MANCHESTER TOWNSHIP SCHOOL DISTRICT …web.manchestertwp.org/PdfCurr/CurrEng_LAL_CDDL_Gr_3.pdf · MANCHESTER TOWNSHIP SCHOOL DISTRICT ... Language Arts Literacy GRADE: 3 ... *practice

MANCHESTER TOWNSHIP SCHOOL DISTRICT

CURRICULUM DESIGN AND DELIVERY LESSON

SUBJECT: Language Arts Literacy GRADE: 3

Page 1 Numerical notations refer to the NJ Core Curriculum Standards 06/04

UNIT OF STUDY: Unit 1 – Reading - How do friends help us grow?

Major Objectives Suggested Resources Suggested Activities/Assessment Techniques Teacher Comments

Students will be able to:

• Draw conclusions & inferences from text

• Use letter sound knowledge and

structural analysis to decode words *Double consonants *Short vowels *Long vowels

• Distinguish cause/effect Fact/opinion Main idea/Supporting detail

• Recognize purpose of text

• Compare/Contrast story plots, characters, settings, themes

• Identify meaning for vocabulary 3.1.3 A3, B1, C2, F 1-5, G1,2,8, 10

Spelling Practice Book Phonics Practice Book Stella Luna by Janell Cannon (Big Book) How I Spent My Summer Vacation By Mark Teague Goldilocks and the Three Bears By James Marshall “American Black Bears” By Helen Gilks Allies Basketball Dream By David Murdock “People and Horses” By Anthony Reynoso Born to Rope by Cooper Gordon Herbie & Anabelle by Suzy Kline Donovan’s Word Jar How to Be Cool in the 3rd Grade By Betsy Duffy

• Assign one home book project per

unit • Ten Important Sentences *manipulate sentences in proper sequence *practice reading-fluency 3.2D.5 • See Scott Foresman teacher’s manual

Unit 1 for additional leveled readers • Read other versions of Goldilocks –

compare/content using Venn Diagram • See Poetry in Wrap Up Section of

Unit 1 • See Literacy Activities for center idea • Use graphic organizers to identify

cause/effect • Word study • Cooperative group projects • Benchmark tests Genre Covered in Unit One • Tall tales • Drama • Magazine article • Poetry







LEVEL C Students will be able to: • Demonstrate higher level

thinking skills and problem-solving skills by participating in extension activities.

How I Spent My Summer Vacation, by Mark Teague and / or Born to Rope, by Martha Cooper

• selected library books • selected web sites • Atlas

Students will select an area (city, country, etc.) and research how a child would spend time in that environment. Then students will write their own ‘How I Spent My Summer Vacation’ placing themselves in this new environment. (e.g., ‘How I spent my summer vacation, if I lived in NYC’ or ‘if I lived in an Amish community, etc.







LEVEL A Students will be able to:

• Apply skills taught in the unit in order to demonstrate knowledge on an individualized level.

• Intervention Handbook • 10 Important Sentences

• Use the Phonic Songs and Rhymes Chart

• Intervention Handbook, pg. 30 – Cause and Effect Graphic Organizer

• Read each paragraph, cut / past, into sequential order, and illustrate.

• Put 10 important sentences into sequential order.

• Sequence pictures from the main selection.

• Students can verbally sequence the story, using order words such as first, next, and last.

• Eye Spy – Using the Phonics Rhymes and Songs Chart, students will listen to rhyme and play eye spy - finding the weekly phonics skill

• Main Idea/Supporting Detail – Copy select paragraphs from the main selection. Cut apart each sentence and require the students to identify the main idea and the supporting details.







• Cause and Effect- Use graphic organizer to demonstrate knowledge and cause and effect.

• Selected Library Books • Encyclopedia • Vocabulary Frame from

Intervention Handbook

• Drawing Conclusions – Using a picture prompt, have the students draw conclusions on something that might be happening.

• Compare and Contrast – Using a graphic organizer compare and contrast a fictional bear to a non-fictional bear.

• Word Study – Vocabulary Web (This includes drawing a picture) Also, skim through the story to find the word and use context clues to determine the meaning of the word.

(These activities can be duplicated

for each unit.)





UNIT OF STUDY: Unit 1 – Listening – How do friends help us grow?


The students will be able to:

• Connect messages heard to prior knowledge and experiences

3.4.3 A1

• CD Set • Take An Audio Trip

• Building background

with audio and discuss sounds and make connections with story

• Listen to a speaker • Listen to stories on audio • Discuss why listening is

important talk about TV advertisements

• Create TV commercial





UNIT OF STUDY: Unit 1 – Writing - How do friends help us grow?



• Write events of story sequentially 3.2 D.5

• Write descriptive piece of person, place or object 3.2 B.1

• Write a narrative piece based on personal experience 3.2 B2

• Use graphic organizer to assist with planning writing 3.2 A3

• Use correct sentence punctuation using sentences, punctuation, spelling, capitalization 3.2C1

• Grammar and Usage – singular and plural nouns types, subject and predicate 3.2C3

• Write legibly in cursive to meet district standards 3.2 C6

• Implement Judy Gould’s 4 writing technique

• Use graphic organizers from Scott Foresman Reading Series

• Test Link book from Scott Foresman

Grammar Practice Book

• Pull picture prompts from stories for timed writing activities or journaling

• Use response logs and comprehension questions and test prep for each story.

• Use journals to complete quick-write activities in Scott Foresman manual

• Portfolio assessment





UNIT OF STUDY: Unit 1 – Speaking – How do friends help us grow?



• Contribute information, ideas, and experiences to classroom inquiry.

• Use appropriate strategies

to prepare, rehearse and deliver an oral presentation: word choice, expression, eye contact, volume

3.3.3 B2, D3

• Talk About It • Journal/Pair/Share • Postcards re: vacation • Paper bag autobiography • Read aloud stories and 10

important sentences 3.1D1, 3.1D.3

• Develop fluent reading –use tape recording

• Choral reading – poetry, dialogue

• Buddy Reading





UNIT OF STUDY: UNIT: 1 – Viewing/Media Literacy – How do friends help us grow?



• Begin to demonstrate an awareness of different media forms and how they contribute to communication; identify central theme and main ideas in different media

• Recognize effects of visual

arts on one’s mood and emotions and begin to explore and interpret messages

• Media Center Resources • Computer Lab • Leveled Readers • Classroom Library • Trade Books • Dictionaries • Thesaurus • Atlas

• Passport Projects, research/guided questions on continents

• Continent Posters • VCR tapes – version of

folktales, science videos and communities near and far

3.1.3 A1, 3 3.5.3 A3, B





UNIT OF STUDY: UNIT: 2 - Reading - How can we learn about and care for the world?


The students will be able to: • Interpret info in graphs,

charts and diagrams • Use letter sounds and word

structure to decode words • Distinguish cause/effect,

fact/opinion, main idea/details in interpreting facts

• Compare and contrast story plots, characters, settings, themes

• Use pictures and context clues to assist with meanings of new words

• Recognize purpose of text • Summarize major points

from fiction and nonfiction • Diphthong ow • Vowel digraphs • Compound words • Identify vocabulary

meaning 3.1.3 B1, C2, F1-5, G1-3, 7, 10

• Big Book – From Seed to Plant

• See plant curriculum for info

• Fly Traps – Plants That Bite Back

• Guys From Space • Tornado Alert • Danger: Icebergs • Night of the Pufflings • Tundra info • Practice workbook • Top Secret by James

Reynolds Gardiner • Science curriculum -

photosynthesis

• Integrate plant unit here. • Integrate tundra information • Incorporate weather unit

record temps • See Science curriculum







LEVEL C Students will be able to demonstrate higher level thinking skills and problem solving skills by participating in extension activities

Unit 2 Stories

• selected web sites • selected library books • selected science textbooks • encyclopedias

Children will be assigned one of the topics in Unit Two. They will research all types of facts that have to do with numbers for that topic. Then they will create word problems that deal with the Venus flytraps, pufflings icebergs and weather etc. Then they will use the computer to type and illustrate their word problems and present them to the class.







LEVEL A Students will be able to: Apply skills taught in the unit in order to demonstrate knowledge on an individualized level.

• Realism and Fantasy – One group will draw a realistic character and another group will draw a fictitious character then compare and contrast them in a discussion format.

• Context Clues – Skim through the text to find the vocabulary word then underline the word and highlight the sentence. Use the highlighted word to determine the meaning of the word.

• Fact and Opinion – The students would receive an index card that says fact on one side and opinion on the other. The teacher will read a sentence from the story and the students must decide to hold up either fact or opinion.

• Main Idea and Supporting Details– (Revisit the main idea from Unit 1). Highlight the main idea of selected paragraph from the main selection.





UNIT OF STUDY: Unit 2 – Listening - How can we learn about and care for the world?



• Listen to a story read aloud and/or information from television or film and summarize main ideas

3.4.3 B2

• Take an audio trip

• Follow directions with

science tapes (How to lesson)





UNIT OF STUDY: Unit 2 – Speaking - How can we learn about and care for the world?



• Use appropriate strategies to prepare, rehearse and deliver on oral presentation: word choice, expression, eye contact and volume

• Contribute information, ideas and experiences to classroom inquiry

• Use pictures to support an oral presentation

3.3.3 B2, D1,3

See teacher resource activities

• Oral presentation on plants

or animals of tundra

• Coop. group discussion





UNIT OF STUDY: Unit 2 – Writing - How can we learn about and care for the world?



• Revise a draft by rereading narrowing the focus, sequencing, elaborating, improving openings, closings, and word choice to show voice

• Write for a variety of purposes and audiences

• Write the events of a story sequentially

• Write a descriptive piece about a person, place or object

• Plural nouns • Access, view, evaluate

and respond to print, nonprint and electronic texts and resources

3.2.3 A5, B1, C3, D1,5; 3.5.3 A-B

• Implement Judy Gould’s 4 Square Writing Technique

• Use graphic organizers and writing transparencies from Scott Foresman B.2B.4

• Test link book from Scott Foresman

• Grammar PB • Practice book pages • Thesaurus • Reading Series • Texts- Science (plants,

weather) • Realistic fiction

Poetry

• Keep a Science journal • Write a description of a

place, obj. person • Response log • Write a humorous poem • Write a letter • Make a synonym and

antonym Game + ed 187F

• Look back and write • Write a report on Science

topic using 4 square





UNIT OF STUDY: Unit 2 – Viewing and Media Literacy - How can we learn about and care for the world?



• Access, view, evaluate and respond to print, nonprint and electronic texts and resources 3.5 A-B

• Thesaurus • Reading Series • Texts- Science (plants,

weather) • Realistic fiction • Poetry

• Research kinds of plants • Draw a diagram of a bean

seed and decide





UNIT OF STUDY: Unit 3 – Reading – How can we learn from everything we do?


The students will be able to: • Develop and use graphic organizers

to build on experiences and extend learning

• Use letter-sound knowledge and structural analysis to decode words

• Silent letters wr, kn, st, gn, mb

• R controlled vowels • Base words • Suffixes –ness

- ly - ful - ous

• Compare and contrast story plots, characters, settings and themes

• Summarize major points from fiction and nonfiction texts

• Identify vocabulary for meaning

The Gardner by Sarah Stewart (bigbook) What Do Authors Do? By Eileen Christelow Tops and Bottoms By Janet Stevens Mom’s Best Friend By Sally Hobart Alexander Brave As A Mountain Lion By Ann Herbert Scott Poetry Thesaurus Phonics Kit Your Dad Was Just Like You By Delores Johnson

1. Conduct an author study by

reading other books from same author

2. Play synonym game to increase vocab see tm 309F

3. Play synonym and antonym riddle game sec tm 327F

4. Write word analogies using vocab se tm 351f

5. Play antonym concentration se tm373f







Students will be able to: • Distinguish cause/effect, fact

opinion, main idea/details in interpreting text

• Recognize how authors use humor, sarcasm, and imagery to extend meaning

• Draw conclusions and inferences from texts

• Demonstrate a sophisticated sense of sound – symbol relationship, including all phonemes

• Use pictures and context clues to assist with meanings of new words

3.1.3 B1, C2, E4, F1,5, G2,5,7,8,10








Unit Three stories www.app.com Asbury Park Press digital camera

.Students will be given a list of jobs that are read about in Unit 3. They will be asked to prioritize the jobs from least to most important. Then they will write a multi paragraph essay with at least 3 justifications about what job they consider to be the most important on the list. Students will pretend that they have been hired by the Asbury Park Press to conduct the next interview for their weekly segment on jobs.

• Read articles from the Press about jobs people have either online or from the newspaper

• Interview a school employers and ask them the same questions that are asked in the Press. Take a picture with the digital camera. Then type up the interview.








• Five –Column Chart Pg.

33.

• Theme – Steps In A Process – Students will make a peanut butter and jelly sandwich, explaining and completing each step as they go along.

• How To Project – Students will demonstrate and explain how to complete a project of their choice. They will record each step that they did on an index card.

• Summarizing – The students will determine the main idea of each page, and then put the main ideas together to make a complete summary.

• 4. Visualizing – Students will listen to a dictated story in which the student will interpret and draw.

• -After listening to a story summary, record what you see, hear, feel and taste on a five column chart.







LEVEL A - continued

• Touch and Feel Boxes • Generalizations – Create puzzles

with clue words for generalizations. Examples: always, never, everybody. Write a clue word and a corresponding generalization on a sentence strip. Match in a way that two puzzle pieces could be connected.





UNIT OF STUDY: Unit 3 – Listening – How can we learn from everything we do?


The students will be able to: • Listen actively to information

from a wide variety of sources in a situation

• Listen to a story read aloud and/or info from TV/Film and summarize

• Follow two or three step directions

• 3.4.3 A, B1-2

• Unit 3 Story Series • Leveled Readers A-C • Audio tapes of stories

(listening tapes) • CD9, Tape 18 sides 1 & 2 • Poetry tapes

• Take an audio trip – visit a storyteller ted 286A

• Ted p 327e • Listen and summarize ted

351e





UNIT OF STUDY: Unit 3 – Writing – How can we learn from everything we do?


The students will be able to: • Revise a draft by rereading for

meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings and word choice to show voice

• Respond to literature through writing to demonstrate an understanding of a text

• Write the events of a story sequentially

3.2.3 A5, D5, 7

• Implement Judy Gould’s 4

Square writing technique • Use graphic organizers from

Scott Foresman reading series • Test link book from Scott

Foresman • Scott Foresman Grammar

Practice Book • Scott Foresman Practice Book • Scott Foresman Ten important

sentences • Louise Braille excerpts (pg

326)

• Expository Writing and/or

“How To” writing to tell steps of an activity

• Portfolio assessment • Response logs • Journal writing • Compare/contrast two authors

writing styles (see 238b) • Simile activity (see pg 341) • Biography report (see pg

327d) • Compare/contrast two

characters (see pg 373.) • Make a book cover and write

summary (see pg 379)





UNIT OF STUDY: Unit 3 – Speaking – How can we learn from everything we do?


The students will be able to: • Listen and follow a discussion

in order to contribute appropriate

• Use vocabulary to retell a story

• Stay focused on topic – give directions

• Take turns: • Develop questions to explore a

topic and contribute to classroom inquiry

3.3.3 A1-3, B1-2, C1

• See Unit 3 Reading Series • Leveled readers A-C • Trade Books • Audio – CD Set for Unit 3

• Discuss steps in order • Develop fluent reading with

read alouds, buddy reads, guided reading groups

• Open for discussion questions. • Give directions to follow tasks • Listen and summarize • Make introductions • Present a talk show





UNIT OF STUDY: Unit 3 – Viewing and Media Literacy – How can we learn from everything we do?


The students will be able to: • Access, view, evaluate, and

respond to print, nonprint, and electronic texts and resources

• Identify central theme and main ideas

• Demonstrate an awareness of different media

• Recognize the effects of visual arts on mood and emotion

• Explore and interpret messages

3.5.3 A-B

• Unit 3 – Reading series • Computer Tech lab • Media center support materials • Sfreading.com • Asbury Park Press, Observer

• Read a web site and see ted

book for work station activities

• Ted 327f Search the web then make a list of community helpers

• Compare and contrast events in nearby communities

• 327n-pictures and captions





UNIT OF STUDY: Unit 4 – Reading – How can our traditions and the traditions of others make our lives more interesting?


The students will be able to: • Discuss underlying theme or

message in interpreting fiction • Demonstrate a sophisticated

sense of sound-symbol relationship including all phonemes (e.g. blends, diagraphs, diphthongs)

• Recognize grade-level words accurately Compare/contrast story plots, characters, settings and themes Participate in creative responses to texts (e.g. dramatizations, oral presentations)

• Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts

• Use letter-sound knowledge and structural analysis to decode words 3.1 C.2

• Red Bird by Barbara Mitchell

(big book) • Ananse”s Feast: An Ashonti

Tale by Tololwa M. Mollel • Sam and the Lucky Money by

Karen Chinn • Thunder Cake by Patricia Polacca

• One Grain of Rice by Demi

• The Woman Who Outshare the Sun by Alejandro Cruz Martinez

• The Fox and theStork play retold by Suzanne Borchers

• Poetry throughout unit • Phonics Kit • Alexander Who Used to

Be Rich Last Sunday

• Read, compare/contrast other fables to

depict characters, setting, morals/lessons, etc.

• Conduct on author Study by reading other books of same author (e.i. Patricia Polacco)

Genre: - play - folktale - fable See synonym activity (pg 87f) Vocabulary Word Web (see Transparency 5 or pg 64 b)

• Phonics Game (pg 37j) and phonics Chart 16

• Rate vocabulary knowledge (see pg 406 or transparency 26)







• Set purpose for reading and

check to verify or change predictions during/after reading

• Use pictures and context clues to assist with meaning of new words

• Vocab for meaning 3.1.3 B1, C2, D1, E1, F1-5, G2, 6, 10, 11,








Stories in Unit 4 Survey – Popular games What makes games a success

Create a board game that has a math theme.

• Survey types of games that people play and why they like them

• create a table to show what makes a game successful – skill, luck or a combination

• Collect information and analyze to create an original board game with math as its theme.

• Design the board, develop the strategy and the object of the game, create game pieces and questions as well as the rules for playing.

• Using the prototype, have the children play the game and evaluate it. Then make appropriate changes to improve it.








• Aesop’s Fable

• Theme – Aesop’s Fable– Students will get in groups and determine the theme of a fable.

• Setting -Take students to different locations throughout the school and discuss the different settings.

• Cause and Effect – Complete the same activity from unit 1.

- Do experimental activities and have the students identify the cause and the effect. For example: pop a balloon, drop an egg or feather. • Compare and Contrast- Complete the

same activity from unit 1. - Compare and Contrast Ananse’s Feast with One Grain of Rice. -Complete a character analysis for the characters in One Grain of Rice. • Act out the stories for a deeper

understanding. • Predicting – Complete a picture walk

before reading the main selection. The students will make predictions about what might be happening in each picture.





UNIT OF STUDY: Unit 4 – Listening – How can our traditions and the traditions of others make our lives more interesting?



• Follow two and three step directions

• Listen to a story read aloud and/or info from TV or film and summarize main ideas

3.4.B1-2

Building Background Audio Tapes/CDs

See tm p 90a Listen to mult. Facts in a song to learn them.





UNIT OF STUDY: UNIT OF STUDY: Unit 4 – Speaking – How can our traditions and the traditions of others make our lives more interesting?



• Take turns • Use appropriate strategies

to prepare, rehearse, and deliver an oral presentation

3.3.3 A3, C1, D3

Unit 4 Story Series Leveled readers A,B,C

P. 145A Storytelling activity Share complex sentences about food See tmp. 115e Give directions to class using nonverbal communication see tm p 137e. Retell story using puppets





UNIT OF STUDY: Unit 4 – Writing – How can our traditions and the traditions of others make our lives more interesting?



• Write for a variety of purposes (inform, entertain, persuade) and audiences


• Revise a draft by rereading for meaning, focus, sequencing, detail, opening, closing and word choice

• Write as a product to result in work samples

• Use Std English conventions (sentences, punctuation, capitalization, spelling)

• Develop knowledge of English grammar sing. Plural nouns/subject/verb agreement/appropriate ports of speech

• Write legibly in cursive to meet district stds

• Develop English spelling through patterns, analysis, high frequency words

3.2.3 A5, B1-6, C1,3,6, D1, 7

Phonics Kit Alexander Who Used to Be Rich Last Sunday • Grammar Practice

Books • Spelling Practice

Books • Cursive Practice

Books • See Reading Series • 4 Squares Writing

Method by Judy Guild

• TerraNova Test Link Book

• Daily oral language • See cursive handwriting • Teacher’s handbook • Grammar and spelling

practice pages • Grammar Quick Review • See Wrap Up Unit activities

Ted 142-143 • Portfolio assessment • See Practice book pages • Quick Write • Reader Response log • Look back and write • Character Sketch ted 37C-d • How to Report 137 o-t • Write a Report (Book,

Animal) Ted 61C & d • Character Journal Entry ted

87c-d • Write a narrative • Use 4 Squares to elaborate on

sentences • List Class Rules 137 c-d





UNIT OF STUDY: Unit 4 – Viewing and Media Literacy – How can our traditions and the traditions of others make our lives more interesting?


The students will be able to: • Access, view, evaluate and

respond to print, nonprint and electronic texts and resources

3.5.3 A1,2 3.5.3 B1,2

Scott Foresman website (sfreading.com) Videos Internet

1. View videos to determine

the purpose (to entertain, to inform, or to teach

2. Work in small groups to conduct internet search on graphics see tm 37f

3. Observe a TV commercial Determine main idea and details Evaluate effectiveness of commercial tm 61f

4. Evaluate artistic layout of story tmp.115f

5. conduct internet search of recipes using rice tmp 115f





UNIT OF STUDY: Unit 5 – Reading – How can visits to other places and times make our lives better?



• Compare and contrast story plots, characters, settings and themes

• Draw conclusions inferences from texts Distinguish cause/effect, fact/opinion, main idea/fact opinion

• Use letter-sound knowledge and analysis to decode words

• Read aloud with proper phrasing, inflection, intonation

• Recognize how authors use humor, sarcasms and imagery Demonstrate a sense of sound-symbol relationships (blends, digraphs, diphthongs)

• Discuss theme or message to interpret fiction

• Reading Series Unit 5 • Practice Books • Phonics Kit

Stories:

• Flight: The Journal of Charles Lindbergh

• Chilr: A TrueStory from Japan/The Physical World

• Brave Irene/Water on Earth

• More Than Anything Else/$1.50 and a Dream

• Leah’s Pony

• Graphic organizers • Leveled readers A-C • Trade books

o Sylvester & Magic Rebble

o Doctor DeSoto o Biography of

Amelia Earhart

• Consonants c, ck, ch/k • Ed, ing • Build vocab with graphic

organizers • See PB pages • Preview/predict then pair and

share • Comprehension check • Reader’s Response Log • See guided comprehension

questions • Explore compound words ted

245f • Explore antonyms ted 267f • How to Read Biography ted

169 • Explore parts of Lindbergh’s

plane (vocab) ted 171f • Weather words 223f • Genre study biography and

autobiography • Explore synonyms ted 197f • Water cycle (Science Unit)

ted 222-23







• Develop and use graphic

organizers to KWL and extend learning

• Know range of prefixes and suffixes

• Draw conclusions and inferences from texts

• Vocabulary for meaning 2.1.3 C2, G5 3.1.3 B1, C1, D3,E4, F1-5, G2,3,6, 8,10

• Phonics song and rhyme

audio • Thesaurus • Dictionary • Selection Audio








Unit 5 stories Almanac Stately knowledge (type in the search box) www.50states.com

Select one of the states. Using one or both of the websites in the suggested Resources area, develop an internet scavenger Hunt where students will ask for specific facts about the state. For example – What is the population of Maryland? When completed they will exchange scavenger hunts. After answering every 2/3 questions correctly, the children will receive a letter of a secret word that has something to do with the state they are researching. This will continue until they have completed the hunt. At that point they will have all the letters to a secret word. They hand in the correct word for a prize.








Making Judgments- Provide a scenario that students can make judgments about. Fact and Opinion – Refer to unit 2 –Memory Game – Find fact and opinion matches. This can also be done with vocabulary. Predicting- Refer to unit 4 Plot – Picture Book – Students will show the beginning, middle and end of the story by creating a picture book. - Create the characters with clay and show how the character changes from beginning to end.





UNIT OF STUDY: Unit 5 – Listening – How can visits to other places and times make our lives better?



• Connect messages heard to prior knowledge and experiences

• Unit 5 Story series • Leveled Readers A-C • Audio topics of stories • Poetry tapes

• Take an audio trip to

Tokyo, Japan • Practice phonetic isolation

for letter sounds (see 197) • Take an audio trip to build

background on story setting (pg 200a) CD 5/tape 12.

Side 1 • Listen to phonics songs

and rhymes Chart 23 (CD2Tape 12, Side1)

• Audio trip to build background on Booker T. Washington





UNIT OF STUDY: Unit 5 – Speaking – How can visits to other places and times make our lives better?



• Listen and follow a discussion in order to contribute appropriately

• Stay focused on topic • Develop appropriate

questions to explore a topic

3.3.3 A1-2, B1

• See Unit 4 Reading Series • Leveled readers A-C • Trade books • Audio CD set for Unit 4

• Discuss steps in order • Develop fluent reading

with read alouds, buddy reads, guided reading groups, small group discussions

• Open for discussion quest • Listen and summarize • Present a news broadcast

(see 171C) • Perform a choral reading

of sections of a story or various poetry from unit.

• Conduct an interview • Discuss the viewing of a

weather forecast – perform own forecast.





UNIT OF STUDY: Unit 5 – Viewing and Media Literacy – How can visits to other places and times make our lives better?



• Demonstrate an understanding of different forms of media and how they contribute to communication

• Identify central theme and main idea

• Recognize effects of visual arts on one’s mood and emotions

• Explore and interpret messages found in advertisements and text

3.5.3 A1-2, B1-2

• See reading series • Video of stories • Lindbergh’s and Amelia

Earthart books • Historical photos • Local newspapers • Biographies • Atlas • Technology lab • CD-ROM atlas • Sfreading.com • Video of Weather –Water

Cycle “At the Water Works” Magic School bus

• View a weather station • view historical

photographs ted 171f • Read and talk about

newspaper articles • See ted 171N • Create a Travel Brochure

ted 197f • Compare styles of

illustrations ted 197f • Watch a biographical video





UNIT OF STUDY: Unit 5 – Writing – How can visits to other places and times make our lives better?



• Use grade appropriate knowledge of English grammar and usage to craft writing, singular and plural nouns, subject/verb agreement, appropriate parts of speech

• Write for a variety of purposes and audiences

• Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice

• Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings and word choice to show voice

• Use graphic organizers to assist with planning writing

• Graphic organizers • Grammar Practice

Book • Journals

• Write a newspaper article about Charles Lindbergh

• Maintain a response log to make predictions while reading

• Make postcards from Japan

• Write about an animal, using a topic sentence to state the main idea of each paragraph see TM p. 197C

• Use personification to describe the weather see tm p. 198g

• Maintain a weather journal • Write research notes on

snow and use them to write a description see tm p. 223C

• Write an ad to persuade • Write a research report

presenting facts and opinions and using reliable sources see tm p267C





UNIT OF STUDY: Unit 5 – Writing – How can visits to other places and times make our lives better?


• Write for a variety of purposes • Write nonfiction text

3.2.3 A2,3,5, C2, D1,9

• Create a timeline of

historic events sec tm p.267 N

• Make a travel poster see tm p. 272

• Make a diary entry see tm p. 273

• Portfolio assessment





UNIT OF STUDY: Unit 6 – Reading – How many ways can we use our imaginations?



• Develop and use graphic organizers to build on experiences and extend learning

• Use letter sound knowledge and analysis to decode words

• Draw conclusions and inferences from text

• Compare and contrast story plots, themes, characters, settings

• Know sounds for a range of prefixes and suffixes

• Vocab for meaning • Recognize how humor, sarcasm,

and imagery extend meaning 3.1.2 C1,2, E4, F1-5, G8,10

• The Pinata Maker & Southwest Settlements

• Mailing May/Early Mail Delivery

• The Extra Good Sunday/A Pizza the Size of the Sun

• Floating Home/Spacewalk Talk

• TwoBads Aunts • Pandora’s Box • Practice books • Phonics Kit • CD Kit • Trade books/leveled

readers

• See skill lesson • Graphic organizers for

vocabulary/KWL • Preview, predict • See practice book pages • Guided comprehension

questions • Reader Response log and

comprehension check • Vocabulary explore

cultural words ted 297f • Regional vocabulary 319f • Predict word meanings in

context • Cooperative group projects • See assessment handbook

Genre Fiction and Nonfiction Fantasy and Myth Photo Essay








Author Card web quest

Design Author cards (like baseball cards) about various authors that were studied throughout the year. Children will follow the author card webquest.








• Steps In a Process – -Construct a piñata. Assessment – write the steps to make a piñata. Extension – Give a cooperative group all the materials to create a piñata. Don’t give any instruction so you enable them to use their critical thinking skills to successfully construct the piñata. • Setting – Refer to unit 4. • Visualizing – Refer to unit 3 • Plot – Refer to unit 5 • Realism and Fantasy – Refer

to unit 2. • Two Bad Aunts – Sequence

the actual objects from the story in a time limit.





UNIT OF STUDY: Unit 6 – Listening – How many ways can we use our imaginations?



• Listen to a story read aloud and/or information from TV or film, and summarize main ideas

• Paraphrase info shared by others • Listen to a story read aloud and

summarize main ideas 3.4.3 B2-3

• Reading Series • Audio Library of

selections • Collection for readers • Intervention Handbook

– Reading for Success

• Tell About It ted 297e • “Visit a Train Historian” on

CD 6, Tape 14, Side 1 • Listening for New Words

ted 341e • “Spacewalk Talk” ted 364 • listen to an oral report • “Visit with an Ant Expert”

ted 368a





UNIT OF STUDY: Unit 6 – Speaking – How many ways can we use our imaginations?



• Adapt language to persuade, explain, or seek information

• Use vocabulary related to a particular topic

• Use appropriate strategies to prepare, rehearse and deliver an oral presentation

• Listen and follow a discussion in order to contribute appropriately

3.3.3 A1, C1, D3

• Students could make a craft and explain it to class (see tmp 297e)

• Act out a scene on a train (see tm 319 c)

• Have an imaginary phone conversation to tell each other about a place they would like to visit (see tm319f)

• Present an oral report to class

• Present oral report to a Kindergarten class – consider the audience





UNIT OF STUDY: Unit 6 – Viewing and Media Literacy – How many ways can we use our imaginations?



• Begin to demonstrate an awareness of different media forms and how they contribute to communication

• Begin to explore and interpret messages found in ads & texts

3.5.3 A1, B2

• Children’s Magazine • Internet • Camera • Travel Brochures

• Review magazines to find

examples of how-tos (See Tm p278g)

• Create a photo essay of the school environment

• Research stamps from US Post Office on internet

• View travel brochures to select a location you would like to visit

• Visit author’s websites • Create a labeled diagram





UNIT OF STUDY: Unit 6 – Writing – How many ways can we use our imaginations?



• Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving opening, closings and word choice to show voice

• Write non-fiction text (e.g. reports, procedures, letters)


• Write to express thoughts and ideas, share experiences and communicate

• Write for a variety of purposes (e.g. to inform, entertain, persuade) and audiences (e.g. self, peers, community)

3.2.3 A5, D1,4,7,9

• Judy Gould’s 4 square

writing method • Graphic organizers • Journals • Writing model • Transparencies 26 a-b • Writing Model • Transparencies 27 a-b • Writing Model • Transparencies 28 a-b • Writing Model • Transparencies 29 a-b • Writing Process • Transparency 26

• Write an invitation correlating to

the Pinata Maker or own parties • Write a “How To” essay utilizing

steps in a process • Response logs & journals • Narrative writing – describe a

typical school day … • Rewrite a passage from a

selection in another point of view • Write a letter home pretending

students are ”May” (see 298g) • Write a friendly letter to inform • Portfolio assessment • Lunchbox Surprise: write menus

for unusually creative meals – include directions and instructions to compile into class cookbook (see pg 320h)

• The Extra Good Sunday • Write a critique of literature





UNIT OF STUDY: Unit 6 – Writing – How many ways can we use our imaginations?


• Write a review • Write a persuasive letter about

traveling to a certain place (relate to Floating Home)

• Write a letter to solve a problem

in one of the stories

Documents

MANCHESTER TOWNSHIP SCHOOL DISTRICT …web.manchestertwp.org/PdfCurr/CurrEng_LAL_CDDL_Gr_3.pdf · MANCHESTER TOWNSHIP SCHOOL DISTRICT ... Language Arts Literacy GRADE: 3 ... *practice