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Gloucester Township Public Schools

English Language ArtsGrade 3

CurriculumUpdated-Summer 2017

Gloucester Township Public Schools English Language Arts Grade 3 Unit 1: Growing and Learning

Time Frame: 6 WeeksCommon Assessment: Wonders Unit 1 AssessmentDescription: The Big Idea: How can learning help us grow?

Unit 1 Comprehension Skills and Strategies: visualize, characters, ask and answer questions, sequence, cause and effect, main idea and key details Vocabulary Strategies: synonyms, context clues, compound words, metaphors, multiple-meaning words Writing: ideas, word choice, organization, sentence fluency

Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/ListeningVisualize Character, Setting,

Plot: CharacterIdeas See weekly story for

vocabulary wordsSentences and Fragments Fluency: Accuracy, Rate, and

Prosody

Ask and Answer Questions

Character, Setting, Plot: Sequence

Word Choice Commands and Exclamations Publishing Celebrations

Text Structure: Sequence

Organization Subjects

Text Structure: Cause and Effect

Sentence Fluency

Predicates

Main Idea and Key Details

Simple and Compound Sentences

Standards Topics Activities Resources Assessment L.3.1.i Produce simple, compound, and

complex sentences. [7 lessons] L.3.2.e Use conventional spelling for high-

frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]

L.3.2.f Use spelling patterns and generalizations (e.g., word families,

Week 1Weekly Concept: Storytime

Essential Question: What can stories teach you?

Language

ReadingInteractive Read AloudTitle: “Three Pigs, a Wolf, and a Book”Genre: FantasyStrategy: VisualizeReading/Writing WorkshopComprehension

Grade 3, Wonders, McGraw-Hill, 2014

Your Turn Practice Book

www.connected.mcgraw-hill.com

See District Benchmark Assessment Plan & K-5 ELA Assessment Plan

Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment

http://www.connected.mcgraw-hill.com/


position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]

L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]

L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [15 lessons]

L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]

L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [8 lessons]

L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]

L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]

L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]

RF.3.3.c Decode multisyllable words. [7 lessons]

RF.3.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]

RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]

RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and

- Vocabulary- Phonics- Grammar and

Mechanics

Writing

Research and Inquiry

Handwriting

Technology

Short Text: Bruno’s New HomeLexile: 430Genre: FantasyStrategy: VisualizeSkill: Character, Setting, Plot: Character

Literature AnthologyMain Selection Title: Wolf!Lexile: 650Genre: FantasyPaired Selection Title: “Jennie and the Wolf”Lexile: 450Genre: FableStrategy: VisualizeSkill: Character, Setting, Plot: Character

Main Selection Genre: Fantasy

Titles:A: Berries, Berries, BerriesO: Duck's DiscoveryE: Duck's DiscoveryB: Robot Race

Paired Selection Genre: Fable

Titles:A: "The Heron and the Fish"O: "The Lion and the Fox"E: "The Lion and the Fox"B: "The Hare and the Tortoise:LexilesA: 430O: 530E: 410B: 750

Gloucester Township Share Network

expression on successive readings. [2 lessons]

RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. [4 lessons]

RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [3 lessons]

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central messag/theme, lesson, or moral and explain how it is revealed through key details in the text. [4 lessons]

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.. [14 lessons]

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]

RL.3.7 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). [3 lessons]

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 texts, building on others’ ideas and expressing their own clearly. [1 lesson]

SL.3.1.b Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics

Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Purpose, Genre, Sentence Structure, Connection of Ideas

LanguageVocabularyVocabulary Words: ached, concentrate, discovery, educated, effort, improved, inspired, satisfiedAdditional Academic Vocabulary: fantasy, expression, moralVocabulary Strategy: Context Clues: Synonyms

Phonics/Spelling Skill:Phonics/Spelling Skill: Short Vowels a, iStructural Analysis: Word Families

Fluency SkillExpressionWritingWriting Trait: Ideas/Focus on an EventGrammar Skill: Sentences and FragmentsGrammar Mechanics: Capitalization and PunctuationWrite to Sources:Reading/Writing Workshop: Bruno’s New HomeLiterature Anthology: Wolf!Your Turn Practice Book: River RescueWrite to Research: Write an AnalysisWrite About Reading: Write an Opinion (Character, Setting, Plot)

and texts under discussion). [1 lesson] 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, quantitatively, and orally. [2 lessons]

W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [8 lessons]

W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]

W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision, metacognition, self-correction) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

Research & InquiryWeekly Project: Research Aesop's fables

Handwriting – Practice using weekly Spelling words

Technology – Go Digital!

L.3.1.d Form and use regular and irregular verbs. [2 lessons]

L.3.1.i Produce simple, compound, and complex sentences. [7 lessons]

L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]

L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,

Week 2Weekly Concept: Traditions

Essential Question: What can traditions teach you about cultures?

Reading

Language

Read AloudTitle: “Ready for Aloha!”Genre: Realistic FictionStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: The Dream CatcherLexile: 470Genre: Realistic FictionStrategy: Visualize








ending rules, meaningful word parts) in writing words. [6 lessons]




L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]

L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]




RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]

RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]

RI.3.1 Ask and answer questions and make relevant connections to demonstrate

- Vocabulary- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

Skill: Character, Setting, Plot:SequenceLiterature AnthologyMain Selection Title: Yoon and theJade BraceletLexile: 480Genre: Realistic FictionPaired Selection Title: “Family Traditions”Lexile: 480Genre: Expository TextStrategy: VisualizeSkill: Character, Setting, Plot:Sequence

Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot:SequenceMain Selection Genre: Realistic FictionTitles:A: The Special MealO: A Row of LampsE: A Row of LampsB: Dragons on the Water

Paired Selection Genre: Expository TextTitles:A: "More About Mole"O: "Diwali"E: "Diwali"B: "A Great Tradition"

LexilesA: 380O: 410E: 310B: 700

Access Complex Text (ACT)

understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]

RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]

RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.[15 lessons]



RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at grade level text complexity or above with scaffolding when needed independently and proficiently. [1 lesson]

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 texts, building on others’ ideas and expressing their own clearly. [5 lessons]

SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the

Reading/Writing Workshop: Prior Knowledge, GenreLiterature Anthology: Genre (Dialogue), Prior Knowledge, Purpose, Specific Vocabulary, Connection of IdeasLanguageVocabularyVocabulary Words: celebrate, courage, disappointment, precious, pride, remind, symbol, traditionAdditional Vocabulary: gaspedVocabulary Strategy: Context Clues: Synonyms

Phonics/Spelling Skill: Short Vowels e, o, uStructural Analysis: Inflectional Endings

Fluency SkillPhrasing

WritingWriting Trait: Word Choice/Descriptive DetailsGrammar Skill: Commands and ExclamationsGrammar Mechanics: Punctuation in Commands and ExclamationsWrite to Sources:Reading/Writing Workshop: The Dream CatcherLiterature Anthology: Yoon and the Jade BraceletYour Turn Practice Book: Giving ThanksWrite to Research:Write an AnalysisWrite About Reading: Write an Analysis (Character, Setting, Plot)

remarks of others. [1 lesson] SL.3.1.d Explain their own ideas and

understanding in light of the discussion. [1 lesson]

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, quantitatively, and orally. [1 lesson]

W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]

W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [7 lessons]

W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. [1 lesson]




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 categories. [1 lesson]

W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

Research & InquiryWeekly Project: Research contributions of different culturesHandwriting – Practice using weekly Spelling words




L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]







RF.3.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]


RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]

Week 3Weekly Concept: Communities

Essential Question: How do people from different cultures contribute to a community?

Reading

Language- Vocabulary- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Faith Ringgold: Telling Stories Through Art”Genre: Narrative NonfictionStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: Room to GrowLexile: 490Genre: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Text Structure: SequenceText Features: Headings, Map

Literature AnthologyStrategy: Ask and Answer QuestionsMain Selection Title: Gary theDreamerLexile: 500Genre: Narrative NonfictionPaired Selection Title: “Sharing Polkas and Pitas"Lexile: 530Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Text Structure: Sequence

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Sequence

Main Selection Genre: BiographyTitles:A: Judy BacaO: Judy BacaE: Judy BacaB: Judy BacaPaired Selection








RI.3.1 Ask and answer questions and make relevant connections demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13 lessons]

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. [1 lesson]

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. [2 lessons]

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. [8 lessons]

RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [5 lessons]

RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding when needed proficiently. [1 lesson]

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 texts, building on others’ ideas and expressing their own clearly.[4 lessons]

SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]

Genre: Expository TextTitles:A: "Vibrant Los Angeles"O: "Vibrant Los Angeles"E: "Vibrant Los Angeles"B: "Vibrant Los Angeles"LexilesA: 560O: 630E: 610B: 750

Access Complex Text (ACT)Reading/Writing Workshop: Organization, GenreLiterature Anthology: Genre, Organization, Connection of Ideas

LanguageVocabularyVocabulary Words: admires, classmate, community, contribute, practicing, pronounce, scared, tumble Additional Domain Words: celebrate, symbols, traditionsVocabulary Strategy: Compound Words

Phonics/Spelling Skill: Final eStructural Analysis: Inflectional Endings: Drop Final e

Fluency SkillRate

WritingWriting Trait: Organization/SequenceGrammar Skill: SubjectsGrammar Mechanics: Complete Sentences and FragmentsWrite to Sources:

SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]

SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]


SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [2 lessons]



W.3.3.c Use temporal words and phrases to signal event order. [8 lessons]




W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort

Reading/Writing Workshop: Room to Grow

Literature Anthology: Gary the DreamerYour Turn Practice Book: Joseph BruchacWrite to Research:Write a DescriptionWrite About Reading: Write an Analysis (Sequence of Events)

Research & InquiryWeekly Project: Research community resources



evidence into provided categories. [1 lesson]

W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition /self –correction

and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [1 lesson]

L.3.1.b Form and use regular and irregular plural nouns. [1 lesson]


L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]



L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [8 lessons]


L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1

Week 4Weekly Concept: Inventions

Essential Question: How can problem solving lead to new ideas?

Reading

Language- Phonics- Vocabulary- Grammar and

Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Chester Greenwood and His Cold Ears”Genre: BiographyStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Mary Anderson’s Great InventionLexile: 460Genre: BiographyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectText Features: Diagrams, Sidebars

Literature AnthologyMain Selection Title: All Aboard! Elijah McCoy’s Steam EngineLexile: 450Genre: BiographyPaired Selection Title: “Lighting the World”Lexile: Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and Effect

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and








lesson] L.3.6 Acquire and use accurately grade-

appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [6 lessons]

RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [4 lessons]

RF.2.3.d Decode words with common prefixes and suffixes. [2 lessons]


RF.3.3.d Read grade-appropriate irregularly spelled words. [1 lesson]



RI.3.1 Ask and answer questions make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13 lessons]



RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

EffectMain Selection Genre: BiographyTitles:A: The Amazing Benjamin FranklinO: The Amazing Benjamin FranklinE: The Amazing Benjamin FranklinB: The Amazing Benjamin Franklin

Paired Selection Genre: BiographyTitles:A: "Beulah Louise Henry: Inventor"O: "Beulah Louise Henry: Inventor"E: "Beulah Louise Henry: Inventor"B: "Beulah Louise Henry: Inventor"LexilesA: 520O: 770E: 550B: 770

Access Complex Text (ACT)Reading/Writing Workshop: OrganizationLiterature Anthology: Purpose, Prior Knowledge, Connections of Ideas, Organization, Sentence Structure, Specific Vocabulary, Genre

LanguageVocabularyVocabulary Words: design, encouraged, examine, invention, quality, simple, solution, substitutesAdditional Domain Words: examine, solution, bailed, boiler, patentVocabulary Strategy: Metaphors

Phonics/Spelling Skill: Long a Spellings

locate information relevant to a given topic efficiently. [7 lessons]

RI.3.7 Use information gained from text features ( e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence to support specific points the author makes in a text. [10 lessons]


RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [7 lessons]

SL.3.1.a Explicitly draw on previously read text or other material and other information known about the topic to explore ideas under discussion. [3 lessons]

SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]


SL.3.1.d Explain their own ideas and understanding in light of the discussion. [3 lessons]

Structural Analysis: Plurals -s & -es

Fluency SkillExpression

WritingWriting Trait: Word ChoiceGrammar Skill: PredicatesGrammar Mechanics: Complete SentencesWrite to Sources:Reading/Writing Workshop: Mary Anderson’s Great InventionLiterature Anthology: All Aboard! Elijah McCoy’s Steam EngineYour Turn Practice Book: Victor Ochoa's New IdeaWrite to Research:Write an Action PlanWrite About Reading: Write an Analysis (Text Features)

Research & InquiryWeekly Project: Research problem solving skills




W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. [1 lesson]




W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. [4 lessons]

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [5 lessons]

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [2 lessons]


W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition /self –correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [2 lessons]

L.3.1.h Use coordinating and subordinating conjunctions. [6 lessons]

Week 5Weekly Concept:

ReadingInteractive Read Aloud


See District Benchmark












Landmarks

Essential Question: How do landmarks help us understand our country’s story?

Reading


Mechanics

Writing


Handwriting

Technology

Title: “America’s Landmarks and Memorials”Genre: Expository TextStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: A Natural BeautyLexile: 560Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Captions, Map, Sidebar

Literature AnthologyMain Selection Title: A Mountainof HistoryLexile: 560Genre: Expository TextPaired Selection Title: “A Landmark Street”Lexile: 580Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: The National MallO: The National MallE: The National MallB: The National Mall

Paired Selection Genre: Expository Text




Assessment Plan & K-5 ELA Assessment Plan




RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]

RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [12 lessons]

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [12 lessons]

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. [1 lesson]

RI.3.7 Use information gained from text features (e.g., illustrations maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]

RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [6 lessons]RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding when needed.. [1 lesson]


SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in

Titles:A: Gateway ArchO: Gateway ArchE: Gateway ArchB: Gateway ArchLexilesA: 650O: 750E: 700B: 840

Access Complex Text (ACT)Reading/Writing Workshop: Purpose, GenreLiterature Anthology: Sentence Structure, Genre, Purpose

LanguageVocabularyVocabulary Words: carved, clues, grand, landmark, massive, monument, national, tracesAdditional Domain words landmark, monumentVocabulary Strategy: Context Clues: Multiple-Meaning Words

Phonics/Spelling Skill: Long o: o, ow, o_e, oa, oeStructural Analysis: Compound Words

FluencyAccuracy and Phrasing

WritingWriting Trait: Sentence Fluency/Sentence Types Grammar Skill: Simple and Compound SentencesGrammar Mechanics: Punctuate Simple and Compound Sentences

groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]

SL.3.1.a Explicitly to draw on previously read text or material and other information known about the topicexplore u information known about the topic to explore ideas under discussion. [1 lesson]



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, quantitatively, and orally. [2 lessons]

SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [1 lesson]

W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]

W.3.2.a Introduce a topic and group related information together; text features (e.g., illustrations, diagrams, captions) when useful to support comprehension.[1 lesson]


W.3.3.b Use dialogue and descriptions of

Write to Sources:Reading/Writing Workshop: A Natural BeautyLiterature Anthology: A Mountain of HistoryYour Turn Practice Book: Building a Landmark Write to Research:Write a ReportWrite About Reading: Write an Analysis

Research & InquiryWeekly Project: Research famous landmarks.

Unit Level: Research Skill: Choosing a Research TopicUnit Project: Self-select and develop from weekly research options for unit research projects



actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]

W.3.3.c Use temporal words and phrases to signal event order. [1 lesson]




W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]




RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [1 lesson]

RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [1 lesson]

RI.5.10 By the end of the year, read and comprehend literary nonfiction at grade

Week 6Review and Assess

Reading

Writing


Technology

ReadingReader’s Theatre: Focus on fluencyFluency: phrasing, rate, and prosody

Level Up Accelerating Progress

WritingShare Your WritingPortfolio ChoiceGenre Writing: Friendly Letter/ Personal Narrative

Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas

TechnologyReading DigitallyClose Reading





*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan



level text-complexity or above, with scaffolding as needed. [4 lessons]

RL.5.10 By the end of the year, read and comprehend literature , including stories, dramas, and poems at grade level-text complexity or above with scaffolding when needed.. [1 lesson]

SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [1 lesson]

SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [2 lessons]

W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]

W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]

W.5.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]

W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]

W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [1 lesson]

W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of

Skimming and ScanningNavigating Links

keyboarding skills to type a minimum of two pages in a single sitting. [1 lesson]

W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. [1 lesson]

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts Grade 3 –Unit 2: Figure It Out

Time Frame: 6 WeeksCommon Assessment: Wonders Unit 2 AssessmentDescription: The Big Idea: What does it take to solve a problem?

Unit 2 Comprehension Skills and Strategies: make predictions, theme, reread, author’s point of view, point of view Vocabulary Strategies: antonyms, similes, prefixes, suffixes Writing: word choice, ideas, organization

Reading Strategies

Reading Skills

Writing Vocabulary Grammar/Mechanics Speaking/Listening

Make, Confirm, and Revise Predictions

Theme Word Choice See weekly story for vocabulary words

Kinds of Nouns Fluency: Intonation, Phrasing, and Accuracy

Author’s Point of View

Expository Text

Ideas Singular and Plural Nouns Publishing Celebrations

Literary Elements: Alliteration and Rhyme

Point of View

Organization Irregular Plural Nouns and Collective Nouns

Combining SentencesPossessive Nouns

Standards Topics Activities Resources Assessment L.3.1.a Explain the function of nouns,

pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]

L.3.1.c Use abstract nouns (e.g., childhood). [6 lessons]

L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]



L.3.2.g Consult reference materials, including beginning dictionaries, as needed

Week 1Weekly Concept: Cooperation

Essential Question: Why is working together a good way to solve a problem?


Mechanics

Writing


Handwriting

ReadingInteractive Read AloudTitle: “A Field Full of Stones”Genre: FolktaleStrategy: Make, Confirm, or Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: Anansi Learns a LessonLexile: 510Genre: FolktaleStrategy: Make, Confirm, or Revise PredictionsSkill: Theme

Literature AnthologyMain Selection Title: Roadrunner’s Dance








to check and correct spellings. [5 lessons] L.3.4.a Use sentence-level context as a clue

to the meaning of a word or phrase. [14 lessons]



L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [3 lessons]





RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]


RL.3.1 Ask and answer questions and make

TechnologyLexile: 640Genre: Folktale Paired Selection Title: “Deltona Is Going Batty”Lexile: 550Genre: Expository TextStrategy: Make, Confirm, or Revise PredictionsSkill: Theme

Main Selection Strategy: Make, Confirm, or Revise PredictionsSkill: Theme Genre: FolktaleTitles:A: The Quarreling QuailsO: Jungle TreasuresE: Jungle TreasuresB: The Bear Who Stole the Chinook

Paired Selection Genre: Expository TextTitles:A: “The Dragon Slayers”O: “Urban Roots”E: “Urban Roots”B: “Saving Lubec”LexilesA: 410O: 680E: 560B: 740Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Genre, Organization, Purpose, Connection of Ideas, Sentence Structure

Language

relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]

RL.3.2 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. [13 lessons]


RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [1 lesson]


RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]



SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,

VocabularyVocabulary Words: attempt, awkward, cooperation, created, furiously, interfere, involved, timidAdditional Vocabulary: cooperation involvedAdditional Academic Vocabulary: collaboration; connectionsVocabulary Strategy: Context Clues: Antonyms

Phonics/Spelling Skill:Phonics/Spelling Skill: Long i and long u

Structural Analysis: Plural Words with y to i

Fluency SkillIntonation and Phrasing

WritingWriting Trait: Word Choice/Linking Words andPhrasesGrammar Skill: Kinds of NounsGrammar Mechanics: Capitalize Proper NounsWrite to Sources:Reading/Writing Workshop: AnansiLearns a LessonLiterature Anthology: Roadrunner’s DanceYour Turn Practice Book: Why People and Birds Are FriendsWrite to Research:Write InstructionsWrite About Reading: Write an Analysis (Analyze the Theme)

Research & InquiryWeekly Project: Research how to

speaking one at a time about the topics and texts under discussion). [1 lesson]



SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]


W.3.2.a Introduce a topic and group related information together; include text features

(illustrations, diagrams, captions) when useful to aiding comprehension. [1 lesson]

W.3.2.b Develop the topic with facts, definitions, and details. [1 lesson]

W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [7 lessons]




W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- reflection and revision)

form an effective teamHandwriting – Practice using weekly Spelling words


and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [1 lesson]

L.3.1.b Form and use regular and irregular plural nouns. [5 lessons]





L.3.3.a Choose words and phrases for effect. [1 lesson]

L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. [1 lesson]




L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1

Week 2Weekly Concept: Immigration

Essential Question: Why do people immigrate to new places?

Reading


Mechanics

Writing


Handwriting

Technology

Read AloudTitle: “Our Story Cloth”Genre: Historical FictionStrategy: Make Confirm, or RevisePredictions

Reading/Writing WorkshopComprehensionShort Text: Sailing to AmericaLexile: 460Genre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Theme

Literature AnthologyMain Selection Title: The Castle on Hester StreetLexile: 730Genre: Historical FictionPaired Selection Title: “Next Stop, America!”Lexile: 510Genre: Expository TextStrategy: Make, Confirm, or Revise PredictionsSkill: Theme

Leveled ReaderMain Selection,Paired SelectionStrategy: Make, Confirm, or Revise PredictionsSkill: ThemeMain Selection Genre: Historical FictionTitles:A: The Promise of Gold MountainO: Moving from Mexico








lesson] L.3.6 Acquire and use accurately grade-

appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]




RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]





E: Moving from MexicoB: Gustaf Goes to America

Paired Selection Genre: Expository TextTitles:A: “Gold in California!”O: “ Mexican Revolution 1910–1920”E: “ Mexican Revolution 1910–1920”B: “ Celebrating Swedish Culture”LexilesA: 490O: 640E: 540B: 690

Access Complex Text (ACT)Reading/Writing Workshop: Organization, Specific VocabularyLiterature Anthology: Prior Knowledge, Specific Vocabulary, Sentence Structure, Connection of Ideas, Purpose

LanguageVocabularyVocabulary Words: arrived, immigrated, inspected, moment, opportunity, photographs, valuable, whisperedAdditional Vocabulary: immigrate, opportunityAdditional Domain Words: astronomer, ticker tape, confetti, boarders, pushcartAdditional Academic Vocabulary: plagiarizing; precise; accurate; repetitionVocabulary Strategy: Figurative

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [2 lessons]

RL.3.7 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). [1 lesson]

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[2 lessons]






W.3.1.a Introduce the topic or text they are

Language: Similes

Phonics/Spelling Skill: Long eStructural Analysis: Inflectional Endings

Fluency Skill: Rate

WritingWriting Trait: Word Choice/Precise LanguageGrammar Skill: Singular and Plural NounsGrammar Mechanics: Punctuate Four Sentence TypesWrite to Sources:Reading/Writing Workshop: Sailing to AmericaLiterature Anthology: The Castle on Hester StreetYour Turn Practice Book: A Dream to the West

Write to Research:Write a ReportWrite About Reading: Write an Analysis (Reflect on the Theme)

Research & InquiryWeekly Project: Research famous immigrants



writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]

W.3.2.a Introduce a topic and group related information together include text features (e.g. illustrations, diagrams, captions) when useful to support comprehension. [1 lesson]






W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [2 lessons]



L.3.2.d Form and use possessives. [1 lesson] L.3.2.e Use conventional spelling for high-

frequency and other studied words and for adding suffixes to base words (e.g., sitting,

Week 3Weekly Concept: Government

Essential Question: How do people make government work?

Reading

Language- Vocabulary

ReadingInteractive Read AloudTitle: “All About Elections”Genre: NonfictionStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Every Vote Counts!Lexile: 560Genre: Expository TextStrategy: Reread








smiled, cries, happiness). [2 lessons] L.3.2.f Use spelling patterns and

generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [11 lessons]



L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [5 lessons]






RF.3.3.d Read grade-appropriate irregularly spelled words. [7 lessons]

RF.3.4.a Read on-level text with purpose and

- Phonics- Grammar and

Mechanics

Writing


Handwriting

Technology

Skill: Author’s Point of ViewText Features: Headings, Bar Graph

Literature AnthologyMain Selection Title: Vote!Lexile: 530Genre: Expository TextPaired Selection Title: “A Plan for the People”Lexile: 530Genre: Expository TextStrategy: RereadSkill: Author’s Point of View

Leveled ReadersStrategy: RereadSkill: Author’s Point of View

Main Selection Genre: Expository TextTitles:A: The Race for the PresidencyO: The Race for the PresidencyE: The Race for the PresidencyB: The Race for the Presidency

Paired Selection Genre: Expository TextTitles:A: “Elementary School Lawmakers”O: “Elementary School Lawmakers”E: “Elementary School Lawmakers”B: “Elementary School Lawmakers”LexilesA: 560O: 720E: 710B: 890

understanding. [1 lesson] RF.3.4.b Read on-level prose and poetry

orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]



RI.3.6 Distinguish their own point of view from that of the author of a text. [14 lessons]

RI.3.7 Use information gained from text features ( e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]




Access Complex Text (ACT)Reading/ Writing Workshop: Sentence Structure, PurposeLiterature Anthology: Purpose, Prior Knowledge, Genre, Organization, Specific Vocabulary, Sentence Structure, Connection of IdeasLanguageVocabularyVocabulary Words: announced, candidates, convince, decisions, elect, estimate, government, independentAdditional Domain Words: campaign, volunteers, sworn, lawsVocabulary Strategy: Prefixes: re-, un-, dis-, mis-

Phonics/Spelling Skill: Words with Silent LettersStructural Analysis: Singular and Plural Possessives

Fluency SkillAccuracy and Phrasing

WritingWriting Trait: Ideas/Supporting DetailsGrammar Skill: Special NounsGrammar Mechanics: Spelling Plural NounsWrite to Sources:Reading/Writing Workshop: Every Vote Counts!Literature Anthology: Vote!Your Turn Practice Book: Express Yourself

Write to Research: Write a ReportWrite About Reading: Write an

SL.3.1.b Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]




SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]

W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]

W.3.2.b Develop the topic with facts, definitions, and details. [8 lessons]




W.3.8 Recall information from experiences or gather information from print and digital

Analysis (Analyze Author's Point of View)

Research & InquiryWeekly Project: Research different positions in state governments.



sources; take brief notes on sources and sort evidence into provided categories. [1 lesson]

W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]







L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]



L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to

Week 4Weekly Concept: SurvivalEssential Question: How can people help animals survive?Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “The Bald Eagle: A Success Story”Genre: Expository TextStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Kids to the Rescue!Lexile: 560Genre: Expository TextStrategy: RereadSkill: Author’s Point of ViewText Features: Sidebar, Map

Literature AnthologyMain Selection Title: Whooping Cranes in DangerLexile: 580Genre: Expository TextPaired Selection Title: “Help the Manatees!”Lexile: 630Genre: Expository TextStrategy: RereadSkill: Author’s Point of View

Leveled ReadersStrategy: RereadSkill: Author’s Point of View

Main Selection Genre: Expository Tex








determine or clarify the precise meaning of key words and phrases. [7 lessons]








RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [1 lesson]


RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]

RI.3.6 Distinguish their own point of view

Titles:A: Protecting the IslandsO: Protecting the IslandsE: Protecting the IslandsB: Protecting the IslandsPaired Selection Genre: Expository TexTitles:A: “Penguins Go Global”O: “Penguins Go Global”E: “Penguins Go Global”B: “Penguins Go Global”

LexilesA: 560O: 720E: 660B: 810

Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, GenreLiterature Anthology: Purpose, Prior Knowledge, Organization, Genre, Sentence Structure, Specific Vocabulary

LanguageVocabularyVocabulary Words: caretakers, population, recognized, relatives, resources, success, survive, threatenedAdditional Vocabulary: coated, ecosystem, endangered, extinct, full, glide, going, spoiledAdditional Domain Words: trackers, relativeAdditional Academic Vocabulary: organize, signal, eventsVocabulary Strategy: Suffixes -ful, -

from that of the author of a text. [15 lessons] RI.3.7 Use information gained from text

features (e.g, illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]



SL.3.1.a Explicitly draw on previously read tet or materials and other information known about the topic to explore ideas under discussion.. [1 lesson]

SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]



SL.3.3 Ask and answer questions about

lessPhonics/Spelling Skill: Three-Letter BlendsStructural Analysis: Closed Syllables

Fluency SkillRate

WritingWriting Trait: Organization/SequenceGrammar Skill: Combining SentencesGrammar Mechanics: CommasWrite to Sources:Reading/Writing Workshop: Kids to the Rescue!Literature Anthology: Whooping Cranes in DangerYour Turn Practice Book: The Sound of ElephantsWrite to Research:Write a DescriptionWrite About Reading: Write an Opinion (Reflect on Author's Point of View)

Research & InquiryWeekly Project: Research endangered animals



information from a speaker, offering appropriate elaboration and detail. [1 lesson]

SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [1 lesson]






L.3.2.d Form and use possessives. [6 lessons]





L.3.4.c Use a known root word as a clue to

Week 5Weekly Concept: Figure It Out

Essential Question: How do people figure things out?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “New Bike, Old Bike”Genre: PoetryStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "Empanada Day," "Cold Feet," “Our Washing Machine,” "Bugged"Lexile: Non-ProseGenre: Poetry: Limerick and Free VerseLiterary Elements:Alliteration and RhymeSkill: Point of View

Literature AnthologyMain Selection Title: "The Inventor Thinks Up Helicopters,” “The Ornithopter”








the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]

L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]








RI.3.9 Compare, contrast and and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.. [4 lessons]

RL.3.1 Ask and answer questions and make relevant connections to demonstrate

Lexile: Non-ProseGenre: PoetryPaired Selection Title: “Montgolfier Brother's Hot Air Balloon”Lexile: Non ProseGenre: PoetrySkill: Point of View

Leveled ReadersStrategy: RereadSkill: Point of ViewMain Selection Genre: Realistic FictionTitles:A: Problem SolvedO: The Long WalkE: The Long WalkB: Two Up, One Down

Paired Selection Genre: PoetryTitles:A: “Rainy Day”O: "The Forgetful Girl," "The Friendly Frog"E: “Thomas the Mess Monster”B: “I Listen,” “The Nesting Box”LexilesA: 480O: 560E: 480B: 610

Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, Author's PurposeLiterature Anthology: Sentence Structure, Specific Vocabulary, Connection of Ideas

understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]


RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [2 lessons]


RL.3.10 By the end of the year, read and comprehend literature, at grade level text-complexity or above, with scaffolding as needed.[1 lesson]


SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [2 lessons]

SL.3.1.b Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]


SL.3.3 Ask and answer questions about

LanguageVocabularyVocabulary Words: bounce, imagine, inventor, observerPoetry Terms: alliteration, free verse, limerick, rhymeAdditional Vocabulary: ornithopter

Additional Academic Vocabulary: descriptive Vocabulary Strategy: Figurative Language: Similes

Phonics/Spelling Skill: DigraphsStructural Analysis: Open Syllables

FluencyPhrasing

WritingWriting Trait: Ideas/Descriptive DetailsGrammar Skill: Possessive NounsGrammar Mechanics: Apostrophes in Possessive NounsWrite to Sources:Reading/Writing Workshop: "Empanada Day," "Cold Feet," Our Washing Machine, "Bugged"Literature Anthology: "The Inventor Thinks Up Helicopters,” “The Ornithopter”Your Turn Practice Book: Learning to ReadWrite to Research:Write an AnalysisWrite About Reading: Write an Analysis (Analyze Author's Choice of Words)

Research & InquiryWeekly Project: Research ways

information from a speaker, offering appropriate elaboration and detail. [1 lesson]

SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [1 lesson]


W.3.2.b Develop the topic with facts, definitions, and details. [7 lessons]


W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

people solve problemsUnit Level: Research Skill: Using Reliable and Appropriate SourcesUnit Project: Self-select and develop from weekly research options for unit research projects






RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [1 lesson]

RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]

RL.3.10 By the end of the year, read and


Reading

Writing


Technology





TechnologyReading DigitallyClose Reading








comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]




SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [2 lessons]



Skimming and ScanningNavigating Links

Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 3: One of a Kind

Time Frame: 6 WeeksCommon Assessment: Wonders Unit 3 AssessmentDescription: The Big Idea: Why are individual qualities important?

Unit 3 Comprehension Skills and Strategies: visualize, problem and solution, cause and effect, summarize, main idea and key details, sequence Vocabulary Strategies: synonyms, idioms, suffixes, root words Writing: sentence fluency, word choice, organization, voice

Reading Strategies

Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening

Visualize Problem and Solution

Sentence Fluency See weekly story for vocabulary words

Action Verbs Fluency: Accuracy, Rate, and Prosody

Summarize Character, Setting, Plot: Cause and Effect

Word Choice Present Tense Verbs and Subject-Verb Agreement

Publishing Celebrations

Main Ideas and Key Details

Organization Past Tense Verbs

Sequence Voice Future Tense VerbsCombining Sentences with Verbs



L.3.2.c Use commas and quotation marks in dialogue. [3 lessons]








L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew,

Week 1Weekly Concept: Be Unique

Essential Question: What makes different animals unique?


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Bear, Beaver, and Bee”Genre: FolktaleStrategy: Visualize

Reading/Writing WorkshopComprehensionShort Text: The Inchworm’s TaleLexile: 590Genre: FolktaleStrategy: VisualizeSkill: Problem and Solution

Literature AnthologyMain Selection Title: Martina the Beautiful CockroachLexile: 570Genre: FolktalePaired Selection Title: “Get a Backbone!”Lexile: 510Genre: Expository TextStrategy: VisualizeSkill: Problem and Solution

Main Selection Strategy: VisualizeSkill: Problem and SolutionMain Selection Genre: Folktale

Titles:A: The Ballgame Between the Birds and the Animals








believed, suspected, heard, wondered). [1 lesson]









RL.3.1 Ask and answer and make relevant connections questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [3

O: King of the BirdsE: King of the BirdsB: Sheep and Pig Set Up HousekeepingPaired Selection Genre: Expository TextTitles:A: “All About Bats”O: “The Real Quetzal”E: “The Real Quetzal”B: “Sheep and Wolves”LexilesA: 540O: 600E: 550B: 680

Access Complex Text (ACT)Reading/Writing Workshop: Organization, GenreLiterature Anthology: Genre, Specific Vocabulary, Sentence, Structure, Connection of Ideas

LanguageVocabularyVocabulary Words: disbelief, dismay, fabulous, features, offered, splendid, unique, watchfulAdditional Vocabulary: aromaAdditional Domain Words: ability, specie, amphibianAdditional Academic Vocabulary: declarative, exclamatory, imperative, interrogativeVocabulary Strategy: Context Clues: Synonyms

Phonics/Spelling Skill:Phonics/Spelling Skill: r-Controlled VowelsStructural Analysis: Contractions

lessons] RL.3.2 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. [2 lessons]

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [14 lessons]


RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.. [1 lesson]


SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion.[1 lesson]




SL.3.4 Report on a topic or text, tell a story,


WritingWriting Trait: Sentence Fluency/Vary SentenceTypesGrammar Skill: Action VerbsGrammar Mechanics: Quotation Marks andColons in Time

Write to Sources:Reading/Writing Workshop: The Inchworm’s TaleLiterature Anthology: Martina the Beautiful CockroachYour Turn Practice Book: How Zebras Got Their StripesWrite to Research:Write a ComparisonWrite About Reading: Write an Analysis

Research & InquiryWeekly Project: Research animal families



or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [1 lesson]


W.3.1.b Provide reasons that support the opinion. [1 lesson]

W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [1 lesson]







L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [1 lesson]

L.3.1.f Ensure subject-verb and pronoun-

Week 2Weekly Concept: Leadership

Essential Question: How can one person change the way you think?

Reading

Read AloudTitle: “Meeting the Pride of Puerto Rico"Genre: Historical FictionStrategy: Visualize

Reading/Writing WorkshopComprehension







antecedent agreement. [6 lessons] L.3.1.i Produce simple, compound, and

complex sentences. [1 lesson] L.3.2.e Use conventional spelling for high-

frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]









RF.3.3 Know and apply grade-level phonics


Mechanics

Writing


Handwriting

Technology

Short Text: Jane’s Discovery

Lexile: 660Genre: Historical FictionStrategy: VisualizeSkill: Character, Setting, Plot: Causeand Effect

Literature AnthologyMain Selection Title: Finding LincolnLexile: 660Genre: Historical FictionPaired Selection Title: “A Great American Teacher”Lexile: 600Genre: BiographyStrategy: VisualizeSkill: Character, Setting, Plot: Causeand Effect

Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Character, Setting, Plot: Causeand EffectMain Selection Genre: Historical FictionTitles:A: On the BallO: Harry’s Great IdeaE: Harry’s Great IdeaB: Best Friends in BusinessPaired Selection Genre: BiographyTitles:A: “Jackie Robinson”O: “Eleanor Roosevelt”E: “Madam C.J. Walker”B: “Eleanor Roosevelt”Lexiles


and word analysis skills in decoding words. [1 lesson]

RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [3 lessons]




RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]



RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot. [12 lessons]



A: 530O: 550E: 500B: 640

Access Complex Text (ACT)Reading/Writing Workshop: Genre, OrganizationLiterature Anthology: Prior Knowledge, Specific Vocabulary, Connection of Ideas, Organization, Sentence Structure, Genre, Purpose

Language: Vocabulary

Vocabulary Words: amazement, bravery, disappear, donated, leader, nervous, refused, temporaryAdditional Vocabulary: essayAdditional Academic Vocabulary: relationshipVocabulary Strategy: Figurative Language: Idioms

Phonics/Spelling Skill: r-Controlled Vowels /är/ and /ôr/Structural Analysis: Prefixes un-, re-, and pre-

Fluency SkillPhrasing

WritingWriting Trait: Word Choice/Linking Words and PhrasesGrammar Skill: Present-Tense Verbs Grammar Mechanics: Subject-Verb AgreementWrite to Sources:Reading/Writing Workshop: Jane’s Discovery


SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion [2 lessons]






W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [2 lessons]


W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [6 lessons]

W.3.3.a Establish a situation and introduce

Literature Anthology: Finding LincolnYour Turn Practice Book: A Letter to Helen KellerWrite to Research:Write an AnalysisWrite About Reading: Write an Opinion

Research & InquiryWeekly Project: Research people who have made a difference



a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]





L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [5 lessons]

L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [4 lessons]





L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and

Week 3Weekly Concept: Discoveries

Essential Question: What do we know about Earth and its neighbors in space?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Our Home in the Solar System"Genre: Expository TextStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: Earth and Its NeighborsLexile: 660Genre: Expository TextStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Key Words, Chart

Literature AnthologyMain Selection Title: EarthLexile: 630Genre: Expository TextPaired Selection Title: “Coyote and the Jar of Stars”Lexile: 530Genre: LegendStrategy: SummarizeSkill: Main Idea and Key Details








content, choosing flexibly from a range of strategies. [1 lesson]




L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [1 lesson]





RF.3.3.b Decode words with common Latin suffixes. [3 lessons]


RF.3.3.d Read grade-appropriate irregularly

Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: Destination SaturnO: Destination SaturnE: Destination SaturnB: Destination SaturnPaired Selection Genre: LegendTitles:A: “Why the Stars Twinkle”O: “Why the Stars Twinkle”E: “Why the Stars Twinkle”B: “Why the Stars Twinkle”LexilesA: 500O: 700E: 660B: 780

Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas, OrganizationLiterature Anthology: Genre, Purpose, Connection of Ideas, Specific Vocabulary, Organization

LanguageVocabularyVocabulary Words: amount, astronomy, globe, solar system, support, surface, temperature, warmthAdditional Domain Words: elliptical, rotate, axisAdditional Academic Vocabulary: key word, related, paragraphVocabulary Strategy: Suffixes -y, -

spelled words. [2 lessons] RF.3.4.b Read on-level prose and poetry





RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [2 lessons]

RI.3.7 Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]




ly

Phonics/Spelling Skill: r-Controlled Vowels /âr/ and /îr/,Structural Analysis: Suffixes -y and -ly

Fluency SkillAccuracy and Phrasing

WritingWriting Trait: Organization/Strong ParagraphsGrammar Skill: Past-Tense VerbsGrammar Mechanics: Abbreviations andName TitlesWrite to Sources:Reading/Writing Workshop: Earth and Its NeighborsLiterature Anthology: EarthYour Turn Practice Book: Seeing RedWrite to Research:Write a DescriptionWrite About Reading: Write an Analysis

Research & InquiryWeekly Project: Research Earth and other bodies in the solar system




SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]





W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [1 lesson]

W.3.2.a Introduce a topic and group related information together; include text features (e.g., illustrations, diagrams, captions) when useful to support comprehension. [4 lessons]



W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and

editing. [1 lesson] W.3.6 With guidance and support from

adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]

W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-corrections, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]



L.3.2.a Capitalize appropriate words in titles. [5 lessons]





L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [13

Week 4Weekly Concept: New Ideas

Essential Question: What ideas can we get get from nature?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “Ideas From Nature”Genre: Expository TextStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: Bats Did It FirstLexile: 700Genre: Expository TextStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Diagram, Caption

Literature AnthologyMain Selection Title: Big Ideas from NatureLexile: 670Genre: Expository TextPaired Selection Title: “Perdix Invents the Saw”Lexile: 580Genre: MythStrategy: SummarizeSkill: Main Idea and Key Details

Leveled Readers








lessons] L.3.4.d Use glossaries or beginning

dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]





RF.3.3.b Decode words with common Latin suffixes. [1 lesson]





RI.3.3 Describe the relationship between a series of historical events, scientific ideas or

Strategy: SummarizeSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: Inspired by NatureO: Inspired by NatureE: Inspired by NatureB: Inspired by Nature

Paired Selection Genre: MythTitles:A: “Hermes and the Lyre”O: “Hermes and the Lyre”E: “Hermes and the Lyre”B: “Hermes and the Lyre”LexilesA: 570O: 660E: 630B: 790

Access Complex Text (ACT)Reading/ Writing Workshop: Prior KnowledgeLiterature Anthology: Genre, Organization, Specific Vocabulary, Prior Knowledge

LanguageVocabularyVocabulary Words: effective, example, identical, imitate, material, model, observed, similarAdditional Vocabulary: boredAdditional Domain Words: invention, biomimicryAdditional Academic Vocabulary: mimic, quality, closureVocabulary Strategy: Root WordsPhonics/Spelling Skill: Prefixes

concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. [1 lesson]


RI.3.7 Use information gained from text features (e.g., illustrations maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]




SL.3.1.a and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge [2 lessons]

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [1 lesson]

pre-, dis-, mis-Structural Analysis: Syllables with Final e

Fluency SkillPhrasing and Rate

WritingWriting Trait: Organization/Strong ConclusionsGrammar Skill: Future-Tense VerbsGrammar Mechanics: Book Titles

Write to Sources:Reading/Writing Workshop: Bats Did It FirstLiterature Anthology: Big Ideas from NatureYour Turn Practice Book:A Sticky IdeaWrite to Research: Write a ReportWrite About Reading: Write an Opinion

Research & InquiryWeekly Project: Research animal characteristics

Handwriting – Practice using weekly spelling words



W.3.2.d Provide a conclusion. [7 lessons] W.3.6 With guidance and support from



W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]




L.3.2.b Use commas in addresses. [5 lessons]




L.3.4.b Determine the meaning of the new word formed when a known affix is added

Week 5Weekly Concept: Value the Past

Essential Question: How is each event in history unique?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: “The California Gold Rush”Genre: Expository TextStrategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: The Long Road to OregonLexile: 680Genre: Expository TextStrategy: SummarizeSkill: SequenceText Features: Sidebar, Photographs and Captions, Map

Literature AnthologyMain Selection Title: Riding the Rails West!Lexile: 730Genre: Expository Text








to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [8 lessons]

L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [8 lessons]

L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [1 lesson]



RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. [1 lesson]






RI.3.2 Determine the main idea of a text;

Paired Selection Title: “Discovering Life Long Ago”Lexile: 740Genre: Expository TextStrategy: SummarizeSkill: Sequence

Leveled ReadersStrategy: SummarizeSkill: Sequence

Main Selection Genre: Expository TextTitles:A: The Life of a HomesteaderO: The Life of a HomesteaderE: The Life of a HomesteaderB: The Life of a Homesteader

Paired Selection Genre: Titles:A: “Keeping History Alive”O: “Keeping History Alive”E: “Keeping History Alive”B: “Keeping History Alive”LexilesA: 520O: 690E: 560B: 850

Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas, GenreLiterature Anthology: Organization, Sentence Structure

LanguageVocabularyVocabulary Words: agreeable, appreciate, boomed, descendants,

recount the key details and explain how they support the main idea. [1 lesson]



RI.3.7 Use information gained from text features ( e.g.,illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes about the text. [13 lessons]


RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.[1 lesson]



emigration, pioneers, transportation, vehiclesAdditional Academic Vocabulary: formal, informal, contractionsVocabulary Strategy: Suffixes -able, -ful, -less

Phonics/Spelling Skill: Diphthongs /oi/ and /ou/Structural Analysis: Prefixes un-, non-, dis-FluencyAccuracy and Phrasing

WritingWriting Trait: VoiceGrammar Skill: Combining Sentences with VerbsGrammar Mechanics: Punctuation in Formal Letters, Dates, Addresses,and LocationsWrite to Sources:Reading/Writing Workshop: The Long Road to OregonLiterature Anthology: Riding the Rails West!Your Turn Practice Book: Mississippi SteamboatsWrite to Research:Write a ReportWrite About Reading: Write an AnalysisResearch & InquiryWeekly Project: Research unique events in American history.Unit Level: Research Skill: Quoting and ParaphrasingUnit Project: Self-select and develop from weekly research options for unit research projects

SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [1 lesson]





W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [6 lessons]






RF.3.4.c Use context to confirm or self-


Reading




*Benchmark*See District Benchmark Assessment Plan & K-5

correct word recognition and understanding, rereading as necessary. [1 lesson]


RI.3.10 By the end of the year, read and comprehend nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]


SL.3.1.a Explicitly draw on previously read tet or materials and other information known about the topic to explore ideas under discussion. [2 lessons]





W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort

Writing


Technology




TechnologyReading DigitallyClose ReadingSkimming and ScanningNavigating Links



ELA Assessment Plan



evidence into provided categories. [1 lesson]

Gloucester Township Public SchoolsEnglish Language Arts Grade 3 –Unit 4: Meet the Challenge

Time Frame: 6 WeeksCommon Assessment: Wonders Unit 4 AssessmentDescription: The Big Idea: What are different ways to meet challenges?

Comprehension Skills and Strategies: reread, repetition and rhyme, compare and contrast, cause and effect, theme Vocabulary Strategies: synonyms, context clues, contractions, metaphors, multiple-meaning words Writing: ideas, word choice, organization, sentence fluency

Reading Strategies

Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening

Ask and Answer Questions

Point of View Voice See weekly story for vocabulary words

Linking Verbs Fluency: Accuracy, Rate, and Prosody

Reread Text Structure: Compare and Contrast

Ideas Contractions with Not Publishing Celebrations

Literary Elements: Repetition and Rhyme

Text Structure: Cause and Effect

Organization Main and Helping Verbs

Theme Word Choice Complex SentencesIrregular Verbs


pronouns, verbs, adjectives, and adverbs in general and their functions in particular

Week 1Weekly Concept: Choices

Reading

Interactive Read Aloud


See District Benchmark Assessment

sentences. [5 lessons] L.3.1.d Form and use regular and irregular

verbs. [6 lessons] L.3.1.e Form and use the simple (e.g., I

walked; I walk; I will walk) verb tenses. [1 lesson]









L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and

Essential Question: What choices are good for us?

Reading


Mechanics

Writing


Handwriting

Technology

Title: "Three Wishes"Genre: FolktaleStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: Nail SoupLexile: 580Genre: FolktaleStrategy: Ask and Answer QuestionsSkill: Point of View

Literature AnthologyMain Selection Title: The Real Story of Stone SoupLexile: 570Genre: FolktalePaired Selection Title: "Healthful Food Choices"Lexile: 420Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Point of View

Leveled ReadersStrategy: Ask and Answer Questions

Skill: Point of View

Main Selection Genre: FolktaleTitles:A: The Weaver of RugsO: Why the Sea Is SaltyE: Why the Sea Is SaltyB: Finn MacCool and the Salmon of




Plan & K-5 ELA Assessment Plan



phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [6 lessons]








RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [1 lesson]


RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral , settings, and plots of stories written

Knowledge

Paired Selection Genre: Directions

Titles:A: "How to Make Paper Mats"O: "How to Make Sea Salt"E: "How to Make Sea Salt" B: "Brain Food"

LexilesA: 520O: 570E: 510B: 780Access Complex Text (ACT)

Reading/Writing Workshop: Connection of IdeasLiterature Anthology: Prior Knowledge, Connection of Ideas, Sentence Structure, Genre

LanguageVocabulary Words: aroma, expect, flavorful, graceful, healthful, interrupted, luscious, variety

Additional Vocabulary Words: intermission, program, propsAdditional Academic Vocabulary: habit, positive, impact

Vocabulary Strategy: Root Words

PhonicsVocabulary Words: aroma, expect, flavorful, graceful, healthful, interrupted, luscious, variety

Additional Vocabulary Words:

by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[1 lesson]

SL.3.1.aExplicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion.[4 lessons]







W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response

intermission, program, propsAdditional Academic Vocabulary: habit, positive, impact



WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/PoetryWriting Trait: Voice

Grammar Skill: Linking Verbs

Grammar Mechanics: End Punctuation and Complete Sentences

Write to Sources:Reading/Writing Workshop: Nail SoupLiterature Anthology: The Real Story of Stone SoupYour Turn Practice Book: The Turtle and the Box of Riches

Write to Research:Write an Opinion

Write About Reading: Write and Analysis

Research & InquiryWeekly Project: Research how to make informed choices

Handwriting – Practice using

of characters to situations. [8 lessons] W.3.5 With guidance and support from

peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]




weekly Spelling words








L.3.5.b Identify real-life connections

Week 2Weekly Concept: Skills and Talents

Essential Question: How can you use what you know to help others?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Dancing La Raspa"Genre: Realistic FictionStrategy: Ask and Answer Questions

Reading/Writing WorkshopComprehensionShort Text: The Impossible Pet ShowLexile: 600Genre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Point of View

Literature AnthologyMain Selection Title: The Talented ClementineLexile: 660Genre: Realistic Fiction

Paired Selection Title: "Clementine








between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]






RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [11 lessons]




RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the

and the Family Meeting"Lexile: 630Genre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Point of View

Leveled Readers

Strategy: Ask and Answer Questions


Main Selection Genre: Realistic Fiction

Titles:A: Every Picture Tells a StoryO: A Chef in the FamilyE: A Chef in the FamilyB: Stepping Forward

Paired Selection Genre: Realistic FictionTitles:A: "Hidden Treasure"O: "The Perfect Sandwich"E: "The Perfect Sandwich"B: "Rigel to the Rescue"LexilesA: 470O: 530E: 440B: 700Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of Ideas

Literature Anthology: Organization, Connection of Ideas,

central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [7 lessons]

SL.3.1.aExplicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [4 lessons]SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [3 lessons]

SL.3.2 Determine the main ides and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]






Sentence Structure, Prior Knowledge, Genre, Specific VocabularyLanguage

Vocabulary Words: achievement, apologize, attention, audience, confidence, embarrassed, realized, talents

Additional Vocabulary: not, now, off, practiced, special

Additional Domain Words: agenda

Additional Academic Vocabulary: realistic fiction, ask and answer questions, point of view, narrator, fiction, dialogue, realistic, illustrations, prefixes, definition, phrasing, talent, task, directions, narrations, situations

Vocabulary Strategy: Prefixes un-, non-, im-, pre-

Phonics/Spelling Skill:

Phonics/Spelling Skill: Plural Words

Structural Analysis: Vowel Team Syllables

Fluency Skill:Phrasing

WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative




Text/PoetryWriting Trait: Ideas

Grammar Skill: Contraction with Not

Grammar Mechanics: Using Apostrophes

Write to Sources:Reading/Writing Workshop: The Impossible Pet ShowLiterature Anthology: The Talented ClementineYour Turn Practice Book: Painting From Memory

Write to Research:Write Instructions

Write About Reading: Write and Opinion

Research & Inquiry

Weekly Project: Research ways to help others






Week 3Weekly Concept: Adaptations

Essential Question: How do animals adapt to challenges in their habitat?

Reading

ReadingInteractive Read AloudTitle: "African Lions"Genre: Expository TextStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text:



www.connnected.mcgraw-hill.com

Gloucester Township Share


http://www.connnected.mcgraw-hill.com/



L.3.2.c Use commas and quotation marks in dialogue. [3 lessons]









L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial


Mechanics

Writing


Handwriting

Technology

Gray Wolf! Red Wolf!Lexile: 750Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Map, Photos with Captions

Literature AnthologyMain Selection Title: Amazing Animals of the MojaveLexile: 720Genre: Expository Text

Paired Selection Title: "Little Half Chick"Lexile: 690 Genre: Folktale

Strategy: RereadSkill: Text Structure: Compare and Contrast

Leveled Readers

Strategy: Reread

Skill: Text Structure: Compare and Contrast

Main Selection Genre: Expository TextTitles:A: Life in a Tide PoolO: Life in a Tide PoolE: Life in a Tide PoolB: Life in a Tide PoolPaired Selection Genre: Folktale

Titles:A: "Bluebird and Coyote"

Network

and temporal relationships (e.g., After dinner that night we went looking for them). [3 lessons]





RI.3.7 Use information gained from text features ( e.g., illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [5 lessons]

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). [12 lessons]

RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [4 lessons]

RI.3.10 By the end of the year, read and comprehend nonfiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]

RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly

O: "Bluebird and Coyote"E: "Bluebird and Coyote"B: "Bluebird and Coyote"

LexilesA: 550O: 730E: 610B: 860

Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, Genre

Literature Anthology: Purpose, Prior Knowledge, Organization, Genre, Specific Vocabulary, Connection of IdeasLanguage

Vocabulary Words: alert, competition, environment, excellent, prefer, protection, related, shelter

Additional Domain Words: burrows, vibrations

Vocabulary Strategy: Sentence Clues

Phonics/Spelling Skill:Phonics/Spelling Skill: Variant Vowel /ô/

Structural Analysis: Greek and Latin Roots

Fluency Skill: Intonation

WritingUnit 4: Unit Writing Focus: Fictional Narrative, Poetry

to the text as the basis for the answers. [1 lesson]


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 texts, building on others’ ideas and expressing their own clearly. [1 lesson]







SL.3.6 Speak in complete sentences when appropriate to task and situation in order to

Writing Products: Narrative Text/PoetryWriting Trait: Organization

Grammar Skill: Main and Helping Verbs

Grammar Mechanics: Commas and Quotation Marks in Dialogue

Write to Sources:Reading/Writing Workshop: Gray Wolf! Red Wolf!Literature Anthology: Amazing Animals of the MojaveYour Turn Practice Book: Adaptations: Grizzly and Polar Bears

Write to Research:Write a Description

Write About Reading: Write an Opinion

Research & InquiryWeekly Project: Research animal adaptations



provide requested detail or clarification. [1 lesson]


W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [7 lessons]







L.3.1.h Use coordinating and subordinating conjunctions. [5 lessons]



L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,

Week 4Weekly Concept: Flight

Essential Question: How are people able to fly?

Reading

Language- Phonics- Vocabulary

Reading

Interactive Read AloudTitle: "Fly Like a Bird"

Genre: Expository Text

Strategy: Reread

Reading/Writing Workshop








ending rules, meaningful word parts) in writing words. [5 lessons]









RF.3.3.d Read grade-appropriate irregularly spelled words. [1 lesson]


RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly

- Grammar and Mechanics

Writing


Handwriting

Technology

Comprehension

Short Text: Firsts in FlightsLexile: 750Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Sidebar

Literature AnthologyMain Selection Title: Hot Air BalloonsLexile: 680Genre: Expository TextPaired Selection Title: "Bellerophon and Pegasus"

Lexile: 640Genre: MythStrategy: RereadSkill: Text Structure: Cause and Effect

Leveled Readers

Strategy: RereadSkill: Text Structure: Cause and Effect

Main Selection Genre: Expository Text

Titles:A: The Future of FlightO: The Future of FlightE: The Future of FlightB: The Future of FlightPaired Selection Genre: Myth

to the text as the basis for the answers. [3 lessons]

RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. [3 lessons]


RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]

RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. [13 lessons]



RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is conveyed through key details in the text. [1 lesson]

SL.3.1.a Explicitly draw on previously read text or materials and other information

Titles:A: "The Cloak of Feathers"O: "The Cloak of Feathers"E: "The Cloak of Feathers"B: "The Cloak of Feathers"LexilesA: 600O: 690E: 650B: 770Access Complex Text (ACT)

Reading/Writing Workshop: Connection of Ideas, Sentence Structure

Literature Anthology: Genre, Purpose, Organization, Specific Vocabulary, Prior Knowledge

Language

Vocabulary Words: controlled, direction, flight, impossible, launched, motion, passenger, popular

Additional Domain Words: spy, physics

Vocabulary Strategy: Multiple-Meaning Words


Phonics/Spelling Skill: Homophones

Structural Analysis: r-Controlled Vowel

known about the topic to explore ideas under discussion [4 lessons]





W.3.2.d Provide a concluding statement or section. [7 lessons]



Fluency Skill:Accuracy

Writing

WritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/ PoetryWriting Trait: OrganizationGrammar Skill: Complex Sentences

Grammar Mechanics: Using Commas in Sentences

Write to Sources:Reading/Writing Workshop: Firsts in FlightsLiterature Anthology: Hot Air BalloonsYour Turn Practice Book: History of Human Flight

Write to Research:Write a Bibliography


Research & Inquiry

Weekly Project: Research discoveries in early aviation


Technology – Go Digital! L.3.1.d Form and use regular and irregular

verbs. [6 lessons]Week 5Weekly Concept: Inspiration



See District Benchmark


L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [2 lessons]





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 of strategies. [1 lesson]


L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [1 lesson]



L.3.5.c Distinguish shades of meaning

Essential Question: How can others inspire us?

Reading


Mechanics

Writing


Handwriting

Technology

Title: "My Grandpa"Genre: Narrative and Free VerseStrategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "Ginger's Fingers," "The Giant," "Captain's Log"

Lexile: Non-Prose

Genre: Narrative and Free Verse

Literary Elements: Repetition and Rhyme

Skill: Theme

Literature AnthologyMain Selection Title: "The Winningest Woman of the Iditarod Dog Sled Race" "The Brave Ones"

Lexile: Non-Prose

Genre: Poetry

Paired Selection Title: "Narcissa"Lexile: Non ProseGenre: Poetry: Narrative and Free VerseSkill: Theme

Leveled Readers

Strategy: RereadSkill: Theme

Main Selection Genre: Realistic Fiction

Titles:




Assessment Plan & K-5 ELA Assessment Plan



among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]


RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [1 lesson]




RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [12 lessons]



RL.3.9 Compare and contrast reflect on (e.g.

A: A Speech to RememberO: Melanie's MissionE: Melanie's MissionB: In the RunningPaired Selection Genre: PoetryTitles:A: "Let the Lion Roar"O: "In the Land of the Lions"E: "The Greedy Puppy" B: "Everybody's Surfing"LexilesA: 480O: 590E: 510B: 700


Reading/Writing Workshop: Specific Vocabulary

Literature Anthology: Genre, Organization, Connection of Ideas

LanguageVocabulary Words: adventurous, courageous, extremely, weird

Poetry Terms:free verse, narrative poem, repetition, rhyme

Additional Academic Words: inspire, descriptive, specific

Vocabulary Strategy: Using Metaphors

Phonics/Spelling Skill: Soft c and g

Structural Analysis: Words with -

practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral ,

settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]







SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to

er and -est

Fluency Skill:Expression

WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/PoetryWriting Trait: Word Choice

Grammar Skill: Irregular verbs

Grammar Mechanics: Correct Verb Forms

Write to Sources:Reading/Writing Workshop: "Ginger's Fingers," "The Giant," "Captain's Log"Literature Anthology: "The Winningest Woman of the Iditarod Dog Sled Race" "The Brave Ones"Your Turn Practice Book: Why I Run



ResearchWeekly Project: Research famous people who inspire others

Unit Level:Research Skill: Using Primary and Secondary SourcesUnit Project: Self-select and develop from weekly research

emphasize or enhance certain facts or details. [2 lessons]






options for unit research projects






RI.3.6 Distinguish their own point of view from that of the author of a text. [1 lesson]

RI.3.10 By the end of the year, read and comprehend literary non-fiction at grade level text-complexity or above, with scaffolding as needed.[4 lessons]

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [1


Reading

Writing


Technology

ReadingReader’s Theatre: Focus on Vocabulary

Fluency: Intonation, Phrasing, Accuracy


WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative


TechnologyReading Digitally








lesson] RL.3.3 Describe characters in a story (e.g.,

their traits, motivations, or feelings) and explain how their actions contribute to the plot. [1 lesson]

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [1 lesson]





SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [2 lessons]


W.3.7 Conduct short research projects that build knowledge about a topic. [2 lessons]

NotetakingSkimming and ScanningNavigating Links


Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 5: Take Action

Time Frame: 6 WeeksCommon Assessment: Wonders Unit 5 AssessmentDescription: The Big Idea: What are ways people can take action?

Comprehension Skills and Strategies: point of view, cause and effect, ask and answer questions, summarize Vocabulary Strategies: synonyms, pronouns, contractions Writing: voice, ideas, word choice, organization, sentence fluency

Reading Strategies

Reading Skills


Summarize Point of View

Sentence Fluency

See weekly story for vocabulary words

Singular and Plural Pronouns Fluency: Accuracy, Rate, and Prosody

Ask and Answer

Author’s Point of

Word Choice Subject and Object Pronouns Publishing Celebrations

Questions ViewCause and Effect

Organization Pronoun-Verb Agreement

Voice Possessive PronounsPronoun-Verb Contractions







L.3.2.g Consult reference materials, including beginning dictionaries, as needed

Week 1Weekly Concept: Let's Trade

Essential Question: How do we get what we need?

Reading


Mechanics

Writing


Handwriting

Reading

Interactive Read AloudTitle: "Wei and the Golden Goose"

Genre: Fairy Tale

Strategy: Summarize

Reading/Writing WorkshopComprehensionShort Text: Juanita and the Beanstalk

Lexile: 610

Genre: Fairy Tale

Strategy: Summarize








to check and correct spellings. [5 lessons] 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 of strategies. [1 lesson]









RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1

Technology Skill: Point of View

Literature AnthologyMain Selection Title: Clever Jack Takes the Cake

Lexile: 600Genre: Fairy TalePaired Selection Title: "When Corn Was Cash"Lexile: 660Genre: Expository TextStrategy: SummarizeSkill: Point of View

Leveled ReadersStrategy: Summarize

Skill: Point of ViewMain Selection Genre: Fairy TaleTitles:A: The Chickpea BoyO: The Golden GooseE: The Golden GooseB: A Gift for Mario

Paired Selection Genre: Expository TextTitles:A: "Forgotten Gold"O: "Gold, Gold, Gold"E: "Gold, Gold, Gold"B: "The Golden Land"

LexilesA: 510O: 590E: 440B: 800

lesson] RI.3.1 Ask and answer questions and make

relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]


RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme lesson, or moral and explain how it is revealed through key details in the text. [3 lessons]



RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]


SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse


Reading/Writing Workshop: Genre, Specific Vocabulary

Literature Anthology: Organization, Sentence Structure, Specific Vocabulary, Genre, Connection of Ideas, Purpose

LanguageVocabulary Words: admit, barter, considered, creation, humble, magnificent, payment, reluctantly

Additional Vocabulary: disobey, clearing

Additional Academic Words: needs, wantsVocabulary Strategy: Root Words

Phonics

Phonics/Spelling Skill: Compound WordsStructural Analysis: Consonant + le Syllables

Fluency SkillIntonation

WritingWritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Sentence Fluency

Grammar Skill: Singular and Plural Pronouns

partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]

SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [2 lessons]









W.3.6 With guidance and support from

Grammar Mechanics: Capitalizing I, and Nouns

Write to Sources:Reading/Writing Workshop: Juanita and the BeanstalkLiterature Anthology: Clever Jack Takes the CakeYour Turn Practice Book: Otomo Otomo Spins Gold

Write to Research:Write a DescriptionWrite About Reading: Write an Analysis

Research & InquiryWeekly Project: Research how people get and use resources














L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to

Week 2Weekly Concept: Reuse and Recycle

Essential Question: How can we reuse what we already have?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "The School Garden"

Genre: Realistic Fiction

Strategy: Summarize


Short Text: The New HoopLexile: 660Genre: Realistic FictionStrategy: SummarizeSkill: Point of View

Literature AnthologyStrategy: Summarize

Skill: Point of ViewMain Selection Genre: Realistic Fiction

Titles:A: The Great Book Swap








determine or clarify the precise meaning of key words and phrases. [1 lesson]











RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the

O: The Salvage CrewE: The Salvage CrewB: Bikes Forever


Titles:A: "Why Not Swap?"O: "From Trash to Treasure"E: "From Trash to Treasure"B: "Recycle-a-Bicycle"

LexilesA: 480O: 670E: 610B: 760

Leveled Readers

Reading/Writing Workshop: Connection of Ideas, Purpose

Literature Anthology: Specific Vocabulary, Connection of Ideas, Organization

Access Complex Text (ACT)Vocabulary Words: conservation, discouraged, frustration, gazed, jubilant, recycling, remaining, tinkered

Additional Vocabulary: soles, widow, channel, sensation, unison, overflowed, reuse Vocabulary Strategy: Context Clues: Homographs

most important points and key details presented in two texts on the same topic. [1 lesson]


RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [6 lessons]

RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.[1 lesson]




RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[1 lesson]

SL.3.1 Engage effectively in a range of

LanguageVocabulary Words: conservation, discouraged, frustration, gazed, jubilant, recycling, remaining, tinkered

Additional Vocabulary: soles, widow, channel, sensation, unison, overflowed, reuse Vocabulary Strategy: Context Clues: Homographs


Phonics/Spelling Skill: Inflectional Endings -ed, -ing, -s

Structural Analysis: Suffixes -ful, -less, -able


WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Word ChoiceGrammar Skill: Subject and Object Pronouns

Grammar Mechanics: Pronoun Usage

Write to Sources:Reading/Writing Workshop: The New HoopLiterature Anthology: Bravo, Tavo!Your Turn Practice Book: The Jar Garden

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]


SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [2 lessons]







W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with

Write to Research: Write a Visual Report

Write About Reading: Write an Analysis

Research & Inquiry

Weekly Project: Research how to recycle everyday materials



others. [1 lesson] W.3.7 Conduct short research projects that

build knowledge about a topic. [1 lesson] W.3.10 Write routinely over extended time

frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]










L.3.4.c Use a known root word as a clue to

Week 3Weekly Concept: Teaming Up

Essential Question: How do teams work together?

Reading

Language- Vocabulary- Phonics

Grammar and Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Firefighters: Teamwork Counts"



Reading/Writing WorkshopComprehensionShort Text: Rescue Dogs Save the Day

Lexile: 720



Skill: Author's Point of View

Text Features: Headings, Chart

Literature AnthologyMain Selection Title: Wildfires

Lexile: 750Genre: Expository Text

Paired Selection Title: "Windy Gale and the Great Hurricane"Lexile: 660



www.connnected.mcgraw-hill.com





the meaning of an unknown word with the same root (e.g., company, companion). [3 lessons]










RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]

Genre: Tall Tale

Strategy: Ask and Answer QuestionsSkill: Author's Point of View

Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Author's Point of ViewMain Selection Genre: Expository Text

Titles:A: Firefighting HeroesO: Firefighting HeroesE: Firefighting HeroesB: Firefighting Heroes

Paired Selection Genre: Tall TaleTitles:A: "A Favor Repaid"O: "A Favor Repaid"E: "A Favor Repaid"B: "A Favor Repaid"LexilesA: 600O: 690E: 580B: 780

Access Complex Text (ACT)Reading/Writing Workshop: Genre, PurposeLiterature Anthology: Organization, Prior Knowledge, Connection of Ideas, Genre, Specific VocabularyLanguage

Vocabulary Words: accidental, careless, disasters, equipment, harmful, prevention, purpose, respond




SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [1 lesson]


SL.3.1.d Explain their own ideas and understanding in light of the discussion. [2 lessons]



W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [8 lessons]

W.3.5 With guidance and support from peers and adults, develop and strengthen

Additional Domain Words: regrowth, reborn, renewing

Vocabulary Strategy: Context Clues: Sentence Clues

Phonics/Spelling Skill: Closed Syllables

Structural Analysis: Roots in Related Words

Fluency Skill:Phrasing and Rate

WritingWritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Organization

Grammar Skill: Pronoun-Verb Agreement

Grammar Mechanics: Pronoun-Verb Agreement

Write to Sources:Reading/Writing Workshop: Rescue Dogs Save the DayLiterature Anthology: WildfiresYour Turn Practice Book: True Teamwork

Write to Research:Write an Opinion


writing as needed by planning, revising, and editing. [1 lesson]




Research & InquiryWeekly Project: Research how to participate effectively in a team










L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,

Week 4Weekly Concept: Good Citizens

Essential Question: What do good citizens do?

Reading


Mechanics

Writing


Handwriting

Technology

ReadingInteractive Read AloudTitle: "Jimmy Carter: A Good Citizen"

Genre: BiographyStrategy: Ask and Answer Questions


Short Text: Dolores Huerta: Growing Up StrongLexile: 670Genre: Biography

Strategy: Ask and Answer QuestionsSkill: Author's Point of View

Text Features: Caption, Timeline

Literature AnthologyMain Selection Title: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to VoteLexile: 700








comfortable/uncomfortable, care/careless, heat/preheat). [4 lessons]










RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when,

Genre: Biography

Paired Selection Title: "Susan B. Anthony Takes Action!"

Lexile: 730Genre: 730Strategy: Ask and Answer QuestionsSkill: Author's Point of View

Leveled Readers


Skill: Author's Point of ViewMain Selection Genre: Biography

Titles:A: Eunice Kennedy ShriverO: Eunice Kennedy ShriverE: Eunice Kennedy ShriverB: Eunice Kennedy Shriver

Paired Selection Genre: Biography

Titles:A: "The Lifesaver"O: "The Lifesaver"E: "The Lifesaver"B: "The Lifesaver"LexilesA: 600O: 690E: 600B: 860


Reading/Writing Workshop: Prior

why, and how key events occur). [1 lesson] RI.3.9 Compare and contrast and reflect on

(e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.[5 lessons]

RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.. [1 lesson]


SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 Lessons]

SL.3.1.b Follow agreed-upon rules for

discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [1 lesson]




W.3.2.a Introduce a topic and group related

Knowledge, Connection of Ideas

Literature Anthology: Connection of Ideas, Sentence Structure, Prior Knowledge, Specific Vocabulary, Purpose, Organization, Genre

LanguageVocabulary Words: citizenship, continued, daring, horrified, participate, proposed, unfairness, waver

Additional Vocabulary: preposterous, flabbergasted, sentiments

Additional Domain Words: abolitionist,

Vocabulary Strategy: Prefixes and Suffixes

Phonics/Spelling Skill: Inflectional Endings y and i

Structural Analysis: Suffixes -ful, -ness, -less

Fluency Skill:Phrasing and Rate

WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Organization

Grammar Skill: Possessive Pronouns Grammar Mechanics: Possessive Pronouns and Reflexive Pronouns

information together; include illustrations when useful to aiding comprehension. [1 lesson]


W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [5 lessons]

Write to Sources:Reading/Writing Workshop: Dolores Huerta: Growing Up StrongLiterature Anthology: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to VoteYour Turn Practice Book: Hiram Revels—The First African American Senator


Write About Reading: Write and AnalysisResearch & Inquiry

Weekly Project: Research different ways to be a good citizen


Technology – Go Digital! L.3.1.a Explain the function of nouns,






Week 5Weekly Concept: Energy

Essential Question: What are different kinds of energy?

Reading


Mechanics

Writing

ReadingInteractive Read AloudTitle: "Using Power"



Reading/Writing WorkshopComprehensionShort Text: Here Comes Solar PowerLexile: 710Genre: Expository Text

Strategy: Ask and Answer QuestionsSkill: Cause and Effect











L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]




RF.3.3.b Decode words with common Latin suffixes. [1 lesson]



RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13


Handwriting

Technology

Text Features: Photographs and Captions, Sidebar

Literature AnthologyMain Selection Title: It's All in the WindLexile: 740Genre: Expository Text

Paired Selection Title: "Power for All"Lexile: 780Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Cause and Effect

Leveled Readers

Strategy: Ask and Answer QuestionsSkill: Cause and EffectMain Selection Expository TextGenre:

Titles:A: The Fuel of the FutureO: The Fuel of the FutureE: The Fuel of the FutureB: The Fuel of the Future


Titles:A: "Saving Energy"O: "Saving Energy"E: "Saving Energy"B: "Saving Energy"LexilesA: 680

lessons]






RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]



SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

O: 750E: 680B: 800


Reading/Writing Workshop: Connection of Ideas, Organization

Literature Anthology: Purpose, Connection of Ideas, Genre

Language

Vocabulary Words: energy, natural, pollution, produce, renewable, replace, sources, traditional

Additional Academic Vocabulary: nuclear, biofuel,

Vocabulary Strategy: Context Clues: HomophonesPhonics/Spelling Skill:

Phonics/Spelling Skill: Soft c and g

Structural Analysis: Words with -er and -est

Fluency Skill: Rate

WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion Writing

Writing Trait: Voice

Grammar Skill: Pronoun-Verb Contractions

care, speaking one at a time about the topics and texts under discussion). [1 lesson]



W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [6 lessons]




W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

Grammar Mechanics: Spelling Contractions and Possessive Pronouns

Write to Sources:Reading/Writing Workshop: Here Comes Solar PowerLiterature Anthology: It's All in the WindYour Turn Practice Book: The Electric Car

Write to Research:Write a Comparison


ResearchWeekly Project: Research alternative energy sources

Unit Level:Research Skill: Creating a BibliographyUnit Project: Self-select and develop from weekly research options for unit research projects






RI.3.10 By the end of the year, read and comprehend literary nonfiction text at grade level text-complexity or above, with scaffolding as needed. [4 lessons]

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding, as needed. [1 lesson]






W.3.8 Recall information from experiences or gather information from print and digital


Reading

Writing


Technology






TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links








sources; take brief notes on sources and sort evidence into provided categories. [1 lesson]


Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 6: Think it Over

Time Frame: 6 WeeksDescription: The Big Idea: How do we decide what is important?Common Assessment: Wonders Unit 6 Assessment

Comprehension Skills and Strategies: make, confirm and revise predictions, reread, rhythm and rhyme, theme, problem and solution, compare and contrast, point of view Vocabulary Strategies: adverbs, prepositions, adjectives and articlesWriting: ideas, word choice, organization, sentence fluency

Reading Strategies

Reading Skills


Make, Confirm, and Revise Predictions

Theme Sentence Fluency

See weekly story for vocabulary words

Adjectives and Articles Fluency: Accuracy, Rate, and Prosody

Reread Text Structure: Problem and Solution

Word Choice Adjectives that Compare Publishing Celebrations

Literary Elements: Rhythm and Rhyme

Text Structure: Compare and Contrast

Organization Adverbs

Point of View

Adverbs that Compare

Prepositions

Standards Topics Activities Resources Assessment L.3.3.b Recognize and observe differences

between the conventions of spoken and written standard English. [1 lesson]


RF.3.4.c Use context to confirm or self-

Week 1Weekly Concept: Treasures

Essential Question: How do you decide what is important?

Reading

Reading

Interactive Read AloudTitle: "Pandora Finds a Box"Genre: Myth/Drama

Strategy: Make, Confirm,







correct word recognition and understanding, rereading as necessary. [1 lesson]


RI.3.10 By the end of the year, read and comprehend literary nonfiction text at grade level text-complexity or above, with scaffolding as needed.[4 lessons]







Language- Vocabulary- Phonics- Grammar and Mechanics

Writing


Handwriting

Technology

and Revise Predictions

Reading/Writing WorkshopComprehensionShort Text: Athena and Arachne

Lexile: Non-ProseGenre: Myth/Drama

Strategy: Make, Confirm, and Revise Predictions

Skill: Theme

Literature AnthologyMain Selection Title: King Midas and the Golden Touch

Lexile: Non-ProseGenre: Drama/Myth

Paired Selection Title: "Carlos's Gift"

Lexile: 640Genre: Realistic Fiction

Strategy: Make, Confirm, and Revise PredictionsSkill: Theme

Leveled ReadersStrategy: Make, Confirm, and Revise Predictions

Skill: Theme

Main Selection Genre: Drama


Titles:A: Midas and the Donkey EarsO: The Naming of AthensE: The Naming of AthensB: Odysseus and King Aeolus

Paired Selection Genre: Realistic Fiction

Titles:A: "It's Party Time!"O: "The Perfect Present"E: "The Perfect Present"B: "Daria's Dream"


Reading/Writing Workshop: Prior Knowledge, Genre

Literature Anthology: Genre, Sentence Structure, Connection of Ideas, Organization, Specific VocabularyLanguageVocabulary Words: alarmed, anguished, necessary, obsessed, possess, reward, treasure, wealth

Additional Domain Words: crestfallen, optimistic,

volunteer

Additional Academic Vocabulary: myth; drama; scene; stage directions; dialogue


PhonicsPhonics/Spelling Skill: Prefixes un-, re-, pre-, dis-

Structural Analysis: Roots in Related Words


WritingWritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Sentence Fluency

Grammar Skill: Adjectives and Articles

Grammar Mechanics: Commas in a Series and in Dates

Write to Sources:Reading/Writing Workshop: Athena and ArachneLiterature Anthology:

King Midas and the Golden TouchYour Turn Practice Book: Prometheus Brings Fire to Humans

Write to Research:Write Interview Questions


Research & InquiryWeekly Project: Research qualities people valueHandwriting – PracticeTechnology – Go Digital!



L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [1 lesson]





L.3.5.b Identify real-life connections between words and their use (e.g., describe

Week 2Weekly Concept: Weather

Essential Question: How can weather affect us?

Reading


Writing


Handwriting

Technology


Title: "Joshua's Odd Neighbor"Genre: Historical FictionStrategy: Make Predictions


Short Text: The Big BlizzardLexile: 690Genre: Historical FictionStrategy: Make, Confirm, and Revise PredictionsSkill: ThemeLiterature AnthologyMain Selection Title: Noah's ArkLexile: 740Genre: Historical FictionPaired Selection Title: "The Wind and the Sun"








people who are friendly or helpful). [2 lessons]




RF.3.3.d Read grade-appropriate irregularly spelled words. [3 lessons]






RL.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written

Lexile: 570

Genre: Fable


Leveled Readers


Main Selection Genre: Historical Fiction

Titles:A: The Big StormO: The Schoolhouse BlizzardE: The Schoolhouse BlizzardB: The Hottest Summer

Paired Selection Genre: Fable

Titles:A: "The Oak and the Reeds"O: "The Lion and the Boar"E: "The Lion and the Boar"B: "The Swallow and the Crow"LexilesA: 470O: 610E: 490B: 630

Access Complex Text

by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]

RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. . [1 lesson]







W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]

(ACT)Reading/Writing Workshop: Prior Knowledge, Specific Vocabulary

Literature Anthology: Specific Vocabulary, Connection of Ideas, Genre, Sentence Structure, Prior Knowledge, Organization

Language

Vocabulary Words: argue, astonished, complained, conditions, forbidding, forecast, relief, stranded

Additional Vocabulary: granite, heifer, crook, bawling

Additional Academic Vocabulary: extreme, weather, fable

Vocabulary Strategy: Idioms

Phonics/Spelling Skill:Phonics/Spelling Skill: Consonant + le Syllable

Structural Analysis: Latin Suffixes

Fluency Skill: Phrasing

WritingUnit 6: Unit Writing Focus:

Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Word Choice

Grammar Skill: Adjectives that Compare

Grammar Mechanics: Correct Comparative and Superlative Forms

Write to Sources:Reading/Writing Workshop: The Big BlizzardLiterature Anthology: Noah's ArkYour Turn Practice Book: Too Warm for Wheat

Write to Research:Write a Summary


Research & Inquiry

Weekly Project: Research the effects of extreme weather

Handwriting – PracticeTechnology – Go Digital!


L.3.1.g Form and use comparative and superlative adjectives and adverbs, and

Week 3Weekly Concept: Learning to Succeed

Essential Question: Why are goals important?

ReadingInteractive Read AloudTitle: "Mae Jamison, Astronaut"

Genre: Biography



www.connnected.mcgraw-

See District Benchmark Assessment Plan & K-5 ELA Assessment


choose between them depending on what is to be modified. [6 lessons]










RF.3.3.a Identify and know the meaning of the most common prefixes and derivational

Reading


Writing


Handwriting

Technology

Strategy: Reread

Reading/Writing WorkshopComprehensionShort Text: Rocketing into SpaceLexile: 790

Genre: BiographyStrategy: RereadSkill: Problem and SolutionText Features: Keywords, Photographs

Literature AnthologyMain Selection Title: Out of This World! The Ellen Ochoa StoryLexile: 780

Genre: BiographyPaired Selection Title: "A Flight to Lunar City"Lexile: 600

Genre: Adventure StoryStrategy: RereadSkill: Problem and Solution

Leveled Readers

Strategy: RereadSkill: Problem and Solution:

Main Selection Genre: Biography

Titles:A: Reach for the StarsO: Reach for the StarsE: Reach for the Stars

hill.com


Plan


suffixes. [2 lessons] RF.3.3.b Decode words with common Latin

suffixes. [3 lessons] RF.3.3.c Decode multisyllable words. [7

lessons] RF.3.4.a Read on-level text with purpose

and understanding. [1 lesson]




RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [5 lessons]



RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]

RL.3.1 Ask and answer questions and make

B: Reach for the Stars

Paired Selection Genre: Science Fiction

Titles:A: "Melina Shows Her Mettle"O: "Melina Shows Her Mettle"E: "Melina Shows Her Mettle"B: "Melina Shows Her Mettle"LexilesA: 600O: 750E: 680B: 850

Access Complex Text (ACT)Reading/Writing Workshop: Genre

Literature Anthology: Specific Language, Connection of Ideas, Genre, Specific Vocabulary

Language

Vocabulary Words: communicated, essential, goal, motivated, professional, research, serious, specialistAdditional Vocabulary: reach for the stars, out of this world,

Additional Domain Words: weightlessness, mission

relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]








specialist, payload, climate, lunar

Additional Academic Vocabulary: achieve, interview, organize, order

Vocabulary Strategy: Greek and Latin Roots

Phonics/Spelling Skill:Vowel-Team Syllables

Structural Analysis: Greek and Latin Roots

Fluency Skill:AccuracyWritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Organization

Grammar Skill: Adverbs

Grammar Mechanics: Adverbs and Adjectives

Write to Sources:Reading/Writing Workshop: Rocketing into SpaceLiterature Anthology: Out of This World! The Ellen Ochoa StoryYour Turn Practice Book: John Glenn

Write to Research:Write Interview Questions


Research & InquiryWeekly Project: Research how to set goals and achieve them

Handwriting – Practice



L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [6 lessons]






L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,

Week 4Weekly Concept: Animals and You

Essential Question: How can learning about animals help you respect them?

Reading

Language- Phonics- Vocabulary- Grammar and Mechanics

Writing


Handwriting

Technology

Reading

Interactive Read AloudTitle: "Respect for the Florida Panther"Genre: Expository TextStrategy: Reread


Short Text: Butterflies Big and Small

Lexile: 870

Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Headings, Diagram

Literature AnthologyMain Selection Title: Alligators and CrocodilesLexile: 870









comfortable/uncomfortable, care/careless, heat/preheat). [1 lesson]









RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers. [5 lessons]


RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and

Paired Selection

Title: "The Monkey and the Crocodile"Lexile: 730

Genre: FolktaleStrategy: RereadSkill: Compare and Contrast

Leveled Readers

Strategy: RereadSkill: Compare and Contrast

Main Selection Genre: Expository Text

Titles:A: African CatsO: African CatsE: African CatsB: African Cats

Paired Selection Genre: Folktale

Titles:A: "How Leopard Got His Spots"O: "How Leopard Got His Spots"E: "How Leopard Got His Spots"B: "How Leopard Got His Spots"

LexilesA: 580O: 720E: 660B: 840

the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [5 lessons]



RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.[1 lesson]






SL.3.6 Speak in complete sentences when


Reading/Writing Workshop: Prior Knowledge, Connection of Ideas

Literature Anthology: Purpose, Organization, Prior Knowledge, Genre, Specific Vocabulary, Sentence Structure, Connection of IdeasLanguage

Vocabulary Words: endangered, fascinating, illegal, inhabit, requirement, respected, unaware, wildlife

Additional Vocabulary: scamper, nimble, clever

Additional Domain Words: sensory, webbed, plates, nocturnal, hatchling

Additional Academic Vocabulary: compare and contrast, signal words, es, illustration, caption, conclusion,

Vocabulary Strategy: Context Clues: Paragraph Clues

Phonics/Spelling Skill: r-Controlled Vowel Syllables

appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]



Structural Analysis: Latin Suffixes


Writing WritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Organization

Grammar Skill: Adverbs That Compare

Grammar Mechanics: Using More and Most

Write to Sources:Reading/Writing Workshop: "Respect for the Florida Panther"Literature Anthology: Alligators and CrocodilesYour Turn Practice Book: The Disappearance of Bees

Write to Research:Write a Visual Report


Research & Inquiry

Weekly Project: Research animal's unique abilities

Handwriting – Practice

Technology – Go Digital! L.3.1.i Produce simple, compound, and

complex sentences. [7 lessons] L.3.2.e Use conventional spelling for high-

frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [8 lessons]

L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [1 lesson]









RF.3.3.d Read grade-appropriate irregularly

Week 5Reading

Language- Phonics- Vocabulary- Grammar and Mechanics

Writing


Handwriting

Technology

Reading

Interactive Read AloudTitle: "Show and Tell"

Genre: Narrative Poem

Strategy: Reread

Reading/Writing WorkshopComprehensionShort Text: "The Camping Trip" "Bubble Gum"

Lexile: Non-Prose

Genre: Poetry: Narrative Poem

Literary Elements: Rhythm and Rhyme


Literature AnthologyMain Selection Title: "Ollie's Escape"Lexile: Non-ProseGenre: Poetry: Narrative Poem

Paired Selection Title: "The Gentleman Bookworm"Lexile: Non-ProseGenre: Poetry: Narrataive PoemLiterary Elements: Rhythm








spelled words. [3 lessons] RF.3.4.b Read on-level prose and poetry






RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]



and RhymeSkill: Point of View

Leveled Readers

Literary Elements: Rhythm and RhymeSkill: Point of ViewMain Selection Genre: Realistic Fiction

Titles:A: Funny FacesO: Too Many FrogsE: Too Many FrogsB: The Joke's on You

Paired Selection Genre: Poetry

Titles:A: "My Cheeky Puppy"O: "Pet Day"E: "Cat and Dog"B: "The Homework Blues"


Reading/Writing Workshop: Specific VocabularyLiterature Anthology: Genre, Sentence Structure, Specific Vocabulary

SL.3.1.a Explicitly draw on previously read text or

materials and other information known about the topic to explore ideas under discussion. [2 lessons]






Language

Vocabulary Words: entertainment, humorous, ridiculous, slithered

Poetry Terms: narrative poem, rhyme, rhythm, stanza

Additional Vocabulary: creep, bookworm, hit the ceiling,

Additional Academic Vocabulary: precise

Vocabulary Strategy: Idioms


Phonics/Spelling Skill: Suffixes -ful, -less, -ly

Structural Analysis: Frequently Misspelled WordsFluency Skill:Phrasing and Expression

WritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Word Choice

Grammar Skill: PrepositionsGrammar Mechanics: Commas after Introduction

Write to Sources:

Reading/Writing Workshop: "The Camping Trip" "Bubble Gum"Literature Anthology: "The Gentleman Bookworm"

Your Turn Practice Book: Aliens!

Write to Research:Write an Analysis


ResearchWeekly Project: Research types of jokes and how to create them

Unit Level: Research Skill: Presentation SkillsUnit Project: Self-select and develop from weekly research projects options for unit research projects

Handwriting – Practice writing spelling words






RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]







Reading

Writing


Technology






TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links








Appendix A Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning

styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.

It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.

Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons

Watch videos to learn information and concepts

Encourage students to visulaize events as they read

Study using flash cards

Model by demonstrating tasks or showing a finished product

Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally

Present information and directions verbally or encourage students to read directions aloud to themselves.

Utilize read alouds

Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events

Trace words/sounds on paper, sand, or water

Use manipulatives

Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX CUniversal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size

Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions

Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose ExamplesTo provide materials that all learners can physically utilize

Use of computers to type when available

Provide help with cutting, pasting, or other physical tasks

Preferential or alternate seating

Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose ExamplesTo allow the learner to express their knowledge in different ways

Allow oral responses or presentations

Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics

Modeling skills and tasks

Utilize checklists

Give examples of desired finished product

Chunk longer assignments into manageable parts

Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments

Use colorful and interesting designs, layouts, and graphics on written documents

Use games, challenges, or other motivating activities

Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson

Utilize collaborative learning

Incorporate student interests into lesson

Praise growth and effort

Recognition systems

Behavior plansStrategy #9: Options for self-regulation

Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control

Self-monitored behavior plans using logs, records, journals, or checklists

Ask students to reflect on behavior and effort

Appendix D Gifted and Talented Instructional Adaptations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:

Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest

And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for AccommodationHigh Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given

incomplete informationTiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory Allow student maximum freedom to plan, based

on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process

involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in

Allow gifted students to work independently using a contract for goal setting and accountability

designing and completing work according to specifications.

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments Allow students who complete work or have

mastered skills to complete enrichment activities

Appendix E English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).

Grades 3-5

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

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