Disciplinary Unit Anchor Text

Unit Topic: Graphing Title Tally Cat Keeps Track

Author/Illustrator/Source Trudy Harris/ Andrew N. Harris/ www.amazon.com/ Summary This book is about Tally Cat who loves to keep track of all sorts of contests--who wins the most races, who is the tallest, who can climb the most trees, etc. by tallying the data. 570L Text structure: Very complex- I feel that the book was very organized. It contained different elements of graphing and tally charts. The illustrations supported the context very well. Language features: Moderately complex- I thought the content was very easy to understand not too complex. The vocabulary was pretty easy to understand, with some words we could use context/picture clues to help. Meaning/Purpose: Slightly complex- The theme was shown very early on in the text and portrayed the same throughout the entire text. Knowledge demands: Moderately complex- The situations showed several different life situations that we could relate to. They used tally charts accurately in various. There was not many different cultural elements. Focal Themes: I feel this book supports my instructional aims. It give great examples of tally harts, which is a key tool we use to collect data in my unit. Also, I think this book is very grade level

Quantitative: Lexile Level Qualitative: Text Structure, Language Features, Meaning/Purpose, Knowledge Demands

Reader/Task: Focal Themes, Challenges, Supports

appropriate for my 3rd grade students. It is not too challenging, but it is easy to comprehend and it is something they could read on their own. Challenges: I think this book may not be complex enough for 3rd grade. It is pretty easy to comprehend. All of the different variety of tally chart contest data they used might be overwhelming. Supports: The illustrations support the context very well and the vocabulary correlates with the graphing standards for 3rd grade. Standards for Writing (W) MSDE.R/ELA.6/13/2011 8 Cluster: Text Types and Purposes W3 CCR Anchor Standard Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Unit Topic: Graphing Title Author/Illustrator/Source Summary The Great Graph Contest Loreen Leedy/www.holidayhouse.com/ Two friends in the story, a toad, and a lizard are competing to see who can make the best graphs. They try to outdo each other by making bar graphs, pie charts, Venn diagrams, and quantity graphs. They enjoy the competition and they each get judged by their friend the snail. 310L Text structure: very complex- I think it is very organized and the illustrations greatly support the text. Language features: Moderately complex- I think the language is fairly easy on grade level. It has mostly familiar vocabulary and simple sentences. Meaning/Purpose: It has multiple levels of meaning with the different types of graphs. Knowledge demands: It related to different life experiences by doing surveys and graphs of real-life situations. It does not contain many cultural elements. Focal themes: I definitely think this book meets my instructional aims for my unit. It supports many of the graphs we learned about and used similar vocabulary. I think this book is appropriate for the 3rd grade level because it could be read by a teacher and be easily understood or it is on level where they could read it independently. Challenges: I think this book is not very complex for our above level readers. Also, this book may become overwhelming with too many different types of graphs used. Supports: I think it uses a wide range of graphs that support concepts taught in our unit. I think the vocabulary is right on grade level making it not too challenging for individual reading.
Standards for Reading Literature (RL) MSDE.R/ELA.6/13/2011 1 Cluster: Key Ideas and Details
RL1 CCR Anchor Standard Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Quantitative: Lexile Level Qualitative: Text Structure, Language Features, Meaning/Purpose, Knowledge Demands Focal themes, challenges, supports

Unit Topic: Graphing Title Author/Illustrator/Source Summary Lemonade For Sale Stuart Murphy/ Tricia Tusa/ www.goodreads.com/ The characters in the story are 4 friends who sell lemonade and they use graphs to chart their growing sales. Sales are improving until a boy down the street starts a juggling act for money. They do not want this to ruin their sales. So, they work together to use the graphs to answer that question. 380L Text structure: Very complex- I think this book is organized by distinguishing each graph, with all of the data labeled and separated. The illustrations go along with the context very well. Language features: moderately complex- Most of the language is easy to understand for the 3rd grade level. They used mostly familiar words and simple sentences. Meaning/purpose: Moderately complex- There were many graphs on different data used and interpreted. Knowledge demands: Moderately complex- They use the graphs in various real-life situations related to selling lemonade. They need a prior knowledge of basic gathering data and graphing concepts. They do not include many cultural elements. Focal themes: I believe this book meets my instructional aims for my 3rd grade unit. It teaches the basic concepts of putting collected data into graphs, which we could use in real-life situations. I also think that it is appropriate for the 3rd grade level. They can easily understand the concepts taught along with the prior knowledge from the lessons taught. Challenges: There are quite a variety of graphs and data that may become confusing or overwhelming. If reading this book on their own. Students may have a little trouble with some complex vocabulary. Supports: I think the graphs are very comparable to 3rd grade level of understanding. I think the illustrations clearly support the contexts. Standards for Reading Informational Text (RI)

Quantitative: Lexile Level Qualitative: Text Structure, Language Features, Meaning/Purpose, Knowledge Demands

Reader/Task: Focal Themes, Challenges, Supports

MSDE.R/ELA.6/3/2011 5 Cluster: Craft and Structure RI4 CCR Anchor Standard Interpret the words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic of subject area.

Note: Copy and paste table if multiple anchor texts are utilized in the unit.