Monrovia Unified Schools Third Grade ELA Pacing Guide 2013 ...€¦ · RI.3.4: Determine the...
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Monrovia Unified Schools Third Grade ELA Pacing Guide 2013-2014 DRAFT Curriculum/Pacing Guide #1 August 21-October 11 / Treasures Unit 1 3rd Grade PLC September 19 Benchmark: October 7-11 Performance Task: October 7-11 Reading Lit Writi terature Alignments Reading Informationa ing Alignments Speaking and Listenin al Alignments Reading F ng Alignments La Foundational Skills Align anguage Alignments nment Week Strand Standard Essential Skills Vocab/Cognates Resources 1 Essential Que setting?” estion: “What changes did the main charac cter in this story undergo, and d how were they aff ffected by the Week 1 RL, RI, RF ✓ List Reading Literature Character, Setting, Plot RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5 : Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. •RL Essential Skills / Concepts •RL Academic Vocab/ Cognates •Reading Literature Question Stems Week 1 RL, RI, RF ✓ List Reading Informational Text Character, Setting, Plot RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. •RI Essential Skills and Concepts •RI Academic Vocab/ Cognates •Reading Informational Text Question Stems •RI.3.4: Wonders pages 144-149 Thursday, August 15, 2013 Unit 1 - DRAFT 1
Transcript of Monrovia Unified Schools Third Grade ELA Pacing Guide 2013 ...€¦ · RI.3.4: Determine the...
Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014
DRAFT Curriculum/Pacing Guide #1August 21-October 11 / Treasures Unit 1
3rd Grade PLC September 19Benchmark: October 7-11
Performance Task: October 7-11
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignment
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential Skills Vocab/Cognates Resources
1 Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”
Week 1
RL, RI, RF ✓ List
Reading Literature
Character, Setting, Plot
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 1
RL, RI, RF ✓ List
Reading Informational
TextCharacter, Setting,
Plot
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•RI.3.4: Wonders pages 144-149
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Week 1
RL, RI, RF ✓ List
Reading Foundational
SkillsPhrasing, Short
Vowels
RF.3.3c: Decode multisyllable words.
RF.3.4: Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 1
Writing ✓ List
WritingTopic Development:
Moment
W.3.1b: Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative / explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions, and details.
W.3.3b: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
• CCSS Teacher Resource Book page T7
•CCSS Writing Rubrics
Week 1
SL ✓ List
Speaking and ListeningSummarize
_____________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book page T7
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Week 1
Language ✓ List
LanguageWord Parts:
Prefixes un-, non-,
Statements and Questions
Short Vowels
____________
Visual Vocabulary
chuckled nervous
nonsensefumbledtrudged
L.3.1i: Produce simple, compound and complex sentences.
L.3.2f: Use spelling patterns and generalizations in writing words.
L.3.3a: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.
L.3.4b: Determine the meaning of the new word formed when a known affix is added to an uknown word.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
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Week Strand Standard Essential Skills Vocab/Cognates Resources
2 Essential Question: “What details help you make inferences about events in the plot?”Essential Question: “What details help you make inferences about events in the plot?”Essential Question: “What details help you make inferences about events in the plot?”Essential Question: “What details help you make inferences about events in the plot?”Essential Question: “What details help you make inferences about events in the plot?”
Week 2 Reading Literature
Cause and 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
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 2 Reading Informational
Text
Cause and Effect
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•RI.3.4: Wonders pages 24-29
Week 2 Reading Foundational
SkillsIntonation
Final e
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 2 WritingTopic Development:
Moment
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems•CCSS Teacher Resource •Book page T13•CCSS Writing Rubrics
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Week 2 Speaking and ListeningSummarize
_____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 2 Language Word Families
Commands & Exclamations
Final e
___________
Visual Vocabulary
auditions adventureexploringsparklingfantasticsuccess
L.3.1i Produce simple, compound, and complex sentences.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3a Choose words and phrases for effect
L.3.5: Demonstrate understanding of word relationships and nuances in word meanings.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
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Week Strand Standard Essential Skills Vocab/Cognates Resources
3 Essential Question: “What do all of the important details in this selection have in common?”Essential Question: “What do all of the important details in this selection have in common?”Essential Question: “What do all of the important details in this selection have in common?”Essential Question: “What do all of the important details in this selection have in common?”Essential Question: “What do all of the important details in this selection have in common?”
Week 3 Reading Literature
Main Idea and Details
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 3 Reading Informational
Text
Main Idea and Details
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•RI.3.4: Wonders pages 162-167
Week 3 Reading Foundational
SkillsPacing
Words with Long a
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 3 WritingPersonal Narrative
(Description)
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems•CCSS Teacher Resource Book page T19•CCSS Writing Rubrics
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Week 3 Speaking and ListeningSummarize
_____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems•CCSS Teacher Resource Book page T19
Week 3 LanguageThesaurus: Synonyms
Subjects
Words with Long a
_____________
Visual Vocabulary
donateunawarememberscontribute
L.3.1b: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.3.3a Choose words and phrases for effect
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
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Week Strand Standard Essential Skills Vocab/Cognates Resources
4 Essential Question: “How are the characters in this story similar and how are they different?”Essential Question: “How are the characters in this story similar and how are they different?”Essential Question: “How are the characters in this story similar and how are they different?”Essential Question: “How are the characters in this story similar and how are they different?”Essential Question: “How are the characters in this story similar and how are they different?”
Week 4 Reading LiteratureCompare and
Contrast
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 stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 4 Reading Informational
Text
Compare and Contrast
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Ri.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•RI.3.4: Wonders pages 72-75•CCSS Teacher Resource Book page T25
Week 4 Reading Foundational
SkillsExpression
Words with Long o
RF.3.3c Decode multisyllable words.
RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive reading.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
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Week 4 WritingTopic Development:
Object, Setting
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems•CCSS Teacher Resource Book page T25•CCSS Writing Rubrics
Week 4 Speaking and Listening
Ask and Answer Questions
_____________
Oral Vocabulary Story
SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems•CCSS Teacher Resource Book page T25
Week 4 LanguageDictionary:
Multiple-Meaning Words
Predicates
Words with Long o
_____________
Visual Vocabulary
passionbothering
admireconcentrate
achedsplendid
L.3.1b Form and use regular and irregular plural nouns.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3a Choose words and phrases for effect
L.3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
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Week Strand Standard Essential Skills Vocab/Cognates Resources
5 Essential Question: “What predictions were you able to confirm at the end of the story?”Essential Question: “What predictions were you able to confirm at the end of the story?”Essential Question: “What predictions were you able to confirm at the end of the story?”Essential Question: “What predictions were you able to confirm at the end of the story?”Essential Question: “What predictions were you able to confirm at the end of the story?”
Week 5 Reading Literature
Make and Confirm Predictions
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 stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 5 Reading Informational
Text
Make and Confirm Predictions
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•Wonders pages 168-173
Week 5 Reading Foundational
Skills
Phrasing
Words with Long i
RF.3.3c Decode multisyllable words.
RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
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Week 5 WritingTopic Development:
Object, Setting
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems•CCSS Teacher Resource Book page T31•CCSS Writing Rubrics
Week 5 Speaking and Listening
Ask and Answer Questions
_____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •Language Academic Vocab/Cognates
•Speaking and Listening Question Stems•CCSS Teacher Resource Book page T31
Week 5 LanguageWord Parts:
Suffixes -er, -est
Compound Sentences
Words with Long i
_____________
Visual Vocabulary
separatedetermination
storageexactruined
luckiest
L.3.1i Produce simple, compound, and complex sentences.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3a Choose words and phrases for effect
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 1 - DRAFT
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Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014
DRAFT Curriculum/Pacing Guide #2October 13 - November 22 / Treasures Unit 2
Progress Reports Home October 16Parent Teacher Conferences October 16-October 23
Benchmark #2 November 18-22
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential Skills Vocab/Cognates Resources
1 Essential Question: Why is placing the main events of the plot in the correct order important?Essential Question: Why is placing the main events of the plot in the correct order important?Essential Question: Why is placing the main events of the plot in the correct order important?Essential Question: Why is placing the main events of the plot in the correct order important?Essential Question: Why is placing the main events of the plot in the correct order important?
Week 1
RL, RI, RF ✓ List
Reading Literature
Sequence
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems• CCSS Teacher Resource Book page T37
Week 1
RL, RI, RF ✓ List
Reading Informational
Text
Sequence
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•Wonders pages 138-143
Week 1
RL, RI, RF ✓ List
Reading Foundational
SkillsPhrasing
Long e
RF.3.3c Decode multisyllable words.
RF.3.4b: Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Thursday, August 15, 2013 Unit 2 Draft
1
Week 1
Writing ✓ List
WritingShowing
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•CCSS Resource Teacher Book T37
•CCSS Writing Rubrics
Week 1
SL ✓ List
Speaking and ListeningSummarize
___________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 1
Language ✓ List
LanguageWord Parts:
Compound Words
Common & Proper Nouns
Long e
____________
Visual Vocabulary
sidewalksgrumbled
tradersblossomed
wailedlonesome
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 parts) in writing words.
L.3.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibility from a range of strategies.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
2
Week Strand Standard Essential Skills Vocab/Cognates Resources
2 Essential Question: “What conclusions could you draw from the facts presented in the text?”Essential Question: “What conclusions could you draw from the facts presented in the text?”Essential Question: “What conclusions could you draw from the facts presented in the text?”Essential Question: “What conclusions could you draw from the facts presented in the text?”Essential Question: “What conclusions could you draw from the facts presented in the text?”
Week 2 Reading Literature
Draw Conclusions
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language
RL.3.5 Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 2 Reading Informational
Text
Draw Conclusions
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•CCSS Teacher Resource Book page T43
Week 2 Reading Foundational
Skills
Pacing
Silent Letters
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 2 WritingShowing
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative/expository texts to examine a topic and convey ideas and information clearly.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems •Wonders pages 180-185 & CCSS Teacher Resource Book page T43•CCSS Writing Rubrics
Thursday, August 15, 2013 Unit 2 Draft
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Week 2 Speaking and Listening
Ask and Answer Questions
___________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 2 LanguageDictionary: Multiple
Meaning Words
Singular and Plural
Silent Letters
______________
Visual Vocabulary
disappearprotectharmingsupplycapture
enclosure
L.3.1d Form and use regular and irregular plural nouns.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.3a Choose words and phrases for effect
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
4
Week Strand Standard Essential Skills Vocab/Cognates Resources
3 Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”
Week 3 Reading Literature
Main Idea & Details
RL.3.5 Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 3 Reading Informational
Text
Main Idea & Details
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems •CCSS Teacher Resource Book page T49
•Wonders 126-131
Week 2 Reading Foundational
SkillsPronunciation &
Phrasing
3-Letter Blends
RF.3.3c Decode multisyllable words.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 3 WritingExpository: Description
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative/expository texts to examine a topic and convey ideas and information clearly.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems•Wonders pages 126-131
•CCSS Teacher Resource Book page T49
•CCSS Writing Rubrics
Thursday, August 15, 2013 Unit 2 Draft
5
Week 3 Speaking and ListeningSummarize
______________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 3 LanguageContext Clues:
Antonyms
Irregular Plural Nouns
3-Letter Blends
____________
Visual Vocabulary
culturecommunitiesimmigrantsestablishedtraditional
L.3.1d Form and use regular and irregular plural nouns.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.3a Choose words and phrases for effect
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
6
Week Strand Standard Essential Skills Vocab/Cognates Resources
4 Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”
Week 4 Reading Literature
Author’s Purpose
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems• Wonders pages 102-107
Week 4 Reading Informational
Text
Author’s Purpose
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.6 Distinguish their own point of view.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems•CCSS Teacher Resource Book page T55
Week 4 Reading Foundational
SkillsPacing
Digraphs
RF.3.3c Decode multisyllable words.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Thursday, August 15, 2013 Unit 2 Draft
7
Week 4 WritingStrong Verbs
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative/expository texts to examine a topic and convey ideas and information clearly.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•Wonders pages 102-107
•CCSS Teacher Resource Book page T55
•CCSS Writing Rubrics
Week 4 Speaking and ListeningSummarize
___________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 4 Language
Context Clues: Examples
Possessive Nouns
Digraphs
____________
Visual Vocabulary
tourvolunteers
thrilledslogan
deserve
L.3.1d Form and use regular and irregular plural nouns.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.
L.3.3a Choose words and phrases for effect
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
8
Week Strand Standard Essential Skills Vocab/Cognates Resources
5 Essential Question: “What is the message that the author wants to tell readers in the story?”Essential Question: “What is the message that the author wants to tell readers in the story?”Essential Question: “What is the message that the author wants to tell readers in the story?”Essential Question: “What is the message that the author wants to tell readers in the story?”Essential Question: “What is the message that the author wants to tell readers in the story?”
Week 5 Reading Literature
Theme
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 characters in a story and explain how their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts •RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 5 Reading Informational
Text
Theme
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4: Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts •RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems •Wonders pages 174-179
Week 5 Reading Foundational
SkillsPhrasing
Contractions
RF.3.3c Decode multisyllable words.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
•RF Essential Skills and Concepts •RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Thursday, August 15, 2013 Unit 2 Draft
9
Week 5 Writing
Strong Verbs
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.2b: Write informative/expository texts to examine a topic and convey ideas and information clearly.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•Wonders pages 174-179
•CCSS Teacher Resource Book page T61
•CCSS Writing Rubrics
Week 5 Speaking and ListeningSummarize
___________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts •SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 5 Language
Context Clues: Paragraph Clues
Sentence Combining with
Nouns
Contractions
______________
Visual Vocabulary
appliancesowners
constructionequipment
leakyproject
L.3.1k: Produce simple, compound and complex sentences.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.3a Choose words and phrases for effect
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
10
Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014
Draft Curriculum/Pacing Guide #3 December 2 - January 24 / Treasures Unit 3
Benchmark: January 21-24Performance Task: January 21-24
Report Cards January 15 (Middle of week 5)
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential Skills Vocab/Cognates Resources
1 Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”Essential Question: “Why do you think the author wrote the selection?”
Week 1
RL, RI, RF ✓ List
Reading Literature
Author’s Purpose
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.5: Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
•RL Essential Skills / Concepts
•RL Academic Vocab/Cognates
•Reading Literature Question Stems
•Wonders pages 60-65
•CCSS Teacher Resource Book page T67
Week 1
RL, RI, RF ✓ List
Reading Informational
Text
Author’s Purpose
RI.3.4 Distinguish their own point of view from that of the author of a text.
•RI Essential Skills and Concepts
•RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems
•Wonders pages 60-64
Thursday, August 15, 2013 Unit 3 Draft
1
Week 1
RL, RI, RF ✓ List
Reading Foundational
Skills
Fluency: Phrasing
r-Controlled Vowels er, ir, ur
RF.3.3c Decode multisyllable words.
RF.3.4b: Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts
•RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 1
Writing ✓ List
Writing
Informative/Explanatory
Sentence Mechanics
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T67
•CCSS Writing Rubrics
Week 1
SL ✓ List
Speaking and
Listening
Summarize
__________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts
•SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
2
Week 1
Language ✓ List
Language
Context Clues: Word Clues
Action Verbs
__________
Visual Vocabulary
talentedsingleproper
excitementacceptance
useful
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 parts) in writing words.
L.3.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibility from a range of strategies.
L.3.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.1f Form and use regular and irregular verbs.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
•CCSS Teacher Resource Book page T67
Thursday, August 15, 2013 Unit 3 Draft
3
Week Strand Standard Essential Skills Vocab/Cognates Resources
2 Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character in this story undergo, and how were they affected by the setting?”
Week 2 Reading Literature
Character, Setting, Plot
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.3.4 Determine the meaning of words as they are used in a text, distinguishing literal from non-literal language.
•RL Essential Skills / Concepts
•RL Academic Vocab/Cognates
•Reading Literature Question Stems
•CCSS Teacher Resource Book page T73
Week 2 Reading Informational
Text
Domain Specific Words
RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts
•RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems
•Wonders pages 156-161
Week 2 Reading Foundational
Skills
Fluency: Expression
and Intonation
RF.3.3c Decode multisyllable words.
RF.3.4b: Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts
•RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
Week 2 Writing
Opinion
Sentence Mechanics
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.2b: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•Wonders pages 156-161
•CCSS Teacher Resource Book page T73
•CCSS Writing Rubrics
4
Week 2 Speaking and Listening
Summarize
________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts
•SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 2 Language
Sentence Clues
Present-Tense Verbs
_____________
Visual Vocabulary
crackleannounced
soaredstarry
noticed
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
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 parts) in writing words.
L.3.1g: Form and use the simple verb tenses
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 3 Draft
5
Week Strand Standard Essential Skills Vocab/Cognates Resources
3 Essential Question: “How can recognizing problem and solution as a text structure help you to understand the relationships between ides in the text?”Essential Question: “How can recognizing problem and solution as a text structure help you to understand the relationships between ides in the text?”Essential Question: “How can recognizing problem and solution as a text structure help you to understand the relationships between ides in the text?”Essential Question: “How can recognizing problem and solution as a text structure help you to understand the relationships between ides in the text?”Essential Question: “How can recognizing problem and solution as a text structure help you to understand the relationships between ides in the text?”
Week 3 Reading Literature
N/A N/A N/A N/A
Week 3 Reading Informational
Text
Problem and Solution
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts
•RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems
•Wonders pages 18-23
Week 3 Reading Foundational
Skills
Fluency: Pronunciation and Phrasing
Prefixes: re-, un-, pre-. mis-
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts
•RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
6
Week 3 Writing
Informational Letter
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•CCSS Writing Rubrics
Week 3 Speaking and Listening
Summarize
__________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts
•SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 3 Language
Past-Tense Verbs
Prefixes re-, un-, pre-, mis-
Dictionary: Homographs
_____________
Visual Vocabulary
estimatefocusrecord
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
L.3.2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
•CCSS Teacher Resource Book page T79
Thursday, August 15, 2013 Unit 3 Draft
7
Week Strand Standard Essential Skills Vocab/Cognates Resources
4 Essential Question: “Why is it important to describe the relationships among ideas in a text?”Essential Question: “Why is it important to describe the relationships among ideas in a text?”Essential Question: “Why is it important to describe the relationships among ideas in a text?”Essential Question: “Why is it important to describe the relationships among ideas in a text?”Essential Question: “Why is it important to describe the relationships among ideas in a text?”
Week 4 Reading Literature
Sequence
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create, mood, emphasize aspects of a character or setting).
•RL Essential Skills / Concepts
•RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 4 Reading Informational
Text
Sequence
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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
•RI Essential Skills and Concepts
•RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems
•Wonders pages 132-137
Week 4 Reading Foundational
Skills
Fluency: Phrasing and
Pacing
Diphthong /oi/
RF.3.3c Decode multisyllable words.
RF.3.4b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
•RF Essential Skills and Concepts
•RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
8
Week 4 Writing
Sensory Details
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•Wonders pages 132-137
•CCSS Teacher Resource Book page T85
•CCSS Writing RubricsWeek 4 Speaking
and Listening
Summarize
__________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts
•SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 4 Language
Future Tense Verbs
Sentence Clues
Diphthong /oi/
____________
Visual Vocabulary
instanceillustrate
styletexturessketches
suggestions
L.3.4a Use sentence-level context 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.
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 3 Draft
9
Week Strand Standard Essential Skills Vocab/Cognates Resources
5 Essential Question: “What details help you make inferences about characters, their relationships and the main events of the plot?”Essential Question: “What details help you make inferences about characters, their relationships and the main events of the plot?”Essential Question: “What details help you make inferences about characters, their relationships and the main events of the plot?”Essential Question: “What details help you make inferences about characters, their relationships and the main events of the plot?”Essential Question: “What details help you make inferences about characters, their relationships and the main events of the plot?”
Week 5 Reading Literature
Make Inferences
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 Essential Skills / Concepts
•RL Academic Vocab/Cognates
•Reading Literature Question Stems
Week 5 Reading Informational
Text
Make Inferences
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
•RI Essential Skills and Concepts
•RI Academic Vocab/ Cognates
•Reading Informational Text Question Stems
•Wonders pages 96-101
Week 5 Reading Foundational
Skills
Intonation and Expression
Variant Vowels /u/
and /u¨/
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•RF Essential Skills and Concepts
•RF Academic Vocab/Cognates
•Reading Foundational Skills Question Stems
10
Week 5 Writing
Sensory Details
W.3.1b Provide reasons that support the opinion.
W.3.2b Develop the topic with facts, definitions, and details.
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 to situations
•Writing Essential Skills and Concepts
•Writing Academic Vocab/Cognates
•Writing Question Stems
•Wonders pages 96-101
•CCSS Teacher Resource Book Page T91
•CCSS Writing Rubrics
Week 5 Speaking and Listening
Summarize
__________
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•SL Essential Skills and Concepts
•SL Academic Vocab/Cognates
•Speaking and Listening Question Stems
Week 5 Language
Dictionary: Homophones
Sentence Combining with
Verbs
Variant Vowels /u/ and /u¨/
______________
Visual Vocabulary
annualpotential
expensivepolitely
wrappinginnocent
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.
L.3.1i Produce simple, compound, and complex sentences
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
•Language Essential Skills and Concepts
•Language Academic Vocab/Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 3 Draft
11
12
Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014Draft Curriculum/Pacing Guide #4
January 27 - March 4 / Treasures Unit 4Benchmark: March 3-7
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential
SkillsVocab/
CognatesResources
1 Essential Skills: “What conclusions could you draw about the characters and the main events of the plot in this story?”Essential Skills: “What conclusions could you draw about the characters and the main events of the plot in this story?”Essential Skills: “What conclusions could you draw about the characters and the main events of the plot in this story?”Essential Skills: “What conclusions could you draw about the characters and the main events of the plot in this story?”Essential Skills: “What conclusions could you draw about the characters and the main events of the plot in this story?”
Week 1
RL, RI, RF ✓ List
Reading Literature
Draw Conclusions
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.3.2 Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems•Wonders pages 90-95 and TE 9A-9B
Week 1
RL, RI, RF ✓ List
Reading Informational
Text
Draw Conclusions
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
•Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
• Wonders pages 90-95
Thursday, August 15, 2013 Unit 4 Draft
1
Week 1
RL, RI, RF ✓ List
Reading Foundational
Skills
Fluency: Phrasing
Diphthong ou, ow
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
•Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 1
Writing ✓ List
Writing
Opinion Writing
W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.1d Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide a concluding statement or section
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T97
•CCSS Writing Rubrics
Week 1
SL ✓ List
Speaking and ListeningSummarize
Oral Vocabulary Story
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
•Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
• CCSS Teacher Resource Book page T97
2
Week 1
Language ✓ List
LanguageMultiple Meaning
Words
Verbs: be, do, have
Diphthong ou, ow
_____________
Visual Vocabulary
beamedargued
possessionsfabric
purchasedquarreling
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
L.3.1f Form and use regular and irregular verbs.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 4 Draft
3
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
2 Essential Skills: “What is the message that the author wants to tell readers in this story?”Essential Skills: “What is the message that the author wants to tell readers in this story?”Essential Skills: “What is the message that the author wants to tell readers in this story?”Essential Skills: “What is the message that the author wants to tell readers in this story?”Essential Skills: “What is the message that the author wants to tell readers in this story?”
Week 2 Reading Literature
Theme
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.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
•RL.3.7: Wonders pages 6-11
Week 2 Reading Informational
Text
N/A N/A N/A •N/A
Week 2 Reading Foundational
SkillsFluency: Expression
Plurals
RF.3.3c Decode multisyllable words
RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 2 Writing
Informative Writing
W.3.2b Write informative / explanatory texts to examine a topic and convey ideas with information clearly. Develop the topic with facts, definitions and details.
W.3.3b Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•Wonders 6-11
•CCSS Resource Teacher Book T103
•CCSS Writing Rubrics
4
Week 2 Speaking and Listening
Ask and Answer Questions
________________
Oral Vocabulary Story
SL.3.1b Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book page T103
Week 2 Language
Thesaurus: Related Words
Linking Verbs
Plurals
___________
Visual Vocabulary
brillianceaffectionpleaded
exhaustedguarantee
preparations
L.3.1.f Form and use regular and irregular verbs
L.3.2f Use spelling patterns and generalizations in writing words.
L.3.5 Demonstrate understanding of word relationships and nuances in word meaning.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 4 Draft
5
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
3 Essential Skills: “How can recognizing problem and solution as a text structure help you to understand the relationships between ideas?”Essential Skills: “How can recognizing problem and solution as a text structure help you to understand the relationships between ideas?”Essential Skills: “How can recognizing problem and solution as a text structure help you to understand the relationships between ideas?”Essential Skills: “How can recognizing problem and solution as a text structure help you to understand the relationships between ideas?”Essential Skills: “How can recognizing problem and solution as a text structure help you to understand the relationships between ideas?”
Week 3 Reading Literature
N/A •N/A N/A N/A
Week 3 Reading Informational
Text
Problem and Solution
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3 Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders page 150-155
Week 3 Reading Foundational
Skills
Pronunciation and Phrasing
Variant Vowels au, aw, alt, alk, all, ough
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 3 Writing
Opinion
W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion and create an organizational structure that lists reasons.
W.3.1c Write opinion pieces on topics or texts, supporting a point of view with reasons. Use linking words and phrases to connect opinion and reasons.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
•Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•W.3.1c: CCSS Teacher Resource Book page 109
•CCSS Writing Rubrics
6
Week 3 Speaking and Listening
Ask and Answer questions
_____________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Week 3 Language
Suffixes: -ful, -ly
Contractions with not
Variant Vowels, au, aw, alt, alk, all,
ough
______________
Visual Vocabulary
utilizeawarenesspollution
emphasize
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 parts) in writing words.
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word.
Language Essential Skills/Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 4 Draft
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Week Strand Standard Essential Skills
Vocab/Cognates
Resources
4 Essential Skills: “How did summarizing the plot’s main events help you locate the problem and its solution?”Essential Skills: “How did summarizing the plot’s main events help you locate the problem and its solution?”Essential Skills: “How did summarizing the plot’s main events help you locate the problem and its solution?”Essential Skills: “How did summarizing the plot’s main events help you locate the problem and its solution?”Essential Skills: “How did summarizing the plot’s main events help you locate the problem and its solution?”
Week 4 Reading Literature
Problem & Solution
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 and explain how their actions contribute to the sequence of events.
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
•Wonders pages 108-113
•CCSS Teacher Resource Book - page T115
Week 4 Reading Informational
Text
N/A •N/A N/A •N/A
Week 4 Reading Foundational
Skills
Intonation
Homophones
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 4 Writing
Informative / Explanatory
W.3.2a Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2c Use linking words and phrases to connect information within categories or information.
W.3.2d Provide a concluding statement or section.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•Wonders pages 108-113•CCSS Teacher Resource Book - page T115
•CCSS Writing Rubrics
8
Week 4 Speaking and Listening
Ask and Answer questions
________________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book
Week 4 Language
Prefixes
Main and Helping Verbs
Homophones
___________
Visual Vocabulary
anxiouscross
managedalarmedpretend
unfortunately
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word.
L.3.1f Form and use regular and irregular verbs.
L.3.2f Use spelling patterns and generalizations in writing words.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 4 Draft
9
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
5 Essential Skills: “How did placing the events in the selection in order help you describe the relationships among ideas?”Essential Skills: “How did placing the events in the selection in order help you describe the relationships among ideas?”Essential Skills: “How did placing the events in the selection in order help you describe the relationships among ideas?”Essential Skills: “How did placing the events in the selection in order help you describe the relationships among ideas?”Essential Skills: “How did placing the events in the selection in order help you describe the relationships among ideas?”
Week 5 Reading Literature
N/A N/A •N/A •Reading Literature Question Stems
Week 5 Reading Informational
Text
Sequence
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3 Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders 84-89
Week 5 Reading Foundational
Skills
Pronunciation & Phrasing
Soft c and g
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 5 Writing
Formatting Dialogue
W.3.2a Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2c Use linking words and phrases to connect information within categories or information.
W.3.2d Provide a concluding statement or section.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book - page T121
•CCSS Writing Rubrics
10
Week 5 Speaking and Listening
Ask and answer questions
________________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book
Week 5 Language
Related words
Irregular verbs
Soft c and g
______________
Visual Vocabulary
decisionscommunicate
essentialresponsible
researchspecialist
L.3.1f Form and use regular and irregular verbs.
L.3.2f Use spelling patterns and generalizations in writing words.
L.3.5 Demonstrate understanding of word relationships and nuances in word meaning.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 4 Draft
11
Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014
Draft Curriculum/Pacing Guide #5 March 9 - April 18 - Treasures Unit 5
Performance Task: April 14-18Progress Reports March 14
Parent - Teacher Conferences: March 4-March 26
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential
SkillsVocab/
CognatesResources
1 Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”Essential Question: “What do all the important facts have in common, and how do they support the main idea?”
Week 1 Reading Literature
N/A N/A •N/A N/A
Week 1
RL, RI, RF ✓ List
Reading Informational
Text
Main Idea and Details
RI.3.1Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a grade 3 topic or subject area.
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
•Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•CCSS Teacher Resource Book page T127
•Wonders pages 54-59
Thursday, August 15, 2013 Unit 5 Draft
1
Week 1
RL, RI, RF ✓ List
Reading Foundational
Skills
Fluency: Phrasing
Compound Words
RF.3.3c Decode multisyllable words.
RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
•Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 1
Writing ✓ List
Writing
Opinion Writing
W.3.2a Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (a) Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2b Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (b) Develop the topic with facts, definitions and details.
W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book T127
•CCSS Writing Rubrics
Week 1
SL ✓ List
Speaking and Listening
Summarize
____________
Oral Vocabulary Story
SL.3.1a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. (a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information know about the topic to explore ideas under.
SL.3.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
•Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
2
Week 1
Language ✓ List
Language
Homographs
Pronouns
Compound Words
_____________
Visual Vocabulary
fierceechoesshuffleshuddlejuniordown
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
L.3.1b Explain the function of nouns, pronouns, verbs adjectives, and adverbs in general and their functions in particular sentences.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
•CCSS Teacher Resource Book, page T127
Thursday, August 15, 2013 Unit 5 Draft
3
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
2 Essential Question: “How can description and the classification of information help you understand relationships among ideas?”Essential Question: “How can description and the classification of information help you understand relationships among ideas?”Essential Question: “How can description and the classification of information help you understand relationships among ideas?”Essential Question: “How can description and the classification of information help you understand relationships among ideas?”Essential Question: “How can description and the classification of information help you understand relationships among ideas?”
Week 2 Reading Literature
N/A •N/A •N/A N/A
Week 2 Reading Informational
Text
Description
RI.3.1Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a grade 3 topic or subject area.
RI.3.4 Determine the meaning or general academic and domain-specific words and phrases in a text relevant to grade 3 topic or subject area
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders pages 48-53
Week 2 Reading Foundational
Skills
Pacing and Phrasing
Inflectional
Endings y to i
RF.3.3c Decode multisyllable words.
RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 2 Writing
Informative/Explanatory
W.3.2b Write informative / explanatory texts to examine a topic and convey ideas with information clearly. Develop the topic with facts, definitions and details.
W.3.2d Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T133
•CCSS Writing Rubrics
4
Week 2 Speaking and Listening
Summarize
______________
Oral Vocabulary Story
SL.3.1b Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book page T133
Week 2 Language
Homographs
Pronouns
Compound Words
_____________
Visual Vocabulary
architectsstructures
containretreatsshallowshelter
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.L.3.1b Explain the function of nouns, pronouns, verbs adjectives, and adverbs in general and their functions in particular sentences.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 5 Draft
5
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
3 Essential Question: “What cause and effect relationships among facts were you able to identify in the text?”Essential Question: “What cause and effect relationships among facts were you able to identify in the text?”Essential Question: “What cause and effect relationships among facts were you able to identify in the text?”Essential Question: “What cause and effect relationships among facts were you able to identify in the text?”Essential Question: “What cause and effect relationships among facts were you able to identify in the text?”
Week 3 Reading Literature
N/A •N/A N/A N/A
Week 3 Reading Informational
Text
Cause and Effect
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3 Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders pages 66-71
Week 3 Reading Foundational
Skills
Phrasing
Closed Syllables
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 3 Writing
Opinion
W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion and create an organizational structure that lists reasons.
W.3.1c Write opinion pieces on topics or texts, supporting a point of view with reasons. Use linking words and phrases to connect opinion and reasons.
•Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T139
•CCSS Writing Rubrics
Week 3 Speaking and Listening
Summarize
____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book page T139
6
Week 3 Language
Context Clues: Synonyms
Pronoun-Verb Agreement
Closed Syllables
______________
Visual Vocabulary
crucialadjustsurvivesource
unpredictable
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.1h Ensure subject-verb and pronoun-antecedent agreement.
Language Essential Skills/Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 5 Draft
7
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
4 Essential Question: “How can making judgments help you understand the events and characters in the story?”Essential Question: “How can making judgments help you understand the events and characters in the story?”Essential Question: “How can making judgments help you understand the events and characters in the story?”Essential Question: “How can making judgments help you understand the events and characters in the story?”Essential Question: “How can making judgments help you understand the events and characters in the story?”
Week 4 Reading Literature
Problem & Solution
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.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text.
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
•CCSS Teacher Resource Book - T145
Week 4 Reading Informational
Text
Problem & Solution
RI.3.5 Use text features and search tools (e.g., key words sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•RI.3.5, 7: Wonders pages 36-41
Week 4 Reading Foundational
Skills
Intonation
Homophones
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 4 Writing
Informative / Explanatory
W.3.1d Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide a concluding statement or section
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Books page T145
•CCSS Writing Rubrics
8
Week 4 Speaking and Listening
Ask and Answer questions
_____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
SL.3.1b Follow agreed-upon rules for discussions(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book page T145
Week 4 Language
Prefixes
Main and Helping Verbs
Homophones
______________
Visual Vocabulary
conversationinterrupted
boastingscrambled
seizedrebuild
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word.
L.3.2d Form and use possessives.
L.3.2f Use spelling patterns and generalizations in writing words.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 5 Draft
9
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
5 Essential Question: “How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?”Essential Question: “How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?”Essential Question: “How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?”Essential Question: “How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?”Essential Question: “How can recognizing comparison as a text structure help you to describe the relationships among ideas in this text?”
Week 5 Reading Literature
Compare and Contrast
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.
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
Week 5 Reading Informational
Text
Compare and Contrast
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.3.3 Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders pages 42-47
Week 5 Reading Foundational
Skills
Intonation
Open Syllables
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 5 Writing
Informative
W.3.2b Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions, and details.
W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Books page T151
•CCSS Writing Rubrics
10
Week 5 Speaking and Listening
Summarize
____________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Week 5 Language
Unfamiliar Words
Pronoun-Verbs
Contractions
Open Syllables
____________
Visual Vocabulary
sightodor
venomfemalesrelated
identical
L.3.2f Use spelling patterns and generalizations in writing words.
L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
Thursday, August 15, 2013 Unit 5 Draft
11
Monrovia Unified SchoolsThird Grade ELA Pacing Guide 2013-2014
Draft Curriculum/Pacing Guide #6 April 20 - May 30 / Treasures Unit 6
Report Card June 6
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language Alignments
Reading Literature Alignments Reading Informational Alignments Reading Foundational Skills Alignments
Writing Alignments Speaking and Listening Alignments Language AlignmentsWeek Strand Standard Essential
SkillsVocab/
CognatesResources
1 Essential Question: “What details help you make inferences about characters, their relationships and plot events?”Essential Question: “What details help you make inferences about characters, their relationships and plot events?”Essential Question: “What details help you make inferences about characters, their relationships and plot events?”Essential Question: “What details help you make inferences about characters, their relationships and plot events?”Essential Question: “What details help you make inferences about characters, their relationships and plot events?”
Week 1
RL, RI, RF ✓ List
Reading Literature
Make Inferences
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.3.2 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.
Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
Week 1
RL, RI, RF ✓ List
Reading Informational
Text
Make Inferences
RI.3.3 Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently.
•Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
• Wonders page 12-17
Week 1
RL, RI, RF ✓ List
Reading Foundational
Skills
Fluency: Phrasing& Prefix
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes
•Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Thursday, August 15, 2013 Draft
1
Week 1
Writing ✓ List
Writing
Opinion Writing
W.3.1b Write opinion pieces on topics or texts, supporting a point of view with reasons. Provide reasons that support the opinion.
W.3.1d Write opinion pieces on topic or texts, supporting a point of view with reasons. Provide a concluding statement or section.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T163
•CCSS Writing RubricsWeek 1
SL ✓ List
Speaking and Listening
Ask and Answer Questions
_______________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
•Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Week 1
Language ✓ List
Language
Antonyms
Adjectives that Compare
Consonant + al, el, le Syllables
_______________
Visual Vocabulary
guestsbanquet
agreeablecuriosity
gazeuntrusting
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
2
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
2 Essential Question: “How did summarizing the main events of the plot help you explain their influence on future events?”Essential Question: “How did summarizing the main events of the plot help you explain their influence on future events?”Essential Question: “How did summarizing the main events of the plot help you explain their influence on future events?”Essential Question: “How did summarizing the main events of the plot help you explain their influence on future events?”Essential Question: “How did summarizing the main events of the plot help you explain their influence on future events?”
Week 2 Reading Literature
Summarize
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.3.2 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.3.4 Determine the meaning of words and phrases as they used in a text, distinguishing literal from nonliteral language.
RL.3.5 Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene and stanza; describe how each successive part builds on earlier sections.
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
Week 2 Reading Informational
Text
N/A N/A N/A N/A
Week 2 Reading Foundational
Skills
Expression and Intonation
Consonant +al, el, le Syllables
RF.3.3c Decode multisyllable words.
RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate and expression on successive readings.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 2 Writing
Informative/Explanatory
W.3.3a Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•Wonders pages 78-83, CCSS Teacher Resource Book page T163
•CCSS Writing Rubrics
Thursday, August 15, 2013 Draft
3
Week 2 Speaking and Listening
Summarize
______________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Week 2 Language
Homographs
Pronouns
Compound Words
_________________
Visual Vocabulary
decoratedsymbol
darkenedgnaws
securingweakest
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.
L.3.1i Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
•Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
4
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
3 Essential Question: “How can recognizing comparison as a text structure help you to describe relationships among ideas?”Essential Question: “How can recognizing comparison as a text structure help you to describe relationships among ideas?”Essential Question: “How can recognizing comparison as a text structure help you to describe relationships among ideas?”Essential Question: “How can recognizing comparison as a text structure help you to describe relationships among ideas?”Essential Question: “How can recognizing comparison as a text structure help you to describe relationships among ideas?”
Week 3 Reading Literature
N/A N/A N/A N/A
Week 3 Reading Informational
Text
Compare and Contrast
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
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).
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders page 120-125
•CCSS Teacher Resource Book page T169
Week 3 Reading Foundational
Skills
Pronunciation
Phrasing
Vowel Team Syllables
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 3 Writing
Opinion
W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion and create an organizational structure that lists reasons.
W.3.2b Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Develop the topic with facts, definitions and details.
•Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•CCSS Teacher Resource Book page T169
•CCSS Writing Rubrics
Thursday, August 15, 2013 Draft
5
Week 3 Speaking and Listening
Ask and Answer Questions
_____________
Oral Vocabulary Story
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Week 3 Language
Prefixes
Suffixes
Adverbs
Vowel Team Syllables
____________
Visual Vocabulary
insightfultechniquemajority
investigatecunning
L.3.2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.
L.3.4b Determine the meaning of the new word formed when a known affix is added to a known word.
L.3.1b Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
Language Essential Skills/Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
6
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
4 Essential Question: “How did comparing and contrasting characters help you describe their relationships?”Essential Question: “How did comparing and contrasting characters help you describe their relationships?”Essential Question: “How did comparing and contrasting characters help you describe their relationships?”Essential Question: “How did comparing and contrasting characters help you describe their relationships?”Essential Question: “How did comparing and contrasting characters help you describe their relationships?”
Week 4 Reading Literature
Problem & Solution
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.
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
Week 4 Reading Informational
Text
Problem & Solution
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
Essential Skills and Concepts
Reading Informational Text Academic Vocabulary / Cognates
•Reading Informational Text Question Stems
•Wonders pages 30-35
Week 4 Reading Foundational
Skills
Phrasing r-Controlled Vowel
Syllables
RF.3.3c Decode multisyllable words.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 4 Writing
Informative
W.3.2c Write informative / explanatory texts to examine a topic and convey ideas and information clearly. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2d Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Provide a concluding statement of section.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems •Wonders pages 3-35
•CCSS Teacher Resource Book page T175
•CCSS Writing RubricsWeek 4 Speaking and
Listening
Summarize
______________
Oral Vocabulary Story
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
Thursday, August 15, 2013 Draft
7
Week 4 Language
Dictionary: Idioms
Adverbs
r-Controlled Vowel Syllables
______________
Visual Vocabulary
magnificentmasterpiece
ingredientrecipes
tastytradition
L.3.4d Use glossaries or beginning dictionaries to determine or clarify the precise meaning of key words and phrases in all content areas.
L.3.1i Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
L.3.2f Use spelling patterns and generalizations in writing words.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
8
Week Strand Standard Essential Skills
Vocab/Cognates
Resources
5 Essential Question: “What changes did the main character undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character undergo, and how were they affected by the setting?”Essential Question: “What changes did the main character undergo, and how were they affected by the setting?”
Week 5 Reading Literature
Character, Setting, Plot
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. 3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
•Essential Skills and Concepts
•Reading Literature Academic Vocabulary & Cognates
•Reading Literature Question Stems
Week 5 Reading Informational
Text
N/A N/A N/A N/A
Week 5 Reading Foundational
Skills
Phrasing
Intonation
Suffixes
RF.3.3a Identify and know the meaning of the most common prefixes and derivational suffixes.
RF.3.4 Read with sufficient accuracy and fluency to support comprehension.
Essential Skills and Concepts
Reading Foundational Skills Academic Vocabulary / Cognates
•Reading Foundational Skills Question Stems
Week 5 Writing
Informative
W.3.1a Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1d Write opinion pieces on topic or texts, supporting a point of view with reasons. Provide a concluding statement or section.
Essential Skills and Concepts
Writing Academic Vocabulary / Cognates
•Writing Question Stems
•Wonders 114-119
•CCSS Teacher Resource Book T179
•CCSS Writing Rubrics
Thursday, August 15, 2013 Draft
9
Week 5 Speaking and Listening
Summarize
______________
Oral Vocabulary Story
SL.3.1b Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats.
Essential Skills and Concepts
•Speaking & Listening Academic Vocabulary / Cognates
•Speaking and Listening Question Stems
•CCSS Teacher Resource Book T179
Week 5 Language
Dictionary: unfamiliar words
Sentence Combining
Suffixes
_____________
Visual Vocabulary
departsuitableincreaseobservedadvised
discouraged
L.3.2f Use spelling patterns and generalizations in writing words.
L.3.1k Produce simple, compound and complex sentences.
L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas.
Essential Skills and Concepts
•Language Academic Vocabulary / Cognates
•Language Question Stems
10
