Grade 3 Curriculum Map: Literacy & Integrated … grade 3rd...Grade 3 Curriculum Map: Literacy & Integrated Content 2014-2015 PARCC= Partnership For Assessment Of Career And Content

Grade 3 Curriculum Map: Literacy & Integrated Content 2014-2015

PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher’s Edition LRSD Elementary Literacy Department 3rd Grade Literacy & Integrated Content Revised 2014

The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards.

READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING CC3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 3 topics & texts, building on others’ ideas & expressing their own clearly. • CC3SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation &

other information known about the topic to explore ideas under discussion. • CC3SL1b 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 & texts under discussion). • CC3SL1c Ask questions to check understanding of info. presented, stay on topic & link comments to remarks of others. • CC3SL1d Explain own ideas & understanding in light of the discussion. CC3SL2 Determine the main ideas & supporting details of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. CC3SL3 Ask & answer questions about information from a speaker, offering appropriate elaboration & detail. CC3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. CC3SL6 Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification. LANGUAGE CC3L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. • CC3L3b Recognize & observe differences between the conventions of spoken & standard written English. CC3L4 Determine or clarify the meaning of unknown & multiple-meaning word & phrases based on grade 3 reading & content, choosing flexibly from a range of strategies. • CC3L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS CC3RF4 Read with sufficient accuracy and fluency to support comprehension. • CC3RF4a Read grade-level text with purpose & understanding. • CC3RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate & expression. • CC3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic. CC3RL9 Compare & contrast the themes, settings, & plots of stories written by the same author about the same or similar characters (e.g., in books from a series). CC3RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, at the high end of grades 2–3 text complexity band independently & proficiently. CC3RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, at the high end of the grades 2–3 text complexity band independently & proficiently.

Small Group Instructional Resources • CLLG pp. 4-5, genre lessons for “Discussion Starters” pp. 101-

108 • Teacher Support Booklet: Extending the CCSS (EXT) Unit 1

Instructional Routines: o p. C6 “Discussions & Presentations” o p. C9 “Formal & Informal English”

• EXT Unit 2, pp. C6-C7 “Compare & Contrast Texts on the Same Topic”

• EXT Unit 4, pp. C6-C7 “Compare & Contrast Stories in a Series” • EXT Unit 5, pp. C8-C9 “Create Audio Recordings” Leveled readers’ teacher’s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red “Intervention” tab & the teal “English Language Learners” tab or behind “Small Group” tabs Extension projects: refer to the “above level” Teachers’ Guide for leveled readers & on the TE Whole Group Lesson tabs, “Challenge Yourself” Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards)

Partnered or independent work: • CLLG pp. 6-7 • Leveled readers’ teacher’s guides * The teacher’s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice may include word work

D5= The Daily 5SUW= Step Up to Writing

LRSD Elementary Literacy 3rd Grade Literacy & Integrated Content Revised 2014

VR= Vocabulary ReaderCLLG= HMH Comprehensive Language & Literacy Guide

HMH= Houghton Mifflin HarcourtWSG = Word Study Guide

GRADE 3 Curriculum Map: Literacy & Integrated Content

UNIT 4 LESSON 17READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSReading Standards for LiteratureCC3RI1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/FLUENCYSkill: ConclusionsStrategy: VisualizeGenre: Informational Text

Fluency: Stress

Weekly Plan TE pp. T92-T93

CLLG p. 25

CLLG p. 72

CLLG p. 73

Weekly Test17.5-17.7

CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language.CC3RF3a Identify and know the meaning of the most common prefixes & derivationalsuffixes.CC3RF3b Decode words with common Latin suffixes.CCC3L5c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

VOCABULARY STRATEGIES: Suffix –ly

Shades of Meaning

WSG pp. 134-135Vocabulary inContext cards 131-140EXT. pp. C8-C9


CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).CC3L2f Use spelling patterns and generalizations (e.g., word families, position-basedspellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICS/ SPELLINGPhonics: Words with /j/ & /s/Spelling Principle: Words with the VCCCV pattern (Multisyllable)

WSG pp. 72-73

Weekly Plan T92-T93





GRADE 3 Curriculum Map: Literacy & Integrated Content

UNIT 4 LESSON 17WRITING WORKSHOP: WHOLE GROUP LESSONS

CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing orspeaking.CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general & their functions in particular sentences.

GRAMMARAdjectives & ArticlesAbstract Nouns

Weekly Plan T92-T93EXT pp. C10-C11

CC3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinionCC3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly.CC3W2d Provide a concluding statement or section.CC3W2a Introduce a topic & group related information together; include illustrations when useful to aiding comprehension.CC3W2b Develop the topic with facts, definitions, and details.CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITINGInformative: Technical

9-11 Writing About Math (Writing to Explain) Tools 9-11d, 9-11e9-12 Writing Reports on Science Experiments Tools 9-12a, 9-12b8-2 Speech Planning, Tool 8-2a (Informal Outlines)8-10 Giving a How-to Speech, Tool 8-10a

CONTENT AREA STANDARDS & LESSONSSTANDARDS (January) FOCUS MATERIALS NOTEBOOK PROMPTSPS.7.3.4 Differentiate between magnets and non-magnetsPS.7.3.5 Describe the effect of distance on attraction and repulsionPS.7.3.6 Construct a magnet by the “Touch/Stroke” method NS.1.3.2 Develop questions that guide scientific inquiryNS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as individuals

How does distance affectmagnetic attraction?

Vocabulary: Differentiate,empirical, attraction

Scott Foresman ScienceLeveled Readers:Forces & Motion (Below Level)How Things Move (On Level) How Bikes Work (Advanced)

• Make a list of the magnets in the classroom & at home. Explain the use of each. What are other ways magnets can be used?• Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with magnets.

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 4 Lesson 18





READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CC3RI3 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.CC3RI5 Use text features & search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).

COMPREHENSION/ FLUENCYSkill: Text & GraphicFeaturesStrategy: QuestionGenre: Informational Text & Poetry Fluency: Expression

CLLG p. 26

CLLG p. 74CLLG p. 75

“Use Text Features & Search Tools” EXT pp. C6 – C7


CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language.CC3RF3a Identify and know the meaning of the most common prefixes and derivational suffixes.CC3RF3b Decode words with common Latin suffixes.

VOCABULARYCategorize & Classify

WSG pp. 136-137Vocabulary in Context cards 141-150

CC3RF3 Know and apply grade-level phonics and word analysis skills in decoding words.CC3RF3c Decode multisyllable words.CC3RF3d Read grade-appropriate irregularly spelled words.CC3L2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICSWords with /k/ & /kw/

WSG pp. 74-75






WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

GRAMMARUsing the Verb be & Helping Verbs

Weekly Plan T92-T93 Weekly Test18.13-18.15

CC3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinionCC3W2d Provide a concluding statement or section.CC3W2b Develop the topic with facts, definitions, and details.CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.

WRITINGNarrative: Imaginative

SUW6-6 Six Steps for Writing a Story6-7 Quick Sketch & Quick Note Planning6-8 Sequencing Events6-9 Creating Characters6-11 Showing-Not Telling-What Characters Do6-12 Ways to Begin a Story

CONTENT AREA STANDARDS & LESSONSSTANDARDS (January) FOCUS MATERIALS NOTEBOOK PROMPTSPS.7.3.4 Differentiate between magnets and non-magnetsPS.7.3.5 Describe the effect of distance on attraction and repulsion PS.7.3.6 Construct a magnet by the “Touch/Stroke” method NS.1.3.2 Develop questions that guide scientific inquiryNS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as individuals

How does distance affect magnetic attraction?

Vocabulary: Differentiate, empirical, attraction

Scott Foresman ScienceLeveled Readers:Forces & Motion (Below Level)How Things Move (On Level) How Bikes Work (Advanced)

• Make a list of the magnets in the classroom & at home. Explain the use of each. What areother ways magnets can be used?• Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with magnets.






Social Studies Focus Materials/Links to LessonsEssential QuestionWhat is freedom?Is it worth risking your life for freedom?How are conflicts created and resolved?Guiding QuestionsWhat was the Underground Railroad? Why did many people place themselves in danger & make sacrifices for people they did not know?What conditions led many slaves to risk their lives to flee slavery?What struggles did they encounter to obtain freedom?Social Studies SLEsH.6.3.6 Recognize individuals who contributed to the common good of society.H.6.3.7 Analyze a timeline that illustrates selected historical events.H.6.3.8 Compare artifacts from events in various periods of history.G.1.3.12 Utilize the map legend/key to interpret physical maps.G.1.3.13 Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles.

See Social Studies Curriculum Map for Detailed Lessons and Resources

SlaveryUnderground RailroadHarriet Tubman

Social Studies Content

Reading ConnectionsCLLG “Text and Graphic Features” p. 74Journeys Unit 4 Lesson 18 T pp 202-214Detailed Description of Lesson 18 Use to teach this week’s lessons. All links to resources included on lesson. Save to desktop on computer for easy access. Writing ConnectionsNarrative Imaginative – Directions included in assessment.AssessmentPretend you are a “way station” on the Underground Railroad and consider answering the following questions: Why would you risk your family to help strangers? What would happen to you if you were caught? How would you hide the runaway slaves? How would you help the slaves move on to the next safe house? This is a narrative supported with facts. Be sure to include the following:

Two facts about why you help runaway slaves.Two facts about what would happen to you if you got caught with runaway.Three facts about the physical condition of the runaways when they arrive.Three ways you help the slaves once they are in your house.A plan about how you will move them to the next safe house.

Write your own coded letter.Refer to Detailed Description of Lesson 18 for directions.

VocabularyUnderground Railroad freedomfugitive abolitionistconductor Slave LawNorth Star Drinking Gourd

Optional Assessment:Debate: Many people had difficult decisions to make about their roles in slavery and the Underground Railroad. Some ordinary people chose to help freedom seekers by providing food, clothing, and shelter to aid in their escapes. Others were more active participants who dedicated their lives to the cause. Other people were pro-slavery. Many were afraid to help runaway slaves because aiding them was against the law (Fugitive Slave Laws). Could you attend a church where the minister is breaking the law? Is it right to break the law when it is an immoral law? Are there other times in history when people have broken the law for a just cause? Have students debate these issues.

http://ssthirdgrade.wikispaces.com/file/view/Conflicts%20in%20History%20Lesson%2018.pdf/398409924/Conflicts%20in%20History%20Lesson%2018.pdf







READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CC3RL2 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. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events.CC3RI7 Use information gained from illustrations & the words in a text to demonstrate understanding of the text (e.g., where, when, why, & how key events occur).CC3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

COMPREHENSION/ FLUENCY

Skill: Cause & Effect Strategy: Summarize Genre: Fantasy/MythFluency: Adjust rate to purpose

CLLG pg. 27Weekly Plan T271-T271CLLG pg. 76CLLG pg. 77Use Lesson EXT G3 U2 pp.C6-C7 “Compare & Contrast Texts on the Same Topic” as a model to teach TE U4 p.T324 “Share & Compare Texts”


CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishingliteral from nonliteral language.CC3L4b 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).

VOCABULARYPrefixes pre-, re-, bi-

WSG. 138-139Vocabulary inContext cards 151-160


PHONICSVowel Sounds in Spoon & Wood

WSG p. 76-77






WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L1d Form & use regular and irregular verbs.CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

GRAMMARIrregular Verbs

Weekly Plan T271-T271 Weekly Test19.10-19.11

CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally.CC3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations.CC3W3c Use temporal words & phrases to signal event order.CC3W3d Provide a sense of closure.

WRITINGNarrative: Imaginative

6-6 Six Steps for Writing a Story (Continued)6-15 Function & Variety of Story Transitions6-17 Options for Writing the End of a Story6-19 Six Tips for Writing First Draft

CONTENT AREA STANDARDS & LESSONSSCIENCE FOCUS MATERIALS NOTEBOOK PROMPTSPS.6.3.1 Identify characteristics of wave motion: amplitude,frequencyPS.6.3.2 Investigate the relationship between sound & wave motionPS.6.3.3 Determine the impact of the following variables on pitch:length, mass, tension, state of matterPS.7.3.1 Classify materials as those which can reflect, refract, or absorb lightNS.1.3.5 Estimate & measure length, mass, temperature, & elapsed time using International System of Units (SI)

• What are the characteristics ofsound?• What are the characteristics oflight?

Vocabulary:Investigate, variable, absorb

Scott Foresman ScienceLeveled Readers: Energy (Below Level)So Much Energy (On Level)Light (Advanced)

Sound (Below Level)How Sound Works (On Level) Sonic Boom (Advanced)

Create a graph organizer that gives examples of materials that reflect, refract, or absorb light.

Your teacher asked you to order four different objects by mass using a balance. Explain in detail how you would complete the task.

Demonstrate how a ruler & a table can be used to illustrate sound & pitch.






Unit 4 Lesson 19Social Studies Focus Materials/Links to Lessons

Essential Question(s)What is freedom?Guiding QuestionsIs it worth risking your life for freedom?Who were some people that risked their lives for freedom?Social Studies SLEsH.6.3.6 Recognize individuals who contributed to the common good of society.H.6.3.7 Analyze a timeline that illustrates selected historical events.H.6.3.8 Compare artifacts from events in various periods of history.G.1.3.12 Utilize the map legend/key to interpret physical maps.G.1.3.13 Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles. See Social Studies Curriculum Map for Detailed Lessons and Resources

SlaveryFreedomUnderground RailroadHarriet Tubman

Social Studies ContentDetailed Description of Lesson 19 (All links to resources and day by day lesson plan format provided)

Reading ConnectionsCLLG “Cause and Effect” p. 76Barefoot: Escape on the Underground RailroadDetailed Description of Lesson 19 (All links to resources and day by day lesson plan format provided) Use story on Harriet Tubman on Day 3 of the lesson to reinforce Cause and Effect skill.Writing ConnectionsImagine the year 1870. You were once a slave who escaped the Underground Railroad. You have been asked to share the story of your courageous Journey and to describe the brave people who helped you along the way. AssessmentFrom what you have learned the last two weeks, how would you define freedom? If you had lived in the 1800’s as a slave would you have risked your life for freedom? Why or why not?

VocabularyUnderground Railroad FugitiveConductor Slave LawNorth Star AbolitionistFreedom

http://trackstar.4teachers.org/trackstar/ts/viewTrackMembersFrames.do?org.apache.struts.taglib.html.TOKEN=c32e144cfc9ba87e272054747ae85726&number=344689&password








READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text.CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events.CC3RL5 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.CC3RL7 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).CC3RL9 Compare & contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

COMPREHENSION/ FLUENCYSkill: Main Ideas & DetailsStrategy: Infer/PredictGenre: MythFluency: Phrasing

Lesson Overview: CLLG p. 28TE Weekly Plan T358-359

Life on the Ice CLLG p. 78

Clever Colonies CLLG p. 79

The Raven: An Inuit Myth CLLG p. 79

CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language.CC3L4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

VOCABULARYDictionary/Glossary

WSG pp. 140-141Vocab. in Context cards 161-170“Print & Digital Dictionaries” EXT pp. C8-C9


PHONICSCompound Words

WSG pp. 78-79






WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

GRAMMARContractions

Weekly Plan T92-T93

WRITING STANDARDSCC3W1a Introduce the topic or text they are writing about, state an opinion & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinionCC3W2d Provide a concluding statement or section.CC3W2b Develop the topic with facts, definitions, and details.CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose.CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences

WRITINGNarrative: ImaginativeEditing/Revising/Publishing

SUW:6-22 Writing Drafts & Revising 6-22aFive Tips for Revising 6-23, tools 6-23a6-24 Editing & Proofreading, tools 6-24a10-3 Checklists for Revision, tools 10-3a, 10-3b10-7 Editing with CUPS, tools 10-7a-10-7d

SCIENCE FOCUS MATERIALS NOTEBOOK PROMPTSPS.6.3.1 Identify characteristics of wave motion: amplitude, frequencyPS.6.3.2 Investigate the relationship between sound & wave motion PS.6.3.3 Determine the impact of the following variables on pitch: length, mass, tension, state of matterPS.7.3.1 Classify materials as those which can reflect, refract, or absorb lightNS.1.3.5 Estimate & measure length, mass, temperature, & elapsed time using International System of Units (SI)

What are the characteristics ofsound?What are the characteristics oflight?

Vocabulary: Investigate, variable, absorb

Scott Foresman ScienceLeveled Readers:Energy (Below Level)So Much Energy (On Level) Light (Advanced)

Sound (Below Level)How Sound Works (On Level) Sonic Boom (Advanced)

• Create a graph organizer that gives examples of materials that reflect, refract, or absorb light.• Your teacher asked you to order four different objects by mass using a balance. Explain in detail how you would complete the task.• Demonstrate how a ruler & a table can be used to illustrate sound & pitch.






Unit 4 Lesson 20Social Studies Focus Materials/Links to Lessons

Essential Question(s)How does conflict lead to change in a community?Guiding Questions What did the Civil War have to do with freedom?What was the Emancipation Proclamation and why was it significant?Did the concept of freedom change for African Americans after the Emancipation Proclamation? What individuals in history have contributed to the Civil Rights movement and the common good of society?

Social Studies SLEsC.4.3.4 Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity)H.6.3.5 Discuss the meaning of civil war.H.6.3.6 Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez)H.6.3.7 Analyze a timeline that illustrates selected historical events.H.6.3.8 Compare artifacts from events in various periods of history.See Social Studies Curriculum Map for Detailed Lessons and Resources

Civil Rights MovementEmancipationProclamation

Social Studies ContentDetailed Description of Lesson 20 (All links to resources and day by day lesson plan format provided)

Reading ConnectionsCLLG LESSON Main Ideas and Details p. 20Use story on Rosa Parks to complete the lesson on Main Idea and DetailsGo to www.cals.org bookflix and Read Rosa (You will need you library card number to access the book) or read a library book on Rosa Park.Writing ConnectionsImagine yourself in Rosa Park’s shoes. You are fighting to change the way things have always been. You are the first this is so hard most people wouldn't even try. Tell what it is you might change, why you feel it is important to change the situation, how you would go about changing it. Describe the consequences you might face from changing this situation.Assessmenthttp://www.archives.state.al.us/teacher/rights/rights1.html (Activities 11-15)Student rules for riding school bus and working in a classroom compared to primary source Document 7 (Dr. Martin Luther King)Have students respond to essential question “How does conflict lead to change in a community?”

VocabularyEmancipation Proclamation Abraham LincolnRosa Parks Civil Rights MovementMartin Luther King Bus Boycott Civil War Common Good of Society

Note:You could relate the writing for this week to Bullying.

http://www.archives.state.al.us/teacher/rights/lesson1/doc7.html

http://www.archives.state.al.us/teacher/rights/rights1.html







READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CC3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text.CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events.CC3RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate, & expression.CC3RL7 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).CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

COMPREHENSION/ FLUENCYSkill: Story Structure Strategy: Monitor/Clarify Genre: Realistic Fiction, PoetryFluency: Intonation

Lesson Overview: CLLG p. 29

CLLG p. 80CLLG p. 81

“Understand the Structure of Poems & books” EXT pp. C4-C5

Use Lesson EXT G3U2 pp.C6-C7 “Compare & Contrast Texts on the Same Topic” as a model to teach U5 p.T60 “Share & Compare Texts”

Writing about Reading Prompt CLLG p. 29

SUW Tool 10-18a Story Writing Scoring Guide (Organization & content)

CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.CC3L2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

VOCABULARYBase Words & Prefix non-

Word Roots

WSG pp. 142-143Vocab. in Context cards 171-180

EXT. pp. C10 – C11CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes..CC3RF3c Decode multisyllable words.CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICSBase Words –ed, -ing WSG pp. 80-81






WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L2d Form & use possessives.CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMAR Possessive Nouns & Possessive Pronouns

Weekly Plan T6-T7 Weekly Tests21.9-21.11

CC3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinion.CC3W1c Use linking words & phrases (e.g., because, therefore, since, for example) to connect opinion & reasons.CC3W1d Provide a concluding statement or section.

WRITINGInformative: Opinion

SUW:9-1 Persuasive Writing9-2 Supporting an Opinion with Facts4-18 Topic Sentence Variety4-20 Turning a Prompt into a Topic Sentence

10-10 Quick Checks for Topic Sentences






SCIENCE FOCUS MATERIALS NOTEBOOK PROMPTSLS.2.3.1 Classify animals as vertebrates and invertebrates according to their structure(4 weeks).

How are vertebrates & invertebrates classified?

Vocabulary:Classify, invertebrate, structure

Scott Foresman Science Leveled Readers:How Animals Live (Below Level) Animals Ways of Life (On Level) Exoskeleton (Advanced)Plants & Animals Living Together (Below Level) Ways Plants & Animals Interact (On Level)Owl Life (Advanced)

(Supplemental)Where Plants & Animals Live (Below Level) Earth’s Ecosystems (On Level)Polar Life (Advanced)Plants & How They Grow (Below Level) Plants & Trees Growing (On Level)Tree Life (Advanced)

A scientist discovers a new animal. What does she look at to classify it as a vertebrateor an invertebrate? What are some other things she would look at it to classify it to a smaller group?






READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text.CC3RI3 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.CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic.


Skill: Compare & Contrast

Strategy: Visualize

Fluency: Phrasing

Lesson Overview: CLLG p. 30CLLG p. 82CLLG p. 83

“Compare & Contrast Stories in a Series” EXT. pp. C6 – C7Use Lesson EXT G3U2 pp.C4-C5 “Distinguish Point of View” as a model to teach TE U5 p.T148 “Connect Text to World”

CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes.CC3L4b 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).

VOCABULARYPrefixes in-, im-

WSG 144-145Vocab. in Context cards 181-190

CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).CC3RF3c Decode multisyllable words.CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICSSpelling Changes –s, -es, -ing, -edLess Common Plurals

WSG pp. 82-83






WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L1f Ensure subject-verb & pronoun-antecedent agreement.CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & functions in particular sentences.

GRAMMARUsing Proper Nouns

Weekly Plan T6-T7

CC3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinion.CC3W1c Use linking words & phrases (e.g., because, therefore, since, for example) to connect opinion & reasons.CC3W1d Provide a concluding statement or section.

WRITINGInformative: Opinion

SUW:9-1 Persuasive Writing*4-6 Color Coding & the 5 Elements ofInformational Writing*9-2 Supporting an Opinion with Facts4-22 Definition & Function of Transitions4-23 Transition Sets4-27 Paragraph Elaboration-The E’s/The Reds4-29 Conclusion-Defining Terms(*Previously taught; refer to as needed)

10-17 Persuasive Writing Scoring Guide






Social Studies Focus Materials/Links to LessonsEssential Question(s)How does conflict lead to change in a community?Guiding QuestionsCan one person make a difference? What qualifies as making a difference?What were challenges faced by Melba Pattilo?How can you personally make a difference in your community? Social Studies SLEsC.4.3.4 Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity)H.6.3.6 Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez)H.6.3.7 Analyze a timeline that illustrates selected historical events.H.6.3.8 Compare artifacts from events in various periods of history.See Social Studies Curriculum Map for Detailed Lessons and Resources

Making a DifferenceMelba PattilloLittle Rock Nine

Social Studies ContentDetailed Description of Lesson 22 (All links to resources and day by day lesson plan format provided)Continue discussing segregation in schools using the following lesson plan:http://www.educationworld.com/a_lesson/03/lp297-05.shtmlUse this lesson to introduce students to Melba Pattillo, one of the “Little Rock Nine” students.Reading ConnectionsCLLG LESSON Compare & Contrast p. 82Detailed Description of Lesson 22Use this link to tell her story: http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htmAfter reading Melba Pattillo’s story, use the Compare & Contrast LESSON, CLLG p. 82 to help students see the similarities & differences between Ruby Bridges & Melba Pattillo.Writing Connections_________ was the greatest Defender of Justice. Choose one person that you have studiedover the last few weeks and write about why you think they were the greatest Defender ofJustice. Assessment(s)1. Create a collage of pictures and student created text about a character you have studied

over the last few weeks that made a difference. 2. One Little Person can/cannot make a difference. Support your opinion with facts from

what you have learned. 3. Compare/contrast the school experiences of Ruby Bridges and Melba Pattillo. Defenders of Justice Lesson---CubeSee Defender of Justice Lesson for Guidelines

Vocabularymob segregationcourageous empathyjudge equality federal marshal patient peaceful hopefuljustice

http://ssthirdgrade.wikispaces.com/file/view/Defender%20of%20Justice%20Lesson.pdf/405708456/Defender%20of%20Justice%20Lesson.pdf

http://ssthirdgrade.wikispaces.com/file/view/Defender%20of%20Justice%20Cube.pdf/405708312/Defender%20of%20Justice%20Cube.pdf

http://teacher.scholastic.com/barrier/hwyf/mpbstory/index.htm


http://www.educationworld.com/a_lesson/03/lp297-05.shtml







SCIENCE STANDARDS FOCUS MATERIALS NOTEBOOK PROMPTLS.2.3.1 Classify animals as vertebrates & invertebrates according to their structure(4 weeks).


Vocabulary: Classify, invertebrate, structure

Scott Foresman Science Leveled Readers: How Animals Live (Below Level) Animals Ways of Life (On Level) Exoskeleton (Advanced)Plants & Animals Living Together (Below Level) Ways Plants & Animals Interact (On Level)Owl Life (Advanced)

(Supplemental)Where Plants & Animals Live (Below Level) Earth’s Ecosystems (On Level)Polar Life (Advanced)

Plants & How They Grow (Below Level) Plants & Trees Growing (On Level)Tree Life (Advanced)

A scientist discovers a new animal. What does she look at to classify it as a vertebrate or an invertebrate? What are some other things she would look at it to classify it to a smaller group?






READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of eventsCC3RI3 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, & cause/effect.


Skill: Sequence of Events Strategy: Analyze/Evaluate Text & Graphic Features: TimelinesFluency: Rate

Lesson Overview: CLLG p. 31

TE Weekly Plan pp. T182- T183 CLLG p. 84CLLG p. 85

CC3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L4b 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).

VOCABULARYSuffixes –er, -est


Weekly Tests23.5-23.7

CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).CC3RF3c Decode multisyllable words.CC3L2f Use spelling patterns & generalizations (e.g., word families, position-basedspellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICSSuffixes –ful, -ous, -ly, -er

WSG pp. 84-85

WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMARAbbreviations

Weekly Plan TE T182-T183 Weekly Tests23.12-23.14

CC3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons.CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons.CC3W1b Provide reasons that support the opinion.CC3W1c Use linking words & phrases (e.g., because, therefore, since, for example) to connect opinion & reasons.CC3W1d Provide a concluding statement or section.

WRITINGInformative: Opinion(Editing, Revising & Publishing)

SUW:10-3 Checklists for Revision, tools 10-3a, 10-3b10-7 Editing with CUPS, tools 10-7a, 10-7d

10-18 StoriesScoring Guide






SCIENCE STANDARDS FOCUS MATERIALS NOTEBOOK PROMPTLS.2.3.1 Classify animals as vertebrates& invertebrates according to their structure (4 weeks).


Vocabulary: Classify, invertebrate, structure

Scott Foresman Science Leveled Readers:How Animals Live (Below Level) Animals Ways of Life (On Level) Exoskeleton (Advanced)

Plants & Animals Living Together (Below Level) Ways Plants & Animals Interact (On Level)Owl Life (Advanced)

(Supplemental)Where Plants & Animals Live (Below Level) Earth’s Ecosystems (On Level)Polar Life (Advanced)Plants & How They Grow (Below Level) Plants & Trees Growing (On Level)Tree Life (Advanced)

A scientist discovers a new animal. What does she look at to classify it as a vertebrate or an invertebrate? What are some other things she would look at it to classify it to a smaller group?






Social Studies Focus/Vocabulary Materials/Links to LessonsEssential Question(s)How do simple geographic skills and tools help people understand the relationships among people, places, and environment in communities around the world?Guiding QuestionsWhat features can be found on a map?What types of maps are used to study geography?What landforms and bodies of water can be found in America?Social Studies SLEsG.1.3.1: Define absolute locationG.1.3.2: Name & locate the states that border ARG.1.3.4: Identify on which continent and in which hemispheres the United States is locatedG.1.3.11: Explain the purpose of a physical mapG.1.3.12: Utilize the map legend/key to interpret physical maps


Social Studies FocusGeography

Social Studies ContentUse the following to teach the social studies geographic skills this week:Searching for Oliver K. Woodman Activity GuideTake a Journey with Oliver K. Woodman Activity GuideHarcourt SS Text pp I14 (in the front of the book) – use to review geographical termsHarcourt SS Text pp 82 -87 “Our Location”Harcourt SS Text pp 90-95--Our Country’s Geography (Use to identify land and water geographical features that Oliver K. Woodman may have encountered in his travels.) Harcourt SS Text pp. 88 – 89 “Use Latitude and Longitude”Reading ConnectionsCLLG LESSON “Sequence of Events” p. 84Journeys The Journey of Oliver K. Woodman Writing ConnectionsWrite a letter to a student in another class informing them of The Oliver K Woodman Project. Provide information about the project and tell them if you think it is a good project and provide reasons to support your opinion.Assessment(s)Use a political map of the United States to trace the route of Oliver K. Woodman. Imogene’s Travel Journal--- Template can be found in Searching for Oliver K. Woodman Activity GuideGoogle Earth Activity: Complete a Trip to locate the places Oliver K visited.

Vocabularyborder region landform map physical feature mountain mountain range latitude longitudeplateau

http://ssthirdgrade.wikispaces.com/file/view/Searching%20for%20Oliver%20Activity%20Guide.pdf/443285352/Searching%20for%20Oliver%20Activity%20Guide.pdf


http://ssthirdgrade.wikispaces.com/file/view/Take%20a%20Journey%20with%20Oliver%20K%20Woodman.pdf/443285362/Take%20a%20Journey%20with%20Oliver%20K%20Woodman.pdf



D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition

LRSD Elementary Literacy Department Revised 2014

READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI6 Distinguish own point of view from that of the author of a text. CC3SL1d Explain own ideas & understanding in light of the discussion. CC3RL7 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). CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

COMPREHENSION/ FLUENCY Skill: Author’s Purpose Strategy: Question Fluency: Accuracy Fluency: Informational Text

Lesson Overview: CLLG pg. 32

TE Weekly Plan T182-T183

CLLG pg. 86

CLLG pg. 87

CC3L4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). CC3L4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

VOCABULARY Words from other languages

WSG 148-149 Vocab. in Context cards 201-210

CC3RF3 Know & apply grade-level phonics & word analysis skills in decoding words. CC3RF3c Decode multisyllable words. CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3L4b 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).

PHONICS/SPELLING Prefixes un-, re-, pre-, bi-

WSG pgs. 86-87 Weekly Tests 24.7-24.9

WRITING WORKSHOP: WHOLE GROUP LESSONS CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences.

GRAMMAR What is an adverb?

Weekly Plan TE T272-T273 Weekly Tests 24.10 – 24.11

WRITING STANDARDS CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. CC3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CC3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations. CC3W3c Use temporal words & phrases to signal event order. CC3W3d Provide a sense of closure. CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences. CC3L2c Use commas & quotation marks in dialogue.

WRITING Fictional Narrative

HMH EXT pp. C12-C13 Develop Plot in Narrative Writing SUW: 6-19 Six Tips for Writing a 1st Draft 6-20 Working on the Qualities of a Good Story 6-22 Writing Drafts & Revising 6-23 Five Tips for Revising

10-18 Stories Scoring Guide




Social Studies Focus/Vocabulary Materials/Links to Lessons

Essential Question(s) In what ways do people affect and alter their environment? Guiding Questions What are our responsibilities to the environment? Social Studies SLEs C.5.3.2Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism) G.3.3.3Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining) G.3.3.4Discuss ways in which the school and community can improve the physical environment by practicing conservation. See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Taking Care of Our Environment Responsible Citizenship

Social Studies Content Lesson 24 Daily Lessons (Details for each day’s lesson)

Blue Sky Activity

Learning to Give Lesson Trash Clean Up

Hawaii Pollution PSA Video Reading Connections CLLG MINILESSON Author’s Purpose p. 86 Lesson 24 Daily Lessons (Details for each day’s lesson) Lesson 16 Reading Selections (Use for the next three weeks) Journeys Counting Cans T14-15 Journeys A Mr. Rubbish Mood from Judy Moody Saves the World T 28-T 36----Student Book pp 15-28. Lesson 16 Leveled Readers/Vocabulary Reader The Recycling Contest Joy’s Planet Patrol Plan César’s Pollution Solution The Green Team Recycle, Reuse, and Reduce Writing Connections Write a story that tells about living in the ideal community they created. (Blue Sky Activity). Assessment Have students write about how the environment affects how they live in their community and/or state? ( i.e. go fishing in Lake Maumelle & needing air conditioners in the summer)

Vocabulary

recycle reuse reduce global pollution environment conservation natural resource Note: Collect both fiction and nonfiction books on the environment for the classroom library. Conduct book talks & have students read and share with others.

http://ssthirdgrade.wikispaces.com/file/view/Lesson%2024.pdf/421521208/Lesson%2024.pdf

http://learningtogive.org/lessons/unit449/lesson1.html

http://learningtogive.org/lessons/unit366/lesson1.html#lesson

http://www.youtube.com/watch?v=z-64sBtY_wA

http://ssthirdgrade.wikispaces.com/file/view/Lesson%2024.pdf/421521208/Lesson%2024.pdf

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 25READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTSCC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI3 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.CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficientlyCC3RI6 Distinguish own point of view from that of the author of a text.CC3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).CC3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic.

COMPREHENSION/FLUENCYSkill: Text & Graphic FeaturesStrategy: Infer/PredictFluency: Expression

Lesson Overview: CLLG p. 33TE Weekly Plan CLLG p. 88CLLG p. 89

CC3L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings.CC3L5a Distinguish the literal & nonliteral meanings of words & phrases in context (e.g., take steps).

VOCABULARYAnalogies


CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L4b 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).CC3RF3c Decode multisyllable words.CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

PHONICS/SPELLINGSuffixes: -less, -ness, -able

WSG pp. 88-89

WRITING WORKSHOP: WHOLE GROUP LESSONSCC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

GRAMMARWhat is a preposition?

Weekly Plan TE T272-T273

D5= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy GuideWSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition


GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 5 Lesson 25WRITING STANDARDSCC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, & clear event sequences. CC3W3a Establish a situation & introduce a narrator &/or characters; organize an event sequence that unfolds naturally.CC3W3b Use dialogue & descriptions of actions, thoughts, & feelings to develop experiences & events or show the response of characters to situations.CC3W3c Use temporal words & phrases to signal event order.CC3W3d Provide a sense of closure.CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.CC3L2c Use commas & quotation marks in dialogue.

WRITINGFictional Narrative

SUW:SUW 6-19 Six Tips for Writing a 1st Draft(Repeat Process with a new topic)

10-18 Stories Scoring Guide

SCIENCE FOCUS MATERIALS NOTEBOOK PROMPTSESS.8.3.5 Identify areas in Arkansas that are the main sources of these minerals: bauxite novaculite quartz crystal diamond bromine

PS.7.3.3 Identify methods of producing electricity relative to Arkansas: hydroelectric coal oil natural gas nuclear solar wind

Science related to AR Studies:Minerals & producing electricity

Vocabulary:Identify, mineral, nuclear

Scott Foresman Science Leveled Readers:(Also listed in February)Energy (Below Level)So Much Energy (On Level)Light (Advanced)

(Also listed in September)Science in Our Lives (Below Level)Science and Its Uses (On Level)Could You Be a Scientist? (Advanced)

Write a paragraph pretending to find a diamond in the soil. Includes some important facts about diamonds.

Page AR18 in your science book has a circle graph of Arkansas Electricity Sources. Write sentences to interpret the data. Then write several conclusion sentences.




Social Studies Focus Materials/Links to LessonsEssential Question(s)In what ways do people affect and alter their environment?Guiding QuestionsHow is citizenship related to responsibility and service?What are our responsibilities to the environment?What are the differences between reduce, reuse, and recycle? How can people protect resources through conservation?Social Studies SLE’sC.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)G.3.3.3 Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining)G.3.3.4 Discuss ways in which the school and community can improve the physical environment by practicing conservation


Taking Care of the EnvironmentResponsible Citizenship

Social Studies ContentLesson 25 Daily Lesson (Details for each day’s lesson)

http://www.youtube.com/watch?v=z-64sBtY_wAhttp://learningtogive.org/lessons/unit449/lesson1.html (Day 3 Lesson Link)http://www.youtube.com/watch?v=fimOE5_Tm2w (Stone Soup)http://learningtogive.org/lessons/unit366/lesson2.html (Day 5 Lesson Link)

Reading ConnectionsCLLG “Text and Graphic Features” p.88Use textbook pp 116-117; 119; and 120-121 to reinforce lesson.

Writing ConnectionsRelate the story “A Rubbish Mood from Judy Moody Saves the World (Journeys Lesson 16) to the common good of the community. Describe how Judy Moody demonstrated this.OrWrite a fictional narrative of how you would save the world from an environmental problem.

AssessmentHave students write a persuasive speech about the importance of recycling plastic or reducing consumption of onetime-use products (such as plastic plates and cups).

-or-Students could also do a poster that is designed to persuade others of the importance of recycling plastics or reducing consumption of onetime-use products (such as plastic plates and cups).

Vocabularyrecycle reuse reduce global pollution environmentconservation natural resource



http://ssthirdgrade.wikispaces.com/file/view/Lesson%2025%20Unit%205.pdf/421522250/Lesson%2025%20Unit%205.pdf


http://www.youtube.com/watch?v=fimOE5_Tm2w


http://www.youtube.com/watch?v=z-64sBtY_wA




READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS

CC3RL1/CC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL2 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. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RL7 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). CC3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

COMPREHENSION/ FLUENCY Skill: Main Idea/Details Strategy: Analyze/Evaluate Fluency: Accuracy Genres: Biography, Folktales & Poetry Academic Language: topic main idea supporting detail analyze evaluate

Suggested Weekly Focus CLLG p. 34 “The Foot Race Across America” CLLG p. 90

Genre Characteristics: Informational Text CLLG pp. 108-109

Poetry Place: “Fast Track” and “Ode to My Shoes” CLLG p.91

Genre Characteristics: Poetry CLLG p. 110

“Paca and the Beetle: A Folktale from Brazil” CLLG p. 91

Genre Characteristics: Traditional Tale CLLG p. 105

EXT U5 pp. C4-C5

CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L4b 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).

VOCABULARY Suffix -ion

WSG pp.152-153 Vocab. in Context cards: 1, 5, 6, 41, 61, 106, 111, 145, 154, 194

Vocabulary Web WSG p. 153

CC3RF3c Decode multisyllable words. CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

PHONICS/SPELLING Common Final Syllables -tion –sion –ture

WSG pp. 90-91




WRITING WORKSHOP: WHOLE GROUP LESSONS

CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC3L2c Use commas & quotation marks in dialogue.

GRAMMAR Writing Quotations

Weekly Plan TE T272-T273

WRITING STANDARDS CC3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CC3W2a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. CC3W2b Develop the topic with facts, definitions, and details. CC3W2c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. CC3W2d Provide a concluding statement or section. CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.

WRITING Write to Inform: Compare/Contrast Paragraph

Use any of the following to focus student research topics, SUW: 9-6 Writing to Show Cause & Effect or Problem & Solution 9-9 Using Writing Frames 9-12 Writing Reports in Science Experiments 9-16 Writing about the News

10-16 Informational Reports Scoring Guide, Tool 1-16a


= The Daily 5 VR= Vocabulary Reader HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG = Word Study Guide EXT = Extending CCSS (TE insert) SUW= Step Up to Writing TE = Teachers’ Edition


Social Studies Focus/Vocabulary Materials/Links to Lessons

Essential Question(s) In what ways do people affect and alter their environment? Guiding Questions How is citizenship related to responsibility and service? How is water a part of life and culture? How does water use in your life differ from that of the lives of Africans? What can I do to conserve water? Social Studies SLE’s C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism) G.3.3.3 Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining) G.3.3.4 Discuss ways in which the school and community can improve the physical environment by practicing conservation See Social Studies Curriculum Map for Detailed Lessons and Resources

Social Studies Focus Water Consumption United

States & Africa

Scarcity of Natural Resources

Social Studies Content Building Bridges for Young Learners Community E-Book (Peace Corps Presentation) Reading Connections CLLG MINILESSON Main Idea and Details p. 90 Building Bridges for Young Learners Community E-Book--- Writing Connections Compare water use by children in the United States to that of children in Kenya or Tanzania or Ghana. Use resources from this week to gather information. Assessment(s) Choose one of more from below: Use a graphic organizer to compare and contrast how the United States uses water to that of one of the other countries studied this week. Complete “My Water Log”. Have students analyze their Log and draw at least two conclusions from it about their use of water. List 3-5 ways you can reduce the amount of water you use each day.

Vocabulary

recycle

reduce

reuse

global

pollution

environment

conservation

natural resource

scarcity

CONTENT AREA STANDARDS & LESSONS 3rd Grade

STANDARDS Week (May) FOCUS/ESSENTIAL QUESTIONS MATERIALS NOTEBOOK PROMPTS

ESS.8.3.5 Identify areas in Arkansas that are the main sources of these minerals: bauxite novaculite quartz crystal diamond bromine PS.7.3.3 Identify methods of producing electricity relative to Arkansas: hydroelectric coal oil natural gas nuclear solar wind

Science related to AR Studies: Minerals & producing electricity Vocabulary: Identify, mineral, nuclear

Scott Foresman Science Leveled Readers: (Also listed in February) Energy (Below Level) So Much Energy (On Level) Light (Advanced) (Also listed in September) Science in Our Lives (Below Level) Science and Its Uses (On Level) Could You Be a Scientist? (Advanced)

Write a paragraph pretending to find a diamond in the soil. Includes some important facts about diamonds. Page AR18 in your science book has a circle graph of Arkansas Electricity Sources. Write sentences to interpret the data. Then write several conclusion sentences.

http://ssthirdgrade.wikispaces.com/file/view/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf/421538192/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf

http://ssthirdgrade.wikispaces.com/file/view/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf/421538192/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf

http://ssthirdgrade.wikispaces.com/file/view/My%20Water%20Log.pdf/421538792/My%20Water%20Log.pdf

Documents

Grade 3 Curriculum Map: Literacy & Integrated … grade 3rd...Grade 3 Curriculum Map: Literacy & Integrated Content 2014-2015 PARCC= Partnership For Assessment Of Career And Content