Ways to Support Struggling Readers and Writers:
This unit is designed to be taught in a whole group setting with many scaffolds and supports throughout. The reading and thinking are modeled through the asking of text dependent questions and repeated readings. The writing can be modeled by the teacher so that students can co-create or copy the writing. Teachers should have a plan for releasing more and more of the writing to students. Oral language is essential for language comprehension growth. Teachers should continuously engage students in higher levels of oral language throughout the unit. Teachers should use content specific vocabulary in conversations with students. Students should use the content specific vocabulary in collaborative conversations with the teacher and peers as they build off of comments. 

Extension suggestions: 

Possible Writing Extensions:

  • Read writing with a partner and exchange feedback on meaning and conventions.
  • Students can edit and revise their papers on their own, in collaboration with their peers or based on teacher corrections.
  • Student papers can be scored using the rubrics found here: http://tncore.org/english_language_arts/assessment/scoring_resources/201...
  • Papers can be published digitally and enhanced with graphics and/or photographs.

Possible Social Studies Extensions for Third Grade:

  • Locate information about how specific goods or services produced in North America are exchanged on the worldwide market. This activity addresses Tennessee Social Studies (2014-2015) standard 3.26.
  • Compile a short list of popular products that third graders would like to buy. Have students research how supply and demand affects the cost or availability of these products. This activity addresses Tennessee Social Studies (2014-2015) standard 3.25.