Grade 3 Q4 3... · Web viewEnglish Language Arts. 4. th. Nine Weeks. Grade 3. Recurring...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts 4th Nine Weeks Grade 3

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

Shelby County Schools2015/2016

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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards


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The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection:

http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.

● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:

The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE


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http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf

http://tn.gov/education/article/tnready-blueprints



TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Week 1-Lesson 18Reading Selections “A Tree Is Growing” (Lexile Level 800) “Staying Alive” (Lexile Level 700) http://go.galegroup.com/ps/i.do?id=GALE%7CA385998368&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=ab3dc5b5167fc075765f59d229035848Big Idea: Trees and plants help themselves and others survive.

Reading Literature and Informational TextRI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Related Science StandardsGLE 0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their functions.GLE 0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment.

Purpose for Reading To understand how trees, plants, animals, and humans are

connected

Strategies and Skills Needed to Access the Standards Text and Graphic Features Domain-Specific Vocabulary Illustrations Question Summarize Resource for summarizing:

http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000002 ; Very Important Points (during and after reading strategiy)

Learning Targets (I Can…) Describe how illustrations and text features help with meaning. Use context to determine the meanings of unfamiliar words. Ask questions before, during, and after reading to help with

understanding. Summarize during and after reading to help with overall

understanding.

Performance Task Students will write a short explanation about the growth of a

seed using domain-specific words and drawing on information gained from words and illustrations in the text “A Tree Is Growing.” (RI.3.7)

Other Performance Assessments Written summary of a “fresh read” text or texts, drawing on

specific details from the text. Plot diagram or story board of a “fresh read” text Teacher-made or district common assessments in testing

format Anecdotal evidence from classroom discussions

Text-Dependent Questions According to the text, how are leaves from different trees

similar to and different from each other? (key details) According to the text, how do trees and plants help

themselves survive? (general understandings; intertextual connections)

How does the diagram on p. 105 help you understand the way scientists determine the age of a tree? (author’s craft and purpose)

What do you think would happen to the animals if all the trees in an area were cut down? (inference)

Literacy Station Activities Comprehension Station-write a summary of a passage,


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http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000002


http://go.galegroup.com/ps/i.do?id=GALE%7CA385998368&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=ab3dc5b5167fc075765f59d229035848




write answers to text-dependent questions, Journeys Comprehension and Fluency flip chart for Lesson 18:

http://www.internet4classrooms.com/common_core/ use_text_features_search_tools_key_reading_informational_text_third_3rd_grade_english_language_arts.htm

See also C.030, C.031, and C.032 from http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000002

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Match to the text features or search tools using independent level text with support from illustrations, environmental print or an illustrated word bank.

Identify text features or search tools from familiar text with a partner.

Locate information using text features, search tools, and graphic organizers with a partner.

Locate information relevant to a given topic using text features, search tools, and a graphic organizer.

Locate information relevant to a given topic using text features and search tools. Connect the relationships of the parts using graphic organizers.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Strategies and Skills Syllable division Review multi-syllable words with VCCCV pattern Words with /k/ and /kw/ VCCCV lesson:

http://library.neuhaus.org/lessonets/syllable-division-review-vcccv-words

Learning Targets (I Can…) Divide multi-syllable words correctly. Decode and read multi-syllable words. Read and spell words with /k/ and /kw/. Read words and sentences to improve fluency. Read orally with expression. Use context to confirm or self-correct when reading

Phonics and fluency Phonics - review VCCCV pattern, words with /k/ and /kw/ Fluency-Expression; Current goal of 97-107 WCPM

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing

Literacy Station Activities Decoding/word study-word building with VCCCV words, /k/

words. /kw words, and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys


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http://www.internet4classrooms.com/common_core/use_text_features_search_tools_key_reading_informational_text_third_3rd_grade_english_language_arts.htm






unfamiliar words. Read independently from a “just right” book.

Comprehension and Fluency flip chart for Lesson 18 See Internet4 classrooms for fluency passages and activities

http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_language_arts.htm

Writing/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.W.3.3a-Estabih a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally

Strategies and SkillsSkills Narrative writing-story Establishing a narrator Sequence of events

Strategy Pre-assessment to determine skill level Modeled response to text Peer editing pre-assessment for clear sequence in story Self editing pre-assessment and self-reflection

Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and

has a clear order of events. Establish a narrator for my story.

Routine Writing Writing a narrative piece

Writing Tasks In the story “A Tree is Growing” we read about the life that

happens inside and around a tree. Imagine that you are an animal living in that growing tree. Write a story about a day in the life that animal, showing ways in which the tree helps you survive. Make sure to pick a narrator and put the events in sequential order.

Performance Assessment Edit draft for sequence and consistent narrator choice

See the scoring rubric from TNReady: http://tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr3.pdf

Speaking and ListeningSL. 3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL .3.1 a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL. 3.1d -Explain their own ideas and understanding in light of the discussion.

Strategies and Skills Group behaviors, classroom routines and procedures,

collaborative conversations TNCore Accountable Talk resource:

http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening

Performance Assessments Teacher observation


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http://tn.gov/assets/entities/education/attachments/tnready_rubric_narrative_gr3.pdf








skills while working in a group. Use accountable talk procedures to engage effectively in a

discussion about literature and informational text.

LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4d-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Strategies and Skills Word roots “Be” verbs Helping verbs

Strategy Learning grammar through writing Identify the root in a word Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Using summarization to teach vocabulary: http://wvde.state.wv.us/strategybank/summarization.html

Learning Targets (I Can…) Discuss the qualities of “be” verbs and helping verbs in a

sentence. Identify the root in a word. Identify when “be” verbs and helping verbs while reading. Ensure that I am using “be” verbs and helping verbs when

I write Edit writing for capitalization errors and spelling

Vocabulary Word roots

Vocabulary for Explicit Instruction Store, absorb, throughout, spines, dissolve, passages,

stanza, rhyme http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts “Be” verbs Helping verbs

Literacy Station Activities Vocabulary Station-sort words by roots, build words using

roots and affixes, illustrate words, Journeys Word Study flip chart for Lesson 18

See Florida Center for Reading Research, Student Center Activities,

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 2, V.014-Root-a-Word

Performance Assessments Edit for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.

Week 2-Lesson 19Reading Selections


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http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


http://wvde.state.wv.us/strategybank/summarization.html

http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction





“Two Bear Cubs” (Not rated) “Whose Land Is It?” (Lexile Level 530) “Return of the Bear” (Lexile Level 850) http://www.readworks.org/passages/return-bearBig Idea: Community members depend upon themselves, others, and the environment to survive.

Reading Literature and Informational TextRL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Related Science StandardsGLE 0307.2.2 Explain how organisms with similar needs compete with one another for resources.GLE 0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment.

Strategies and Skills Needed to Access the Standards Story Structure Story message/theme Main idea Sequence Summarize

Learning Targets (I Can…) Describe the selection’s sequence of events and explain

how the characters actions contributed to the sequence of events.

Draw conclusions about the events and characters in a story.

Describe the plot of a fiction story and discuss how the characters’ actions contributed to the plot.

Use conclusions to predict and infer the message of a story. Compare animals in fact and fiction, using specific details

from text to make comparisons.

Performance Task Discuss why Measuring Worm was the only animal that was

able to help the bear cubs. Be sure to describe some of the key features he possessed that helped him contribute to the sequence of events and made him the right person for the job. (RL.3.3)


specific details from the text Plot diagram or story board of a “fresh read” text Teacher-made or district common assessments in testing


Sample MICA Items for RL.3.3 and RL.3.5https://micatime.com/ Create an assessment using Question IDs 44666 and 44674

Text-Dependent Questions What are some of the key things that happen in scene 2 of

the play? (key details) What lesson did the two bear cubs learn? (general

understandings) Why do the Miwok still call the mountain Tu-tak-a-na?

(inference, opinion) According to the texts you read this week, what are some

things that can be done to keep people and animals from interfering with each others’ survival? (intertextual connections)


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https://micatime.com/Exam/Create

http://www.readworks.org/passages/return-bear




Literacy Station Activities Comprehension Station-story map/story sequence chart,

write answers to text-dependent questions, Journeys Comprehension and Fluency flip chart for Lesson 19, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm , Comprehension Part 1, C.004-Story Book

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.


Writ

ing

Identify the parts of stories, dramas, and poems with a partner using a word bank.

Label the parts of stories, dramas, and poems using phrases and simple sentences with a graphic organizer

Describe how the parts of stories, dramas, and poems build on one another using simple and some compound sentences with specific content language using sentence frames.

Describe how the parts of stories, dramas, and poems build on one another using compound and some complex sentences with technical content-area language.

Describe how the parts of stories, dramas, and poems build on one another using complex sentences with technical and abstract content-area language.


Reading Foundational SkillsRF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3 c- Decode multi-syllable words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and

Strategies and Skills Vowel sounds in spoon/wood Review words with /k/ and /kw/

Learning Targets (I Can…) Decode words with the same vowel sound in spoon and

wood. Read words and sentences to improve fluency. Read orally with expression. Use context to confirm or self-correct when reading


Phonics and fluency Phonics-Vowel sounds in spoon/wood Fluency-Reading rate Current goal of 97-107 WCPM

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Reader’s Theater performance of “Two Bear Cubs”

Literacy Station Activities Decoding/word study-word building with oo words, /k/

words, /kw/ words, and other patterns that have not been


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cause/effect mastered; word sorts with multisyllabic words; read decodable text

Fluency (Optional)-practice partner reading with expression, timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 19

See Internet4 classrooms for fluency passages and activities http://www.internet4classrooms.com/common_core/

read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_language_arts.htm

See Florida Center for Reading Research, Student Center Activities,

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm , Phonics Part 3, P.019, Vowel Digraph Baseball (variant correspondences, including oo)

Writing/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.W.3.3a-Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturallyW.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Strategies and SkillsSkills Narrative writing-new ending to a story Establishing a narrator Using dialogue Sequencing events clearly

Strategy Modeled response to text Peer editing pre-assessment for clear sequence in story Self editing pre-assessment and self-reflection


has a clear order of events Establish a narrator for my story

Routine Writing Writing a narrative piece

Writing Tasks In the story “Two Bear Cubs,” the bear cubs were saved

because Measuring Worm had unique abilities that allowed him to help them. Imagine what would have happened if he had not been able to help, and write a new ending to the story. Make sure to pick a narrator, put the events in sequential order, and include dialogue.


Speaking and ListeningSL. 3.1c- Ask questions to check understanding of




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information presented, stay on topic, and link their comments to the remarks of others.SL. 3.1d -Explain their own ideas and understanding in light of the discussion.SL.3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.



Learning Targets (I Can…) Ask and answer questions to gain information from a

speaker. Provide elaboration and details in response to questions. Provide a solution and provide reasons that support that

solution. Use language and style appropriate to a speaking

situation. Perform a role for videotaping.

Reader’s Theater performance of “Two Bear Cubs” Audio or video recording of a portion of the performance

LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1b- Form and use regular and irregular verbsL.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Strategies and Skills Prefixes pre-, re-, bi- Regular and Irregular Verbs

Strategy Learning grammar through writing Routine for explicit vocabulary instruction, TNCore K-3


Learning Targets (I Can…) Decode words with common prefixes pre-, re-, bi- Discuss the how to use regular and irregular verbs in a

sentence Identify regular and irregular verbs while reading Ensure that I am using the correct verb, regular or irregular,

when I write Edit writing for capitalization errors and spelling

Vocabulary Prefixes pre-, re-, bi-

Vocabulary for Explicit Instruction Base, summit, burden, heroic, courage, habitat, endangered http://achievethecore.org/content/upload/



Language Arts Regular and irregular Verbs

Literacy Station Activities Vocabulary Station-sort words by prefixes, build words using

roots and prefixes, illustrate words, locate words with target prefixes in connected text, Journeys word study flip chart for Lesson 19

See Florida Center for Reading Research, Student Center


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Activitieshttp://www.fcrr.org/Curriculum/studentCenterActivities23.shtm , Vocabulary Part 2, V.010-Affix Match

Performance Assessments Edit draft for weekly grammar skill. Edit for grade-level capitalization and punctuation errors.

Week 3-Lesson 20Reading Selections “Life on the Ice” (Lexile Level 890) “The Raven: An Inuit Myth” (Not rated) Arctic Wolf (Donyall Dickey, Complex Text, RI.3.7)Big Idea: Climate affects the lives of people and animals.

Reading Literature and Informational TextRL3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Related Science Standards

Strategies and Skills Needed to Access the Standards Main Idea/Supporting Details Theme/Central Message Infer/Predict Summarize Resource for inference:


Learning Targets (I Can…) Use text evidence to draw conclusions and demonstrate

understanding of a text.

Performance Task Summarize the main idea of “Life on the Ice,” and explain

how key details support the main idea. (RI.3.2)

Performance Assessments Written summary of a “fresh read” text or texts, drawing on




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GLE 0307.8.1 Recognize that that there are a variety of atmospheric conditions that can be measured.

Related Social Studies Standards3.12 Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, drought).

3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met.

Determine the main idea of a visual and discuss why the author might have included that particular visual in the text.

Describe how the main idea was developed by key details. Use text evidence to make inferences and predictions. Support ideas and responses with evidence from text.

Text-Dependent Questions Why doesn’t much snow fall in the North and South Poles?

(key details) What does the word “inching” mean on p. 173, and how do

you know? (vocabulary) Why might it be dangerous to wear too many clothes at one

of the Poles? (inference) What is the key message in “The Raven?” (inference) Arctic wolves live near the North Pole. How might the climate

there affect them? Use the words and illustrations to help you. (inference)

Literacy Station Activities Comprehension Station-main idea/details graphic organizer,

write answers to text-dependent questions, Journeys Comprehension and Fluency flip chart for Lesson 20, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 2, C.013-Keys to the Main Idea

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.


Writ

ing

Draw a single idea or detail to represent a self-selected topic from a text with support from adults or peers.

Draw and label a single idea or detail to represent a self-selected topic from a text with support from adults or peers

Construct several simple sentences using a sentence starter and appropriate sequencing vocabulary that expands one idea or multiple related ideas from a text with support from adults or peers.

Construct several simple and complex sentences and appropriate sequencing vocabulary which expand one idea or multiple related ideas from a text with support from adults or peers

Construct multiple complex sentences, using a graphic organizer, and appropriate sequencing vocabulary which expand several related ideas from a text with support from adults or peers


Reading Foundational SkillsRF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.

Strategies and Skills Compound words

Phonics and fluency Phonics-Compound words


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RF.3.3 c- Decode multi-syllable words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Review words with oo sounds

Learning Targets (I Can…) Decode and read compound words. Read words and sentences to improve fluency. Read orally with expression Use context to confirm or self-correct when reading


Fluency-Accuracy; Current goal of 97-107 WCPM

Performance assessments Oral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Reader’s Theater performance of “The Raven”

Literacy Station Activities Decoding/word study-word building with compound words, oo

words, and other patterns that have not been mastered; word sorts with multisyllabic words; read decodable text

Fluency (Optional)-practice partner reading with expression, timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 20



See Florida Center for Reading Research, Student Center Activities, for ideas for phonics and fluency stations

http://www.fcrr.org/Curriculum/ studentCenterActivities23.shtm Phonics Part 5, P.037-Compound Construction

Writing/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.W.3.3a-Estabih a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.W.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event

Strategies and Skills

Skills Narrative writing-story Establishing a narrator Using dialogue

Strategy Pre-assessment to determine skill level

Routine Writing Writing a narrative piece Establishing a narrator Sequencing events clearly

Writing Tasks This week we read a piece of informational text about very

cold places. Imagine that you are visiting one of the Poles and write a story about your day at the top or bottom of the world. Know that your story will need to have characters, a


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order.W.3.3d- Provide a sense of closure.

Modeled response to text Peer editing pre-assessment for clear sequence in story Self editing pre-assessment and self-reflection



setting, a problem, and a solution. A story is an adventure, so you will need to include exciting events. Remember to use vivid verbs and interesting adjectives in your story. Make sure to pick a narrator, put the events in sequential order, and include dialogue.


Sample MICA Items for W.3.3https://micatime.com/ Create an assessment using Question ID 44960

Speaking and ListeningSL. 3.1c- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.SL. 3.1d -Explain their own ideas and understanding in light of the discussion.SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.




Learning Targets (I Can…) Determine main ideas and supporting details of a text read

aloud. Participate actively and productively in discussions. Use language and style appropriate to a speaking situation. Perform an assigned role in a Reader’s Theater.

Performance Assessments Teacher observation Reader’s Theater performance of “The Raven” Audio or video recording of a portion of the performance

LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.2- Demonstrate command of the conventions of

Strategies and Skills Dictionary and glossary Adverbs


Vocabulary Dictionary and glossary

Vocabulary for Explicit Instruction Shelter, colony, climate, region, constant, gliding, layer,

bleak, severe, Inuit http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdfShelby County Schools

2015/2016 of 41











standard English capitalization, punctuation, and spelling when writing.


Strategy for helping students check dictionary definitions with context: http://wvde.state.wv.us/strategybank/PAVEProcedure.html

Learning Targets (I Can…) Use reference materials to find the pronunciation and

determine or clarify the precise meaning of words Discuss the qualities of an adverb Identify adverbs while reading Explain how to use an adverb in your sentences Ensure that I am using adverbs properly while writing. Edit writing for capitalization errors and spelling errors

http://achievethecore.org/page/61/which-words-do-i-teach- and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Adverbs

Literacy Station Activities Vocabulary Station-sort words, build words, illustrate words,

locate words with target prefixes in connected text See Florida Center for Reading Research, Student Center

Activities, for ideas for vocabulary stationshttp://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 3, V.016-Oh, My Word! (dictionary use)

Performance Assessments Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Week 4-Lesson 22Reading Selections “The Journey: Stories of Migration” (Lexile Level 920) “The Grasshopper and the Ant” (Lexile Level 570) “Whoop It Up!” (Lexile Level 900) http://www.readworks.org/passages/whoop-itBig Idea: Animals migrate for a variety of reasons.

Reading Literature and Informational TextRL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in

Strategies and Skills Needed to Access the Standards Compare/Contrast Theme Using illustrations Visualize Resource for visualizing:


Performance Task Describe the reasons why desert locusts and gray whales

migrate. Be sure to reference the differences in the causes of each animal’s reasons for migrating, and explain the effects of the migration on both the animals and the environments in which they live. Cite evidence from the text “The Journey: Stories of Migration” to support your response. (RI.3.3)

Other Performance Assessments


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http://www.readworks.org/passages/whoop-it




http://wvde.state.wv.us/strategybank/PAVEProcedure.html





TN DOE Curriculum Standards Learning Outcomes Content & Taskstechnical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.7- Use information gained from illustrations (e.g., maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.

Learning Targets (I Can…) Compare and contrast the different reasons animals have

for migrating. Compare and contrast fictional animals with real animals. Discuss the effectiveness of illustrations in helping with

understanding. Use text details to visualize information. Explain how the author develops the main idea and/or the

theme using key details.

Venn Diagram comparing/contrasting two characters, events, or texts

Teacher-made or district common assessments in testing format

Anecdotal evidence from classroom discussions

Sample MICA Items for RI 3.2https://micatime.com/ Create an assessment using Question ID 4407

Text-Dependent Questions According to the text, why do desert locusts migrate?

(general understanding) According to the text, why do pregnant female gray whales

leave the Arctic first? (key detail) Why does the author use the words “dramatic” and

“frightening” to describe the migration of the desert locusts? (author’s craft and purpose)

What details does the author use develop the lesson in the story “The Grasshopper and the Ant?” (author’s craft and purpose)

How is Grasshopper in “The Grasshopper and the Ant” similar to the grasshoppers in “The Journey: Stories of Migration?” (intertextual connections)

How is the migration of the Whooping Crane in “Whoop It Up!” different from the migrations of the desert locusts and the gray whales? (intertextual connections)

Literacy Station Activities Comprehension station-Use story sequence cards to retell

“The Journey: Stories of Migration;” write answers to text-dependent questions, complete a Venn diagram comparing/contrasting the migrations of whales, desert locusts and/or whooping cranes, Journeys Comprehension and Fluency flip chart for Lesson 22, comprehension


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activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 2, C.017-Reading the Research

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.


Writ

ing

Draw icons or symbols to represent basic similarities and differences between two texts on the same topic from models using single words to represent ideas.

Produce labeled illustrations to represent basic similarities and differences between two texts on the same topic using illustrated word banks and graphic organizers.

Provide details about basic similarities and differences between two texts on the same topic, following a model and using short and some expanded sentences with emerging complexity.

Analyze basic similarities and differences between two texts on the same topic using short expanded and some complex sentences that show organized expression of ideas with emerging complexity.

Evaluate and make connections between basic similarities and differences between two texts on the same topic using multiple complex sentences that are cohesive, organized expressions of ideas.


Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Strategies and Skills Spelling changes: -s, -es, -ed, -ing Song about changing y to i:

http://www.songsforteaching.com/kidzup/changeytoi.htm

Learning Targets (I Can…) Decode and read multi-syllable words with –s, -es, -ed, and

–ing Apply grade-level phonics and word analysis skills in

decoding words. Use combined knowledge of letter-sound correspondences,

syllabication patterns, and morphology to read accurately unfamiliar words.

Use context to confirm or self-correct word recognition and understanding.

Read grade level text fluently, with accuracy and expression

Phonics and fluency Phonics-Spelling changes: -s, -es, -ed, -ing Fluency-Phrasing; Current goal of 97-107 WCPM


Literacy Station Activities Decoding/word study-word building with –s, -es, -ed, -ing,

and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 22


read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_languag


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http://www.songsforteaching.com/kidzup/changeytoi.htm





TN DOE Curriculum Standards Learning Outcomes Content & Taskse_arts.htm

Writing/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.W.3.3a-Estabih a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturallyW.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event orderW.3.3d- Provide a sense of closure

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue Sequencing story events





Writing Tasks Imagine that you are one of the animals we learned about in

The Journey: Stories of Migration. Tell a story about what it is like to migrate from the viewpoint of one of the animals in the passage. Make sure to pick a narrator, put the events in sequential order, and include dialogue. Cite details from the text to make your story authentic.

Speaking and Listening.SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Strategies and Skills Active listening Group behaviors, classroom routines and procedures,



Learning Targets (I Can…) Discuss the main idea and supporting details of a selection

read aloud. Hold a group discussion.


Language Strategies and Skills Vocabulary


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L.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modified.L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Word roots Comparative adjectives



Learning Targets (I Can…) Identify the root in a word and explain its meaning. Explain how to use comparative adjectives to compare the

degrees to which two things are. Explain when to use “more” and the suffix “-er” based on the

base word’s syllable. Use comparative adjectives correctly when writing. Edit writing for comma, capitalization errors and spelling

errors.

Word roots

Vocabulary for Explicit Instruction Migrate, survival, plenty, incredible, landscape, solid http://achievethecore.org/content/upload/



Language Arts Comparative adjectives

Literacy Station Activities Vocabulary Station-sort words by roots, build words using

roots and prefixes, illustrate words, locate words with target prefixes in connected text, Journeys Word Study flip chart for Lesson 22

See Florida Center for Reading Research, Student Center Activities, for ideas for vocabulary stations

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 2, V.014-Root-a-Word

Performance Assessments Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors

Week 5-Lesson 21Reading Selections “Sarah, Plain and Tall (Lexile Level 480)


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“Wagons of the Old West” (Lexile Level (860) “Out West” (Lexile Level 510) http://www.readworks.org/passages/out-west-1Big Idea: People migrate, too.

Reading Literature and Informational TextRL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.6-Distiguish their own point of view from that of the narrator or those of the characters.RL.3.7-Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RI.3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Strategies and Skills Needed to Access the Standards Story Structure Point of View Illustrations Monitor/Clarify Draw conclusions

Learning Targets (I Can…) Describe who is telling a story and explain how that

narrator’s viewpoint is different from my own. Examine the actions of characters in a story and explain

how their actions contribute to the sequence of events. Discuss why some people migrated to the American prairie

and describe how life was different there. Explain how illustrations help with meaning. Ask and answer questions to demonstrate understanding.

Performance Task Describe how you would have told the story of Sarah’s arrival

on the farm, and explain how your point of view might have been different from either Sarah’s or Caleb’s. (RL.3.6)




Text-Dependent Questions How is the land a little bit like the sea, according to Sarah?

(key details) Who is telling the story and how do you know? (author’s craft

and purpose) How do the words and illustrations let you know that this

story takes place in another time period? (author’s craft and purpose)

Do you think Caleb believes that Sarah will stay? How do you think Anna feels about this? Cite evidence from the text to support your opinion. (opinion)

Based on the illustrations, how are the wagons in the selections we read this week both similar and different? (intertextual connections)

Literacy Station Activities Comprehension station-Complete a story map of the

selection from “Sarah, Plain and Tall,” detailing how the


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http://www.readworks.org/passages/out-west-1




actions of the characters contributed to the story; write answers to text-dependent questions; Journeys Comprehension and Fluency flip chart for Lesson 21; write a brief explanation of the narrator’s point of view and tell how it differed from yours

Activities from the Student Achievement Partners Basal Alignment Project for this text: http://achievethecore.org/page/526/basal-alignment-project-lessons-grade-4-list-pg . Page numbers will differ, but the questions and activities are helpful.

Optional: Read other chapters or the entire chapter book Sarah, Plain and Tall. Guidelines for reading, including a close reading lesson, can be found on the SCS Weebly, http://scsliteracy.weebly.com/third-grade-curriculum.html (password: readandwrite)

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.6-Distiguish their own point of view from that of the narrator or those of the characters.


Spea

king

Say “I agree” or “I disagree” when giving thumbs up or thumbs down.

Repeat an illustrated statement or point of view of a character and then state “I agree.” or “I disagree.

Explain similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statementsyou don’t agree with using a Venn Diagram. (from listening)

List similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statements you don’t agree with using a Venn Diagram. (from listening)

Explain similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statements you don’t agree with using a Venn Diagram. (from listening).


Reading Foundational SkillsRF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3 c- Decode multi-syllable words.RF.3.4-Read with sufficient accuracy and fluency to support

Strategies and Skills Base words and –ed, -ing

Learning Targets (I Can…)

Phonics and fluency Phonics-Base words and –ed, -ing Fluency-Intonation; Current goal of 97-107 WCPM


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http://scsliteracy.weebly.com/third-grade-curriculum.html

http://achievethecore.org/page/526/basal-alignment-project-lessons-grade-4-list-pg

http://achievethecore.org/page/526/basal-alignment-project-lessons-grade-4-list-pg




comprehension.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Spell words with –ed and –ing endings. Apply grade-level phonics and word analysis skills in

decoding words. Use combined knowledge of letter-sound correspondences,



Read grade level text fluently, with accuracy and expression.


Literacy Station Activities Decoding/word study-word building with –ed, -ing, and other

patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Vocabulary flip chart for Lesson 21



Writing/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.W.3.3a-Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturallyW.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event order.W.3.3d- Provide a sense of closure.

Strategies and SkillsSkills Narrative writing Choosing a narrator Using dialogue Sequencing events

Strategy Modeled response to text Peer editing for clear sequence in story Self editing and self-reflection




Writing TasksPre-assessment writing task This week, we read an excerpt “Sarah, Plain and Tall.”

Imagine that this story was told from Caleb’s point of view instead of Sarah’s. Think about how the story would be different. Rewrite the story “Sarah, Plain and Tall” from the point of view of Caleb, her younger brother. Make sure to have Caleb serve as the narrator, put the events in sequential order, and include dialogue.

Speaking and Listening. Strategies and Skills Performance AssessmentsShelby County Schools

2015/2016 of 41







SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Active listening Group behaviors, classroom routines and procedures,



Learning Targets (I Can…) Discuss the main idea and supporting details of a selection


Teacher observation

LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modifiedL.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Strategies and Skills Prefix non- Comparative Adverbs



Learning Targets (I Can…) Decode words with common prefix non- Explain how to use comparative adverbs to compare the

degrees to which two things are Explain when to use “more” and the suffix “-er” based on the

base word’s syllable Use comparative adverbs correctly when writing Edit writing for comma, capitalization errors and spelling

errors

Vocabulary Prefix non-

Vocabulary for Explicit Instruction Prairie, fetch, slick, rolls, paddock, batted, rustle http://achievethecore.org/content/upload/



Language Arts Comparative Adverbs

Literacy Station Activities Vocabulary Station-Word building with prefix non- and roots,

word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Comprehension and Vocabulary flip chart for Lesson 21

Performance Assessments Edit draft for weekly grammar skill


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Edit for grade-level capitalization and punctuation errors.

Week 6 –Lesson 23Reading Selections “The Journey of Oliver K. Woodman” (Lexile Level 750) “Moving the U.S. Mail” (Lexile Level 720)Big Idea: Mail allows people to communicate across long distances.

Reading Literature and Informational TextRL.3.3 – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4 – Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Strategies and Skills Needed to Access the Standards Sequence of Events Formal/Informal Language Analyze/Evaluate

Learning Targets (I Can…) Examine how the actions of characters can affect the

sequence of events within a story. Explain how mail delivery has changed over time. Analyze an author’s use of formal and informal language. Use evidence from the text to support ideas in a discussion.

Performance Task Write a paragraph describing the effect Oliver had on some

of the people who gave him a ride. Describe each of the characters, and tell how the actions of these characters contributed to the sequence of events in the story. (RL.3.3)

Other Performance Assessments Sequence of Events Graphic Organizer of a “fresh read” Teacher-made or district common assessments in testing

format (all) Anecdotal evidence from classroom discussions (all)

Text-Dependent Questions Why doesn’t Oliver K. Woodman write any letters to Uncle

Ray? (general understandings) How do the actions of the people he meets along his journey

help Oliver reach Tamiko and her family? (author’s craft and purpose)

Why doesn’t Oliver tell Melissa’s grandfather how he ended up in the middle of the reservation? (inference)

Does the story of Oliver K. Woodman take place in modern times or long ago? Use information from both texts to support your response. (intertextual connections)

Literacy Station Activities Comprehension station-Use story sequence cards to retell

the story of Oliver K, write answers to text-dependent questions, write a paragraph comparing two different people


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who gave Oliver a ride; make a map to chart Oliver’s journey across country, including information about the people he meets along the way; Journeys Comprehension and Fluency flip chart for Lesson 23; comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 1, C.009-Retell-a-Story

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4 – Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.


Writ

ing

Copy words and short phrases from a text and illustrate the word in a personal dictionary.

Copy words and short phrases from a text and illustrate the word in a personal dictionary. Produce labeled illustrations that represent words and short phrases from a text

Produce several simple sentences which describe the literal or nonliteral meaning of a word or phrase from a text with a partner.

Produce several compound sentences which describe the literal or nonliteral meaning of a word or phrase from a text with a partner.

Produce several compound sentences with some complex sentences which describe the literal or nonliteral meaning of a word or phrase from a text with a partner.


Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Strategies and Skills Suffixes: -ful, -y, -ous, -ly, -er

Learning Targets (I Can…) Decode words with common suffixes –ful, -y, -ous, -ly, -er . Apply grade-level phonics and word analysis skills in decoding

words. Use combined knowledge of letter-sound correspondences,



Read grade level text fluently, with accuracy and expression.

Phonics and fluency Phonics-Suffixes: -ful, -y, -ous, -ly, -er Fluency-Rate; Current goal of 97-107 WCPM


Literacy Station Activities Decoding/word study-word building with –ful, -y, -ous, -ly, -er,

and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 23


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Writing/ResearchW.3.3a-Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturallyW.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event orderW.3.3d- Provide a sense of closure

Strategies and SkillsSkills Narrative writing Establishing a narrator Using dialogue


Learning Targets (I Can…) Write a narrative story that uses detailed descriptions and has a

clear order of events. Establish a narrator for my story.


Writing Tasks Imagine that your family picked up Oliver and had a meal

with him. Tell a story about how that dinner would go, and what everyone would say. End your story with a short letter to Ray. Make sure to pick a narrator, put the events in sequential order, and include dialogue.

Speaking and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.




Learning Targets (I Can…) Participate actively and productively in class discussions, using

accountable talk.


Language Strategies and Skills Vocabulary


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L.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.3.2d- Form and use possessivesL.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Suffixes -er and -est Possessive nouns and pronouns

Strategy Learning grammar through writing Routine for explicit vocabulary instruction, TNCore K-3 Yearlong

Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Identify and use suffixes -er and -est Discuss how to write possessive nouns Identify possessive nouns and pronouns while reading Ensure that I am using possessive nouns and pronouns correctly

when I write Explain the difference between a possessive noun and pronoun,

and a contraction.

Suffixes -er and -est

Vocabulary for Explicit Instruction Drop, note, loaded, inspired, distinct, pleasure, reunion,

terror, managed, sincere, ticker-tape http://achievethecore.org/content/upload/



Language ArtsPossessive nouns and pronouns

Literacy Station Activities Vocabulary Station-Word building with suffixes –er and -est,

word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Word Study flip chart for Lesson 23

Performance Assessments for both Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.

Week 7Reading Selection Jake Drake Know-It-All (supplemental trade book) (Lexile Level 570) Chapters 1-4Big Idea: Winning isn’t always the most important thing.

Reading Literature and Informational TextRL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions

Purpose To understand that other things can be more important than

winning

Strategies and Skills Needed to Access the Standards Understanding Character

Performance Task Complete a Venn Diagram to compare/contrast two of the

characters, then write a paragraph explaining how their actions contribute to the sequence of events in the story. (RL.3.3)


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contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RI.3.6-Distinguish their own point of view from that of the author of a text.

Point of View Structure of a novel Theme

Learning Targets (I Can…) Describe a character’s traits, feelings, or motivation in a story. Describe the characters, setting, and plot of a story. Determine how the actions of characters can affect the sequence

of events within a story and the story structure. Determine an author’s point of view and distinguish it from one’s

own.

Other Performance Assessments Character Traits Graphic Organizer Teacher-made or district common assessments in testing

format Anecdotal evidence from classroom discussions Written responses to text-dependent questions

Text-Dependent Questions Why did Mrs. Brattle ask Kevin and Marsha to put their hands

down? (key details) Who is the narrator in this story and how does that affect how

you think about the different characters? (author’s craft and purpose)

Why are the words “grand prize” in all capital letters on p. 12? (author’s craft and purpose)

What does the word “copycats” mean on p. 24? (vocabulary) Why do you think Pete Morris did not go to the library after

lunch? (inference) What does the narrator mean when he says, “Jake drake was

something those two know-it-alls didn’t know about, and they both knew it?” (inference)

Literacy Station Activities Comprehension station-Write a summary of one of the

chapters, write answers to text-dependent questions, complete a Venn diagram comparing/contrasting two of the characters from the story, comprehension activity from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm, Comprehension Part 1, C.002-Compare-a-Character

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.



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Writ

ing

Describe the traits and feelings of characters from a story using words or phrases from a word bank with a partner

Describe the traits, motivations and/or feelings of characters from a story using phrases or simple sentences from a word bank

Describe the traits, motivations and/or feelings of characters from a story using compound and some complex sentences with specific content language using sentence frames.

Describe the traits, motivations and/or feelings of characters from a story using a variety of complex sentences with specific and some technical content-area language using sentence frames.

Describe the traits, motivations and/or feelings of characters from a story using compound, complex phrases, clauses and sentences with technical and abstract content-area language.


Reading Foundational SkillsRF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.3 c- Decode multi-syllable words.RF.3.4-Read with sufficient accuracy and fluency to support comprehension.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Strategies and Skills Prefixes –re, -un

Learning Targets (I Can…) Spell words with prefixes re- and un- Read independently from a “just right” book Read words and sentences to improve fluency Use context to confirm or self-correct when reading unfamiliar

words Use learned spelling patterns to spell unfamiliar words.

Phonics and fluency Phonics-Prefixes re- and un- Fluency-Current goal of 97-107 WCPM

Performance assessments Oral reading fluency checks/running records

Literacy Station Activities Decoding/word study-word building with re-, un-, and other

patterns that have not been mastered; word sorts with multisyllabic words

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Reader’s Theater or radio reading performance of a passage from the book



Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information

Strategies and SkillsSkills Descriptive writing-character sketch

Routine Writing Graphic organizer about a character


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together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Strategy Use a graphic organizer to write a character sketch

Learning Targets (I Can…) Describe a character in writing. Use evidence from the text (what the character says and does,

what others say about him/her) to complete my description. Edit and revise my writing.

Writing Tasks Write a character sketch of one of the characters from this

week’s reading. Be sure to describe how the character’s actions contributed to the development of the story.

Speaking and ListeningSL.3.4 – Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.SL.3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.




Learning Targets (I Can…) Determine the main idea and supporting details of a selection

read aloud. Create an audio recordings of stories or poems Hold a group discussion.

Performance Assessments Teacher observation Oral report on research topic

LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.3.1i- Produce simple, compound, and complex sentencesL.3.2 - Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling when writing.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Strategies and Skills Context clues Word structure Complex Sentences

Strategy Learning grammar through writing Resource for contextual redefinition, a vocabulary instructional

strategy: http://wvde.state.wv.us/strategybank/ContextualRedefinition.html

Vocabulary Context clues Word structure

Vocabulary for Explicit Instruction Joystick, catch, audience, hunched, copycats, convention http://achievethecore.org/content/upload/




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http://wvde.state.wv.us/strategybank/ContextualRedefinition.html






a. Use sentence-level context as a clue to the meaning of a word or phrase.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Learning Targets (I Can…) Edit writing for capitalization errors and spelling errors. Create complex sentences. Revise writing to change simple sentences to complex sentences

to improve my writing.

Language Arts Complex Sentences

Literacy Station Activities Vocabulary Station-sort words by prefixes and suffixes, build

words using roots and prefixes, illustrate words, locate words with target prefixes in connected text


http://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 5, V. 033-Meaning Exchange

Performance Assessments Use of different sentence types in writing

Week 8Reading Selection Jake Drake Know-It-All (supplemental trade book) (Lexile Level 570); Chapters 5-8Big Idea: Winning isn’t always the most important thing.

Reading Literature and Informational TextRL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.


winning

Strategies and Skills Needed to Access the Standards Understanding Character Point of View Structure of a novel Theme

Learning Targets (I Can…) Determine the theme in a story and explain how the details help

develop the theme. Ask and answer questions to demonstrate understanding of a

Performance Task Discuss how the story might have been different if you had

told the story instead of Jake. Point out specific events that might have been described differently if the story were told from your point of view. (RL.3.6) (See Writing for an extension.)

Other Performance Assessments Teacher-made or district common assessments in testing

format Anecdotal evidence from classroom discussions Written answers to text-dependent questions

Text-Dependent Questions Why doesn’t Jake want his dad to help him with the project?

(key details)


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Related Science Standards GLE 0307.Inq.1 Explore different scientific phenomena by asking questions, making logical predictions, planning investigations, and recording data. GLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigation.

text. Analyze characters and describe how their actions influenced the

story. Discuss how the narrator’s point of view influences the story. Discuss how the chapters in a novel build on each other. Use evidence from the text to support ideas in a discussion.

Why did the author put the word “need” in italics on p. 59? (author’s craft and purpose)

Why do Kevin and Marsha want to know what Jake’s science project is? (inference)

What does the narrator mean when he says, “You just have to know enough?” (inference)

Why do you think Kevin and Marsha told everyone all about their projects? (opinion)

Literacy Station Activities Comprehension station-Rewrite a portion of the story from

your point of view, write answers to text-dependent questions, write summary of one of the chapters, http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm, Comprehension Part 1, C.007-Story Grammar Yammer

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.


Read

ing

Copy “I agree with this.” or “I disagree with this.” next to illustrated statements about a character’s belief.

Produce sentences about differences in your point of view and the character’s point of view using sentence stems. “I agree with___________. I disagree with ___.”

Produce several sentences explaining similarities and differences between your point of view and the point of view of the character, using a teacher model.

Explain similarities and differences between your point of view and the point of view of a character with a complete paragraph, giving support for differences in points of view, using a teacher model

Explain similarities and differences between your point of view and the point of view of a character with several paragraphs, giving support for differences in points of view, using a teacher model.


Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with

Strategies and Skills Suffixes –less, -ness

Learning Targets (I Can…)

Phonics and fluency Phonics-Suffixes –less, -ness Fluency-Current goal of 97-107 WCPM


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accuracy, appropriate rate, and expression on successive readingsRF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Spell words with suffixes –less and -ness. Read independently from a “just right” book Read words and sentences to improve fluency Use context to confirm or self-correct when reading unfamiliar

words Use learned spelling patterns to spell unfamiliar words.


Literacy Station Activities Decoding/word study- word building with –-less, -ness, and

other patterns that have not been mastered; word sorts with multisyllabic words

Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, performance reading of a passage from the book



Writing/ResearchW.3.3-Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.c. Use temporal words and phrases to signal event order.d. Provide a sense of closure.

Strategies and SkillsSkills Narrative writing-new ending to the story

Strategy Use a graphic organizer to write a new ending

Learning Targets (I Can…) Write a new ending to the story. Use evidence and characters from the text. Keep the same narrator as the original. Edit and revise my writing.

Routine Writing Story map

Writing Tasks Rewrite one occurrence from this week’s readings but use

yourself as the narrator. Change the language to make it sound as if you are telling the story instead of Jake. Remember to use pronouns like “he” and “them” instead of “I” and “us.” (RL3.6; W.3.3)

Speaking and ListeningSL.3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.


collaborative conversations

Learning Targets (I Can…) Determine the main idea and supporting details of a selection



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LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.2 - Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling when writing.L.3.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Strategies and Skills Context clues Word structure Review: Common and proper nouns

Strategy Learning grammar through writing

Learning Targets (I Can…) Use context to determine the meanings of unfamiliar words. Correctly punctuate proper nouns and titles when I write on my

own. Revise writing to change common nouns to proper nouns to make

writing more exact.


Vocabulary for Explicit Instruction Flipped, observation, hypothesis, result, conclusion, zilch,

electromagnets, nickname, snooped, sledding http://achievethecore.org/content/upload/



Language Arts Common nouns Proper nouns Capitalizing proper nouns and titles


roots and prefixes, illustrate words, locate words with target prefixes in connected text


http://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 4, V.034-Word Express

Performance Assessments Use of conventions in writing

Week 9


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Reading Selection Jake Drake Know-It-All (supplemental trade book) (Lexile Level 570); Chapters 9-11 Current Electricity (Donyall Dickey, Complex Text, RI.3.3)Big Idea: Winning isn’t always the most important thing.

Reading Literature and Informational TextRL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.RL.3.6-Distinguish their own point of view from that of the author of a text.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause effect.

Related Science StandardsGLE 0307.Inq.2 Select and use appropriate tools and simple equipment to conduct an investigationGLE 0307.Inq.3 Organize data into appropriate tables, graphs, drawings, or diagrams.GLE 0307.Inq.4 Identify and interpret simple patterns of evidence to communicate the findings of multiple investigations.


winning

Strategies and Skills Needed to Access the Standards Understanding Character Point of View Structure of a novel Theme

Learning Targets (I Can…) Determine the theme in a story and explain how the details help

develop the theme. Ask and answer questions to demonstrate understanding of a

text. Analyze characters and how their actions influenced the story. Discuss how the narrator’s point of view influences the story. Discuss how the chapters in a novel build on each other. Use evidence from the text to support ideas in a discussion.

Performance Task With a partner, discuss how Jake’s views of winning the

science fair and being a “know-it-all” changed over the course of the novel. Now write a paragraph explaining the theme of the novel, using details from the text to support your key ideas. (RL.3.2) (See Writing for complete task.)

Other Performance Assessments Summarizing with a story map Character chart Written answers to text-dependent questions Teacher-made or district common assessments in testing


Text-Dependent Questions How did the work on the science project change when Willie

got involved? (key details) How was Pete’s reason for completing a science project

different from everyone else’s? (general understanding) What does the author mean on p. 79 when he says that the

gym was like a pot of water on a stove? (vocabulary) What does the narrator mean on p. 80 when he says that

Kevin “smiled a put-down smile?” (vocabulary) What is the theme of this story? (inference) Is Jake really a “know-it-all?” Support your opinion with

evidence from the text. (opinion) Compare the process used by Jake and Willie with the

experiment described in “Current Electricity.” (intertextual connections)


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Literacy Station Activities Comprehension station-Use a story map to retell key events

from the book, write answers to text-dependent questions, describe the theme of the story and tell how key details helped you determine the theme, http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 1, C.005-Story Element Sort or C.006-Story Element Web

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.2-Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.


Read

ing

Label events from a story with words, phrases and simple sentences using an illustrated word bank.

Create an illustrated graphic organizer describing the sequence of events and theme of a story using a word bank.

Create an illustrated graphic organizer with simple and expanded sentences describing the sequence of events and theme of the story.

Express ideas in detailed responses describing the sequence of events and theme of the story..

Express ideas describing the sequence of events and theme of the story using a broad range of sentence patterns and grammatical structures.


Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4 a- Read on-level text with purpose and understanding.RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Strategies and Skills Double consonants

Learning Targets (I Can…) Spell words with double consonants. Read independently from a “just right” book. Read words and sentences to improve fluency. Use context to confirm or self-correct when reading unfamiliar

words. Use learned spelling patterns to spell unfamiliar words.

Phonics and fluency Phonics-Double consonants Fluency-Current goal of 97-107 WCPM


Literacy Station Activities Decoding/word study- word building with double consonants and

other patterns that have not been mastered; word sorts with multisyllabic words


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Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, performance reading of a passage from the book



Writing/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Strategies and SkillsSkills Written paraphrase

Strategy Summarizing succinctly Using only a few words

Learning Targets (I Can…) Edit my draft for focus and clarity. Self-edit my own draft and reflect on my own writing.

Routine Writing Written summary of the theme of the book

Writing Tasks Write an essay in which you explain the theme of the book Jake

Drake, Know-It-All and discuss how the theme relates to the “Big Idea” for this unit. Be sure to cite specific details from the text that helped you determine the theme. (RL.3.2; W.3.2)

Speaking and ListeningSL. 3.1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.


collaborative conversations

Learning Targets (I Can…) Determine the main idea and supporting details of a

selection read aloud. Incorporate visuals into an oral presentation Hold a group discussion.

Performance Assessments Teacher observation Oral report on research topic with visuals

LanguageL.3.1b- Form and use regular and irregular plural nouns.L.3.4 a-Use sentence-level context as a clue to the

Strategies and Skills Context clues Word structure



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

Review: Singular and plural nouns

Strategy Learning grammar through writing

Learning Targets (I Can…) Use context to determine the meanings of unfamiliar words. Correctly punctuate proper nouns and titles when I write on

my own. Revise writing for incorrectly written singular and plural nouns.

Vocabulary for Explicit Instruction Fright, master, junkyard, hooked, duct, put-down http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-and-

how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts Singular nouns Plural nouns


roots and prefixes, illustrate words, locate words with target prefixes in connected text


http://www.fcrr.org/Curriculum/studentCenterActivities23.shtmVocabulary Part 5, V.035-Meaning Maker

Performance Assessments Edit draft for weekly grammar skill Edit for grade-level capitalization and punctuation errors.


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