Gr 3 Pacing Guide Revision 6-12 · meaning and other features of unknown ... Distinguish common...
Transcript of Gr 3 Pacing Guide Revision 6-12 · meaning and other features of unknown ... Distinguish common...
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Language Arts Pacing Guide/ Third Grade Language Arts Process Integration Throughout the Year
Reading
1.0 Word Analysis, Fluency, and Vocabulary Development
RW 1.1 (2) Know and use complex word families when reading [e.g., -ight] to decode unfamiliar words. (Refer to Phonics & Spelling components in Treasures TE.) RW 1.2 (2) Decode regular multisyllabic words. (Refer to Prepare to Read sections in Treasures TE for this standard.) RW 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. (Refer to Fluency components in TE.) RW 1.6 (4) Use sentence and word context to find the meaning of unknown words. (Context clue skills are embedded throughout the TE.) RW 1.7 (2) Use a dictionary to learn the meaning and other features of unknown words. 2.0 Reading Comprehension
Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources, etc.). Make predictions Visualize Generate questions Monitor comprehension Summarize Analyze text/story structure Make inferences Evaluate
RC 2.2 (2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. RC 2.3 (2) Demonstrate comprehension by identifying answers in the text. RC 2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information. RC 2.7 (2) Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
(Treasure does not provide adequate instruction for RC 2.7. Teachers need to use other resources to address this standard well.)
3.0 Literary Response and Analysis Read and respond to a wide variety of significant works of children's literature; distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters).
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Writing
1.0 Writing Strategies
WS 1.1 (GSD) Create a single paragraph (For Garvey Writing Benchmarks, students will be required to write multi-paragraph compositions):
a. (1) Develop a topic sentence. b. (2) Include simple supporting facts and details.
WS 1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. (Embedded in weekly writing lessons in TE.)
Listening and Speaking
1.0 Listening and Speaking Strategies
LSS 1.1 Retell, paraphrase, and explain what has been said by a speaker. LSS 1.3 Respond to questions with appropriate elaboration. LSS 1.5 Organize ideas chronologically or around major points of information. LSS 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone. 2.0 Speaking Applications Deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement; speaking demonstrates a command of standard American English and the organizational and delivery strategies. (Treasures does not adequately address most of the Listening/Speaking standards. There are some resources in the Unit Wrap Up sections, but teachers need to supplement the teaching of these standards with other resources, as well as create daily opportunities for students to use listening/speaking skills consistently in the classroom.) Please note:
1. The number in parenthesis after the standard number indicates the number of items on the CST pertaining to this standard.
e.g. RC 2.4 (3) means that for Reading Comprehension 2.4, there are 3 questions on the CST to test students’ mastery of this standard.
2. Bolded phrases indicate that those elements within the standards are emphasized for that particular benchmark period.
3. Treasures uses a set of acronyms that is slightly different than what the State of California uses to refer to the domains within the language arts standards. The following keys give the California acronyms first, then the Treasures acronyms:
RW = R = Word Analysis and Vocabulary Development RL = R = Literary Response & Analysis
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RC = R = Reading Comprehension WS = W = Writing Strategies, WA = W = Writing Applications WOC = LC = Written & Oral Conventions LSS = LAS = Listening & Speaking Strategies LSA = LAS = Speaking Applications
4. The table below gives a quick year-at-a-glance of the ELA standards on which instruction should focus during each benchmark period. For the detailed pacing guide for each benchmark, please refer the set of documents that follow. You will notice that the RW (Reading: Word Analysis and Vocabulary Development) standards listed below are not included in the detailed pacing guides. The reason is that the RW standards are scattered in each of the weekly lessons in Treasures, addressing specific words and skills. The pacing guides would be very lengthy and cumbersome if they were all listed.
5. To address the RW standards, please use the lessons in your Treasures Teacher’s Edition for the story selections included in the detailed pacing
guides.
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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) RW 1.1 (2) Know and use complex word
families when reading [e.g., -ight] to decode unfamiliar words.
RW 1.4 (4) Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
RW 1.7 (2) Use a dictionary to learn the meaning and other features of unknown words.
RW 1.8 (4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, in-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.
Personal Narrative
RC 2.5 (2)/GSD Distinguish the stated main idea and supporting details in narrative text.
RC 2.6 (3) Extract appropriate and significant
information from the text, including problems and solutions.
RL 3.1 (1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
RL 3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
RL 3.5 (1) Recognize the similarities of
sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
WS 1.3 (3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not
RW 1.5 (2) Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations [e.g., dog/ mammal/ animal/ living things].
RW 1.8 (4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, in-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.
RC 2.1 (2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Imaginative Narrative RC 2.5 (2)/GSD Distinguish the stated and
implied main idea and supporting details in narrative and expository text.
RL 3.1 (1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
RL 3.2 (2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
RL 3.3(2) Determine what characters are like
by what they say or do and by how the author or illustrator portrays them.
WS 1.3 (3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)
RW 1.5 (2) Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations [e.g., dog/ mammal/ animal/ living things].
Expository/Descriptive RC 2.5 (2)/GSD Distinguish the stated and
implied main idea and supporting details in expository text.
RC 2.6 (3) Extract appropriate and
significant information from the text, including problems and solutions.
RL 3.2 (2) Comprehend basic plots of
classic fairy tales, myths, folktales, legends, and fables from around the world.
RL 3.4 (1) Determine the underlying theme
or author's message in fiction and nonfiction text.
RL 3.5 (1) Recognize the similarities of
sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
RL3.6 (1) Identify the speaker or narrator in
a selection.
WS 1.3 (3) Understand the structure and
RC 2.6 (3) Distinguish between cause and effect and between fact and opinion in expository text. (4th Grade ELA standard)
RC 2.5 (2) Distinguish the main idea and
supporting details in expository text. RL 3.3(2) Determine what characters are
like by what they say or do and by how the author or illustrator portrays them.
Letter Writing
WA 2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
LSS 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
LSA 2.1 Make brief narrative presentations:
a. Provide a context for an incident that is the subject of the presentation.
b. Provide insight into why the selected incident is memorable.
c. Include well-chosen details to develop character, setting, and plot.
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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)
WA 2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
(Writing benchmark: Personal Narrative)
WA 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
WOC 1.1 (1) Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
WOC 1.5 (2) Punctuate dates, city and state, and titles of books correctly.
WOC 1.6 (1) Use commas in dates, locations, and addresses and for items in a series.
(Treasures does not address WOC 1.5 & WOC 1.6 adequately. Teachers need to use other resources to teach these standards well.)
WOC 1.7 (2) Capitalize geographical names, holidays, historical periods, and special events correctly.
WA 2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
(Treasures does not provide instruction for Imaginative Narrative. Teachers need to use other resources, such as Write From the Beginning to adequately address this genre.) (Writing benchmark: Imaginative Narrative)
WOC 1.1 (1) Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
WOC 1.2 (1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
WOC 1.3 (1) Identify and use past, present, and future verb tenses properly in writing and speaking.
WOC 1.4 (2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.
WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common
organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)
WA 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard, such as Write From the Beginning .)
(Writing benchmark: Expository/Descriptive)
WOC 1.1 (1) Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
WOC 1.2 (1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
WOC 1.3 (1) Identify and use past, present, and future verb tenses properly in writing and speaking.
WOC 1.4 (2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.
WOC 1.7 (2) Capitalize geographical names, holidays, historical periods,
WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) WOC 1.8 (2) Spell correctly one-syllable
words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
homophones [e.g., hair-hare].
WOC 1.9 (1) Arrange words in alphabetic order. (Treasures does not have much on this standard.. Teachers need to use other resources to address this standard.)
LSS 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
and special events correctly.
WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
LSS 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.
LSS 1.11 Distinguish between the speaker's opinions and verifiable facts.
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Benchmark 1 (9/6 – 11/4/11)
Start Smart Essential Standards
Description of Mastery: Concepts and Skills
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RW1.2(2) Decode regular multisyllabic words.
Syllables Multi-syllables
- use knowledge of syllabication to decode long words
S4 – S7
RW1.4(4) Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.
Antonyms Synonyms Homophones Homographs
- identify and give examples of antonyms, synonyms, homophones, and homographs
- apply the knowledge of these to under text in context
S8 – S9
RW1.6(4) Use sentence and word context to find the meaning of unknown words.
Context Context clues Appositive phrase Synonym Antonym Examples
- use clues in surrounding words and sentences to figure out unknown words
S10
RW1.7(2) Use a dictionary to learn the meaning and other features of unknown words.
Dictionary Guide words Entry Definition Pronunciation Parts of speech Sample sentence Word origin
- know the functions of the parts in a dictionary
- use dictionary as a tool to find information about words
S12 – S13
RW1.8(4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.
Prefix Suffix Root word Base word
- know the meaning of common grade-level prefixes and suffixes
- use knowledge of affixes to understand new words
S11
R
RC2.0 Read and understand grade-level-appropriate material,
Strategy Purpose Make predictions
- Choose appropriate strategies for different reading purposes.
S14 – S20 S 42 – S 47
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Start Smart Essential Standards
drawing upon a variety of comprehension strategies as needed.
Visualize Generate questions Monitor comprehension Summarize Analyze text/story structure Make inferences Evaluate
WS1.3(3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).
Reference materials Dictionary Thesaurus Atlas Encyclopedia
• Understand the parts of common reference materials and their functions.
• Use various reference materials as tools to assist in writing tasks.
S12 – S13 W
WS1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
Draft Ideas Coherence Logical progression Rubric Revision
• Revise compositions using rubric/checklist.
• Add/insert, delete, and rearrange text within the composition to improve coherence and focus.
S22 – S25
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Benchmark 1 (9/6 – 11/4/11)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Analyze text/story structure
- Choose appropriate strategies for different reading purposes.
8 – 9, 10 – 29
RC2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information.
Prediction Confirm Recall Main idea
- Recall main ideas in a text. - Make / confirm / or change
predictions based on text information.
11
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
The main selection is good for teaching story elements and sequence.
R
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/ illustrator to understand the character better.
10-29
WS1.1(3) Create a single paragraph:
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Paragraph Topic sentence Supporting details Facts
• Create a paragraph with topic sentence
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout.
W
WA2.1 Write narratives: Include well-chosen details to develop the plot.
Details Focus
• Focus writing by using well-chosen details to develop an idea.
32 – 33H
1st Read:
Tina’s Tryout Day
p. 8-9
Main Selection: First Day
Jitters P. 10-29
Paired Read:
How to be
a Good Citizen
p. 30-31
WOC WOC 1.1(1) Understand and Declarative • Distinguish between various 31E-31F
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NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.
(statement) Interrogative (question) Imperative (command) Exclamatory (exclamation) Punctuation mark Complete sentence Fragment Run-on
types of sentences. • Write declarative, interrogative,
imperative and exclamatory sentences.
• Use the correct end punctuation marks.
• Distinguish between complete sentence, fragment, and run-on sentence.
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 31C – D
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Benchmark 1 (9/6 – 11/4/11)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Generate questions
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
80 – 81, 82 – 105
RC2.5 (2)GSD Distinguish the main idea and supporting details in expository/narrative text.
Main idea Supporting details Expository text Narrative text
- Determine stated / implied main ideas in an expository or narrative text.
- Identify the supporting details for a main idea.
105B
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
1st Read: The Boy
Who Cried Wolf
p. 80-81
Main Selection:
Wolf!
p. 82-105
Paired Read:
The Truth
About Wolves
p. 106-109
R
RL3.2(2) Comprehend basic plots of classic fairy tales,
Plot Retold
- Comprehend basic plots of folklore and fairy tales.
80 – 81, 82 – 105
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NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
myths, folktales, legends, and fables from around the world.
Fairy tale Legend Fable
W
WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Narratives Personal narrative Context Details Plot Insight Incident Memorable
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to focus and develop ideas
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
64 – 65F Recommended: Use the writing lessons from Week 2 (p. 64 – 65F) of this unit to supplement the teaching of focus and descriptive details. Save p. 110 – 111F lessons for Benchmark 3.
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC
WOC 1.4(2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Subject Verb Sentence
• Know the correct composition of a simple sentence (subjects and verbs.)
• Use them correctly in writing and speaking.
109E – F
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Benchmark 1 (9/6 – 11/4/11)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Monitor comprehension
- Choose appropriate strategies for different reading purposes.
RC2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information.
Prediction Confirm Recall Main idea
- Recall main ideas in a text. - Make / confirm / or change
predictions based on text information.
114 – 115 116 - 139
RC2.5 (2) Distinguish the main idea and supporting details in expository/ narrative text.
Main idea Supporting details
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
The main selection is very good for teaching RC 2.5.
R
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
116 – 139
WS1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
Draft Ideas Coherence Logical progression Rubric Revision
• Revise compositions using rubric/checklist.
• Add/insert, delete, and rearrange text within the composition to improve coherence and focus.
145F 308 – 309H
Recommanded: Teachers can also use the writing lesson from Unit 3, Week 1 on “Sentence Mechanics” (p. 308 – 309H) to supplement revision lessons.
1st Read:
Pond Street Clubhouse p. 114-115
Main
Selection:
My Very Own Room p. 116-139
Paired Read:
Frank Lloyd
Wright p. 140-143
W
WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen
Narratives Personal narrative Context Details Plot Insight
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to focus and develop ideas
- Order the events using logical
144-145D Recommended: Introduce the genre of Personal Narrative formally using Week 3 (p.77G – 77N) and Week 6’s (p. 151A – 151H) writing lessons in Unit 1, as well as Unit 5, Week 3’s
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NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 1
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
details to develop the plot. c. Provide insight into why
the selected incident is memorable.
Incident Memorable
sequence - Maintains a consistent point
of view, using words such as I or my
144-145D writing lessons on “Personal Narrative” (p. 211G – 211N) Additional resources:
• Unit 5, Week 6, p. 273A – 273 E
• Write From the Beginning • www.nancyfetzer.com
WOC WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
143E – F
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Benchmark 1 (9/6 – 11/4/11)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Monitor
comprehension
- Choose appropriate strategies for different reading purposes.
192 – 193 194 – 205
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
193A – 193B 194 – 205
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
RC2.6 is not one of the standards addressed in the TE for this selection, but the main selection can be used for teaching this standard.
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
190L, 206-207
R
RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Alliteration Onomatopoeia Rhythm Rhymes
- Identify examples of alliteration and onomatopoeia in texts.
- Identify rhymes in texts. - Recognize rhythms in a reading
selection.
206-207
1st Read:
Save Our Butterflies p. 192-193
Main
Selection:
Home-Grown
Butterflies p. 194- 205
Paired Read:
Monarch Butterfly/
The Caterpillar p. 206-207
W WS1.1(3) Create a single Paragraph Topic sentence
• Create a paragraph with topic sentence
208 – 209F Recommended: Continue to teach mini lessons as
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NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
paragraph:
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Supporting details Facts
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout
W
WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Narratives Personal narrative Context Details Plot Insight Incident Memorable
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to focus and develop ideas
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
208 – 209F
WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
188 – 189H
formal instruction on Personal Narrative is taking place. Additional resources include: Unit 5, Week 1 (p. 170 – 171H) & Week 2 (p. 198 – 199F) on “Logical Structure”; Unit 5, Week 4 (p. 232 – 233H) & Week 5 (p. 266 – 267F) on “Logical Structure”.
1st Read:
Save Our Butterflies p. 192-193
Main
Selection:
Home-Grown
Butterflies p. 194- 205
Paired Read:
Monarch Butterfly/
The Caterpillar p. 206-207
WOC WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly.
207C-207D
Garvey School District
Page 17 of 53 6/30/2012
Benchmark 1 (9/6 – 11/4/11)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed
Strategy Purpose Monitor comprehension
- Choose appropriate strategies for different reading purposes.
224 – 225 226 – 239
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
239B
RC2.1(2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Titles Subheadings Captions Illustrations Key words
- Know the parts of informational text and their functions.
- Use nonfiction text features to locate information and assist in making meaning of text.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
1st Read:
Gorilla Garden
p. 224-225
Main Selection:
Coasting
to California
P.214 - 217
Paired Read:
Neighbors Recycling
p. 240-241
R
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
224 – 225 226 – 239
Garvey School District
Page 18 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
Fiction Nonfiction
- Use textual clues to make inferences about the theme / author’s message.
RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Alliteration Onomatopoeia Rhythm Rhymes
- identify examples of alliteration and onomatopoeia in texts
- identify rhymes in texts
240-241
WS1.1(3) Create a single paragraph:
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Paragraph Topic sentence Supporting details Facts Strong verbs
• Create a paragraph with topic sentence
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout.
242 – 243H
WS1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
Draft Ideas Coherence Logical progression Rubric Revision
• Revise compositions using rubric/checklist.
• Add/insert, delete, and rearrange text within the composition to improve coherence and focus.
243H 344 – 345F
W
WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Narratives Personal narrative Context Details Plot Insight Incident Memorable
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to focus and develop ideas
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
Recommanded: Teachers can use writing lessons from Unit 3, Week 2 on “End Punctuation” (p. 344 – 345F) to supplement revision lessons. Continue to teach mini lessons as formal instruction on Personal Narrative is taking place. Additional resources include: Unit 5, Week 1 (p. 170 – 171H) & Week 2 (p. 198 – 199F) on “Logical Structure”; Unit 5, Week 4 (p. 232 – 233H) & Week 5 (p. 266 – 267F) on “Logical Structure”.
WOC WOC 1.4(2) Identify and use subjects and verbs correctly in
Subject Verb
• Know the correct composition of a simple sentence (subjects and
243A-243H
Garvey School District
Page 19 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
speaking and writing simple sentences.
Sentence verbs.) • Use them correctly in writing and
speaking.
WOC 1.7(2) Capitalize geographical names, holidays, historical periods, and special events correctly.
Capitalization Proper nouns Common nouns
• Identify and capitalize proper nouns correctly.
187E – F 241E
Benchmark 2 (11/7/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Analyze text/story structure
- Choose appropriate strategies for different reading purposes.
RC2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information.
Prediction Confirm Recall Main idea
- Recall main ideas in a text. - Make / confirm / or change
predictions based on text information.
1st Read:
What Should I
Be? p. 246-247
Main
Selection:
A Castle on Viola Street
R
RL3.4(1) Determine the underlying theme or author's message in fiction and
Theme Author’s message
- Understand that authors tell stories to convey big ideas or messages that they believe to be
246 – 247 248 – 269
Garvey School District
Page 20 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 2
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
nonfiction text.
Big idea Moral Fiction Nonfiction
important. - Use textual clues to make
inferences about the theme / author’s message.
W
WS1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.
Draft Ideas Coherence Logical progression Rubric Revision
• Revise compositions using rubric/checklist.
• Add/insert, delete, and rearrange text within the composition to improve coherence and focus.
274 – 275F
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
273E
WOC 1.5(2) Punctuate dates, city and state, and titles of books correctly.
Punctuate (date, city, state, title) punctuation
• Punctuate the heading of letters correctly.
• Punctuate book titles correctly.
273F
p. 248- 269
Paired Read:
Homes For
Families p. 270-273
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 273C-273D
Garvey School District
Page 21 of 53 6/30/2012
Benchmark 2 (11/4/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC 2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize Main events Main ideas Significant details
- Choose appropriate strategies for different reading purposes.
- Summarize reading selections by paraphrasing main events and the most significant details.
- Uses logical sequence in summarizing
Author’s purpose is given in the TE as the reading skill of the week. It is not a 3rd grade standard, but it is a useful skill.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
288 – 289B, 290 – 303
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry Drama Play
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
288, 291, 304 – 307
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
- Use textual clues to make inferences about the theme / author’s message.
303B
R
RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Alliteration Onomatopoeia Rhythm Rhymes
- Identify examples of alliteration and onomatopoeia in texts.
- Identify rhymes in texts. - Recognize rhythms in a reading
selection.
286L – M, 298,
304 – 307
1st Read:
Talking to Lulu
Delacre, Children’s
Author p. 288 –
289
Main Selection: Author: A True Story
p. 291 – 303
Paired Read:
Listen!
p. 304 – 307
W WA2.1 Write narratives:
a. Provide a context within which an action takes
Narratives Personal narrative Context
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to
Recommended: The writing lessons in this week’s TE have been taught in Benchmark 1. Teachers should begin instruction on the genre of Imaginative Narrative.
Garvey School District
Page 22 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
W place. b. Include well-chosen
details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Details Plot Insight Incident Memorable
focus and develop ideas - Order the events using logical
sequence - Maintains a consistent point of
view, using words such as I or my
Treasures does not address this genre. Instead, Fictional Narrative is taught in Unit 4, Week 3 (p. 79G – 79N) and Unit 4, Week 6 (p. 137A – 137F). Teachers can adapt these lessons to supplement the teaching of Imaginative Narrative. Additional resources: • Write From the Beginning
WOC 1.4(2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Subject Verb Sentence
• Know the correct composition of a simple sentence (subjects and verbs.)
• Use them correctly in writing and speaking.
307 E – F
WOC 1.6(1) Use commas in dates, locations, and addresses and for items in a series.
Commas Dates Locations Addresses Items in a series
• Identify and use commas properly.
• Use commas in a series correctly.
307 F
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 307 C – D
Garvey School District
Page 23 of 53 6/30/2012
Benchmark 2 ( 11/4/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Text/story structure
Sequence Main events
- Choose appropriate strategies for different reading purposes.
- Identify story/text structure and use this knowledge to assist in comprehension.
312 – 313B
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
312 – 313 314 – 339 340 – 341
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry Drama Play
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
310L – M, 340 – 343
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
314 – 339
1st Read: Mail for Matty
p. 312 – 313
Main
Selection: Dear Juno
p. 314 – 339
Paired Read:
How We Keep in Touch
p. 340 – 343
R
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
- Use textual clues to make inferences about the theme / author’s message.
Garvey School District
Page 24 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
RL3.6 (1) Identify the speaker or narrator in a selection.
Narrator Speaker
- Identify the narrator in a text.
RL3.6 is not addressed in the TE, but the main selection can be used to teach this standard.
W WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Narratives Personal narrative Context Details Plot Insight Incident Memorable
- Write multi-paragraph narratives about memorable experiences
- Use well-chosen details to focus and develop ideas
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
Recommended: The writing lessons in this week’s TE have been taught in Benchmark 1. Teachers should begin instruction on the genre of Imaginative Narrative. Treasures does not address this genre. Instead, Fictional Narrative is taught in Unit 4, Week 3 (p. 79G – 79N) and Unit 4, Week 6 (p. 137A – 137F). Teachers can adapt these lessons to supplement the teaching of Imaginative Narrative. Additional resources:
• Write From the Beginning WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC 1.3(1) Identify and use past, present, and future verb tenses properly in writing and speaking.
Verb tenses Past Present Future
• Distinguish between past, present, and future verb tenses.
• Use the correct verb tense in writing and speaking.
344E – F 357E – F
Recommended: Unit 3, Week 3’s grammar lessons (p. 357E – F) has been moved up to supplement this week’s lessons.
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly.
344C – D
This week’s spelling lessons also addresses RW1.8.
Garvey School District
Page 25 of 53 6/30/2012
Benchmark 2 (11/7/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Visualize Mental pictures
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
RC2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information.
Prediction Confirm Recall Main idea
- Recall main ideas in a text. - Make / confirm / or change
predictions based on text information.
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
394 – 419
R
RL3.6 (1) Identify the speaker or narrator in a selection.
Narrator Speaker
- Identify the narrator in a text.
RL3.6 is not addressed in the TE, but the main selection can be used to teach this standard.
1st Read: My Winter Vacation p. 394 –
395
Main Selection: The Jones
Family Express p. 396 –
419
Paired Read:
From Here to There p. 420 –
421
W
WS1.1(3) Create a single paragraph:
Paragraph Topic sentence Supporting details
• Create a paragraph with topic sentence
• Elaborate on that topic sentence with strong supporting facts and
422 – 423F
Recommended: Continue to teach mini lessons as formal instruction on Imaginative
Garvey School District
Page 26 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 3
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Facts details. • Maintain focus throughout.
WA2.2 Write descriptions
that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details Adverbs Strong verbs Similes Metaphors
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
422 – 423F
Narrative is taking place.
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC
WOC 1.6(1) Use commas in dates, locations, and addresses and for items in a series.
Commas Dates Locations Addresses Items in a series
• Identify and use commas properly.
• Use commas in a series correctly.
421 E – F
Garvey School District
Page 27 of 53 6/30/2012
Benchmark 2 (11/4/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Make inferences
- Choose appropriate strategies for different reading purposes.
8 – 9 B 10 – 33
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fairy tale Myth Folktale Legend Fable
- Comprehend basic plots of folklore and fairy tales.
R
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
- Use textual clues to make inferences about the theme / author’s message.
10 – 33
1st Read: Community
Works p. 8 – 9
Main Selection:
Seven Spools of
Thread p. 10 – 33
Paired Read: What
Causes Day & Night?
p. 34 – 35
W WA2.1 Write narratives:
a. Provide a context within which an action takes place.
Narratives Context Details Plot Dialogue
- Write a 5 paragraph narrative about a memorable experience
- Use well-chosen details to describe the characters and setting
36 – 37 H Recommended: Teach Unit 4, Week 4’s lessons on “Formatting Dialogue” (p.108 – 109D) along with this week’s
Garvey School District
Page 28 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
writing lessons.
WOC 1.3(1) Identify and use past, present, and future verb tenses properly in writing and speaking.
Verb tenses Past Present Future
• Distinguish between past, present, and future verb tenses.
• Use the correct verb tense in writing and speaking.
35E – F
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 35C – D
Garvey School District
Page 29 of 53 6/30/2012
Benchmark 2 (11/7/11 – 1/27/12)
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Evaluate
- Choose appropriate strategies for different reading purposes.
40 – 41B 42 – 63
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry Drama Play
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
40, 42, 64 – 65
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fairy tale Myth Folktale Legend Fable
- Comprehend basic plots of folklore and fairy tales.
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
R
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
Use textual clues to make inferences about the theme / author’s message.
42 – 63
1st Read: The Choir Contest
p. 40 – 41
Main Selection:
Nacho and Lolita p. 42 – 63
Paired Read: Haiku
p. 64 – 65
RL3.5(1) Recognize the similarities of sounds in words
Alliteration Onomatopoeia
- Identify examples of alliteration and onomatopoeia in texts.
Garvey School District
Page 30 of 53 6/30/2012
NARRATIVE Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Rhythm Rhymes
- Identify rhymes in texts. Recognize rhythms in a reading
selection.
W WA2.1 Write narratives:
a. Provide a context within which an action takes place.
b. Include well-chosen details to develop the plot.
c. Provide insight into why the selected incident is memorable.
Narratives Context Details Plot
- Write a 5 paragraph narrative about a memorable experience
- Use well-chosen details to describe the characters and setting
- Order the events using logical sequence
- Maintains a consistent point of view, using words such as I or my
66 – 67F Recommended: Teach Week 5’s lessons on “Formatting Dialogue” (p.130 – 131B) along with this week’s writing lessons.
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC
WOC 1.3(1) Identify and use past, present, and future verb tenses properly in writing and speaking.
Verb tenses Past Present Future
• Distinguish between past, present, and future verb tenses.
• Use the correct verb tense in writing and speaking.
65 E – F
Garvey School District
Page 31 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize
- Choose appropriate strategies for different reading purposes.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
R
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
Identify the elements of story in a literary text.
70 - 75
W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.
Impression Description Adjectives Sensory details
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
221G – 221N Recommended: Use Unit 2, Week 3’s writing lessons of “Expository/Descriptive” to introduce this genre of writing.
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 79C – F
1st Read: A Higher
Goal p. 70 – 71
Main Selection: A Solution
to Pollution p. 72 – 75
Paired Read:
Kids Helping
Kids p. 76 – 77
WOC WOC 1.9(1) Arrange words
in alphabetic order. Arrange Alphabetical order
c. Arrange words in alphabetical order up to the second letter.
79C – D
Garvey School District
Page 32 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed
Strategy Purpose Make inferences
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
82 – 105
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry Drama Play
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
82, 84, 106 – 107
1st Read: Ben’s
Bright Idea p. 82 – 83
Main Selection: Ramona and Her Father p. 84 –
105
Paired Read:
In a Neighbor- Hood in
Los Angeles p. 106 –
107
R
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the
84 – 105
Garvey School District
Page 33 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
Character Action Character traits
author/illustrator to understand the character better.
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
- Use textual clues to make inferences about the theme / author’s message.
84 – 105
RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Alliteration Onomatopoeia Rhythm Rhymes
- Identify examples of alliteration and onomatopoeia in texts.
- Identify rhymes in texts. Recognize rhythms in a reading
selection.
RL3.6 (1) Identify the speaker or narrator in a selection.
Narrator Speaker
- Identify the narrator in a text.
106 – 107
W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details Adverbs Strong verbs Similes Metaphors
• Write multi-paragraph expository compositions to describe people, places, or things.
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
308 – 309F Recommended: This week’s writing lessons in the TE have already been taught. Teachers can adapt Unit 6, Week 1’s writing lessons (p. 308 – 309F) on “Character Development” to teach WA2.2. Unit 6’s writing lessons are good for describing people.
WOC 1.4(2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.
Subject Verb Sentence
• Know the correct composition of a simple sentence (subjects and verbs.)
• Use them correctly in writing and speaking.
107 E – F
1st Read: Ben’s
Bright Idea p. 82 – 83
Main Selection: Ramona and Her Father p. 84 –
105
Paired Read:
In a Neighbor- Hood in
Los Angeles p. 106 –
107
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, etc.
Homophones
• Spell grade level words correctly. 107 C – D
Garvey School District
Page 34 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Monitor comprehension
- Choose appropriate strategies for different reading purposes.
RC2.1(2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Titles Subheadings Captions Illustrations Key words
- Know the parts of informational text and their functions.
- Use nonfiction text features to locate information and assist in making meaning of text.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- determine stated / implied main ideas in an expository text
- identify the supporting details for a main idea
R
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- identify the elements of story in a literary text
112 – 127
Sequence skill is taught through RC 2.6.
1st Read: A Robot on Your Team
p. 112 - 113
Main
Selection: Out of This
World p. 114 –
127
Paired Read:
Sky Bear p. 128 –
129 (can be
W WS1.1(3) Create a single Paragraph Topic sentence
• Create a paragraph with topic sentence
334 – 335 D Recommended: This week’s writing lessons in the
Garvey School District
Page 35 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 4
Standards Academic
Vocabulary Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
W paragraph:
c. Develop a topic sentence. d. Include simple supporting
facts and details.
Supporting details Facts
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout.
334 – 335 D TE have already been taught. Teachers can adapt Unit 6, Week 2’s writing lessons on “Character Development” to teach descriptions. Unit 6’s writing lessons are good for describing people.
skipped)
WOC WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
Garvey School District
Page 36 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize
- Choose appropriate strategies for different reading purposes.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
144 – 145 146 – 167
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction Poetry
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
R
RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.
Alliteration Onomatopoeia Rhythm Rhymes
- Identify examples of alliteration and onomatopoeia in texts.
- Identify rhymes in texts. - Recognize rhythms in a
reading selection.
168 – 169
WS1.1(3) Create a single paragraph:
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Paragraph Topic sentence Supporting details Facts
• Create a paragraph with topic sentence
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout.
1st Read:
Life in Antarctica p. 144-145
Main
Selection:
Penguin Chick
p. 146-167
Paired Read:
Antarctica Anthem
p. 168-169 W
WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
111A – F
Recommended: Unit 5’s writing lessons are geared toward narrative writing, and should have been used as supplemental resources in Benchmark 1 & 2 already. To teach expository/descriptive writing, use Unit 1, Week 4’s writing lessons on “Focus on Object/ Setting” (p. 111A – F) to teach describing places and things.
Garvey School District
Page 37 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC
WOC 1.7(2) Capitalize geographical names, holidays, historical periods, and special events correctly.
Capitalization Proper nouns Common nouns
• Identify and capitalize proper nouns correctly.
169E – F
L/S LSS 1.5 Organize ideas chronologically or around major points of information.
Chronological ideas (beginning, middle, end) Main ideas Sequencing
• Sequence information chronologically or around several main ideas.
167B
Garvey School District
Page 38 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize
- Choose appropriate strategies for different reading purposes.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
174 – 175 176 – 193
R
RC2.7 (2) Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).
Multi-step instructions Sequence
- Follow multi-step written instructions to create a product or complete a task.
194 -195 Additional resources: Unit 3, Week 6, p. 426 – 427 (Design Your Own Journal)
WS1.1(3) Create a single paragraph:
a. Develop a topic sentence. b. Include simple supporting
facts and details.
Paragraph Topic sentence Supporting details
• Create a paragraph with topic sentence
• Elaborate on that topic sentence with strong supporting facts and details.
• Maintain focus throughout.
W
WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details Adverbs Strong verbs Similes Metaphors
• Write multi-paragraph expository compositions to describe people, places, or things.
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
198 – 199D
Recommended: This week’s writing lessons on “Strong leads” can be adapted for various genres, even though the lessons themselves are geared toward narratives. Also use Unit 1, Week 5’s (p. 144 – 145F) writing lessons on “Focus on Object/ Setting” to teach describing places and things.
1st Read:
Web Spinners p.174-175
Main Selection:
Animal Homes
p. 176 - 193
Paired Read:
Do Animals Have
Personalities? p. 194-197
WOC
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in
Subject Nouns Verbs Agreement
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in
197E – 197F Additional resources: Refer to Unit 5, Week 3’s (p. 211E – F) lessons on Pronoun-Verb Agreement.
Garvey School District
Page 39 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
writing and speaking. Pronouns Adjectives Compound words Articles (the, an, a)
agreement. • Use pronouns, adjectives,
compound words, and articles correctly in sentences.
197E – 197F Additional resources: Refer to Unit 5, Week 3’s (p. 211E – F) lessons on Pronoun-Verb Agreement.
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly.
172N – O, 197C – 197D
Garvey School District
Page 40 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Monitor comprehension
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
214 – 215B 216 – 229
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fable
- Comprehend basic plots of folklore and fairy tales.
230 - 231
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
216 - 229
1st Read:
Max the Amazing Hamster
p.214-215
Main Selection:
Wilbur’s
Boast p.216-229
Paired Read:
The Lion and The Mouse
p.230-231
R
RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.
Theme Author’s message Big idea Moral Fiction Nonfiction
- Understand that authors tell stories to convey big ideas or messages that they believe to be important.
Use textual clues to make inferences about the theme / author’s message.
230 -231
Garvey School District
Page 41 of 53 6/30/2012
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences
Impression Description Adjectives Sensory details Adverbs Strong verbs Similes Metaphors
• Write multi-paragraph expository compositions to describe people, places, or things.
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
Recommended: Additional resources for teaching expository/descriptive writing—
• Write from the Beginning
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
231E – F
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 212N – O, 231C – D
Garvey School District
Page 42 of 53 6/30/2012
Benchmark 3 (1/30/12 – 4/6/12)
Descriptive/ Expository Essential Standards
Description of Mastery: Concepts and Skills
Unit 5
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize
- Choose appropriate strategies for different reading purposes.
RC2.1(2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.
Titles Table of content Chapter headings Subheadings Captions Illustrations Diagrams Key words
- Know the parts of informational text and their functions.
- Use nonfiction text features to locate information and assist in making meaning of text.
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
236 – 237B 238 – 261
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
Identify the elements of story in a literary text.
R
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fairy tale Myth Folktale Legend Fable
- Comprehend basic plots of folklore and fairy tales.
262 - 265
1st Read:
What Curious Creatures! p.236-237
Main Selection:
Unique Animals
p.238-261
Paired Read:
The Story of
the First Woodpecker
p.262-265
W WA2.2 Write descriptions that use concrete sensory
Impression Description
• Write multi-paragraph expository compositions to
Recommended:
Garvey School District
Page 43 of 53 6/30/2012
W details to present and support unified impressions of people, places, things, or experiences
Adjectives Sensory details Adverbs Strong verbs Similes Metaphors
describe people, places, or things.
• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.
Additional resources for expository / descriptive writing—
• Write from the Beginning
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly.
265E – 265F
Garvey School District
Page 44 of 53 6/30/2012
Benchmark 4 (4/9/12 – 6/14/12)
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Visualize
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
280 – 281B 283 – 303
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
304 – 307
R
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Folktale Fable
- Comprehend basic plots of folklore and fairy tales.
283 – 303
1st Read:
Family Feast
p.280-281
Main Selection:
Stone Soup
p.283-303
Paired Read:
What’s for
Lunch? p.304-307
W
WA2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note
• Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the composition.
• Use proper format for letter writing.
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
Garvey School District
Page 45 of 53 6/30/2012
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources /
Additional Notes
WA2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Invitation • Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the composition.
• Use proper format for letter writing.
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
RW1.8(4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.
Prefix Suffix Base word Root word
- Know the meaning of common grade-level prefixes and suffixes.
- Use knowledge of affixes to understand new words.
278N – O, 307C – D
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
307E – F
WOC
WOC 1.7(2) Capitalize geographical names, holidays, historical periods, and special events correctly.
Capitalization Proper nouns Common nouns
• Identify and capitalize proper nouns correctly.
307F
Garvey School District
Page 46 of 53 6/30/2012
Benchmark 4 (4/9/12 – 6/14/12)
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.
Strategy Purpose Summarize
- Choose appropriate strategies for different reading purposes.
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
312 – 313B 314 – 329 330 – 333
1st Read:
The Wind and the
Sun p.312-313
Main Selection:
The
Strongest One
p.314-329
Paired Read:
The Big
R
RL3.1(1) Distinguish common forms of literature (e.g., poetry,
Genre - Know the distinguishing 312, 314,
Garvey School District
Page 47 of 53 6/30/2012
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
drama, fiction, nonfiction). Fiction Nonfiction Drama Play
characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
330
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Folktale Fable
Comprehend basic plots of folklore and fairy tales.
312 – 313
W WA2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation
• Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the composition.
• Use proper format for letter writing.
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
334E – F
Dipper p.330-333
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending
Blends, Contractions Compound words Consonant doubling
• Spell grade level words correctly.
334C – D
Garvey School District
Page 48 of 53 6/30/2012
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Homophones plurals singular
Benchmark 4 (4/9/12 – 6/14/12)
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.5 (2) Distinguish the main idea and supporting details in expository text.
Main idea Supporting details Expository text
- Determine stated / implied main ideas in an expository text.
- Identify the supporting details for a main idea.
R
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fairy tale Myth Folktale Legend Fable
- Comprehend basic plots of folklore and fairy tales.
338 – 339 340 – 343 344 – 345
1st Read:
Telling Tales
p.338-339
Main Selection:
Tales of
the Trickster p.340-343
W WA2.3 Write personal and formal letters, thank-you notes, and invitations:
Format Audience Date Salutation
• Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages:
Garvey School District
Page 49 of 53 6/30/2012
W c. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
d. Include the date, proper salutation, body, closing, and signature.
Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation
composition. • Use proper format for letter
writing.
Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.
Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)
• Distinguish between different parts of speech in a sentence.
• Identify whether subjects and verbs in a sentence are in agreement.
• Use pronouns, adjectives, compound words, and articles correctly in sentences.
347E – F
Paired Read:
Voices of the Past
p.344-345
WOC
WOC 1.9(1) Arrange words in alphabetic order.
Arrange Alphabetical order
• Arrange words in alphabetical order up to the second letter.
347C – D
Benchmark 4 (4/9/12 – 6/14/12)
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
Prior knowledge Inference Textual information
- Ask thoughtful and relevant questions of the text to show understanding.
- Use prior knowledge to make connection with reading.
- Use textual information to answer literal questions.
- Combine details from text and one’s own inferences to help answer questions.
1st Read:
Red and Her
Friends p.350-351
Main
Selection:
Cook-a-Doodle-
Doo! p.352-377
R
RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
Genre Fiction Nonfiction
- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.
350 – 377 350 – 377
Garvey School District
Page 50 of 53 6/30/2012
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
- Use other directly stated information by the author/illustrator to understand the character better.
352 – 377
W WA2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation
• Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the composition.
• Use proper format for letter writing.
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
Paired Read:
Welcome
to the Bakery!
p.378-381
WOC WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].
Blends, Contractions Compound words Consonant doubling Homophones plurals singular
• Spell grade level words correctly. 381C – D
Garvey School District
Page 51 of 53 6/30/2012
Benchmark 4 (4/9/12 – 6/14/12)
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.
Story elements Character Setting Plot Events Problem Solution/resolution
- Identify the elements of story in a literary text.
386 – 405
RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.
Plot Retold Fairy tale
- Comprehend basic plots of folklore and fairy tales.
1st Read:
Count on Detective
Drake p.386-387
Main Selection:
One
Riddle,
R
RL3.3(2) Determine what characters are like by what they say or do and by how the
Character Action Character traits
- Determine a character’s traits by their actions, words, and thoughts.
388 – 409
Garvey School District
Page 52 of 53 6/30/2012
Essential Standards
Description of Mastery: Concepts and Skills
Unit 6
Standards
Academic Vocabulary
Skills
Treasures Resources (refers to TE pages only)
Supplemental Resources / Additional Notes
author or illustrator portrays them.
Character Action Character traits
- Use other directly stated information by the author/illustrator to understand the character better.
RW1.8(4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.
Prefix Suffix
- know the meaning of common grade-level prefixes and suffixes
- use knowledge of affixes to understand new words
409C – D
W WA2.3 Write personal and formal letters, thank-you notes, and invitations:
a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.
b. Include the date, proper salutation, body, closing, and signature.
Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation
• Write friendly and formal letters with an awareness of audience.
• Maintain focus and a consistent voice throughout the composition.
• Use proper format for letter writing.
Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)
WOC 1.6(1) Use commas in dates, locations, and addresses and for items in a series.
Commas Dates Locations Addresses Items in a series
• Identify and use commas properly.
• Use commas in a series correctly.
409E – F
One Answer
p.388-405
Paired Read:
Beauty and the Beast
p.406-409
WOC
WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and
Blends, Contractions Compound words Consonant doubling Homophones plurals
• Spell grade level words correctly. 409C – D