Hickman Mills 3rd Grade Reading Comprehension/Decoding Skill …€¦ · Pacing Guide Grade...

Hickman Mills 2013-2014 1

Hickman Mills 3rd Grade Reading Comprehension/Decoding Skill Pacing Guide

Grade Level,Unit

#, and Week #

Comprehension Skill/Strategy

Planning Notes

Grade Level,Unit

#, and Week #

Decoding Skill C=consonants V= Vowels

Planning Notes

3U1W1 Strategy Analyze Story Structure Skill Character , Setting, Plot

3U1W1 Short vowels

3U1W2 Strategy Analyze Story Structure Skill Cause and Effect

3U1W2 Final e

3U1W3 Strategy Generate Questions Skill Main idea and Details

3U1W3 Long a

3U1W4 Strategy Generate Questions Skill Compare and Contrast

3U1W4 Long o

3U1W5 Strategy Summarize Skill Make and confirm predictions

3U1W5 Long i

3U2W1 Strategy Summarize Skill Sequence

3U2W1 Words with long e

3U2W2 Strategy Monitor Comprehension Skill Draw Conclusions

3U2W2 Words with Silent Letters

3U2W3 Strategy Monitor Comprehension Skill Main idea and Details

3U2W3 Three- Letter Blends


Grade Level,Unit

#, and Week #

Comprehension Skill

Planning Notes

Grade Level,Unit

#, and Week #


Planning Notes

3U2W4 Strategy Monitor Comprehension Skill Author’s purpose

3U2W4 Digraphs

3U2W5 Strategy Monitor Comprehension Skill Theme

3U2W5 Contractions

3U3W1 Strategy Generate Questions Skill Author’s Purpose

3U3W1 r-Controlled ( vowels er, ir, ur)

3U3W2 Strategy Generate Questions Skill Character, setting, plot

3U3W2 r- Controlled ( vowels ar, or)

3U3W3 Strategy Analyze Text Structure Skill Cause and Effect

3U3W3 Prefixes ( un-, pre-, mis)

3U3W4 Strategy Analyze Text Structure Skill Sequence

3U3W4 Diphthong /oi/

3U3W5 Strategy Visualize Skill Making Inferences

3U3W5 Varient /u/, /u/

3U4W1

Strategy Visualize Skill Drawing Conclusions

3U4W1

Diphthong ( ou, ow)


3U4W2 Strategy Visualize Skill Theme

3U4W2 Plural words

3U4W3

Strategy Monitor Comprehension Skill Problem/Solution

3U4W3

Variant Vowels ( au, aw, alt, alk, all, ough)

3U4W4 Strategy Monitor Comprehension Skill Problem/Solution

3U4W4 Homophones

3U4W5 Strategy Summarize Skill Sequence

3U4W5 Soft c and g

3U5W1 Strategy Summarize Skill Main Idea and Details

3U5W1 Compound words

3U5W2 Strategy Analyze Text Structure Skill Description

3U5W2 Inflectional Endings y to i

3U5W3 Strategy Analyze Text Structure Skill Cause and Effect

3U5W3 Closed Syllables

3U5W4

Strategy Monitor Comprehension Skill Drawing Conclusions

3U5W4

Inflectional Endings

3U5W5 Strategy Monitor Comprehension Skill Compare and Contrast

3U5W5 Open Syllables


Grade Level,Unit

#, and Week #

Comprehension Skill

Planning Notes

Grade Level,Unit #, and Week #


Planning Notes

3U6W1 Strategy Visualize Skill Making Inferences

3U6W1 Prefixes ( re-, un-, pre-, dis-, de-)

3U6W2 Strategy Visualize Skill Summarize

3U6W2 Final Stable Syllables


3U6W3 Vowel Team Syllables


3U6W4 r- Controlled Vowel Syllables

3U6W5 Strategy Generate Questions Skill Character, Setting, Plot

3U6W5 Suffixes


3rd

Grade ELA Testing Schedule 2013-2014

Start Smart August 14 - August 17 *Integrate remainder of Start Smart

in Unit 1

Unit 1 Teaching Window: August 19 - September 30 Mid-Test September 9 - September 13

Unit 1 Test September 30 - October 4

Unit 2 Teacher Window: October 7 - November 13 Mid-Test October 21 - October 29

Unit 2 Test November 11- November 15

Unit 3 Teaching Window: November 18 – January 14 Mid-Test December 9 - December 13

Unit 3 Test January 13 - January 17

Unit 4 Teaching Window: January 20 - February 25 Mid-Test February 3 - February 7

Unit 4 Test February 24 - February 28

Unit 5 Teaching Window: March 3 - April 15 Mid-Test March 24 - March 28


Unit 5 Test April 14 - April 21

Unit 6 Teaching Window: April 21 - May 15 Mid-Test May 5 - May 9

Unit 6 Test May 12 - May 16


Hickman Mills C-1

School District

Start Smart

for


Treasures~3rd Grade ELA

Start Smart Lesson Plans~ 3rd Grade

August 14-17, 2013

Pacing Day 1 Day 2 Days 3 Days 4 Days 5 Phonics/Word Study

Community Building Assessment Procedures, Routines, and Expectations


Objective: TSW read multi-syllabic words Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

- Prefix

- Suffix

- Decoding

- Strategy

Whole Group I Do: Explain to students that they will be reading many unfamiliar words this year. You will be helping them decode these words and use word parts to determine each word’s meaning. Explain that you will use decoding strategies to help make reading these unfamiliar multisyllabic words easier. (create an anchor chart to display the Decoding Strategy Chart S29) You may also choose to distribute a copy of the Decoding Strategy Chart to each student. We Do:

Objectives: TSW learn the 6 types of syllables Vocabulary (pre-teach and post in room under academic vocabulary for ELA)

- Final Stable Syllable

- Controlled Whole Group I Do: Explain to students that they will continue their work with understanding syllables by learning the six most common types of syllables in English. Create an anchor chart, prior to instruction that clearly shows all six syllable types with examples of each. We Do: Review each of the six types of syllables with the students and allow for students to create word examples for each as well.

Objective: TSW decode real and nonsense words Whole Group Write word list #1 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students work from workstations or another activity that you prepare.)


Write the word rebuilding on the board but do not pronounce the word. Have students read aloud Step 1 of the Decoding Strategy. Read the teacher Think Aloud on page S5 out loud to students. Continue having students read aloud the steps on the Decoding Strategy Chart as you work with them to understand the word rebuilding, using all of the strategies on the Decoding Chart. You Do: Students will work with a partner or small group to use the Decoding Strategy Chart on the words uncooked, rewinding, disappeared, preordered, undercooked. While students are working, TTW walk around the room assessing who is successful in using the Decoding Chart and who might need more assistance.

You Do: TTW write the following syllables on the board (refer to page S7 under practice). Draw a Syllable Sort Chart on the Board or create one prior to instruction using the Smartboard. Students can work together or with a partner to sort the syllables under the correct heading. (You might consider preparing a smaller student version of the chart for this part of the activity.)

Vocabulary Community Building Assessment Procedures, Routines, and Expectations


Objective TSW build vocabulary Vocabulary (pre-teach and post in room

Objective TSW build vocabulary Whole Group Tell students that in order to

Objective TSW use context clues. Vocabulary (pre-teach and post in room)


under academic vocabulary for ELA)

- Tier 1 Vocabulary

- Tier 2 Vocabulary

- Tier 3 Vocabulary Whole Group Explain to students that throughout the year you will be introducing them to new words that will appear in many texts they read. Tell students that knowing these words will help them become better readers. Explain to students that when introducing these words you will use the same strategy or vocabulary routine. Define/Example/Ask. (Refer to page S9 for an explanation of the process. Create an anchor chart to hang in the room that describes the routine.) I Do: TTW explain and model each piece of the strategy using the sample word enormous. (see page S9). We Do: On the bottom of page S9, there are three examples of the vocabulary routine. Use the routine described above with each of the samples. Be sure to refer back to the anchor chart as you go through each piece of the routine.

learn words well, they need many opportunities to read, write, and speak these words. Explain to students that they will have daily opportunities for them to do this. I Do/We Do: Read aloud the sentence prompts one at a time. Engage students in discussion. Use the discussion to evaluate each student’s depth of word meaning. (Connect to Words activity) When this activity is finished, continue the vocabulary lesson today with having students create Word Squares. You will need to have a piece of paper with 4 squares prepared for each student. You will need to model making a Word Square for your students following the directions on page S10. You might consider having a Word Square made before beginning instruction or utilize the Smartboard to save time. Review with students the reasons for building vocabulary and the benefits for them as readers.

- Definition

- Appositive definition

- Synonym

- Antonym

- General

- Example

- Context Clues Whole Group Tell students that they can sometimes use the words surrounding an unfamiliar or multiple-meaning word to figure out its meaning. Continue talking with students and explain that they will come across context clues in a variety of ways. (create an anchor chart prior to instruction that has the types of context clues posted in the room page S11) Use the poster to explain each type of context clue, using multiple examples of each. We Do: Use the example sentences (in the green margin on page S11) to help students decide which type of context clue is present in each sentence.

Comprehension/Fluency Community Building Assessment Procedures, Routines, and

Community Building Assessment Procedures, Routines, and

Objective TSW read narrative text and identify the story structure.

Objective TSW identify genres and the characteristics of each.

Objective TSW use questioning to improve reading


Expectations

Expectations

Vocabulary (pre-teach and post in the room)

- Story structure

- Character

- Setting

- Plot

- Theme Whole Group Tell students that story structure refers to the way the author has organized the events of the plot using story elements such as character, setting, and theme, as well as literary devices such as flashback and foreshadowing. Go over, in depth each story element as listed on page S15. (Create an anchor chart showing each element) I Do: Use “Arachne the Spinner” on Read-Aloud Anthology pages 75- 78 to model each of the above. Read the story once without stopping. Then revisit the story and discuss each aspect of narrative text. (You may choose to have students participate in identifying each part of the story)

Vocabulary (pre-teach and post in the room)

- Genres

- Compare and Contrast

- Plays

- Folktales

- Myths

- Poetry

- Fairy tales Whole Group Tell students that throughout the year, they will be learning more about different story genres. Knowing the characteristics of a genre will help them predict the kinds of information the author will provide as they read. In addition, this year they will focus on learning the structural differences and will be able to paraphrase the themes and supporting details of fables. myths, legends, stories, and fairytales. They will also compare and contrast settings in myths and folktales. We Do: Use TE Reproducible page S31. Review the name of each genre and help student’s list key characteristics they know for each. Tell students that as they read new stories, they will be recording examples of each genre type and adding to the list of characteristics.

comprehension Whole Group Tell students that asking and answering questions is one way to improve their reading comprehension. To help students answer questions provided in the Student Book and on tests, you will be teaching them a strategy called QAR: Question Answer Relationships. (Create an anchor chart that shows all 4 QAR prior to instruction)

- Right there

- Think and Search

- Author and Me

- On My Own Use the information on page S16 to describe each type of QAR to students. Be sure students understand that they will practice these strategies every week as they answer questions.

Writing Community Building Assessment

Community Building Assessment

Objective TSW create a Writer’s

Objective TSW utilize their Writer’s

Objective TSW learn proofreading marks.


Procedures, Routines, and Expectations

Procedures, Routines, and Expectations

Notebook. Whole Group Tell students that they will be writing every day. You want them to record their writing in their Writer’s Notebooks. These notebooks will be used to:

Write to a prompt. Make word lists

associated with study skills (i.e., prefixes, suffixes)

Write drafts of any major writing pieces

Write responses to reading

I Do: TTW explain to students that they are going to create a Writer’s Notebook. This notebook will be a place for them to keep all of their writing and ideas about things to write about. We Do: TTW allow students time to browse magazines and look for pictures or slogans that represent them. There will be a discussion on the importance of treasuring our Writer’s Notebooks and the TTW show a sample notebook that he/she created. You Do: TSW glue their pictures from home, slogans, cut outs on the front of their Writer’s Notebook in a collage that represents them. Then, students will gather together, with the teacher, to share the

Notebook to write a piece of text. Whole Group Remind students of the work they did yesterday creating their Writer’s Notebooks and review with them the ways they will use their notebooks. We Do/You Do: Guide students to write their names on the front of their Writer’s Notebook. Then have them turn to the first page and write the date. Remind them that they will write the date at the beginning of each new piece they write. (Be sure to make your expectations clear as to where you want the date located.) Tell students that you want them to write a description of themselves, including what they like to do in and out of school. **Note: There are writing prompts in the green margin on page S23 to be used during Start Smart. **

Whole Group Tell students that one writing habit they will be using all year is carefully rereading and revising their work. This will help them check for grammar, usage, and mechanics errors. It will also give them an opportunity to strengthen their writing based on feedback they received from you or their classmates. I Do: Teach students the proofreading marks shown on page S24 in the margin. Use these marks when you proofread pieces with students. Tell students that these marks will be used in every grade; they are common to all students in the school. We Do: TTW guide students in using the proofreading marks on sample sentences and passages. You Do: Students can use the proofreading marks to edit paragraphs and sentences.


notebook that will hold their writing masterpieces

Independent Activities Community Building Assessment Procedures, Routines, and Expectations


Distribute Materials Student Contracts

Possible Stations Workstation #1 Fairytales (Gather a substantial amount of fairytales for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Reading Inventory Self-Selected Reading

Possible Stations Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Online Activities Small Group Rotation

Practice Possible Stations Workstation #1 Poetry (Gather a substantial amount of poetry books for students to read.) Workstation #2 Story Elements http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf (pg. 13) Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Pacing Day 6 Day 7 Day 8 Day 9 Day 10

Phonics/Word Study Objective: TSW decode real and nonsense words Whole Group Write word list #2 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students work from workstations or another activity that you prepare.)



Objective: TSW decode real and nonsense words Whole Group Write word list #5 on the board. Use one list per day to assess students’ general decoding abilities. (You may choose to do these word lists in small groups versus in whole group. If so, then have other students work from workstations or another activity that you

Objective: TSW spell multi-syllabic words Whole Group Explain to students that their work with multi-syllabic words will continue today with them spelling words that you say out loud. Dictate the spelling words for students. (See page S8 for word list.) Pronounce one word at a time. Have student’s clearly state the

http://www.fcrr.org/curriculum/PDF/G2-3/2-3Comp_1.pdf







prepare.)

word. Then repeat the word for students and use it in a sentence. Prompt students to write one syllable at a time for multisyllabic words. After dictation is complete, write the words on the board. Ask students to proofread their spellings and correct any errors by writing the correct spelling besides the incorrect spelling. Collect the pages to analyze each student’s spelling errors. Continue with more dictation if time allows (pg. S8)


Vocabulary Objective TSW identify the meaning of prefixes and suffixes and how they change the meaning of roots Vocabulary (pre-teach and post in room)

- Prefix

- Suffix Whole Group Tell students that a prefix is a word part that is added to the beginning of a word and changes its meaning. Common prefixes (un-, re-, dis-, in-, non-over-, mis-, and sub-). Explain you can use the meaning of a prefix to determine the meaning of a whole word. We Do: Write the following words on the board in sentences: unwrap, under, uncle, unbelievable, united. Guide students to identify the prefix and/or suffix in each word, then use the meaning of the prefix or suffix to define the whole word.

Objective TSW identify the meaning of prefixes and suffixes and how they change the meaning of roots Vocabulary (pre-teach and post in room)

- Prefix

- Suffix Whole Group Tell students that a suffix is a word part that is added to the end of a word and it changes the root’s meaning and often its parts of speech. The word to which a suffix is added is called the root word or base word. Common suffixes (-s,, -es, -ed, -ing, -ly, -able, and –ful). Explain that a suffix sometimes changes the spelling of a base word. We Do: Write the following words on the board in sentences: unfraid, happily, joyful, clapping, remake, mislead, appointed. Guide students to identify the prefix and/or suffix in each word, then use the meaning of the prefix or suffix to define the whole word.

Objective TSW use a dictionary to determine word meaning Whole Group Explain to students that dictionaries and glossaries are valuable tools to readers. Each dictionary or glossary has very important features. Use the list on page S13 to describe these elements to students. (prior to instruction, create an anchor chart showing and explaining the elements page S13) Review the chart and each element with students. I Do: After reviewing the elements with students, use TE Reproducible page S30 to model the above for students, including how to use the dictionary’s pronunciation key. Focus on how to use what you find in a dictionary, such as how to look up the meaning of a word and choose the appropriate definition to make sure it fits the context of the sentence. We Do: Write the following sentence on the board. She will pitch the tent at campsite before it gets dark. After reading the sentence aloud, use the Think Aloud on page S13 to walk through your thinking on how to figure out the meaning of the word pitch.

Objective TSW use a dictionary to determine word meaning. Whole Group Explain to students that dictionaries and glossaries are valuable tools to readers. Each dictionary or glossary has very important features. Use the list on page S13 to describe these elements to students. (prior to instruction, create an anchor chart showing and explaining the elements page S13) Review the chart and each element with students. I Do: After reviewing the elements with students, use TE Reproducible page S30 to model the above for students, including how to use the dictionary’s pronunciation key. Focus on how to use what you find in a dictionary, such as how to look up the meaning of a word and choose the appropriate definition to make sure it fits the context of the sentence. We Do: Write the following sentence on the board. She will pitch the tent at campsite before it gets

Objective TSW use a Thesaurus. Whole Group Review with students their work with dictionaries the last two days. Then explain that they are going to use a thesaurus. Explain that a thesaurus is a reference book that lists words and their alternate word choices. These words include synonyms, or words of similar meaning, and antonyms, or words with opposite meanings. Tell students that the word that you look up in a thesaurus is called the entry word. Entry words are usually listed in alphabetical order. Some thesauruses are organized by concept or category. Guide words show the first and last entries on each page. Some entries include a cross-reference that will guide you to other words with similar or opposite meanings. I Do: Use TE Reproducible page S30 to model the above for students. Focus on how to use what you find in a thesaurus, such as how to look up the synonym for a word and use it to revise your writing. In addition, point out how the thesaurus can be used to expand one understands of related


You Do: Divide students into groups of 3 or 4. Give each group a sentence or two that has an underlined word. Tell students that they need to determine the meaning of the underlined word as it fits in the sentence. Students can present their sentences and thinking to the class

dark. After reading the sentence aloud, use the Think Aloud on page S13 to walk through your thinking on how to figure out the meaning of the word pitch. You Do: Divide students into groups of 3 or 4. Give each group a sentence or two that has an underlined word. Tell students that they need to determine the meaning of the underlined word as it fits in the sentence. Students can present their sentences and thinking to the class

words. We Do: Write the following words on the board: depressed, sad, happy, ecstatic Point out for students how depressed and ecstatic are extreme forms of sad and happy. Use this time to make it clear that students want to choose the words that best represents the shade of meaning of the word they want to use in their writing. You Do: Choose some other words for students to work with a partner to look up in a thesaurus. Watch for students to select those words that best represent the word they are looking up.

Comprehension/ Fluency

Objective TSW comprehend informational text. Vocabulary (pre-teach and post in the room)

- Text features

Objective TSW comprehend informational text. Vocabulary (pre-teach and post in the

Objective TSW comprehend information text using note taking. Whole Group Tell students that when they

Objective TSW use reading strategies to comprehend text Vocabulary

Objective TSW use reading strategies to comprehend text Vocabulary (pre-teach and post in the


- Non-fiction

- Maps

- Charts

- Diagrams

- Time lines

- Boldface words

Whole Group Tell students that nonfiction surrounds us-in textbooks, magazines, posters, and online articles. Nonfiction looks quite different from fiction. Nonfiction contains special text features such as maps, charts, diagrams, time lines, boldface words, and other graphic aids. Explain to students that these features sometimes graphically show a difficult concept to make it easier to learn and remember; these features add information to the main text reading non-fiction, they can also be used to make and verify predictions about the text. Tell students when reading nonfiction, they will learn how to:

Preview the text by reading the title and section or chapter headings to make and confirm predictions about the text

Use text features to locate information to take additional meaning from the text

Identify the text structure or the eay the author organized the text, to increase their understanding and retention of the text information

I Do:

room)

- Text structure

- Expository text

- Description

- Sequence

- Compare and contrast

- Cause and effect

- Problem and solution Whole Group Tells students that text structure refers to the organizational pattern a writer uses to present information in informational text. I Do: Distribute copies of TE Reproducible page S37 and do the following:

Define each text structure

Explain that each text structure contains signal words that alert the reader that the text is structured in a specific way

Point out the graphic organizer associated with each text structure.

Key words will tell students what graphic organizer they will use to record information from the text.

(create an anchor chart that shows each text structure prior to instruction) We Do:

read nonfiction text, they will periodically take notes to help them better remember that information. Note taking will also help them determine the main ideas, or most important information, in the text. I Do: Use TE Reproducible page S36 with a selection from Time for Kids or from your science textbook. Model how to fill out the note-taking form for one chapter in the book. Students will list the main idea of each paragraph or section of the text; make drawings to help them remember difficult concepts, then use the main ideas to write a brief summary of the chapter. Continue to model this process for the first 6-8 weeks of school, or until students feel comfortable students feel comfortable taking notes on their own. Use the note-taking procedure while reading any content-area textbook or when students are conducting independent research.

(pre-teach and post in the room)

- Reading strategy

- Summarize

- Visualize

- Generate questions

Whole Group Tells students that a reading strategy is a technique or process consciously used by a reader to understand a text. Point out to students: - skilled readers use strategies every time they read. The strategies a reader uses depend on text demands. Strategies can be used before, during, and after reading. I Do: TTW describe each of the strategies of summarize, visualize, and generate questions. (Create an anchor chart with the information prior to instruction page S19) Use TE Reproducible pages S43-S48 to model each strategy and provide guided practice. Use one page every day. We Do: Guide students, using the pages mentioned above, to use the strategies

room)

- Reading strategy

- Make, Revise, and confirm Predictions

- Make Inferences

- Evaluate Whole Group Tells students that a reading strategy is a technique or process consciously used by a reader to understand a text. Point out to students: -skilled readers use strategies every time they read. The strategies a reader uses depend on text demands. Strategies can be used before, during, and after reading. I Do: TTW describe each of the strategies of make, revise, and confirm predictions, make inferences, and evaluate. (Create an anchor chart with the information prior to instruction page S19) Use TE Reproducible pages S43-S48 to model each strategy and provide guided practice. Use one page every day. We Do: Guide students, using the pages mentioned above, to use the strategies reviewed.


Use a selection from Time for Kids or a nonfiction textbook in your classroom. Have students read the chapter title and all the main headings. Model how to use the title and headings to determine what you will read about and figure out the main ideas of the selection. We Do: Use a selection from Time for Kids to have students work with you to figure out the main idea in the text after reading the headings and looking at the graphic features. Support students in their understanding of how to use the text features to increase their understanding. I Do: After the work with you above, have students talk with each other and explain how previewing and reading the text in this way helped them better understand what they read.

Tell students they will use nonfiction writing frames to help them summarize what they read in writing and remember more quickly these main nonfiction text structures. Use copies of TE Reproducible pages S38-S42. Review the writing frame for each text structure with the students. After explaining each writing frame, use a selection from Time for Kids to demonstrate how to fill out each frame and use it to summarize. You Do: If time allows, students can work in groups to work with the writing frames using a Time for Kids selection.

reviewed.

Writing Objective TSW utilize a rubric to see expectations for writing tasks. Whole Group Tell students that they will also be using rubrics as they write and revise this year. Tell them that you will give them rubrics before they begin writing to help them understand the expectations for each piece and what they need to do to create a good piece of writing. I Do: Use the Writing Rubric on TE Reproducible page S34 to discuss each piece of the rubric with students. (See page S24)

Objective TSW utilize a rubric to see expectations for writing tasks. Whole Group Tell students that they will also be using rubrics as they write and revise this year. Tell them that you will give them rubrics before they begin writing to help them understand the expectations for each piece and what they need to do to create a good piece of writing. I Do: Use the Writing Rubric on TE Reproducible page S34 to discuss each piece of the rubric

Objective TSW write to a prompt. Whole Group Tell students that every week they will be writing to a prompt. Explain the following:

When writing to a prompt, you will write about certain topics

The prompts are similar to those you will see on assessments at the end of each unit we study.

Together we will work to revise your writing prompt pieces to help

Objective TSW write to a prompt. Whole Group Tell students that every week they will be writing to a prompt. Explain the following:

When writing to a prompt, you will write about certain topics

The prompts are similar to those you will see on assessments at the end of each unit we study.

Together we will

Objective TSW write to a prompt. Whole Group Tell students that every week you will be meeting with several of them during Small Group time to review their Writer’s Notebook pieces. The purpose of these conferences is to determine the specific writing skills they need to work on to become better writers. Explain to students that revision assignments are a regular part of their writing work in their Writer’s Notebooks. These


We Do: TTW guide students to use the Writing Rubric to write about an adventure that happened to them in the past. Help them use the rubric to plan their writing, and then evaluate it during the revision phase. Finally, use the rubric to score and explain to students how it could be revised to receive a higher score.

with students. (See page S24) We Do: TTW guide students to use the Writing Rubric to write about an adventure that happened to them in the past. Help them use the rubric to plan their writing, then evaluate it during the revision phase. Finally, use the rubric to score and explain to students how it could be revised to receive a higher score.

them become better writers

(see page S25) I Do: Tell students that there are four steps to remember when writing to a prompt. (create an anchor chart that explains the steps to writing to a prompt and have it posted in the room prior to instruction) Step 1: Read and analyze the prompt Step 2: Organize your ideas Step 3: Proofread for correct punctuation, capitalization, and spelling Step 4: Evaluate your writing We Do: Next, write the prompt on the board: Your neighborhood is littered with trash. What can you do to help? Ask students to read the prompt. Discuss the expectation. (See page S25) This will be a problem solution piece. Students will follow each step mentioned above to write to the prompt listed being sure to complete each step. TTW follow each step as mentioned on page S25-26 giving student’s time to complete their pieces of text.

work to revise your writing prompt pieces to help them become better writers

(see page S25) I Do: Tell students that there are four steps to remember when writing to a prompt. (create an anchor chart that explains the steps to writing to a prompt and have it posted in the room prior to instruction) Step 1: Read and analyze the prompt Step 2: Organize your ideas Step 3: Proofread for correct punctuation, capitalization, and spelling Step 4: Evaluate your writing We Do: Next, write the prompt on the board: Your neighborhood is littered with trash. What can you do to help? Ask students to read the prompt. Discuss the expectation. (See page S25) This will be a problem solution piece. Students will follow each step mentioned above to write to the prompt listed

assignments help you work with each of them on one skill at a time until each has mastered it. (Use page S26 to explain more about revision assignments. Create an anchor chart that displays information about revision assignments)


being sure to complete each step. TTW follow each step as mentioned on page S25-26 giving student’s time to complete their pieces of text.

Independent Activities Review Expectations as needed

Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class.

1. http://www.sbo.nn.k12.va.us/lms/docs/reader_response_journal prompts form.pdf

Review Expectations as needed

Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class.

4. http://www.sbo.nn.k12.va.us/lms/docs/reader_response_Journal prompts form.pdf


Workstation #1 Folktales (Gather a substantial amount of folktales for students to read.) Students can choose two characters from two different folktales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-intermediate.pdf

Review expectations as needed

Workstation #1 Fairytales (Gather a substantial amount of fairytales for students to read.) Students can choose two characters from two different fairytales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-intermediate.pdf


Workstation #1 Fairytales (Gather a substantial amount of fairytales for students to read.) Students can choose two characters from two different fairytales and compare them using a Venn-Diagram http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf Workstation #2 Reading Response Journals: Students will respond to text they are reading individually or text that was read out loud during class. http://www.sanchezclass.com/docs/reading-response-intermediate.pdf

http://www.lauracandler.com/filecabinet/literacy/PDFLC/charcomp.pdf



http://www.sbo.nn.k12.va.us/lms/docs/reader_response_journal%20prompts%20form.pdf






http://www.sbo.nn.k12.va.us/lms/docs/reader_response_Journal%20prompts%20form.pdf






http://www.sanchezclass.com/docs/reading-response-intermediate.pdf

















2. Workstation #3

3. Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)

Workstation #3 Non-Fiction Station (Gather a substantial amount of non-fiction text for students to read.)




Pacing Day 11 Day 12 Day 13

Phonics/Word Study Review multi-syllabic skills and strategies as needed with students.

Review multi-syllabic skills and strategies as needed with students

Review multi-syllabic skills and strategies as needed with students

Vocabulary Review vocabulary skills and strategies as needed with students

Review vocabulary skills and strategies as needed with students

Review vocabulary skills and strategies as needed with students

Comprehension/Fluency Objective TSW monitor comprehension while reading text. Vocabulary (Pre-teach and post in room.)

- Monitoring comprehension

Whole Group Tell students that in addition to the reading strategies, students will be using two strategies with every story they read: monitoring comprehension and making connections. Tells students that as they read, they need to monitor their comprehension and stop and check if they understand

Objective TSW monitor comprehension while reading text. Vocabulary (Pre-teach and post in room.)

- Making connections

Whole Group Tell students that good readers connect what they read to their personal experiences, other books they have read, and other things they know about the world around them. Discuss the three connections: -Text to self -Text to Text

Objective TSW build fluency Vocabulary (Pre-teach and post in room.)

- Fluency

- Speed/rate

- Accuracy

- Expression Whole Group Tell students that fluency involves three key aspects of reading. (speed/rate, accuracy, expression). Use the list on S22 to describe and explain the key aspects of reading. We do Students will complete Syllable Speed Drill TES35


what they are reading. If the text is not understood, Fix-Up Strategies need to be used to help them make sense of their reading. Review the following strategies:

When reading, stop at regular intervals and ask ourselves what we read. Also, stopping is needed when there is confusion with the text

Fix-Up Strategies can help clarify our understanding of text. They are: rereading, summarizing, adjusting reading rate, answering questions about the text, reading ahead, note taking, and outlining.

Model these strategies as you read the selections.

-Text to world Use the list on page S13 to describe these elements to students. (prior to instruction, create an anchor chart showing and explaining the connections page S21) Review the chart and each connection with students. I do: Students will independently complete the Reading Interest survey TE Reproducible S32

Writing Review writing strategies with students as needed

Review writing strategies with students as needed

Review writing strategies with students as needed

Independent Activities Review expectations with students as needed

Review expectations with students as needed

Review expectations with students as needed


Hickman Mills Treasures Curriculum 3rd Grade / Unit # 1 Pacing for This Unit

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Smart Start: August 14-17

Unit 1: August 19 - October 4

Assessments for this Unit Required: STAR Reading: August, December, March, May STAR Reading Progress Monitoring: Below Basic every two weeks/Basic every two or three weeks. Running Records: All Administered: August 14-September 6, 2013 Below Basic/Basic Students (Proficient Students are optional) January 6-24, 2014 All Administered: May 5-16, 2014 Phonics/Decoding: Administered only to Below Basic and Basic Students August 14-September 3, 2013 & January 6-24, 2014 Unit Tests: Administered at the end of each Treasures unit according to the pacing guide.

Optional: Oral Reading Fluency Assessment Informal Reading Inventory Spelling Inventory Verbal Language Scale Reading Comprehension Tests

Library Books Aligned with the Unit- Recommended for Additional Read Alouds to support skills and strategies presented in this unit.

ELL Resources

Teddy Roosevelt: The People’s President by: Sharon Gayle The Year of Miss Agnes by Kirkpatrick Hill Elena’s Serenade by Campbell Geeslin

Theme Bibliography T8-T9 Technology Resources T11 Websites T11- T 13 Wordlist T14 – T15


Unit 1: The Big Question

Enduring Understanding and Questions: In this unit, children will read and write about what makes each one of us special. As they progress through the unit, they will also develop and apply key comprehension skills that goo readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Let’s Learn What do schools, book, and museums

have in common? They all help you learn. Learning helps you find out

about the world around you.

Why is learning important?

Comprehension Enduring Understanding Essential Questions Character and Setting Week 1

Good readers summarize the plot’s main events and think about the

relationships of characters in a story, as well as where the story is set.

What changes did the main character in this story undergo, and how were they

affected by the setting?

Cause and Effect Week 2

Good readers identify cause and effect relationships in a story to sequence and

summarize the plot’s main events

What details help you make inferences about the events in the plot?

Main Idea and Details Week 3

Good readers identify the details or facts that support the main idea

What do all of the important details in this selection have in common?

Compare and Contrast Week 4

Good readers compare and contrast characters, their relationships, and the

changes they undergo.

How are the characters in this story similar and how are they different?

Make and Confirm Predictions Week 5

Good readers use ideas to make and confirm predictions.

What predictions were you able to confirm at the end of the story?


Unit # 1: At-A-Glance

Common Core Standards Addressed in this Unit

Standards for Reading: Standards for Writing: RF.3.3a: Identify and know the meaning of the most common prefixes

and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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 a 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.

W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings W.3.3: Write narratives to develop real or imagines experiences or events using effective techniques, descriptive details, and clear event sequences.

Standards for Language: College and Career Readiness: L.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.3.4d : Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. L.3.1h Use coordinating and subordinating conjunctions

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Vocabulary

Week/Story Robust/Word Study Vocabulary Content Vocabulary Academic Vocabulary

Week 1 First Day Jitters

chuckled, nervous, nonsense, fumbled, trudge

citizen, community, laws, nations plot, character, setting, story structure, statements,

questions, prefixes, main idea, figurative language, line

stanza, keywords, plot/storyline

Week 2 Amazing Grace

auditions, adventure, exploring, sparkling, fantastic, success

none this week analyze, story structure, cause, effect, commands, exclamation, main idea, figurative language, line

stanza, keywords, plot/storyline

Week 3 Earth Smart

donate, unaware, members, contribute

none this week generate, main idea, details, subjects, main idea,

figurative language, line stanza, keywords,

plot/storyline

Week 4 Wolf!

passion, bothering, admire, concentrate, ached, splendid

reputation, offspring, den, communicate

generate questions, compare, contrast,

predicates, multiple-meanings, main idea,

figurative language, line stanza, keywords

plot/storyline,

Week 5 My Very Own Room!

separate, determination, storage, exact, ruined, luckiest

Influenced, form, function, geometric, preserved

suffix, compound, sentence, confirm, predictions, main

idea, figurative language, line stanza, keywords,

plot/storyline


Key Comprehension and Writing Skills

Comprehension Writing

Week 1 Strategy Analyze Story Structure Skill Character , Setting, Plot

Trait: Ideas Focus on a Single Moment

Week 2 Strategy Analyze Story Structure Skill Cause and Effect

Trait: Ideas Develop a Single Moment ( of Action)

Week 3 Strategy Generate Questions Skill Main idea and Details

Trait: Ideas Personal Narrative

Week 4 Strategy Generate Questions Skill Compare and Contrast

Trait: Ideas Describe a Single object/Character

Week 5 Strategy Summarize Skill Make and confirm predictions

Trait: Ideas Describe a Setting


Week # 1: Instructional Guide

Pac

ing

GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections

5 D

ays

R1C.3

R1D.3.a

W2D.3

W2E.1.D

R2C.3.h

RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking 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.

Comprehension Day 1: Story Structure (9A-9B) Character, Setting, Plot Day 2: Story Structure (10 – 27) Character, Setting, Plot Day 3: Comprehension Check (29) Review skill : self-selected strategy (29 B) Day 4: Non-fiction: Informational Essay (30) Text Feature: Bar Graph (30) Day 5: Connect and compare, (31) Fluency Day 1: Model Fluency (7B) Day 2/3/4: Repeated Readings Phrasing (29A) Day 5: Practice (6K) Phonics/Word Study Day 1: intro Day 2: read short vowel words (7C) Day 3/4/5: None Vocabulary Day 1: word parts/prefixes ( 33C) Day 2/3: review word parts/prefixes (33C) Day 4: Content vocabulary (30) Day 5: assess words, connect to writing (33D)

Robust /Word Study Vocabulary: chuckled, nervous, nonsense, fumbled, trudge Content Vocabulary: citizen, community, laws, nations Academic Vocabulary: plot, character, setting, story structure, statements, questions, prefixes, main idea, figurative language, line stanza, keywords plot/storyline

Leveled Readers for First Day Jitters A- The New House O- The New Kid B- The New Hometown ELL- The First Day

Day 1: Prepare to read ( 33I) academic language (33I) Preteach Vocabulary ( 33K) Day 2: Comprehension (33M) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (33N) Day 3: Phonics maintenance ( 33J) Short Vowels (ELL) Leveled Reader Lesson 2 (33V) Day 4: Reteach phonics skill (33J) Short Vowels (ELL) Review Vocabulary (33L) Leveled Reader Lesson 3 (33P) Day 5: High Frequency words (33L) Fluency (33Q) Self-Selected independent Reading (33R) Book Talk (33P) United Streaming: America at Its Best: What It Means to Be an American Citizen; When I Grow Up: I Want to Be a Teacher Smart Exchange: Story Elements; Fiction Story Elements; Story Settings; Statements and Questions; Writing Steps: Ideas; 6 Traits of Writing: Ideas


Treasures Social Studies Connection

Grade 3

Unit 1 Week 1

GLE Reading Activity Teaching Strategies/Additional Resources

2. Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice) (CD1B) 2.1, 4.3

Literacy Workstations “Good Citizens” TE6L

Paired Selection “Be a Good Citizen” TE 30-31

Hickman Mills 3rd Grade Reading Science Connections

Reading Grade Level, Unit #,

and Week #

Science Reading Connections within the Reading Series

Science Connections Unit and Quarter

(Grade Level Expectations)


and Week #

Science Workstations within the Reading Series



3U1W1 3U1W1 Breakfast Unit 1 Quarter 1: Life Cycle of Plants

Describe the basic needs for most plants (i.e., air, water, light, nutrients, temperature) (3.1.A.a)

Units 1-6 Quarters 1-4: Inquiry

Pose questions about objects, materials, organisms, and events in the environment (7.1.A.a)



Pac

ing


5 D

ays

R1E.3.d-e

R1E.3.a-e R2B.3

W2D.3

R2A.3.b

L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. RL.3.5: Refer to parts of a 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.

Comprehension Day 1 /2 Analyze story structure Cause and Effect( 37 A-37B), (38 – 57) Day 3 Comprehension check (59) Review Character Setting and Plot (59B) Analyze Story Structure Day 4 Language Arts: Legend ( 60 – 63) Literary Element: Personification ( 60) Day 5 Connect and Compare (63) Fluency Day 1: model fluency (35B) Day 2/3/4 :Repeated reading expression (59A) Day 5: Practice (34K) Phonics/Word Study Day 1: intro Day 2: final e ( 35C-35D) Day 3/4/5: none Vocabulary: Day 1: Intro Day 2: review words, unknown words Day 3: review words, related words(65D) Day 4: review words, morphology (65D) Day 5: Assess words, connect to writing (65D)

Robust Vocabulary: auditions, adventure, exploring, sparkling, fantastic, success Content Vocabulary: None this week Academic Vocabulary: analyze, story structure, cause, effect, commands, exclamation, , main idea, figurative language, line stanza, keywords, plot/storyline

Leveled Readers for Amazing Grace A- Puss in Boots O- Anansi Wins Back the World’s Stories B- Anansi and the Three Tasks ELL- Aladdin and his Lamp

Day 1: Prepare to read ( 651) academic language (65I) Preteach Vocabulary ( 65K) Day 2: Comprehension (65M) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (65N) Day 3: Phonics maintenance ( 65J) Short Vowels (ELL) Leveled Reader Lesson 2 (65O) Day 4: Reteach phonics skill (65J) Short Vowels (ELL) Review Vocabulary (65L) Leveled Reader Lesson 3 (65P) Day 5: High Frequency words (565L) Fluency (65Q) Self-Selected independent Reading (65R) Book Talk (65P) United Streaming: Telling Tales: Anansi and the Turtle; A Story, A Story; Reading Rainbow: Amazing Grace Smart Exchange: Cause & Effect; Cause and Effect; Cause and Effect Chain; Dictionary Detective; Punctuation- End Marks; Punctuation Endmarks



Grade 3

Unit 1 Week 2


16. Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc. (GS3A)

Main Selection “Amazing Grace” TE38-59




and Week #





and Week #




3U1W2 3U1W2 Rocks


Week # 3: Instructional Guide P

acin

g


5 D

ays

R1E.3.d-e

L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3: Write narratives to develop real or imagines experiences or events using effective techniques, descriptive details, and clear event sequences. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Comprehension Day 1: Comprehension Check (73) Day 2: Generate questions Main ideas and Details Day 3: Comprehension Check (73) Cause and effect (73B) Day 4: Answer Questions: right There Using a Dictionary (73C) Day 5: Generate Questions Main Ideas and Details Fluency Day 1:Model Fluency Day 2: Repeated Reading Rate (73A) Day 3/4: Repeated Reading: Pacing (73A,B) Day 5 :Practice (66K) Phonics/Word Study Day 1: intro Day 2: long a ( 66N-66O) Day 3/4/5: none Vocabulary: Day 1: Intro Day 2: review words: thesaurus/synonyms Day 3: review words, related words(77B) Day 4: review words, morphology (77B) Day 5: Assess words, connect to writing (77B)

Robust Vocabulary: donate, unaware, members, contribute Content Vocabulary: none this week Academic Vocabulary: generate, main idea, details, subjects, , main idea, figurative language, line stanza, keywords,plot/storyline

Leveled Readers for Earth Smart A- Resources All Around Us O- Resources All Around Us B- Resources ELL- Resources All Around Us

Day 1: Prepare to read ( 77M) academic language (77M) Preteach Vocabulary ( 77O) Day 2: Comprehension (77Q) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (77R) Day 3: Phonics maintenance (77N) Short Vowels (ELL) Leveled Reader Lesson 2 (77S) Day 4: Reteach phonics skill (77N) Short Vowels (ELL) Review Vocabulary (77P) Leveled Reader Lesson 3 (77T) Day 5: High Frequency words (77P) Fluency (77U) Self-Selected independent Reading (77V) Book Talk (77T) United Streaming: Learning about Natural Resources; Holiday Facts and Fun: Earth Day Smart Exchange: Personal Narrative; personal narrative; Personal Narrative Writing Process; Sentences; The Sentence; Sentence Review; Synonyms; Main Idea and Details; Main Idea/Details




and Week #





and Week #




3U1W3 3U1W3 Plants Unit 1 Quarter 1: Life Cycle of Plants


Identify the major organ (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., adsorption, transport, reproduction) (3.1.D.a)

Illustrate and trace the path of water and nutrients as they move through the transport system of a plant (3.2.C.a)





acin

g

GLEs CCSS Essential Skills/Strategies Academic Language/ Vocabulary/HFW

Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections

5 D

ays

W2D.3

W2E.1.d W2E.3.d

RF.3.4c : Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day 1/2: Generate Questions Compare/Contrast (81A-81B, 82 – 103) Day 3: Comprehension Check (105) Review Skill: Main Idea and Details (105B) Day 4: Nonfiction: Informational Text (106 – 109) Headings, Pronunciations, Boldface, and italics (106) Day 5: Connect and Compare (109) Fluency Day 1:Model Fluency (79B) Day 2/3/4: Repeated Reading Rate (105A) Day 5 :Practice (78K) Phonics/Word Study Day 1: intro Day 2: long o ( 79C-79D) Day 3/4/5: none Vocabulary: Day 1: Intro (81, 111C) Day 2: review words: context clues/multiple meaning words (111C) Day 3: review words, related words(111D) Day 4: review words, morphology (109 B) Day 5: Assess words, connect to writing (111D)

Robust Vocabulary: passion, bothering, admire, concentrate, ached, splendid Content Vocabulary: reputation, offspring, den, communicate Academic Vocabulary: generate questions, compare, contrast, predicates, multiple-meanings, , main idea, figurative language, line stanza, keywords, plot/storyline

Leveled Readers for Wolf! A- Running with Wolves O- Katie and the Wolf B- The Wolf ELL- A Dog’s life

Day 1: Prepare to read ( 111I) academic language (111I) Preteach Vocabulary ( 111K) Day 2: Comprehension (111M) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (111N) Day 3: Phonics maintenance ( 111J) Short Vowels (ELL) Leveled Reader Lesson 2 (111O) Day 4: Reteach phonics skill (111J) Short Vowels (ELL) Review Vocabulary (111L) Leveled Reader Lesson 3 (111P) Day 5: High Frequency words (111L) Fluency (111Q) Self-Selected independent Reading (111R) Book Talk (111P) United Streaming: Wild by Nature for Kids: The Howl of the Wolf; Wild by Nature for Kids: A Rendezvous with Wolves Smart Exchange: Nonfiction Jeopardy; Nonfiction Examples; Nonfiction Features; Multiple Meaning Words Hollywood Squares; Multiple Meaning Words




and Week #





and Week #




3U1W4 Paired Selection: The Truth About Wolves

3U1W4 Gray Wolves and Red Wolves



acin

g

GLEs CCSS Essential Skills/Strategies Academic Language/

Vocabulary/HFW


5 D

ays

R1C.3

R1D.3.a

W2D.3

R1H.3.a-d, f-i

R2C.3a-h

RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. L.3.1h Use coordinating and subordinating conjunctions. RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Comprehension Day 1/2: Summarize/Make and confirm predictions (115A – 115B, 116 – 137)) Day 3: Comprehension check (139) Review: Compare/contrast ( 139B) Day 4 : Biography, Text features: Encyclopedia Article (140) Day 5: Connect/Compare (143) Fluency Day 1 : Model fluency (113B) Day 2/3/4: Repeated reading Day 5: Practice ( 112K) Phonics/Word Study Day 1: intro Day 2: decode words with long i (113C-113D) Day 3/4/5: none Vocabulary Day 1: Intro ( 115, 145 C) Day 2: review words, word parts/suffixes (145C) Day 3: review words, related words ( 145D) Day 4: review words, morphology (145D) Day 5: Assess words, Connect to writing (145D)

Robust Vocabulary: separate, determination, storage, exact, ruined, luckiest Content Vocabulary: influenced, form, function, geometric, preserved Academic Vocabulary: suffix, compound, sentence, confirm, predictions, main idea, figurative language, line stanza, keywords, plot/storyline

Leveled Readers for My Very Own Room A- The Slightly Tipping Tree House O- A Winter Adventure B- Safe in the Storm ELL- The Science Fair

Day 1: Prepare to read ( 145I) academic language (145I) Preteach Vocabulary ( 145K) Day 2: Comprehension (145M) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (145N) Day 3: Phonics maintenance ( 145J) Short Vowels (ELL) Leveled Reader Lesson 2 (145O) Day 4: Reteach phonics skill (145J) Short Vowels (ELL) Review Vocabulary (145L) Leveled Reader Lesson 3 (145P) Day 5: High Frequency words (145L) Fluency (145Q) Self-Selected independent Reading (145R) Book Talk (145P) Smart Exchange: Compare and Contrast; Compare & Contrast; er est ing ed; Comparative Adjectives Using er and est; Compound Sentences; Compound Subjects and Predicates; Story Elements - Setting




and Week #





and Week #




3U1W5 3U1W5 A Special Home



Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

October 7- November 15




ELL Resources

Mr. Putter & Tabby Pick the Pears by: Cynthia Rylant Are Trees Alive by Debbie S. Miller Receycle ! A Handbook for Kids by Gail Gibbons




Enduring Understanding and Questions: In this unit, students will listen, read, and write about neighborhoods and communities. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Neighborhoods and Communities

A community is a place where people live, work, and play. People need to work together so communities can

grow.

How do community members work together?

Comprehension Enduring Understanding Essential Questions Sequence Week 1

Good readers pay attention to the order of the main events in the plot.

Why is placing the main events of the plot in the correct order important?

Draw Conclusions Week 2

Good readers connect pieces of information to draw conclusions from

the facts presented in text.

What conclusions could you draw from the facts presented in the text?



What do all the important facts have in common, and how do they support the

main idea? Author’s Purpose Week 4

Good readers identify the topic and locate the author’s stated purpose.

Why do you think the author wrote the selection?

Theme Week 5

Good readers paraphrase a story’s theme as the big idea or message that

author’s want to tell readers.

What is the message that the author wants to tell readers in the story?




Standards for Reading: Standards for Writing: RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. RL.3.3: Describe character in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters situations.

Standards for Language: College and Career Readiness:

L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word part) in writing words. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1b: Form and use regular and irregular plural nouns. L.3.2d: Form and use possessives. L.3.3a: Choose words and phrases for effect. L.3.4a: Use sentence-level context clue to the meaning of a word or phrase. L.3.5a: distinguish the literal and nonliteral meanings of words and phrases in context ( e.g., take steps)

R.CCR.1: Read closely to determine what the texts say explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.6: Assess how point of view or purpose shapes the content and style.


Vocabulary


Week 1 Boom Town

sidewalks, grumbled. Traders, blossomed, wailed, lonesome

utilities, department, manager, organizes summarize, sequence, signal words, compound words, common

noun, proper noun, capitalize, abstract nouns, mood, context

clues, point of view, ,literal/nonliteral, multisyllable ,

map, diagram

Week 2 Home-Grown Butterflies

disappear, protect, harming, supply, capture, enclosure

None this week monitor, comprehension, conclusion, singular nouns, plural

nouns, abstract nouns, mood, context clues, point of view,

literal/nonliteral, multisyllable map, diagram,

Week 3 Go West!

culture, communities, immigrants, established, traditional

None this week monitor, comprehensions, main idea/details, irregular plural nouns, antonyms, abstract nouns, mood,

context clues, point of view, literal/nonliteral, multisyllable,

map, diagram

Week 4 Here’s My Dollar

tour, volunteers, thrilled, slogan, deserve None this week context clues, author’s purpose, topic, possessive noun, predicates,

abstract nouns, mood, context clues, point of view,

literal/nonliteral, multisyllable, map, diagram

Week 5 A Castle on Viola Street

appliances, owners, construction, equipment, leaky, project

rent, needy, organizations, volunteers monitor comprehension, theme, sentence combining, paragraph

clues, abstract nouns, mood, context clues, point of view,

literal/nonliteral, multisyllable, map, diagram




Week 1 Strategy Summarize Skill Sequence

Trait: Ideas

Week 2 Strategy Monitor Comprehension Skill Draw Conclusions

Trait: Word Choice

Week 3 Strategy Monitor Comprehension Skill Main idea and Details (stated)

Trait: Ideas Expository

Week 4 Strategy Monitor Comprehension Skill Author’s Purpose

Trait: Ideas Word Choice

Week 5 Strategy Monitor Comprehension Skill Theme

Trait: Ideas Word Choice



acin

g GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections/ Content Connections

5 D

ays

W2E.1.d

R1E.3.c

R2C.3.h

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1b: Form and use regular and irregular plural nouns. L.3.4a: Use sentence-level context clue to the meaning of a word or phrase. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RL.3.3: Describe character in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Comprehension Day 1: Summarize (159A-159B) Sequence Day 2: Summarize (160-181) Sequence Day 3: Comprehension Check (183) Review skill : make predictions (183 B) Day 4: History/Social Science : Nonfiction article Text Feature: Charts and maps (184) Day 5: Connect and compare, (187) Fluency Day 1: Model Fluency (157B) Day 2/3/4: Repeated Readings Phrasing (183A) Day 5: Practice (156K) Phonics/Word Study Day 1: intro Day 2: decode words with long e (157C- 157D) Day 3/4/5: None Vocabulary Day 1: word parts/compound words (158) Day 2/3: review word parts/compound words (160, 189C,D) Day 4: Content vocabulary (184) Day 5: assess words, connect to writing (189D)

Robust /Word Study Vocabulary: sidewalks, grumbled, traders, blossomed, wailed, lonesome Content Vocabulary: utilities, department, manager, organizes Academic Vocabulary: summarize, sequence, signal words, compound words, common noun, proper noun, capitalize, abstract nouns, mood, context clues, point of view, literal/nonliteral, multisyllable, map, diagram

Leveled Readers for Boom Town A- Start Your Own Business! O- Start Your Own Business! B- Start Your Own Business! ELL- Dog Wash

Day 1: Prepare to read ( 189I) Academic language (189I) Preteach Vocabulary (189K) Day 2: Comprehension (189M) Sequence (ELL) Leveled Reader 1 (189N) Day 3: Phonics maintenance ( 189J) Long e (ELL) Leveled Reader Lesson 2 (189O) Day 4: Reteach phonics skill (189J) Long e (ELL) Review Vocabulary (189L) Leveled Reader Lesson 3 (189P) Day 5: High Frequency words (189L) Fluency (189Q) Self-Selected Independent Reading (189R) Book Talk (189P) United Streaming: Local Community Government; Bodie: Gold Rush to Ghost Town Smart Exchange: Predictions; Sequencing; Compound Words Notebook; Compound Word FUN!!; Compound Words; common and proper nouns; Common and Proper Nouns; Common vs. Proper Nouns



Grade 3

Unit 2 Week 1


3. Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc. (GS3A) 1.5, 1.10, 2.1 1. Identify and explain why cities make laws and ordinances (CD1A) 1.5, 2.3, 4.1, 4.7 11. Distinguish among natural, capital and human resources (EC4A) 1.6, 1.10 12. Conduct a cost-benefit analysis (EC4B) 1.6, 1.8, 1.10, 2.1, 3.8

Theme Project “In order for communities to survive and grow, people need to work together” TExvi-xvii

Oral Language Picture Prompt “Birth of a Town” TE

Paired Selection “A Look at Local Government” TE 184-187

Vocabulary “Let’s Trade” TE158-159B

Main Selection “Boom Town” TE 160-183

Leveled Readers “Start Your Own Business

National Council on Economic Education “The Wide World of Trade” – natural & capital goods




and Week #





and Week #




3U2W1 3U2W1 Silver and Gold Unit 4 Quarter 3: Investigation States of Matter

Compare the observable physical properties of solids, liquids or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied) (1.1.D.a)





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5 D

ays

R1C.3

R1D.3.a

W2D.3 W2E.1.d

RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.3a: Choose words and phrases for effect. L.3.1b: Form and use regular and irregular plural nouns. R.CCR.1: Read closely to determine what the texts say explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Comprehension Day 1 /2 Monitor Comprehension ( 193A-193B, 194 – 203) Draw Conclusions Day 3 Critical Thinking ( 205) Review: Sequence ( 205bx) Day 4 Pottery: Free Verse and Rhyme Literary Elements: Personification and Assonance (206) Day 5 Connect and Compare (207) Fluency Day 1: model fluency (190) Day 2/3/4 :Repeated reading: pacing (205A) Day 5: Practice (190K) Phonics/Word Study Day 1: intro Day 2: read words with silent letters (191 C- 191D) Day 3/4/5: none Vocabulary: Day 1: Context clues: Multiple meaning words (192) Day 2/3: review words, dictionary/multiple meaning (194, 209C) Day 4: review words, morphology (209D) Day 5: Assess words, connect to writing (209D)

Robust Vocabulary: auditions, adventure, exploring, sparkling, fantastic, success Content Vocabulary: None this week Academic Vocabulary: Analyze, story structure, cause, effect, commands, exclamation, abstract nouns, mood, context clues, point of view, literal/nonliteral, multisyllable map, diagram

Leveled Readers for Home-Grown Butterflies A- Purple Loosestrife O- Purple Loosestrife B- Purple Loosestrife ELL- The Marsh Monster

Day 1: Prepare to read ( 209I) Academic language (209I) Preteach Vocabulary ( 209K) Day 2: Comprehension (209M) Draw Conclusions(ELL) Leveled Reader 1 (209N) Day 3: Phonics maintenance ( 209J) Silent Letters (ELL) Leveled Reader Lesson 2 (209O) Day 4: Reteach phonics skill (209J) Silent Letters (ELL) Review Vocabulary (209L) Leveled Reader Lesson 3 (209P) Day 5: High Frequency words (209L) Fluency (209Q) Self-Selected independent Reading (209R) Book Talk (209P) United Streaming: Butterflies and Bees; The Magic School Bus: Butterfly and The Bog Beast Smart Exchange: Drawing Conclusions as a Reader; Multiple Meaning Words Hollywood Squares; Multiple Meaning Words; Singular & Plural Nouns; Word Choice/Grade 3



Grade 3

Unit 2 Week 2


11. Distinguish among natural, capital and human resources (EC4A) 1.6, 1.10

Oral Language “Start a Local Business” TE190-191




and Week #





and Week #




3U2W2 Main Selection: Home-Grown Butterflies

3U2W2 About Grasshoppers



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5 D

ays

W2E.1.d

R1E.3.c

R1H.3.b R1H.2.d

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1b: Form and use regular and irregular plural nouns L.3.4a: Use sentence-level context clue to the meaning of a word or phrase. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

Comprehension Day 1/2: Monitor Comprehension Main idea and details (213A-213B), (214- 217) Day 3: Comprehension Check (217) Review: Draw Conclusions (217B) Day 4: Study Skill: Parts of a book ( 217C) Day 5: Monitor Comprehension Main idea and details Fluency Day 1:Model Fluency (211B) Day 2/3/4: Repeated Reading : Accuracy and phrasing (217A)) Day 5 :Practice (210K) Phonics/Study Day 1: intro Day 2: 2- Letter Blends(211C- 211D) Day 3/4/5: none Vocabulary Day 1: Intro (213, 221G) Day 2/3: review words, context clues/antonyms (214, 221G, 221 H) Day 4: review words, morphology (221H) Day 5: Assess words: Connect to writing (221H)

Robust Vocabulary: culture, communities, immigrants, established, traditional Content Vocabulary: None this week Academic Vocabulary: monitor, comprehensions, main idea/details, irregular plural nouns, antonyms, abstract nouns, mood, context clues, point of view, literal/nonliteral, multisyllable, map, diagram

Leveled Readers for Go West! A- Communities Across America O- Communities Across America B- Communities Across America ELL- Communities Across America

Day 1: Prepare to read ( 221M) academic language (221M) Preteach Vocabulary ( 221O) Day 2: Comprehension (221Q) Monitor Comprehension/Min Idea and Details(ELL) Leveled Reader 1 (221R) Day 3: Phonics maintenance (221N) 3-Letter blends (ELL) Leveled Reader Lesson 2 (221S) Day 4: Reteach phonics skill (221N) 3- Letter Blends (ELL) Review Vocabulary (221P) Leveled Reader Lesson 3 (221T) Day 5: High Frequency words (221P) Fluency (221U) Self-Selected Independent Reading (221V) Book Talk (221T) United Streaming: Moving West; The Oregon Trail; Pioneers: The American Frontier Smart Exchange: Main Idea and Details; Synonyms and Antonyms Notebook; Synonyms & Antonyms; Halloween Antonyms and Synonyms; Irregular Plural Nouns; Irregular Plural Noun Forms; Expository Essay; Writing Expository Paragraphs



Grade 3

Unit 2 Week 3


20. Describe how changes in communication and transportation technologies affect people’s lives. Explain why people living in different places (cities, suburbs, towns, villages) and specializing in different ways of making a living have a need to interact with each other (GE5E) 21. Identify examples of different regions (e.g., urban, rural, recreational area, wheat-producing region, business district) (GE5F) 22. Compare how people’s needs have been met in different ways in different cultures at various times (RE6A)

Literacy Workstations “Travel Through History” TE 210L

Main Selection – Time for Kids “Go West!”

TE214-217

Read Aloud “If I Built a Village” TE 211A-211B Read Aloud Anthology p. 16-19

Leveled Reader Communities Across America TE 221 R-DD

Vocabulary Time for Kids “Living in the Cliffs” TE212-213 BB

http:www.councilforeconed.org/3-5 “Urban Mouse and Rural Mouse” & “Get Goods & Services in Carter City”




and Week #





and Week #




3U2W3 3U2W3 Steam Unit 4 Quarter 4: Investigation States of Matter

Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air) (1.1.D.c)

Measure and compare the temperature of water when it exists as a solid to it temperature when it exists as a liquid (1.1.D.d)

Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt( as the result of temperature changes (1.1.D.e)

Predict and investigate the effect of heat (thermal energy) (i.e., changes in temperature melting, evaporation) on objects and materials (1.1.D.g)

Identify sources of thermal energy (e.g., Sun, stove, fire, body) that can cause solids to change liquids, and liquids to change to gas (1.2.A.a)



acin

g GLEs CCSS Essential Skills/Strategies Academic

Language/ Vocabulary/HF

W


5 D

ays

W2D.3

R1E.3.c

W2E.4.c

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.3a: Choose words and phrases for effect. L.3.4a: Use sentence-level context clue to the meaning of a word or phrase. L.3.2d: Form and use possessives. R.CCR.6: Assess how point of view or purpose shapes the content and style.

Comprehension Day 1/2: Monitor Comprehension Author’s Purpose (225A-225B), (226- 237) Day 3: Comprehension Check (239) Review Skill: Main Idea and Details (239B) Day 4: Language Arts: Poetry (106 – 109) Literary Elements: Rhyme Scheme and Repetition (240) Day 5: Connect and Compare (241) Fluency Day 1: Model Fluency (223B) Day 2/3/4: Repeated Reading Rate (239A) Day 5: Practice (222K) Phonics Day 1: intro Day 2: 2- Decode words with diagraphs (223C-223D) Day 3/4/5: none Vocabulary Day 1: Intro (225, 243C) Day 2/3: review words, context clues/examples(226, 243C, 243D) Day 4: review words, morphology (243D) Day 5: Assess words: Connect to writing (243D)

Robust Vocabulary: tour, volunteers, thrilled, slogan, deserve Content Vocabulary: None this week Academic Vocabulary: context clues, author’s purpose, topic, possessive noun, predicates, abstract nouns, mood, context clues, point of view, literal/ nonliteral, multisyllable map, diagram

Leveled Readers for Here’s My Dollar A- Patching a Playground O- Patching a Playground B- Patching a Playground ELL- Kid’s Make a Difference

Day 1: Prepare to read ( 243I) academic language (243I) Preteach Vocabulary ( 243K) Day 2: Comprehension (243M) Monitor Comprehension/ Author’s Purpose(ELL) Leveled Reader 1 (243N) Day 3: Phonics maintenance (243J) Diagraphs (ELL) Leveled Reader Lesson 2 (243O) Day 4: Reteach phonics skill (243J) Diagraphs (ELL) Review Vocabulary (243L) Leveled Reader Lesson 3 (243P) Day 5: High Frequency words (243L) Fluency (243Q) Self-Selected independent Reading (243R) Book Talk (243P) United Streaming: Reducing, Reusing, and Recycling: Environmental Concerns; Reduce, Reuse, Recycle Smart Exchange: Author’s Purpose; Author's Purpose- 3rd grade Treasures; Language; Possessive Nouns



Grade 3

Unit 2 Week 4



Literacy Workstations “Chant for Help” TE222L

Oral Language “Working Together” TE 222-223




and Week #





and Week #




3U2W4 3U2W4 Zoo Animals



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Vocabulary/HFW


5 D

ays

W2D.3

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.3a: Choose words and phrases for effect. L.3.5a: distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps) R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Comprehension Day 1/2: Summarize/Make and confirm predictions (115A – 115B, 116 – 137)) Day 3: Comprehension check (139) Review: Compare/contrast ( 139B) Day 4 : Biography, Text features: Encyclopedia Article (140) Day 5: Connect/Compare (143) Fluency Day 1 : Model fluency (113B) Day 2/3/4: Repeated reading Day 5: Practice ( 112K) Phonics/Word Study Day 1: intro Day 2: decode words with long i (113C-113D) Day 3/4/5: none Vocabulary Day 1: Intro ( 115, 145 C) Day 2: review words, word parts/suffixes (145C) Day 3: review words, related words ( 145D) Day 4: review words, morphology (145D) Day 5: Assess words, Connect to writing (145D)

Robust Vocabulary: separate, determination, storage, exact, ruined, luckiest Content Vocabulary: rent, needy, organizations, volunteers Academic Vocabulary: suffix, compound, sentence, confirm, predictions, abstract nouns, mood, context clues, point of view, literal/nonliteral, multisyllable, map, diagram

Leveled Readers for A Castle on Viola Street A- Heat Wave O- Emergency! B- New Neighbors ELL- The Flood

Day 1: Prepare to read ( 275I) academic language (275I) Preteach Vocabulary ( 275K) Day 2: Comprehension (275M) Monitor Comprehension/Theme (ELL) Leveled Reader 1 (275N) Day 3: Phonics maintenance (275L) Contractions (ELL) Leveled Reader Lesson 2 (275O) Day 4: Reteach phonics skill (275J) Contractions (ELL) Review Vocabulary (275L) Leveled Reader Lesson 3 (275P) Day 5: High Frequency words (275L) Fluency (275Q) Self-Selected Independent Reading (275R) Book Talk (275P) United Streaming: When I Grow Up Series Smart Exchange: Compound Subjects and Predicates; Contractions; Introduction to Contractions (3rd grade)



Grade 3

Unit 2 Week 5



Literacy Workstations “Good Neighbors TE244LT

Main Selection “A Castle on Viola Street” TE 248-269


Hickman Mills 3rd Grade Reading

Science Connections Reading Grade Level, Unit #,

and Week #





and Week #




3U2W5 3U2W5 What Is A Machine? Units 1-8 Quarters 1-4: Science and Technology

Describe how new technologies have helped scientists make better observations and measurements for investigations (e.g., telescopes, electronic balances, x-ray technology, computers, ultrasounds, computer probes such as thermometers) (8.1.B.a)

Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication transportation, robotics, tracking devices) may be helpful, harmful, or both (assess locally) (8.1.C.a)


Hickman Mills Treasures Curriculum 3rd Grade / Unit # 3

Pacing for This Unit

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 November 18 – January 17




ELL Resources

The Babe & I by: David A. Adler Fly High! The Story of Bessie Coleman by Lousie Borden and Mary Kay Kroger Amelia and Eleanor Go for a Ride by Pam Munoz Ryan




Enduring Understanding and Questions: In this unit, students will listen, read, and write about why learning is important. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.





Comprehension Enduring Understanding Essential Questions Character and setting Week 1


relationships of characters in a story, as well as where the story set.





summarize the plot’s main events.

What details help you make inferences about events in the plot?


Good readers identify the details or facts that support the main idea.




changes they undergo..




What predictions were you able to confirm at the end of this story?




Standards for Reading: Standards for Writing: RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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. 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.

W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2b: Develop the topic with facts, definitions, and details. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.3a: Choose words and phrases for effect. L.3.1f: ensure subject-verb and pronoun-antecedent agreement L.3.4a: Use sentence-level context as a clue to the meaning of a word. L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses L.3.1h Use coordinating and subordinating conjunctions

R.CCR.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. R.CCR.6: Assess how point of view or purpose shapes the content and style of the text.


Vocabulary


Week 1 Author: A True Story

talented, single, proper, excitement, acceptance, useful

none this week generate questions, author’s purpose, topic, word clues,

action verbs, audience, complex sentence,

conclusions, historical events, italics, cause/effect

Week 2 Dear Juno

crackle, announced, soared, starry, noticed

technology, communicate, improved, images

generate questions, character, setting, plot,

present-tense verbs, context clues, audience, complex

sentence, conclusions, historical events, italics,

cause/effect

Week 3 Messaging Mania

estimate, focus, record

None this week analyze text structure, cause/effect, past-tense

verb, homograph, audience, complex sentence,

conclusions, historical events, italics

Week 4 What Do illustrators Do?

instance, illustrate, style, textures, sketches, suggestions

animators, technology, scripts, storyboards

text structure, sequence, sentence clues, future tense

verbs, audience, complex sentence, conclusions,

historical events, italics, cause/effect

Week 5 The Jones Family Express

annual, potential, expensive, politely,

Wrapping, innocent

civilizations, ancestors visualize, inferences, homophone, combine sentences, audience,

complex sentence, conclusions, historical

events, italics, cause/effect



Comprehension Writing Week 1 Strategy

Generate questions Skill Author’s purpose

Trait: Ideas

Week 2 Strategy Generate questions Skill Character, setting, plot

Trait: Voice

Week 3 Strategy Analyze Text Structure Skill Cause and effect

Trait: Ideas Friendly Letter

Week 4 Strategy Analyze Text Structure Skill Sequence

Trait: Organization

Week 5 Strategy Visualize Skill Make inferences

Trait: Word choice



Pac

ing


5 D

ays

R1D.3.a

W2E.1.d W2E.3.d

R1E.3.c

W2D.3

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.4a: Use sentence-level context as a clue to the meaning of a word W.3.2b: Develop the topic with facts, definitions, and details. R.CCR.6: Assess how point of view or purpose shapes the content and style of the text.

Comprehension Day 1: Generate Questions (289A-289B) Author’s Purpose Day 2: Generate Questions ( 290 – 301) Author’s Purpose Day 3: Comprehension Check (303) Review skill : Theme ( 303B) (29 B) Day 4: Genre: Poetry (30) Literary Elements: Onomatopoeia and Rhythm ( 304) (30) Day 5: Connect and compare, (307) Fluency Day 1: Model Fluency (287B) Day 2/3/4: Repeated Readings Phrasing (303A) Day 5: Practice (285K) Phonics/Word Study Day 1: intro Day 2: r-controlled vowels (287C,D) Day 3/4/5: none Vocabulary Day 1: intro (289, 309C) Day 2/3: review words, context clues/word clues(290, 309C) Day 4: review words, morphology ( 309D) Day 5: assess words, connect to writing (309D)

Robust /Word Study Vocabulary: crackle, announced, soared, starry, noticed Content Vocabulary: None this week Academic Vocabulary: generate questions, author’s purpose, topic, word clues, action verbs audience, complex sentence, conclusions, historical events, italics, cause/effect,

Leveled Readers for Author: A True Story A- Laura Ingalls Wilder O- E.B. White, Writer B- Sequoyah ELL- A Great Writer

Day 1: Prepare to read ( 309I) academic language (309I) Preteach Vocabulary ( 309K) Day 2: Comprehension (309M) Generate Questions/Author’s Purpose(ELL) Leveled Reader 1 (309U) Day 3: Phonics maintenance ( 309J) r- controlled vowels er, ir, ur (ELL) Leveled Reader Lesson 2 (309O) Day 4: Reteach phonics skill (309J) r- controlled vowels er, ir, ur (ELL) Review Vocabulary (309L) Leveled Reader Lesson 3 (309P) Day 5: High Frequency words (309L) Fluency (309R) Self-Selected Independent Reading (309R) Book Talk (309P) United Streaming: David McPhail Smart Exchange: Action Verbs; Verbs; action/linking verbs; How to Use Commas; R-controlled vowels; Bossy R Tic-Tac-Toe Game; Rainforest Fun



Grade 3

Unit 3 Week 1


22. Compare how people’s needs have been met in different ways in different cultures at various times (RE6A)

Leveled Class Library “Fly High! The Story of Bessie Coleman” TE 309T

Amelia and Eleanor Go For a Ride” TE309X




and Week #





and Week #




3U3W1 3U3W1 Paper Units 1-6 Quarters 1-4: Science and Technology

Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (8.3.A.a)

Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (assess locally) (8.3.A.b)



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5 D

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R1D.3.a

W2E.3.d

R1E.3.c

R2C.3.h

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.4a: Use sentence-level context as a clue to the meaning of a word. W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 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.

Comprehension Day 1 /2 Generate questions( 313 A-313B) Character, Setting, Plot ( 314 – 337) Day 3 Comprehension check (339) Review Author’s Purpose (339B) Analyze Story Structure Day 4 Genre: Nonfiction Text Feature: Time line ( 340) Day 5 Connect and Compare (343) Fluency Day 1: Model fluency (311B) Day 2/3/4 :Repeated reading expression (339A) Day 5: Practice (310K) Phonics/Word Study Day 1: Intro Day 2: r- Controlled – ar, or ( 311C- 311D) Day 3/4/5: none Vocabulary: Day 1: Intro (313, 345C) Day 2: review words, context clues/sentence clues (314, 345C) Day 3: review words, related words(345D) Day 4: review words, morphology (345D) Day 5: Assess words, connect to writing (345D)

Robust Vocabulary: auditions, adventure, exploring, sparkling, fantastic, success Content Vocabulary: technology, communicate, improved, images Academic Vocabulary: generate questions, character, setting, plot, present-tense verbs, context clues audience, complex sentence, conclusions, historical events, italics, cause/effect

Leveled Readers for Dear Juno A- The E-Mail Pals O- Dear Ghana B- Letters to Africa ELL- Faraway Home

Day 1: Prepare to read ( 345I) Academic language (345I) Preteach Vocabulary ( 345K) Day 2: Comprehension (345M) Generate questions/Character, Setting, Plot(ELL) Leveled Reader 1 (345N) Day 3: Phonics maintenance ( 345J) R- Controlled Vowels (ELL) Leveled Reader Lesson 2 (345O) Day 4: Reteach phonics skill (345J) R-controlled Vowels (ELL) Review Vocabulary (345L) Leveled Reader Lesson 3 (345P) Day 5: High Frequency words (345L) Fluency (345Q) Self-Selected Independent Reading (345T) Book Talk (345P) United Streaming: Communication: Between People and Communities; Communication: Between People and Communities Smart Exchange: Present Tense Verbs; Voice; Writing Steps: Voice; Author’s Purpose



Grade 3

Unit 3 Week 2


24. Identify, select and use visual, graphic and auditory aids (timelines and diagrams) (IN7A)

Paired Selection “How We Keep in Touch” TE 340-343




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3U3W2 3U3W2 Computers

Week # 3 : Instructional Guide

Pac

ing GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections/

Content Connections


5

Day

s

R1D.3.a

R1E.3.c

W2E.3.d

R3C.3.d,g

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.4a: Use sentence-level context as a clue to the meaning of a word. L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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.

Comprehension Day 1: Analyze Text Structure (349A- 349B) Cause/Effect Day 2: Analyze Text Structure Cause/Effect (350 – 353) Day 3: Comprehension Check (353) Review Skill: Author’s purpose (353B) Day 4: Research and Study Skills: Using the library (353C) Day 5: Analyze Text Structure and Cause/Effect Fluency Day 1:Model Fluency (347B) Day2/ 3/4: Repeated Reading: Pronouncing and Phrasing (353A) Day 5 :Practice (346K) Phonics/Study Day 1 : Intro Day2: Decode words with prefixes (247C- 347D) Day 3/4/5: None Vocabulary Day 1: Intro (349, 357G) Day 2: review words, dictionary/homographs (350, 357G) Day 3: review words, related words(357H) Day 4: review words, morphology (357H) Day 5: Assess words, connect to writing (357H)

Robust Vocabulary: estimate, focus, record Content Vocabulary: none this week Academic Vocabulary: Analyze text structure, cause/effect. Past-tense verb, homograph, audience, complex sentence, conclusions, historical events, italics

Leveled Readers for Messaging Mania A- Bright Ideas O- Bright Ideas B- Bright Ideas ELL- Bright Ideas

Day 1: Prepare to read ( 357M) Academic Language (357M) Preteach Vocabulary ( 357O) Day 2: Comprehension (357Q) Analyze Text Structure/Cause and Effect (ELL) Leveled Reader 1 (357R) Day 3: Phonics maintenance (357N) Prefixes re-, un-, pre-, mis-, dis- (ELL) Leveled Reader Lesson 2 (357S) Day 4: Reteach phonics skill (357N) Prefixes re-, un-, pre-, mis-, dis- (ELL) Review Vocabulary (357P) Leveled Reader Lesson 3 (357T) Day 5: High Frequency words (357P) Fluency (357U) Self-Selected independent Reading (357V) Book Talk (357T) United Streaming: The Internet: A Guide for Students; Internet Bullies: Emotions + Internet = Trouble; Internet Bullies: What Is It?; Internet Bullies: Keep Yourself Safe Smart Exchange: Past Tense Verbs; taco past tense; Homophones, Homographs, Homonyms; prefixes; Prefixes; Which Prefix; Prefix Introduction Lesson



Grade 3

Unit 3 Week 3


6. Describe how authoritative decisions are made, enforced and interpreted within the federal government (GS3B) 1.6, 1.8, 2.1

Read Aloud “Election Day” TE 347A-347B




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3U3W3 3U3W3 The Telephone Units 1-8 Quarters 1-4: Science and Technology


Identify how the effects of inventions or technological advances (e.g., complex machinery, technologies used in space exploration, satellite imagery, weather observation and prediction, communication transportation, robotics, tracking devices) may be helpful, harmful, or both (8.1.B.b)

Research biographical information about various scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (assess locally) (8.2.A.a)



acin

g


Vocabulary/HFW


5 D

ays

R1D.3.a

W2E.3.d

R1E.3.c

W2D.3

R3C.3.d,g

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.4a: Use sentence-level context as a clue to the meaning of a word. W.3.2b: Develop the topic with facts, definitions, and details. 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.

Comprehension Day 1/2: Analyze Text Structure Sequence (361A-361B, 362 – 383) Day 3: Comprehension Check (385) Review Skill: Cause/Effect (385B) Day 4: Nonfiction Article Text Feature: Interview (386) Day 5: Connect and Compare (109) Fluency Day 1:Model Fluency (359B) Day 2/3/4: Repeated Reading: Phrasing and pacing Rate (385A) Day 5 :Practice (358K) Phonics/Study Day 1 : Intro Day2: Diphthong /oi/ (359C- 359D) Day 3/4/5: None Vocabulary Day 1: Intro (361, 391C) Day 2: review words, context clues/sentence clues (362, 391C) Day 3: review words, related words(391D) Day 4: review words, morphology (391D) Day 5: Assess words, connect to writing (391D)

Robust Vocabulary: instance, illustrate, style, textures, sketches, suggestions Content Vocabulary: animators, technology, scripts, storyboards Academic Vocabulary: text structure, sequence, sentence clues, future-tense verbs audience, complex sentence, conclusions, historical events, italics, cause/effect

Leveled Readers for What Do Illustrators Do? A- Old and New O- Old and New B- Old and New ELL- Painting Through Time

Day 1: Prepare to read ( 391I) academic language (391I) Preteach Vocabulary ( 391K) Day 2: Comprehension (391M) Analyze Text Structure/ Sequence (ELL) Leveled Reader 1 (391N) Day 3: Phonics maintenance (391J) Diphthongs /oi/ (ELL) Leveled Reader Lesson 2 (391O) Day 4: Reteach phonics skill (391J) Diphthongs /oi/ (ELL) Review Vocabulary (391L) Leveled Reader Lesson 3 (391P) Day 5: High Frequency words (391L) Fluency (391Q) Self-Selected independent Reading (391R) Book Talk (391P) United Streaming: Eye Wonder: Illustrator, Goat Farmer, and Astronomy; Writing for Young People; Picture This Smart Exchange: Context Clues, Context Clues Star Game; Context Clues Review; Organization and Transition Words; Writing steps: organization; Word Work - oi-oy words




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3U3W4 3U3W4 Color



acin

g GLEs CCSS Essential Skills/Strategies Academic

Language/ Vocabulary/HFW


5 D

ays

R1D.3.a

W2D.3

W2E.7.c

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.3a: Choose words and phrases for effect. L.3.1f: ensure subject-verb and pronoun-antecedent agreement. L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. R.CCR.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.

Comprehension Day 1/2: Visualize, make Inferences (395A – 395B, 396 – 417) Day 3: Comprehension check (419) Review: Sequence ( 419B) Day 4 : Genre: Nonfiction Article Text Feature: Directions (420) Day 5: Connect/Compare (421) Fluency Day 1 : Model fluency (393B) Day 2/3/4: Repeated reading: intonation and Expression ( 419A) Day 5: Practice ( 392K) Phonics/Word Study Day 1: intro Day 2: decode words with variant vowels/u/ and /u/ Day 3/4/5: none Vocabulary Day 1: Intro ( 395, 423C) Day 2: review words: dictionary /homophones (396, 423C)) Day 3: review words, related words (423D) Day 4: review words, morphology (423D) Day 5: Assess words, Connect to writing (423D)

Robust Vocabulary: annual, potential, expensive, politely, wrapping, innocent Content Vocabulary: civilizations, ancestors Academic Vocabulary: visualize, inferences, homophone, combine sentences, audience, complex sentence, conclusions, historical events, italics, cause/effect

Leveled Readers for The Jones Family Express A- A Different World O- Storm Surprise B- The Hurricane ELL- A Long Way to Go

Day 1: Prepare to read ( 423I) academic language (423I) Preteach Vocabulary ( 423K) Day 2: Comprehension (423M) Visualize/Make Inferences(ELL) Leveled Reader 1 (423N) Day 3: Phonics maintenance ( 423J) Variant Vowels /u/ and/u/ (ELL) Leveled Reader Lesson 2 (423O) Day 4: Reteach phonics skill (423J) Variant Vowels /u/ and/u (ELL) Review Vocabulary (423L) Leveled Reader Lesson 3 (423P) Day 5: High Frequency words (423L) Fluency (423Q) Self-Selected independent Reading (423R) Book Talk (145P) United Streaming: World’s Best: Wild Africa Smart Exchange: Visualize!; Visualizing with Walt Whitman; Homophones; Homophone Doghouse; Hoppin’ Homophones; Hooray for Homophones



Grade 3

Unit 3 Week 5


17. Read and construct maps (GE5A) 21. Identify examples of different regions (e.g., urban, rural, recreational area, wheat-producing region, business district) (GE5F)

Literacy Workstations “Going Places” TE 392L

Paired Selection “From Here to There” TE 420-421

Leveled Reader A Different World TE 423N-423D




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3U3W5 3U3W5 The Digestive System




January 20 - February 28, 2014




ELL Resources

Everest: Reaching the Sky by: Joy Masoff Roberto Clemente, Pride of the Pittsburgh Pirates by: Jonah Winter Come Back, Salmon by: Molly Cone




Enduring Understanding and Questions: In this unit, students will listen, read, and write about teams. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Our Teams A team is a group of people who work

together to get a job done What makes a strong team?

Comprehension Enduring Understanding Essential Questions Drawing Conclusions Week 1

Good readers connect information to draw conclusions about the characters

and events in a story.

What conclusions could you draw about the characters and the main

events of the plot in this story?

Theme Week 2

Good readers paraphrase a story’s theme as the message authors want to

tell readers in a story

What is the message that the author wants to tell readers in this story?

Problem and Solution Week 3

Good readers analyze how the organizations of text influence the

relationships among ideas.

How can recognizing problem and solutions as text structure help you

understand the relationships between ideas in a text?

Problem and Solution Week 4

Good readers sequence and summarize the plot’s main events to find the

problem in the story.

How did summarizing the plot’s main events help you locate the problem and

its solution?

Sequence Week 5

Good readers can describe relationships among ideas in a text

organized by sequence.

How did placing the events in the selection in order help you describe the

relationships among ideas?




Standards for Reading: Standards for Writing: RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 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.



L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. L.3.1h Use coordinating and subordinating conjunctions. L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word part(s) in writing words. L.3.1d: Form and use regular and irregular verbs.

R.CCR.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 text. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.3: analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Vocabulary


Week 1 Seven Spools of Thread

beamed, argued, possessions, fabric, purchased, quarreling

None this week suffix, compound, sentence, confirm, predictions, suffix,

informational text, comparative, narrator,

dialogue

Week 2 Nacho and Lolita

brilliance, affection, pleaded, exhausted, guarantee, preparations

None this week visualize, theme, synonym, linking verb, suffix, informational text,

comparative, narrator, dialogue

Week 3 A Growing interest

utilize, awareness, pollution, emphasize

None this week monitor, comprehension, problem/solution,

contraction, prefixes, suffix, informational text,


Week 4 Ramona and Her Father

anxious, cross, managed, alarmed, pretend,

unfortunately

None this week monitor, comprehension, problem/solution, prefixes, verb, suffix, informational

text, comparative, narrator, dialogue

Week 5 Out of this World

decisions, communicate, essential, responsible, research, specialist

None this week summarize, sequence, irregular verbs, synonyms, suffix, informational text,




Comprehension Writing Week 1 Strategy

Visualize Skill Draw Conclusions

Trait: Voice

Week 2 Strategy Visualize Skill Theme

Trait: Voice

Week 3 Strategy Monitor Comprehension Skill Problem/Solution

Narrative

Week 4 Strategy Monitor Comprehension Skill Problem/Solution

Trait: Ideas

Week 5 Strategy Summarize Skill Sequence

Trait: Word Choice


Pac

ing

GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections/ Cont Connections


5 D

ays

R1D.3.a

R1G.3.b

W2D.3

W2E.2.e

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. L.3.2f: Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word part(s) in writing words. R.CCR.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 text.

Comprehension Day 1/2: Visualize Draw conclusions (9A-9B), (10 – 31) Day 3: Comprehension Check (33) Review skill : Make Inferences (33 B) Day 4: Non-fiction Article Text Feature: Rules (34) Day 5: Connect and compare, (35) Fluency Day 1: Model Fluency (7B) Day 2/3/4: Repeated Readings Phrasing (33A) Day 5: Practice (6K) Phonics/Word Study Day 1: Intro Day 2: Diphthong ou,ow (7C – 7D) Day 3/4/5: None Vocabulary Day 1: Intro (9, 37C) Day 2/3: review words, context clues/multiple-meaning words ( 10, 37C) Day 4: Review words, morphology (37D) Day 5: assess words, connect to writing (37D)

Robust /Word Study Vocabulary: beamed, argued, possessions, fabric, purchased, quarreling Content Vocabulary: none this week Academic Vocabulary: Visualize, draw conclusions, context clues , suffix, informational text, comparative, narrator, dialogue

Leveled Readers for Seven Spools of Thread A- Androcles and the Lion O- A True Hero B- The Diamond ELL- The Lost Brocade

Day 1: Prepare to read ( 37I) academic language (37I) Preteach Vocabulary ( 37K) Day 2: Comprehension (37M) Visualize/Draw Conclusion (ELL) Leveled Reader 1 (37N) Day 3: Phonics maintenance ( 37J) Context clues: multiple-meaning words (ELL) Leveled Reader Lesson 2 (37O) Day 4: Reteach phonics skill (37J) Diphthongs - ou,ow (ELL) Review Vocabulary (37L) Leveled Reader Lesson 3 (37L) Day 5: High Frequency words (37L) Fluency (37Q) Self-Selected independent Reading (37R) Book Talk (37P) United Streaming: This Is Our: World: Day and Night; Telling Tales: Frau Holle Smart Exchange: Clown Fish Word Sort; Past-tense forms of be, do, and have; Making Inferences; Incredible Inferences; Inferring Balloon Pop



Grade 3

Unit 4 Week 1


3. Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc. (GS3A) 1.5, 1.10, 2.1 4. Identify and explain why cities make laws and ordinances (CD1A) 1.5, 2.3, 4.1, 4.7 6. Describe how authoritative decisions are made, enforced and interpreted within the federal government (GS3B) 1.6, 1.8, 2.1 23. Take part in a constructive process or method for resolving conflicts (such processes or methods include identifying the problem, listing alternatives, selecting criteria for judging the alternatives, evaluating the alternatives and making a decision) (RE6C)

Main Selection “Seven Spools of Thread A Kwanzaa Story” TE 10-33

Literacy Workstations “Playground Rules” TE 6L

Vocabulary “Community Works” TE 8-9B

Classroom Library “Come Back, Salmon” TE T6-T7




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3U4W1 Paired Selection: What Causes Day and Night

Unit 6 Quarter 4: Earth, Sun, and Moon (Day and Night Cycle)

Illustrate and describe how the Sun appears to move slowly across the sky from east to west during the day (6.2.A.a)

Observe and identify there is a day/night cycle every 24 hours (6.2.C.a)

3U4W1 Cotton Thread Unit 1 Quarter 1: Life Cycle of Plants


Identify the major organ (roots, stems, flowers, leaves) and their functions in vascular plants (e.g., adsorption, transport, reproduction) (3.1.D.a)

Illustrate and trace the path of water and nutrients as they move through the transport system of a plant (3.2.C.a)



acin

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5 D

ays

R1E.3.d-e

R1D.3.a

W2D.3

L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. R.CCR.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas

Comprehension Day 1 /2: Visualize, Theme ( 41 A-41B), (42 – 61) Day 3: Comprehension check (63) Review: Make Inferences and Draw Conclusions (63B) Analyze Story Structure Day 4: Genre: Poetry ( 60 – 63) Literary Elements: Consonance and Metaphor ( 64) Day 5: Connect and Compare (65) Fluency Day 1: Model fluency (39B) Day 2/3/4 :Repeated Reading : Expression (63A) Day 5: Practice (38K) Phonics/Word Study Day 1: intro Day 2: decode words, plurals ( 39C) Day 3/4/5: none Vocabulary: Day 1: Intro ( 41, 67C) Day 2: review words, thesaurus/synonyms(42, 67C) Day 3: review words, synonyms(67D) Day 4: review words, morphology (67D) Day 5: Assess words, connect to writing (67D)

Robust Vocabulary: brilliance, affection, pleaded, exhausted, guarantee, preparations Content Vocabulary: none this week Academic Vocabulary: visualize, theme, synonym, linking verb, suffix, informational text, comparative, narrator, dialogue,

Leveled Readers for Nacho and Lolita A- Turtle and Deer O- Paul Bunyan and Babe B- Paul Bunyan ELL- A Country of Mice

Day 1: Prepare to read ( 651) academic language (65I) Preteach Vocabulary ( 65K) Day 2: Comprehension (65M) Analyze Story Structure/Character, Setting, Plot(ELL) Leveled Reader 1 (65N) Day 3: Phonics maintenance ( 65J) Short Vowels (ELL) Leveled Reader Lesson 2 (65O) Day 4: Reteach phonics skill (65J) Short Vowels (ELL) Review Vocabulary (65L) Leveled Reader Lesson 3 (65P) Day 5: High Frequency words (565L) Fluency (65Q) Self-Selected independent Reading (65R) Book Talk (65P) United Streaming: Smart Exchange: action/linking verbs; Plurals; Plural Nouns; Complete Sentences; What is a Complete Sentence; Sentence or Fragment?; Synonyms




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3U4W2 3U4W2 Make a Nest


Week #3: Instructional Guide

Pac

ing


5 D

ays

R1C.3

R1D.3.a

RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3: Write narratives to develop real or imagines experiences or events using effective techniques, descriptive details, and clear event sequences. L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. R.CCR.3: analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day 1/2: Monitor Comprehension, problem/Solution ( 71A-71B), (72-75) Day 3: Comprehension Check (75) Drawing conclusions (73B) Day 4: Test Strategy: Think and Search Research and Study Skills Study Skill: Using Computer Search Engines (75C-75D) Day 5: Review and Assess: Monitor Comprehension, Problem/Solution Fluency Day 1:Model Fluency Day 2/3/4: Repeated Reading: Pronunciation (75A,B) Day 5 :Practice (68K) Phonics/Word Study Day 1: intro Day 2: decode words, with variant vowels( 69C,D) Day 3/4/5: none Vocabulary Day 1: Intro ( 71,79G) Day 2: review words, word parts/suffixes- -ful, -ly (72, 79G) Day 3: review words (79H) Day 4: review words, morphology (79H) Day 5: Assess words, connect to writing (79H)

Robust Vocabulary: utilize, awareness, pollution, emphasize Content Vocabulary: none this week Academic Vocabulary: monitor, comprehension, problem/solution, contraction, suffixes, informational text, comparative, narrator, dialogue,

Leveled Readers for A Growing Interest A- Our City Gardens O- Our City Gardens B- Our City Gardens ELL- Our City Gardens

Day 1: Prepare to read ( 79M) academic language (79M) Preteach Vocabulary ( 79O) Day 2: Comprehension (79Q) Monitor Comprehension Problem and Solution(ELL) Leveled Reader 1 (79R) Day 3: Phonics maintenance (79N) Variant Vowels (ELL) Leveled Reader Lesson 2 (79S) Day 4: Reteach phonics skill (79N) Variant Vowels (ELL) Review Vocabulary (79P) Leveled Reader Lesson 3 (79T) Day 5: High Frequency words (79P) Fluency (79U) Self-Selected independent Reading (79V) Book Talk (79T) United Streaming: Meet Val Gerig; Skating on the Edge: Changing Community Laws in California; Community Volunteers Smart Exchange: Contractions with Not; Which Suffix; Prefixes and Suffixes



Grade 3

Unit 4 Week 3



Photo “Community Teamwork”

TE 68-69

“A Higher Goal” TE 70-71B

Main Selection “A Growing Interest” TE 72-75

Test Practice “Kids Helping Kids” TE 76-77

Leveled Reader “Our City Garden” TE 79R-79KK




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3U4W3 ` 3U4W3 Oil Spill Units 1-6 Quarters 1-4: Science and Technology

Identify a question that was asked, or could be asked, or a problem that needed to be solved when given a brief scenario (fiction or nonfiction of people working alone or in groups solving everyday problems or learning through discovery) (8.3.A.a) Work with a group to solve a problem, giving due credit to the ideas and contributions of each group member (assess locally) (8.3.A.b)



Pac

ing



5 D

ays

R1G.3.b

R1D.3.a

W2D.3

W2E.1.d

RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. R.CCR.3: analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day 1/2: Monitor Comprehension, Problem/Solution ( 83A-83B), (84-103) Day 3: Comprehension Check (105) Review Skill: Theme (105B) Day 4: Genre: Poetry Literary Elements: Narrator, Imagery (106) Day 5: Review and Assess: Monitor Comprehension, Problem/Solution Fluency Day 1:Model Fluency ( 81B) Day 2/3/4: Repeated Reading: Intonation (105A) Day 5 :Practice (80K) Phonics/Word Study Day 1: intro Day 2: homophones( 81C,D) Day 3/4/5: none Vocabulary Day 1: Intro ( 83,109C) Day 2: review words, word parts/prefixes- re-, un-, mis-, pre-, ( 84, 109C) Day 3/4: review words (109D) Day 4: review words, morphology (109D) Day 5: Assess words, connect to writing (109D)

Robust Vocabulary: anxious, cross, managed, alarmed, pretend, unfortunately Content Vocabulary: none this week Academic Vocabulary: Monitor, comprehension, problem/solution, prefixes, verb, suffix, informational text, comparative, narrator, dialogue

Leveled Readers for Ramona and Her Father A- The New Dog O- The Sanchez Family Store B- The Family Store ELL- The Lost Report

Day 1: Prepare to read ( 109I) academic language (109I) Preteach Vocabulary ( 109K) Day 2: Monitor Comprehension/Problem and Solution (ELL) Leveled Reader 1 (109N) Day 3: Phonics maintenance ( 109J) homophones (ELL) Leveled Reader Lesson 2 (109O) Day 4: Reteach phonics skill (109J) Homophones (ELL) Review Vocabulary (109L) Leveled Reader Lesson 3 (109P) Day 5: High Frequency words (109L) Fluency (109Q) Self-Selected Independent Reading (109R) Book Talk (109P) United Streaming: Hiawatha Smart Exchange: Helping Verbs; Quotation Marks; Quotation Mark rules; Prefix Introduction Lesson



Grade 3

Unit 4 Week 4


12. Conduct a cost-benefit analysis (EC4B) 1.6, 1.8, 1.10, 2.1, 3.8 17. Read and construct maps (GE5A)

Main Selection “Ramona and Her Father” TE84-105

Literacy Workstation “In Your Neighborhood” TE 80L




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3U4W4 3U4W4 Money Around the World Unit 4 Quarter 3: Investigation States of Matter

Compare the observable physical properties of solids, liquids or gases (air) (i.e., visible vs. invisible, changes in shape, changes in the amount of space occupied) (1.1.D.a)



acin

g



5 D

ays

R1D.3.b

W2E.3.d

R1E.3.d-e

W2D.3

R3C.3.d,g

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1d: Form and use regular and irregular verbs. L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings. 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.

Comprehension Day 1/2: Summarize, Sequence (131A – 131B, 114 – 225) Day 3: Comprehension check (127) Review: Problem/Solution Day 4 : Genre: Narrative poem Literary Elements: Imagery (128) Day 5: Connect/Compare (129) Fluency Day 1 : Model fluency (111B) Day 2/3/4: Repeated reading: Pronunciation and Phrasing ( 127A) Day 5: Practice ( 110K) Phonics/Word Study Day 1: intro Day 2: soft c and g (11C-111D) Day 3/4/5: none Vocabulary Day 1: Intro ( 113, 131C)) Day 2: review words: thesaurus/synonyms ( 114, 131C) Day 3: review words, related words (131D) Day 4: review words, morphology (131D) Day 5: Assess words, Connect to Writing (131D)

Robust Vocabulary: Decisions, communicate, essential, responsible, research, specialist Content Vocabulary: none this week Academic Vocabulary: Summarize, sequence, irregular verbs, synonyms suffix, informational text, comparative, narrator, dialogue,

Leveled Readers for Out of This World A- What’s in the Sky? O- What’s in the Sky? B- In the Sky ELL- What’s in the Sky?

Day 1: Prepare to read ( 131I) academic language (131I) Preteach Vocabulary ( 131K) Day 2: Comprehension (131M) Summarize/Sequence(ELL) Leveled Reader 1 (131N) Day 3: Phonics maintenance ( 131J) Soft c and g (ELL) Leveled Reader Lesson 2 (131O) Day 4: Reteach phonics skill (131J) Soft c and g (ELL) Review Vocabulary (131L) Leveled Reader Lesson 3 (131P) Day 5: High Frequency words (131L) Fluency (131Q) Self-Selected Independent Reading (131R) Book Talk (131P) United Streaming: People and Space; Constellations; The Magic School Bus: Sees Stars Smart Exchange: Irregular Verbs (3 lessons); Hard and Soft C and G; Hard and Soft C and G Sounds; Sequencing; Word Choice/Grade 3




and Week #





and Week #




3U4W5 Main Selection: Out of this World The Ellen Ochoa Story

Units 1-8 Quarters 1-4: Science and Technology

Research biographical information about scientists and inventors from different gender and ethnic backgrounds, and describe how their work contributed to science and technology (assess locally) (8.1.A.a)



3U4W5 The Big Dipper Units 1-6 Quarters 1-4: Inquiry





March 3 - April 21, 2014




ELL Resources

Why Do Birds Sing? by: Joan Holub An Ant’s Day Off by: Bonny Becker Elephants Can Paint Too! by: Katya Arnold




Enduring Understanding and Questions: In this unit, students will listen, read, and write about amazing animals. As they progress through the unit, they will also develop and apply key comprehension skills that good readers use as they read.

Big Idea Enduring Understanding Essential Questions Theme: Those Amazing Animals Every animal has special qualities that

help it to survive. What makes each animal unique?

Comprehension Enduring Understanding Essential Questions Main Ideas and Details Week 1

Good readers identify the details or facts that support the main idea.

What do all the important facts have in common, and how do they support the

main idea?

Description Week 2

Good readers analyze how the organization of text influences the

relationships among ideas.

How can description and the classification of information help you to

understand the relationships among ideas in the text?


Good readers analyze how the organization of text influences the

relationship among ideas

What cause and effect relationships among facts were you able to identify

in the text??

Draw Conclusions Week 4

Good readers connect two or more pieces of information to draw

conclusions about the events and characters in a story.

How can drawing conclusions help you summarize the plot’s main events and the relationships of the characters in

the story?


Good readers describe the explicit and implicit relationships in texts that use

comparison as a text structure.

Can recognizing comparison as a text structure help you to describe the

relationships among ideas in the text?




Standards for Reading: Standards for Writing: RF.3.3a: Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. RI.3.2: Determine the main ideas 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. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

W.3.3b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expressions on successive readings W.3.3: Write narratives to develop real or imagery experiences or events using effective techniques, descriptive details, and clear event sequences.


L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1f: Ensure subject-verb and pronoun-antecedent agreement. L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4d : Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases.

R.CCR.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. R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


Vocabulary


Week 1 Penguin Chick

fierce, echoes, shuffles, huddle, junior, down

None this week summarize, main ideas/details, topic,

homographs, pronouns, scene, opinion, hyperlinks,

sidebars, slang

Week 2 Animal Homes

architects, structures, contain, retreats, shallow, shelter

personality, behavior, individual analyze, text structure, description, homophones,

subject pronoun, object pronoun, scene, opinion,

hyperlinks, sidebars, slang

Week 3 Call of the Wild

crucial, adjust, survive, source, unpredictable

None this week analyze, text structure, cause and effect, synonym,

pronoun-verb, agreement,scene, opinion, hyperlinks, sidebars, slang

Week 4 Wilbur’s Boast

conversation, interrupted, boasting, scrambled, seized, rebuild

None this week comprehension, conclusions, possessive, pronouns, prefix,

scene, opinion, hyperlinks, sidebars, slang

Week 5 Unique Animals of the Southwest

sight, odor, venom, female, related to, identical

None this week Analyze, text structure, compare, contrast,

contractions, pronoun-verb contraction, scene, opinion, hyperlinks, sidebars, slang




Week 1 Strategy Summarize Skill Main Ideas and Details

Trait: Ideas Expository Writing: supporting details

Week 2 Strategy Analyze Text Structure Skill Description

Trait: Ideas Expository Writing: main Idea and Details

Week 3 Strategy Analyze Text Structure Skill Cause and Effect

Trait: Ideas Research report

Week 4 Strategy Monitor Comprehension Skill Draw Conclusions

Trait: Ideas Sentence Fluency

Week 5 Strategy Monitor Comprehension Skill Compare and Contrast

Trait: Organization


Pac

ing GLEs CCSS Essential Skills/Strategies Vocabulary Unit/Lesson Support Resources/ Tier 2 Connections/

Content Connections


5 D

ays

R1C.3

W2D.3

R1E.3.c

W2E.1.d W2E.3.d

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.2b: Develop the topic with facts, definitions, and details. L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. RI.3.2: Determine the main ideas of a text; recount the key details and explain how they support the main idea

Comprehension Day 1/2: Summarize main Ideas and Details (145A-145B, 146 - 165) Day 3: Comprehension Check (167) Review skill : sequence (167 B) Day 4: Genre: Poetry Text Feature: Rhythmic Patterns and imagery (168) Day 5: Connect and Compare, (169) Fluency Day 1: Model Fluency (143B) Day 2/3/4: Repeated Reading: Pacing(167A) Day 5: Practice (142K) Phonics/Word Study Day 1: intro Day 2: compound words (143C-143D) Day 3/4/5: None Vocabulary Day 1: intro (145, 171C) Day 2/3: review words, context clues/homographs (146, 171C) Day 4: review words, related words (171D) Day 5: assess words, connect to writing (171D)

Robust /Word Study Vocabulary: fierce, echoes, shuffles, huddle, junior, down Content Vocabulary: None this week Academic Vocabulary: plot, character, setting, story structure, statements, questions, prefixes, scene, opinion, hyperlinks, sidebars, slang

Leveled Readers for Penguin Chick A- The Weddell Seals O- The Weddell Seals B- The Weddell Seals ELL- The Weddell Seals

Day 1: Prepare to read ( 171I) academic language (171I) Preteach Vocabulary ( 171K) Day 2: Comprehension (171M) Summarize/main Idea and Details(ELL) Leveled Reader 1 (171N) Day 3: Phonics maintenance ( 171J) Compound words (ELL) Leveled Reader Lesson 2 (171O) Day 4: Reteach phonics skill (171J) Compound Words (ELL) Review Vocabulary (171L) Leveled Reader Lesson 3 (171P) Day 5: High Frequency words (171L) Fluency (171Q) Self-Selected independent Reading (171R) Book Talk (171P) United Streaming: PLANET WORLDS: Ice World; Time Warp Trio: Break an Egg; Antarctic Antics Smart Exchange: Pronouns; Pronouns Notebook; compound words; Compound Words Notebook; Compound Words; Poetry; Poetry Types



Grade 3

Unit 5 Week 1


19. Describe various ecosystems in Missouri and the world and what physical factors cause them to be as they are (GE5D)

Literacy Workstation “Antartica” TE 142L

Read Aloud “Antartica Frozen Desert” TE 143A-143B

Main Selection

Penguin Chick” TE 146-167

Paired Selection “Antartic Anthem” TE 168-169

Leveled Readers “The Wendell Seals of Antartica” TE 171N-171GG

Research Report (Alaska) TE273A-273H




and Week #





and Week #




3U5W1 Main Selection: Penguin Chick

3U5W1 Taking in Oxygen



Pac

ing


5 D

ays

R1D.3.a

W2D.3

R1E.3.c

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.2b: Develop the topic with facts, definitions, and details. L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. R.CCR.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Comprehension Day 1 /2 Analyze text structure Description (175A-175B), (176-191) Day 3 Comprehension check (193) Review: Main Idea and Details (193B) Day 4 Genre: Nonfiction Article Text Feature: Directions (194) Day 5 Connect and Compare (197) Fluency Day 1: Model fluency (173B) Day 2/3/4 :Repeated reading: Pacing and phrasing (193A) Day 5: Partner Reading (172K) Phonics/Word Study Day 1: intro Day 2: ‘inflectional endings ( 173C-173D) Day 3/4/5: none Vocabulary: Day 1: Intro (175, 199C) Day 2: review words, context clues/homophones (176, 199C) Day 3: review words, related words(199D) Day 4: review words, morphology (199D) Day 5: Assess words, connect to writing (199D)

Robust Vocabulary: architects, structures, contain, retreats, shallow, shelter Content Vocabulary: personality, behavior, individual Academic Vocabulary: analyze, text structure, description, homophones, subject pronoun, object pronoun , scene, opinion, hyperlinks, sidebars, slang ,

Leveled Readers for Animal homes A- Amazing Bird Builders O- Amazing Bird Builders B- Amazing Bird Builders ELL- Bird Builders

Day 1: Prepare to read ( 199I) academic language (199I) Preteach Vocabulary ( 199K) Day 2: Comprehension (199M) Analyze Text Structure/Description (ELL) Leveled Reader 1 (199N) Day 3: Phonics maintenance ( 65J) Short Vowels (ELL) Leveled Reader Lesson 2 (65O) Day 4: Reteach phonics skill (199J) Inflectional endings (ELL) Review Vocabulary (199L) Leveled Reader Lesson 3 (199P) Day 5: High Frequency words (199L) Fluency (199Q) Self-Selected Independent Reading (199R) Book Talk (199P) United Streaming: Forest Habitats, Ocean Alive: Homes; Habitats: Homes for Living Things Wild By Nature for Kids: Spider Webs Smart Exchange: Subject and Object Pronouns; Subject Pronouns; Object Pronouns; Main Idea and Details; Main Idea; Main Idea/Details; Paragraph Writing; Plural "y" words




and Week #





and Week #




3U5W2 Main Selection: Animal Homes Paired Selection: Do Animals Have Personalities?

3U5W2 Animals at Home Unit 2 Quarter 2: Food Chains

Classify populations of organisms as producer or consumers by the role they serve in the ecosystem (4.2.A.b)


Week #3: Instructional Guide

Pac

ing


5 D

ays

R1D.3.a

R1E.3.c

W2E.7.c

R3C.3.d,g

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase. L.3.1f: Ensure subject-verb and pronoun-antecedent agreement. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information. 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.

Comprehension Day 1 /2 Analyze text structure Cause and Effect (203A-203B), (204-207) Day 3 Comprehension check (207) Review: Description (207B) Day 4 Research and Study Skills: Skim and Scan (207C-207D) Day 5 Connect and Compare (211H) Fluency Day 1: Model fluency (201B) Day 2/3/4 :Repeated reading: Phrasing (207A) Day 5: Practice (200K) Phonics/Word Study Day 1: intro Day 2: ‘closed syllables ( 201C-201D) Day 3/4/5: none Vocabulary: Day 1: Intro (203, 211G) Day 2: review words, context clues/synonyms (204, 211G) Day 3: review words, related words(211H) Day 4: review words, morphology (211H) Day 5: Assess words, connect to writing (211H)

Robust Vocabulary: crucial, adjust, survive, source, unpredictable Content Vocabulary: None this week Academic Vocabulary: analyze, text structure, cause and effect, synonym, pronoun-verb, agreement, scene, opinion, hyperlinks, sidebars, slang

Leveled Readers for Earth Smart A- Aliens in the Water O- Aliens in the Water B- Aliens ELL- Aliens in the Water

Day 1: Prepare to read ( 211M) academic language (211M) Preteach Vocabulary ( 211O) Day 2: Comprehension (211Q) Analyze Text Structure/Cause and Effect(ELL) Leveled Reader 1 (211R) Day 3: Phonics maintenance (211N) Closed Syllables (ELL) Leveled Reader Lesson 2 (211S) Day 4: Reteach phonics skill (211N) Closed Syllables (ELL) Review Vocabulary (211P) Leveled Reader Lesson 3 211) Day 5: High Frequency words (211P) Fluency (211U) Self-Selected independent Reading (211V) Book Talk (211T) United Streaming: The Jeff Corwin Experience: Wild Animals in the City; The Magic School Bus: In the City Smart Exchange: Beginning Research; Types of Syllables; Multi-Syllable; Nonfiction Jeopardy; Nonfiction Text Features; Nonfiction Features; Synonyms




and Week #





and Week #




3U5W3 Main Selection: Call of the Wild Paired Selection: A Wild Vote

3U5W3 Habitat



Pac

ing


Vocabulary/HFW



5 D

ays

R1C.3 R1E.4.a

R1D.3.a

W2E.4c W2e.6.c

W2C.7e

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. R.F.3.3a: identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.2d: Form and use possessives. W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. R.CCR.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.

Comprehension Day 1/2: Monitor Comprehension Draw Conclusions (215A-215B, 216 – 227) Day 3: Comprehension Check (229) Review Skill: Cause and Effect (229B) Day 4: Genre: Fable (106 – 109) Literary Elements: Personification and Moral (230) Day 5: Connect and Compare (231) Fluency Day 1:Model Fluency (213B) Day 2/3/4: Repeated Reading : Pacing and phrasing (229A) Day 5 :Practice (212K) Phonics/Word Study Day 1: intro Day 2: decode words with inflectional endings ( 213C-213D) Day 3/4/5: none Vocabulary: Day 1: Intro (215, 233C) Day 2: review words, prefixes (216, 233 C) Day 3: review words, related words(233D) Day 4: review words, morphology (233D) Day 5: Assess words, connect to writing (233D)

Robust Vocabulary: conversation, interrupted, boasting, scrambled, seized, rebuild Content Vocabulary: None this week Academic Vocabulary: comprehension, conclusions, possessive, pronouns, prefix, scene, opinion, hyperlinks, sidebars, slang

Leveled Readers for Wilbur’s Boast! A- The Elephant’s Boast O- Mike’s Surprise B- Animal Friends ELL- The Grizzly and the Frigate Bird

Day 1: Prepare to read ( 233I) academic language (233I) Preteach Vocabulary ( 233K) Day 2: Comprehension (233M) Monitor Comprehension/Draw conclusions (ELL) Leveled Reader 1 (233N) Day 3: Phonics maintenance (233J) Inflectional endings (ELL) Leveled Reader Lesson 2 (233O) Day 4: Reteach phonics skill (233J) Inflectional endings (ELL) Review Vocabulary (233L) Leveled Reader Lesson 3 (233P) Day 5: High Frequency words (233L) Fluency (233Q) Self-Selected independent Reading (233R) Book Talk (233P) United Streaming: Smart Exchange: Possessive Pronouns; Possessive Pronoun Sort; Possessive Pronoun Vortex; Prefix Introduction Lesson: Charlotte’s Spider Web; Charlotte's Web Constructed Response; Charlotte’s Web Pictures; Charlotte's Web Synthesis and Vocabulary; Charlotte’s Web Review





(Grade Level




(Grade Level


and Week #

Expectations) and Week #

Expectations)

3U5W4

3U5W4 Many Pigs 3U5W4


Pac

ing




5 D

ays

R1D.3.a

R3C.3.g R3C.3.d

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. W.3.2d: Provide a concluding statement or section. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Comprehension Day 1/2: Monitor Comprehension, Compare and Contrast (237A – 237B, 238– 259) Day 3: Comprehension check (261) Review: Draw Conclusions ( 261B) Day 4 : Genre: Myth Literary Elements : Foreshadowing(262) Day 5: Connect/Compare (265) Fluency Day 1 : Model fluency (235B) Day 2/3/4: Repeated reading: intonation 9 261A) Day 5: Practice ( 234K) Phonics/Word Study Day 1: intro Day 2: decode words with open syllables (235C-235D) Day 3/4/5: none Vocabulary Day 1: Intro ( 237, 267 C) Day 2: review words, dictionary/unknown words 9238, 267C) Day 3: review words, related words ( 267D) Day 4: review words, morphology (267D) Day 5: Assess words, Connect to writing (267D)

Robust Vocabulary: Sight, odor, venom, female, related to, identical Content Vocabulary: None this week Academic Vocabulary: Analyze, text structure, compare, contrast, contraction, pronoun-verb contraction, scene, opinion, hyperlinks, sidebars, slang

Leveled Readers for Unique Animals of the Southwest A- Natural Defenses O- Natural Defenses B- Natural Defenses ELL- Natural Defenses

Day 1: Prepare to read ( 267I) Academic language (267I) Preteach Vocabulary ( 267K) Day 2: Comprehension (267M) Monitor Comprehension Compare and Contrast (ELL) Leveled Reader 1 (267N) Day 3: Phonics Maintenance (267J) Open Syllables (ELL) Leveled Reader Lesson 2 (267O) Day 4: Reteach phonics skill (267J) Open Syllables ( (ELL) Review Vocabulary (267L) Leveled Reader Lesson 3 (267P) Day 5: High Frequency words (267L) Fluency (267Q) Self-Selected independent Reading (267R) Book Talk (267P) United Streaming: Deserts: Icons of the Southwest; Insect-Eaters Who Do Not Migrate: How They Survive Winter Smart Exchange: Dictionary Detective; Using a Dictionary; Using Dictionary Guide Words; Writing steps: organization; Organization and Transition Words




and Week #





and Week #




3U5W5 Main Selection: Unique Animals of the Southwest

Unit 2 Quarter 2: Food Chains


3U5W5 What Do You Know? Unit 2 Quarter 2: Food Chains



Hickman Mills Treasures Curriculum 3rd Grade / Unit # 6

Pacing for This Unit


April 28 -May 16, 2014




ELL Resources

The First Strawberries by: Joseph Bruchac Clever Beatrice by Margret Willey Ramona Quimby, Age 8 by Beverley Clearly




Enduring Understanding and Questions: In this unit, children will read and write about what makes each one of us special. As they progress through the unit, they will also develop and apply key comprehension skills that goo readers use as they read.





Comprehension Enduring Understanding Essential Questions Character and Setting Week 1


relationships of characters in a story, as well as where the story is set.





summarize the plot’s main events

What details help you make inferences about the events in the plot?






changes they undergo.




What predictions were you able to confirm at the end of the story?




Standards for Reading: Standards for Writing: RF.3.3a : Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 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. RL.3.3: describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).



L.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.3.4d : Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words or phrases. L.3.1h Use coordinating and subordinating conjunctions

R.CCR.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. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Vocabulary

Week/Story Robust/Word Study Vocabulary

Content Vocabulary Academic Vocabulary

Week 1 Stone Soup

guests, banquet, agreeable, curiosity, gaze, untrusting

unique, tortillas, hearty, kimchi, chapatis

make inferences, visualize, synonym,

adjective, myth, moral, fable, folktales, opinion

Week 2 The Strongest One

decorated, symbol, darkened, gnaws, securing, weakest

constellations, dipper, compass, North Star

visualize, summarize, antonym, adjective myth, moral, fable, folktales, opinion,

Week 3 Tales of the Trickster

insightful, technique, majority, investigate, cunning

None this week generate questions, Compare/contrast,

adverb, prefix/suffix, myth, moral, fable, folktales, opinion

Week 4 Cook-A-Doodle-Doo!

magnificent, masterpiece, ingredient, recipes, tasty,

tradition

schedule, sequence, ingredients, profits

generate questions, compare, contrast,

preposition, idiom, myth, moral, fable, folktales,

opinion Week 5 One Riddle, One Answer

depart, suitable, increase, observed, advised, discouraged

None this week generate questions, character, setting, plot, adjective, adverb, myth, moral, fable, folktales,

opinion




Week 1 Strategy Visualize Skill Make Inferences

Trait: Ideas

Week 2 Strategy Visualize Skill Summarize

Trait: Ideas


Trait: Ideas Persuasive


Trait: Ideas

Week 5 Strategy Generate Questions Skill Character, Setting, Plot

Trait: Word Choice



acin

g


5 D

ays

R1D.3.a

R1E.3.c

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.4a: Use sentence-level context clue as a clue to the meaning of a word or phrase. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. R.CCR.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.

Comprehension Day 1/2: Visualize (281A-281B), (282 – 301) Make Inferences Day 3: Comprehension Check (303) Review skill : Compare and Contrast (303 B) Day 4: Non-fiction Article Text Feature: Charts (304) Day 5: Connect and compare (307) Fluency Day 1: Model Fluency (279B) Day 2/3/4: Repeated Readings Phrasing (303A) Day 5: Practice (278K) Phonics/Word Study Day 1: intro Day 2: decode words with prefixes (279C – 279D) Day 3/4/5: None Vocabulary Day 1: intro ( 33C) Day 2/3: review word synonyms (282, 309C) Day 4: Content vocabulary (304) Day 5: assess words, connect to writing (309D)

Robust /Word Study Vocabulary: Guests, banquet, agreeable, curiosity, gaze, untrusting Content Vocabulary: unique, tortillas, hearty, kimchi, chapitas Academic Vocabulary: plot, character, setting, story structure, statements, questions, prefixes, myth, moral, fable, folktales, opinion

Leveled Readers for Stone Soup A- The Popcorn Dancers O- The Fox’s Banquet B- The Duke’s banquet ELL- The Fox’s Dinner

Day 1: Prepare to read ( 309I) academic language (309I) Preteach Vocabulary (309K) Day 2: Comprehension (309M) Visualize/Make Inferences(ELL) Leveled Reader 1 (309N) Day 3: Phonics maintenance ( 309J) Prefixes (ELL) Leveled Reader Lesson 2 (309O) Day 4: Reteach phonics skill (309J) Prefixes (ELL) Review Vocabulary (309L) Leveled Reader Lesson 3 (309P) Day 5: High Frequency words (309L) Fluency (309Q) Self-Selected independent Reading (309R) Book Talk (309P) United Streaming: Making Connections (for Stone Soup); There’s No Food Like My Food Series Smart Exchange: Adjectives (several lessons with title); Adjectives Smartbook; Grammar Articles; Capitalization-First Words and Titles; Abbreviations; Abbreviations Smartboard



Grade 3

Unit 6 Week 1


2. Discuss and apply responsibilities of citizens including respect for the rights of others and treating others fairly (justice) (CD1B) 2.1, 4.3 21. Identify examples of different regions (e.g., urban, rural, recreational area, wheat-producing region, business district) (GE5F)

Main Selection “Stone Soup” TE 282-303

Literacy Workstation “Foods Around the World” TE 278L

Read Aloud “Eating International” TE 279A-279B

Vocabulary “Family Feast” TE280-281B

Paired Selection “What’s for Lunch” TE 304-307

Literacy Workstation “What’s Cooking in Japan” TE348L




and Week #





and Week #




3U6W1 3U6W1 Healthful Eating



acin

g


5 D

ays

R1D.3.a

W2B.3a-b

R1E.3.c

W2E.3.d

R1H.2.d RH.3.b

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. W.3.1b: Provide reasons that support the opinion. L.3.4a: Use sentence-level context clue as a clue to the meaning of a word or phrase. L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 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.

Comprehension Day 1 /2 Visualize/Summarize (313 A-313B), (314 – 327) Day 3 Comprehension check (329) Review : Make Inferences (329B) Day 4 Genre: Nonfiction Text Feature: Diagrams ( 330) Day 5 Connect and Compare (333) Fluency Day 1: model fluency (311B) Day 2/3/4 :Repeated reading Expression and intonation (329A) Day 5: Practice (310K) Phonics/Word Study Day 1: intro Day 2: decode words with final stable syllables (311C- 311D) Day 3/4/5: none Vocabulary: Day 1: Intro Day 2/3: review words, context clues/antonyms (314. 335C) Day 4: review words: related words (335D) Day 5: Assess words, connect to writing (335D)

Robust Vocabulary: decorated, symbol, darkened, gnaws, securing, weakest Content Vocabulary: constellations, dipper, compass, North Star Academic Vocabulary: visualize, summarize, antonym, adjective, myth, moral, fable, folktales, opinion

Leveled Readers for The Strongest One A- Storytellers of the World O- Storytellers of the World B- Storytellers of the World ELL- Storytellers

Day 1: Prepare to read ( 335I) academic language (335I) Preteach Vocabulary (335K) Day 2: Comprehension (335M) Visualize/Summarize(ELL) Leveled Reader 1 (335N) Day 3: Phonics maintenance ( 335J) Final Stable Syllables (ELL) Leveled Reader Lesson 2 (335O) Day 4: Reteach phonics skill (335J) Final Stable syllables (ELL) Review Vocabulary (335L) Leveled Reader Lesson 3 (335P) Day 5: High Frequency words (335L) Fluency (335Q) Self-Selected independent Reading (335R) Book Talk (335P) Smart Exchange: Comparative Adjectives Using er and est; Comparative and Superlative Adjectives; Types of Syllables; Antonyms




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3U6W2 Paired Selection: The Big Dipper 3U6W2 Dance, Exercise, and Activity


Week #3: Instructional Guide P

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5 D

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R1D.3.a

W2E.1.d

R3C.3.g R2C.3.d

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. W.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Comprehension Day 1 /2 Generate Questions, Compare/Contrast (339 A-339B), (340 – 343) Day 3 Comprehension check (343) Review : Summarize (343B) Day 4 Research and Study Skills Functional Documents ( 343C- 343 D) Day 5 Review : Generate Questions, Compare/Contrast Fluency Day 1: model fluency (337B) Day 2/3/4 :Repeated reading Pronunciation and Phrasing (343A) Day 5: Practice (336K) Phonics/Word Study Day 1: none Day 2: decode words with vowel team syllables (337C- 337D) Day 3/4/5: none Vocabulary: Day 1: Intro Day 2/3: review words, unknown words (340. 347G.H) Day 4: review words, morphology (347H) Day 5: Assess words, connect to writing (65D)

Robust Vocabulary: insightful, technique, majority, investigate, cunning Content Vocabulary: None this week Academic Vocabulary: generate questions, compare/contrast, adverb, prefix/suffix, myth, moral, fable, folktales, opinion

Leveled Readers for Tales of the Trickster A- How People Came to Texas O- How Animals Brought Fire to People B- How Coyote Helped Light the World ELL- Getting Fire for People

Day 1: Prepare to read ( 347M) academic language (347M) Preteach Vocabulary ( 347O) Day 2: Comprehension (347Q) Generate Questions/Compare Contrast(ELL) Leveled Reader 1 (347R) Day 3: Phonics maintenance (3477N) Vowel Team Syllables (ELL) Leveled Reader Lesson 2 (347S) Day 4: Reteach phonics skill (347N) Vowel Team Syllables (ELL) Review Vocabulary (347P) Leveled Reader Lesson 3 (347T) Day 5: High Frequency words (347P) Fluency (347U) Self-Selected independent Reading (347V) Book Talk (347T) United Streaming: How Anansi Obtained the Sky God's Stories; Why Mosquitoes Buzz in People's Ears Smart Exchange: A Unit on Adverbs; Adjectives and Adverbs; Persuasive Paragraphs; Compare and Contrast; Compare & Contrast




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3U6W3 3U6W3 The Printing Press Units 1-8 Quarters 1-4: Science and Technology





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Vocabulary/HFW


5 D

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R1D.3.a

W2B.3.a-b

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. W.3.1b: Provide reasons that support the opinion. R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Comprehension Day 1 /2 Generate Questions, Compare/Contrast (351 A-351B), (352 – 375) Day 3 Comprehension check (377) Review : Summarize (377B) Day 4 Genre: Nonfiction Text Feature: Diagrams, 378 Day 5 Connect/Compare (381) Fluency Day 1: model fluency (349B) Day 2/3/4 :Repeated reading :Phrasing (377A) Day 5: Practice (348K) Phonics/Word Study Day 1: intro Day 2: decode words with r-controlled vowels (349C- 349D) Day 3/4/5: none Vocabulary: Day 1: Intro Day 2/3: review words, dictionary/idioms (352. 383C,D) Day 4: review words, morphology (383D) Day 5: Assess words, connect to writing (383D)

Robust Vocabulary: magnificent, masterpiece, ingredient, recipes, tasty, tradition Content Vocabulary: schedule, sequence, ingredients, profits Academic Vocabulary: generate questions, compare/ contrast, preposition, idiom myth, moral, fable, folktales, opinion ,

Leveled Readers for Cook-a- Doodle-Doo! A- From Farm to Dinner Table O- From Farm to Dinner Table B- From Farm to Dinner Table ELL- Food’s Great Journey

Day 1: Prepare to read ( 383I) academic language (383I) Preteach Vocabulary ( 383K) Day 2: Comprehension (383M) Generate questions/compare and Contrast (ELL) Leveled Reader 1 (383N) Day 3: Phonics maintenance (383J) r-Controlled Syllables (ELL) Leveled Reader Lesson 2 (383O) Day 4: Reteach phonics skill (383J) r-Controlled Syllables (ELL) Review Vocabulary (383L) Leveled Reader Lesson 3 (383P) Day 5: High Frequency words (383L) Fluency (383Q) Self-Selected independent Reading (383R) Book Talk (383P) United Streaming: La Panderia (bakery); The Magic School Bus: Gets Ready, Set, Dough Smart Exchange: Prepositions; Preposition Poem; Commas; Punctuation- Commas; Idiom Jeopardy; Common Idioms SMARTCreated




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3U6W4 3U6W4 Heat and Energy Unit 4 Quarter 4: Investigation States of Matter

Observe and identify that water evaporates (liquid water changes into a gas as it moves into the air) (1.1.D.c)

Measure and compare the temperature of water when it exists as a solid to it temperature when it exists as a liquid (1.1.D.d)

Investigate and observe that water can change from a liquid to a solid (freeze), and back again to a liquid (melt( as the result of temperature changes (1.1.D.e)

Predict and investigate the effect of heat (thermal energy) (i.e., changes in temperature melting, evaporation) on objects and materials (1.1.D.g)

Identify sources of thermal energy (e.g., Sun, stove, fire, body) that can cause solids to change liquids, and liquids to change to gas (1.2.A.a)



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5 D

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R1D.3.a

W2C.3.b W2C.7.d

R2C.3.h

RF.3.3: Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. L.3.1i: Produce simple, compound, and complex sentences. L.3.3a: Choose words and phrases for effect. RL.3.3: describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Comprehension Day 1/2: Generate Questions; character, setting, plot (387A – 387B, 388 – 403) Day 3: Comprehension check (405) Review: Compare/contrast ( 405B) Day 4 : Genre: Fairy Tales Literary Elements: sensory Language (406) Day 5: Connect/Compare (409) Fluency Day 1 : Model fluency (385B) Day 2/3/4: Repeated reading: Phrasing and Intonation (405A) Day 5: Practice ( 384K) Phonics/Word Study Day 1: intro Day 2: decode words with suffixes (385C-385D) Day 3/4/5: none Vocabulary Day 1: Intro ( 387, 411C) Day 2: review words, dictionary/unfamiliar words(388, 411C) Day 3: review words, related words ( 411D) Day 4: review words, morphology (411D) Day 5: Assess words, Connect to writing (411D)

Robust Vocabulary: depart, suitable, increases, observed, advised, discouraged Content Vocabulary: None this week Academic Vocabulary: generate questions, character, setting, plot, adjective, adverb, myth, moral, fable, folktales, opinion

Leveled Readers for One Riddle, One Answer A- The Monster’s Riddle O- Magpie’s mystery B- Adding with Kevin ELL- The Mystery of the Magpie

Day 1: Prepare to read ( 411I) academic language (411I) Preteach Vocabulary ( 411K) Day 2: Comprehension (411M) Generate Questions/Character, Setting, Plot (ELL) Leveled Reader 1 (411N) Day 3: Phonics maintenance ( 411J) Suffixes (ELL) Leveled Reader Lesson 2 (411O) Day 4: Reteach phonics skill (411J) Suffixes(ELL) Review Vocabulary (411L) Leveled Reader Lesson 3 (411P) Day 5: High Frequency words (411L) Fluency (411Q) Self-Selected independent Reading (411R) Book Talk (411P) United Streaming: A Forefather, a Princess, and a Warrior Smart Exchange: Fairy Tales; Fables, Fairy Tales, Folktales, Legends, and Myths, Oh My!; Compare and Contrast




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3U6W5 3U6W5 It Is Snowing!


Hickman Mills 3rd Grade Social Studies Pacing Guide

GLE Reading Grade/ Unit/Week

Reading Activity

Teaching Strategies/Additional Resources

Community 1. Identify and explain why cities make laws and ordinances (CD1A) 1.5, 2.3, 4.1, 4.7

3U2W1

Oral Language Picture Prompt “Birth of a Town” TE

Paired Selection “A Look at Local Government” TE 184-187


3U1W1 3U2W4 3U2W5 3U4W3 3U6W1

Literacy Workstations “Good Citizens” TE6L

Paired Selection “Be a Good Citizen” TE 30-31

Literacy Workstations “Chant for Help” TE222L

Oral Language “Working Together” TE 222-223

Literacy Workstations “Good Neighbors TE244LT

Main Selection “A Castle on Viola Street” TE 248-269

Photo “Community Teamwork” TE 68-69

“A Higher Goal” TE 70-71B

Main Selection “A Growing Interest” TE 72-75

Test Practice “Kids Helping Kids” TE 76-77

Leveled Reader “Our City Garden” TE 79R-79KK

Main Selection “Stone Soup” TE 282-303

3. Analyze peaceful resolution of disputes by courts or other legitimate authorities,

3U2opener

Theme Project “In order for communities to survive and grow, people need to work together” TExvi-xvii


such as parents, teachers, principals, etc. (GS3A) 1.5, 1.10, 2.1

3U2W6 3U4W1

“Nancy’s Library” TE276-277

“A Change in Plans” TE 278-279

Main Selection “Seven Spools of Thread A Kwanzaa Story” TE 10-33

American Foundations

4. Identify and explain why cities make laws and ordinances (CD1A) 1.5, 2.3, 4.1, 4.7

3U4W1 Literacy Workstations “Playground Rules” TE 6L

5. Identify and explain the functions of the three branches of government in the federal government (GS3C) 1.8, 1.10, 2.1

6. Describe how authoritative decisions are made, enforced and interpreted within the federal government (GS3B) 1.6, 1.8, 2.1

3U3W3 3U4W1

Read Aloud “Election Day” TE 347A-347B

Vocabulary “Community Works” TE 8-9B

7. State the main purposes of the Declaration of Independence, Identify the purpose of the Constitution (CD1C) 1.5, 1.8

8. Explain how the National Anthem symbolizes our nation (CD1D) 1.6, 1.8

9. Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc. (GS3A) 1.5, 1.10,


2.1

Economics

10. Identify and explain public goods and services (EC4A0 1.8, 1.9, 1.10, 2.1

http:/fff/councilforeconed.org/3-5 “Urban Mouse and Rural Mouse” & “Get Goods & Services in Carter City

11. Distinguish among natural, capital and human resources (EC4A) 1.6, 1.10

3U2W1 3U2W2

Vocabulary “Let’s Trade” TE158-159B

Main Selection “Boom Town” TE 160-183

Oral Language “Starta a Local Business” TE190-191

National Council on Economic Education “The Wide World of Trade” – natural & capital goods

12. Conduct a cost-benefit analysis (EC4B) 1.6, 1.8, 1.10, 2.1, 3.8

3U2W1 3U4W4

Leveled Readers “Start Your Own Business

Main Selection “Ramona and Her Father” TE84-105

13. Identify taxes students experience, such as sales taxes (EC4C) 1.5, 1.6, 1.10

14. List how tax moneys are used, who benefits from tax-supported services and who pays for these services (EC4C) 1.8, 1.10, 2.1, 2.3, 3.8

Social Injustice and Maps

15. Describe the contributions of Martin Luther King, Jr. (US2Ab) 1.8, 2.1

16. Analyze peaceful resolution of disputes by courts or other legitimate authorities, such as parents, teachers, principals, etc. (GS3A)

3U1W2 Main Selection “Amazing Grace” TE38-59

17. Read and construct 3U3W5 Literacy Workstations “Going


maps (GE5A) 3U4W4

Places” TE 392L

Paired Selection “From Here to There” TE 420-421

Literacy Workstation “In Your Neighborhood” TE 80L

18. Identify and locate the Mississippi and Missouri Rivers, Identify the states bordering Missouri, Describe and use absolute location using a grid system (GE5B)

19. Describe various ecosystems in Missouri and the world and what physical factors cause them to be as they are (GE5D)

3U5W1 3U5Writing

Literacy Workstation “Antartica” TE 142L

Read Aloud “Antartica Frozen Desert” TE 143A-143B

Main Selection PPenguin Chick” TE 146-167

Paired Selection “Antartic Anthem” TE 168-169

Leveled Readers “The Wendell Seals of Antartica” TE 171N-171GG

Research Report (Alaska) TE273A-273H

20. Describe how changes in communication and transportation technologies affect people’s lives. Explain why people living in different places (cities, suburbs, towns, villages) and specializing in different ways of making a living have a need to interact with each other (GE5E)

3U2W3 Literacy Workstations “Travel Through History” TE 210L

Main Selection – Time for Kids “Go West!” TE214-217

http:www.councilforeconed.org/3-5 “Urban Mouse and Rural Mouse” & “Get Goods & Services in Carter City”


21. Identify examples of different regions (e.g., urban, rural, recreational area, wheat-producing region, business district) (GE5F)

3U2W3 3U3W5 3U6W1

Read Aloud “If I Built a Village” TE 211A-211B Read Aloud Anthology p. 16-19

Leveled Reader Communities Across America TE 221 R-DD

Leveled Reader A Different World TE 423N-423D

Literacy Workstation “Foods Around the World” TE 278L

Read Aloud “Eating International” TE 279A-279B

Vocabulary “Family Feast” TE280-281B

Paired Selection “What’s for Lunch” TE 304-307

Literacy Workstation “What’s Cooking in Japan” TE348L

22. Compare how people’s needs have been met in different ways in different cultures at various times (RE6A)

3U2W3 3U3W1 3U4W6

Vocabulary Time for Kids “Living in the Cliffs” TE212-213 BB

Leveled Class Library “Fly High! The Story of Bessie Coleman” TE 309T

Amelia and Eleanor Go For a Ride” TE309X

Review “Susan B. Anthony” TE 134-135

23. Take part in a constructive process or method for resolving conflicts (such processes or methods include identifying the problem, listing alternatives, selecting criteria for judging the alternatives, evaluating the alternatives and making a decision) (RE6C)

3U4Library Classroom Library “Come Back, Salmon” TE T6-T7

24. Identify, select and use visual, graphic and

3U3W2 Paired Selection “How We Keep in Touch” TE 340-343


auditory aids (timelines and diagrams) (IN7A)

Hickman Mills 3rd Grade Reading Comprehension/Decoding Skill …€¦ · Pacing Guide Grade...

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