MARLBORO TOWNSHIP PUBLIC SCHOOLS DEPARTMENT OF …€¦ · 2. Immersion in text-based reading, writing, listening, and speaking experiences that lead to deeper and wider understanding

MARLBORO TOWNSHIP PUBLIC SCHOOLS

DEPARTMENT OF CURRICULUM AND INSTRUCTION

ENGLISH LANGUAGE ARTS

CURRICULUM GUIDE

GRADE 3

Copyright © 2017, 2012 Marlboro Township Board of Education

ACKNOWLEDGMENTS

Dr. Eric Hibbs, Superintendent of Schools Mr. Michael Ballone, Director of Curriculum & Instruction

BOARD OF EDUCATION

Debbie Mattos, President Stephen Shifrinson, Vice President

Robert Daniel Dara Enny

Randy Heller Joanne Liu-Rudel

Craig Marshall Robyn Wolfe

Ellen Xu

CURRICULUM WRITING COMMITTEE

Michael Bowman, Chairperson Nicole Attar

Ann Cavallaro Teri Cioffi

Kerrianne Fitzpatrick Carol Ann Forman Cynthia Harrison Mara Knobloch

Maxine Otto Hetal Patel

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THE SPECIAL EDUCATION PROGRAM USES THE FOLLOWING

CURRICULUM WITH APPROPRIATE MODIFICATION BEING MADE

TO ADDRESS THE NEEDS OF THE INDIVIDUAL STUDENTS.

PURPOSE The New Jersey Student Learning Standards for English Language Arts and Literacy were created to ensure that all students are college and career ready in literacy by the end of high school. These Standards set literacy requirements, not only for English Language Arts, but also for literacy in other content areas to help students meet the literacy needs in those subjects. These Standards, therefore, also lay out a vision of what it means to be a literate person in the Twenty-First Century. Indeed, the skills and understandings students are expected to demonstrate have wide applicability outside the classroom or workplace. Students who meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature; perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally; actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens perspectives; and reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic society. In short, students who meet the Standard s will have developed the skills and strategies in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in the English language.

This comprehensive curriculum guide for English Language Arts K-8 was designed to provide guidance for teachers in preparing students for college and career readiness according to the NJSLS. This guide includes consistent recurring anchor standards in addition to specific standards for reading literature, reading nonfiction informational text, writing, speaking and listening, language study and vocabulary; as well as reading foundational skills (K-5 only).

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GOALS

The goals of the English Language Arts program are to provide students with:

1. Exposure to instructional experiences using increasingly more challenging literary and informational nonfiction texts.

2. Immersion in text-based reading, writing, listening, and speaking experiences that lead to deeper and wider understanding.

3. Direct instruction in close reading techniques.

4. Acquisition of reading and literacy skills in all content areas to support learning.

5. Activities encouraging evidence-based solutions.

6. “Active learning” in which students are engaged in active questioning, active listening, authentic activities, and the learning process.

7. Explicit teaching of skills as a means of supporting mastery of standard English conventions, comprehension strategies, and communication skills.

8. Development of self-monitoring strategies that are practiced across all disciplines.

9. Learning that is meaningful; giving students choices (empowerment), and providing them with parameters that lead to ownership

and responsibility for their learning.

10.Experiences using technology as a tool for learning, focused toward a seamless integration with literacy learning.

11. Differentiated instructional strategies to address individual learning styles.

12.Time to reflect on their work as an important part of the learning process.

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Reading Standards for Literature Grade 3 College and Career Readiness (CCR) Anchor Standards for Reading Key Ideas and Details: CCR Anchor Standards 1-3 1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential Questions Enduring Understandings Why is it important to pay attention to the elements and the details of the story?

Story elements help readers make sense of a story.

Grade Level Standards Classroom Applications RL.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text.

Learning Targets: The Standards are deconstructed into concise statements about what the students need to know and be able to do . The Learning Targets are the skills within the standard and tell how to teach and assess. They are broken into Knowledge , Reasoning , Product, and Demonstration categories.

Kentucky DOE: English Language Arts Deconstructed Standards

RL.3.1 Knowledge: Ask and answer questions to understand text Reasoning: Formulate questions to demonstrate understanding Reasoning: Refer explicitly to text to answer questions RL.3. 2 Knowledge: Recount fables from diverse cultures Knowledge: Recount folktales from diverse cultures Knowledge: Recount myths from diverse cultures Reasoning: Determine the moral of a fable Reasoning: Determine the lesson of a folktale Reasoning: Determine the central message of a myth Reasoning: Determine how the central message, lesson, or moral is conveyed

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http://education.ky.gov/curriculum/standards/kyacadstand/Pages/English-Language-Arts-Deconstructed-Standards.aspx

RL.3.3 Describe the characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

RL.3.3 Knowledge: Describe a character’s feelings/emotions Knowledge: Describe a character’s traits/motivations Knowledge: Retell the sequence of events using time order words Reasoning: Infer a character’s feelings and/or emotions Reasoning: Analyze a character’s feelings and/or emotions Reasoning: Interpret how a character’s traits/motivations, and feelings lead to actions Reasoning: Explain how a character’s actions contribute to the event sequence Instructional Guidance

To assist in meeting these standards, teachers may: ● Use models to provide students an opportunity to see what is expected of them during lessons.

Often, teachers will use examples from a previous section of the read aloud to model applying skills/strategies to a text.

● Use evidence from the text to support thinking. Students should be given time to jot down evidence from a text to support ideas and also share this thinking with peers and teachers.

● Engage in accountable talk.

Accountable talk should be evident throughout weekly plans in each unit. Accountable talk often begins during a read aloud time where the teacher models how to think about reading. The teacher talks aloud about critical points in the story that he/she wants students to think about more deeply. Often, the teacher will stop at a significant point in the story and ask students to turn and talk about what that idea or part of the story means to him/her. Students must be taught how to engage in accountable talk. As students learn how to do this via partner talk, we continue to move forward with whole class discussion, teaching students to hold onto one idea throughout the discussion by using discussion prompts such as: I agree with you, I can add on to that, I disagree with you, One example might be, etc. This builds a foundation for more meaningful discussions in partner and book clubs later on in the year. To fully develop the teaching points below, it is important to tie these standards to the speaking and listening standards outlined in the NJSLS “ students must have ample opportunities to take part in rich, structured conversations-as part of whole class, in small groups, and with a partner” . Provide opportunities to model talk during read-alouds, and scaffold talk during accountable talk segments.

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No one teaching point stands alone. These points are integrated throughout lessons, units, and across the year. The explicit nature of each teaching point is to help when planning mini-lessons, conferences, or small group lessons. ● Model with a familiar text how to complete a graphic organizer (cause and effect,

problem-solution) to show details supporting the lesson in a story before having students work independently.

● Use websites that have a variety of activities/units to support literacy instruction. ● Model completing graphic organizers to show the relationship between events and characters of a

well-known story. ● Provide examples of descriptions of how characters respond to events to serve as a guide to

students.

To assist in meeting these standards, students may: ● Highlight the text, write down the page number or the phrase that supports thinking, or develop

questions that can be answered explicitly from the text. ● Use “talk prompts” to stretch out an idea, such as: I think this because, I agree with that idea

because, this part makes me think that_____ because. ● Reference the text not only to prove an idea but to grow ideas. ● Develop theories on an idea because of the evidence gathered across a text. ● Reread parts of the book and ask “Do I still think this way?” ● Revise theories as story continues. ● Make predictions about series characters by using what they know. ● Identify character traits/character strengths/weaknesses and cite examples from the text that lead to

this conclusion. ● Talk about one idea for a long time by citing different pieces of text which support the same idea. ● Refer to character relationships when supporting ideas. ● Use notebook/log that has written support to support talk with partner or teacher. ● Summarize thinking with text evidence in writing and in conversation. ● Compare and contrast different versions of fables, folktales and myths. ● Use illustrations to envision and add meaning to reading. ● Retell stories to partners. ● Participate in Readers Theatre activities/website that has a variety of fairy tales, fables, and myths

for Readers Theatre http://www.teachingheart.net/readerstheater.htm . ● Determine central message, lesson or moral and use details from text to support thinking. ● Recognize the differences of different versions from different cultures.

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http://www.teachingheart.net/readerstheater.htm

Characters ● Create a graphic organizer that lists character traits and evidence from the text that supports

thinking. ● Develop timelines that follow a character throughout the text with reactions to major events. ● Define the character’s personality by looking for clues in the text. ● List feelings of characters and evidence that supports thinking. ● Keep a log of the problems characters face and how they respond to the problem. ● Maintain a log of how the character changes throughout the text and cite reasons for the change. ● List internal traits that affect the character’s change. ● Make connections between self and character. ● Make predictions about character’s actions and provide rationale grounded in text. ● Compare and contrast characters in a book. ● Chart main and minor characters and compare and contrast internal and external traits. ● Look for patterns in a character’s behavior to gain insight. ● Examine the obstacles characters face and think about what will help them face these obstacles or

hold them back as they face these obstacles. ● Recognize that readers can learn about their characters by paying attention to parts of the story that

do not pertain directly to the character (i.e. – character’s home, family, etc). ● Pay attention to the way characters talk (word choice, tone, etc). ● Make and revise theories about characters by watching how they respond to events in the story.

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College and Career Readiness (CCR) Anchor Standards for Reading Craft and Structure: CCR Anchor Standards 4-6 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or

stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and the style of a text.

Essential Questions Enduring Understandings Why is it important to pay attention to the literary elements, the details, and the point of view?

Authors are deliberate in their choice of language and structure. In literature, there are multiple points of view: the author, the reader, the narrator, and the character(s).

Standards Classroom Applications RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Learning Targets: The Standards are deconstructed into concise statements about what the students need to know and be able to do . The Learning Targets are the skills within the standard and tell how to teach and assess. They are broken into Knowledge , Reasoning , Product, and Demonstration categories. Kentucky DOE: English Language Arts Deconstructed Standards

RL.3.4 Knowledge: Identify literal and non-literal words and phrases Reasoning: Determine the meaning of literal and non-literal words and phrases RL.3.5 Knowledge: Refer to parts of stories, dramas, and poems when speaking or writing Knowledge: Use terms such as chapter, scene, and stanza to describe how a story, drama, or poem builds RL.3.6 Knowledge: Recognize own point of view Knowledge: Identify the narrator’s point of view Knowledge: Identify the character’s point of view Reasoning: Compare own point of view to the narrator’s or character’s point of view Reasoning: Contrast own point of view to the narrator’s or the character’s point of view

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Instructional Guidance To assist in meeting these standards, teachers may: ● Model during read aloud: highlight and discuss language as it is encountered in text. ● Utilize Reader’s Theatre activities to support drama and plays. ● Read aloud poetry to students consistently and frequently. ● Use think -aloud and accountable talk strategies to support higher level thinking. To assist in meeting these standards, students may: ● Illustrate the literal and figurative meanings of figurative language (e.g., he lost his head, running

on empty, frog in my throat) ● Research the origins of selected idioms to reinforce understanding ● Create a chart

Non-Literal Phrases (idioms) Literal Meaning

Driving me up the wall Annoying me

You are pulling my leg

You are not being truthful with me

Raining cats and dogs

A heavy thunderstorm

When pigs fly Something that is impossible Point of View ● Identify point of view and differences in the point of view. ● Read text on the same topic told from different points of view. ● Use graphic organizers to list supporting details from the narrator, characters, or own point of

view. ● Highlight signal words or phrases that support the narrator’s, characters’, or own point of view.

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Read/Write/Think has a variety of activities to support point of view such as http://www.readwritethink.org/classroom-resources/calendar-activities/today-chris-allsburg-birthday-20655.html Booklist for point of view using fractured fairytales http://www.readwritethink.org/files/resources/activity_30148_booklist.pdf

College and Career Readiness (CCR) Anchor Standards for Reading Integration of Knowledge and Ideas: CCR Anchor Standards 7-9 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and

sufficiency of the evidence. (N/A to literature) 9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take. Essential Questions Enduring Understandings

Why is it important to pay attention to the elements and the details of the story?

Elements such as recurring characters or illustrations help readers understand text.

Standards Classroom Applications



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http://www.readwritethink.org/classroom-resources/calendar-activities/today-chris-allsburg-birthday-20655.htmlhttp://www.readwritethink.org/classroom-resources/calendar-activities/today-chris-allsburg-birthday-20655.htmlhttp://www.readwritethink.org/files/resources/activity_30148_booklist.pdfhttp://education.ky.gov/curriculum/standards/kyacadstand/Pages/English-Language-Arts-Deconstructed-Standards.aspx

RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.8 Not applicable to Reading for Literature RL.3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lesson, and/ or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.3.7 Knowledge: Identify specific aspects of a text’s illustrations Knowledge: Visually and orally identify descriptions in a story or drama Knowledge: Recognize the mood of a story Reasoning: Explain how aspects of illustrations contribute to the words in a story Reasoning: Explain how aspects of text illustrations create the mood of the story Reasoning: Explain how aspects of text illustrations emphasize a character Reasoning: Explain how aspects of text illustrations emphasize the setting RL.3.8 Not applicable to literature

RL.3.9 Knowledge: Identify theme, setting, and plot Reasoning: Compare/contrast the themes in stories written by the same author about the same or similar characters Reasoning: Compare/contrast the setting in stories written by the same author about the same or similar characters Reasoning: Compare/contrast the plot in stories written by the same author about the same or similar characters Instructional Guidance “In contemporary society, children are bombarded with visual imagery. As teachers, we need to help them make sense of these experiences. The picture book provides an excellent opportunity to do just that. As readers transact with picture books, the process is a recursive one, where readers go back and forth between illustrations and text, forwards and backwards throughout the book, revisiting illustrations to make sense of the story. The written text and the illustrations help readers to navigate through the complexities of the picture book. Each in its own way helps the reader to attend to important information to understand the story. Illustrations don’t just simply retell what is offered in the text. Rather, they enhance the text, contradict the text at times and bring unique perspectives to the story being told. It is through the dynamic interplay between text and illustration that the story emerges.” Frank Serafini (see Resources) To assist in meeting these standards, teachers may: ● Model during read aloud: highlight language as it is encountered in text. ● Use think aloud and accountable talk strategies to support higher level thinking. ● Share a variety of illustrations that correspond with text.

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To assist in meeting these standards, students may: ● Use illustrations to add details to thinking and compare how the illustrations compare to the

descriptions in the text and the mental picture that the words evoke. ● Use graphic organizers, reading logs, post-it notes etc. to continuously track the following

throughout books and across books/series: o Characters - Who are the characters? What are the characters’ traits? o Plot - What are the events in the story? o Setting - Where does the story take place? o Point of View - Who tells the story? o Style - What sort of words and sentences are used?

● Use evidence from the reading to support thinking.

College and Career Readiness (CCR) Anchor Standards for Reading Range of Reading and Level of Text Complexity: CCR Anchor Standard 10 10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Essential Questions Enduring Understandings Why do I need to read varied and complex text?

We learn by reading more complex and varied text.


Text Complexity One of the key requirements of the New Jersey Student Learning Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers (commoncore.org). Learning Targets: The Standards are deconstructed into concise statements about what the students need to know and be able to do . The Learning Targets are the skills within the standard and tell how to teach and assess. They are broken into Knowledge, Reasoning and Product and Demonstration categories. Kentucky DOE: English Language Arts Deconstructed Standards

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RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.

RL.3.10 Knowledge: Identify/understand key ideas Knowledge: Identify/understand craft and structure Knowledge: Identify/understand integration of knowledge Reasoning: Comprehend key ideas and details Reasoning: Comprehend craft and structure Reasoning: Comprehend integration of knowledge Instructional Guidance

Lexile Levels

Qualitative evaluation of the text

● Levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative evaluation of the text (Lexiles)

● Readability measures and other scores of text complexity Matching reader to text and task

● Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

Taken from Common Core Appendix A—see Appendix A for more detailed description of text complexity

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Resources General Resources ● Common Core Document : Appendix A (text complexity) and Appendix B Text Exemplars ● Lucy Calkins Curricular Plan for Reading Workshop Grade 3 (published by Heinemann) ● Day to Day Assessment in the Reading Workshop by Frank Sibberson and Karen Szymusiak ● Guided Comprehension in Action by Maureen McLaughlin and MaryBeth Allen ● Action Strategies for Deepening Comprehension by Jeffrey Wilhelm ● The Fluent Reader by Timothy Rasinski ● More Advanced Lessons in Comprehension by Frank Serafini ● http://www.readwritethink.org/ ● http://readinglady.com/ ● http://www.mamkschools.org/education/components/scrapbook/default.php?sectiondetailid=5956 Fables, Folktales and Myths Resources ● http://www.teachingheart.net/readerstheater.htm ● http://teacher.scholastic.com/writewit/mff/index.htm ● http://teacher.scholastic.com/writewit/mff/fractured_fairy.htm (this also supports point of view with fractured fairy tales) Readers Theatre ● Action Strategies for Deepening Comprehension by Jeffrey Wilhelm ● http://www.teachingheart.net/readerstheater.htm ● http://www.literacyconnections.com/ReadersTheater.php Meanings of Words ● Amelia Bedelia books by Peggy Parish Using Illustrations to Support Reading ● Making Meaning With Text and Illustrations by Frank Serafini

Sample Units ● engageny: ELA Curriculum Maps Leveling ● Lexile Leveling System: http://www.lexile.com/ ● Fountas and Pinnell: http://www.fountasandpinnellleveledbooks.com/

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http://www.readwritethink.org/http://readinglady.com/http://www.mamkschools.org/education/components/scrapbook/default.php?sectiondetailid=5956http://www.teachingheart.net/readerstheater.htmhttp://teacher.scholastic.com/writewit/mff/index.htmhttp://teacher.scholastic.com/writewit/mff/fractured_fairy.htmhttp://www.teachingheart.net/readerstheater.htmhttp://www.literacyconnections.com/ReadersTheater.phphttps://www.engageny.org/resource-type/year-long-curriculum-maphttp://www.lexile.com/http://www.fountasandpinnellleveledbooks.com/

● Scholastic Book Wizard: http://www.scholastic.com/bookwizard/ ● Common Core Appendix A ● Fountas and Pinnell Reading Benchmark kit

Measures of Understanding For Reading Literature ● Students will be assessed for reading level via a standard type of assessment. ● Students will maintain a reading log that contains a record of reading. From this, the teacher is able to see if the student’s amount of reading

correlates with his/her ability. For example, if a student is reading a lower level book compared to his/her ability, then the teacher would expect that the book would be completed quickly. This log provides the teacher and the student with an opportunity to discuss reading habits, volume of reading, and one more lens to ensure reading level is being matched to independent reading.

● District benchmark assessments should provide grade level reading material scaffolded across the year (Fountas and Pinnell and Columbia Teacher’s College are good resources to see “typical grade level” benchmarks in fall, winter, and spring to help guide appropriate benchmark tests). There are a variety of digital tools available to assess Lexile levels. Reading assessments should give students the opportunity to answer questions on varying levels of comprehension complexity, as well as provide opportunities to use textual evidence to support thinking.

● Using a variety of texts, students will answer questions similar to those provided in the Common Core Standards for English Language Arts, Appendix B Text Exemplars and Performance Tasks.

● Building on grade 2 skills: o Recount stories, including fables and folktales from diverse cultures, and determine their central message/theme, lesson, or moral.

[RL.2.2] o Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action

identifying how each successive part builds on earlier sections. [RL.2.5] o Describe how characters in a story respond to major events and challenges using key details. [RL.2.3]

● Adding on grade 3 skills: o Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers. [RL.3.1] o Explain how an author’s illustrations contribute to what is conveyed in the story to create the mood and emphasize aspects of characters

and setting in the story [RL.3.7] o Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and

explain how it is revealed through key details in the text. [RL.3.2] o Describe the overall story structure, describing how the interactions of the characters introduce the beginning of the story and how a

suspenseful plot comes to an end [RL.3.5] o Distinguish own point of view [RL.3.6] o Determine the meaning of words and phrases in poems focusing on identifying his use of non-literal language (e.g., “light is the ink we

use”) and talking about how it suggests meaning [RL.3.4]

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http://www.scholastic.com/bookwizard/

Reading Standards for Informational Text Grade 3 College and Career Readiness (CCR) Anchor Standards for Reading Key Ideas and Details: CCR Anchor Standards 1-3 1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual

evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Essential Questions Enduring Understandings What do I do to understand an informational text? What makes something the main idea?

Informational texts have details that form a pattern/plan that helps readers determine the main ideas. Understanding informational text may require readers to summarize, reread and learn content vocabulary. Readers use explicit and implicit information in addition to what they know in order to make meaning from an informational text.

Grade Level Standards Classroom Applications RI.3.1 Ask and answer questions, and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.


RI.3.1 Knowledge: Ask and answer questions to understand text Reasoning: Formulate questions to demonstrate understanding Reasoning: Refer explicitly to the text to answer questions RI.3.2 Knowledge: Determine the main idea of a text Knowledge: Recount key details of a text Reasoning: Explain how the key details support the main idea

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RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.3 Knowledge: Define and use terms pertaining to time Knowledge: Define and use terms pertaining to sequence Knowledge: Define and use terms pertaining to relationships Knowledge: Define and use terms pertaining to cause and effect Knowledge: Identify relationships within text Reasoning: Describe the relationship that occurs between historical events Reasoning: Describe the relationship that occurs between scientific ideas or concepts Reasoning: Describe the relationship that occurs between the steps from a procedure Reasoning: Describe the sequence of events using language pertaining to time Reasoning: Describe the sequence of events using language pertaining to sequence Reasoning: Describe the sequence of events using language pertaining to cause and effect Instructional Guidance To assist in meeting these standards, teachers may: ● Model close reading through read-aloud. ● Design text-dependent questions. ● Employ gradual release of responsibility. ● Conference with students individually and in small groups. ● Establish student learning-partnerships. To assist in meeting these standards, students may: ● Apply pre-reading strategies:

o Preview and survey the text. o Access prior knowledge about the text. o Formulate purpose-setting questions. o Make predictions.

● Monitor for understanding. o Reread to restate, retell and/or summarize.

● Demonstrate understanding. o Categorize the information in a text, identifying sentences that “pop out” as the main idea. o Sort the information using graphic organizers. o Explain how key details, including those found in text features, support the main idea. o Support their answers by referring to the text, using high-lighting tools, annotation, and/or

post-its. o Identify relevant textual evidence in both oral and written responses using both implicit and

explicit information.

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● Connect and explain types of relationships including chronology, sequence and cause/effect. o Apply content knowledge to determine relationships.

● Use text-relevant information and language to explain connections between and/or among events, ideas or concepts and steps in a text.

Measures of Understanding Standards for English Language Arts Common Core Appendix B: Text Exemplars and Sample Performance Tasks (adapted) ● Students read a nonfiction text and demonstrate their understanding of all that goes into an event by asking questions pertaining to who, what,

where, when, why, and how the event happens by answering using key details. [3.RI.1] ● Students explain how the main idea of a specific text is supported by key details in the text. [3.RI.2] ● Assess using reading passage and questions from 2011 Massachusetts Grade 3 Reading Comprehension Assessment “Pack Horse Librarians”

http://www.doe.mass.edu/mcas/2011/release/default.html . ● Students read a retelling of a series of historical events. Using their knowledge of how cause and effect gives order to events, they use specific

language to describe the sequence of events that leads to a conclusion. [3.RI.3] Resources

● Journey North: Very Important Points (VIP) http://www.learner.org/jnorth/tm/InstrucStrat38.html ● Journey North: Questions for Details: http://www.learner.org/jnorth/tm/InstrucStrat41.html ● Navigating Fiction in Expository Text: Determining Importance and Synthesizing , by Lucy Calkins and Kathleen Tolan ● Kentucky DOE: English Language Arts Deconstructed Standards ● Curriculum Maps, engageny: ELA Curriculum Maps

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http://www.doe.mass.edu/mcas/2011/release/default.htmlhttp://www.learner.org/jnorth/tm/InstrucStrat38.htmlhttp://www.learner.org/jnorth/tm/InstrucStrat41.htmlhttp://education.ky.gov/curriculum/standards/kyacadstand/Pages/English-Language-Arts-Deconstructed-Standards.aspxhttps://www.engageny.org/resource-type/year-long-curriculum-map?f[0]=field_subject%253Aparents_all%3A13596&f[1]=card_type%3ACurriculum%20Map

College and Career Readiness (CCR) Anchor Standards for Reading Craft and Structure: CCR Anchor Standards 4-6 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how

specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or

stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

Essential Questions Enduring Understandings How does understanding a text’s structure help readers to understand its meaning?

How does understanding of different points of view help readers to figure out what they’re reading?

How do readers understand what words mean?

Informational texts contain purposeful language, search tools, and various text features to help readers locate key facts or information. Different parts of the text can be used to help understanding. An author’s focus/viewpoint may differ from that of the reader. Readers use multiple strategies to determine the meaning of unknown words/phrases to clarify understanding of informational text(s).

Standards Classroom Applications RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area . RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Learning Targets: The Standards are deconstructed into concise statements about what the students need to know and be able to do . The Learning Targets are the skills within the standard and tell how to teach and assess. They are broken into Knowledge , Reasoning , Product, and Demonstration categories. Kentucky DOE: English Language Arts Deconstructed Standards RI.3.4 Knowledge: Identify general academic words and phrases Knowledge: Identify domain-specific words and phrases Reasoning: Determine the meaning of general academic phrases Reasoning: Determine the meaning of domain-specific phrases

RI.3.5 Knowledge: Determine how readers use search tools (3.RI.5) Knowledge: Use various text features to locate key facts or information (3.RI.5) Knowledge: Use search tools to locate key facts or information (3.RI.5)

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RI.3.6 Distinguish their own point of view from that of the authors of a text.

RI.3.6 Knowledge: Recognize own point of view Knowledge: Identify the narrator’s point of view Knowledge: Identify the character’s point of view Reasoning: Compare/contrast own point of view to the narrator’s or the character’s point of view To assist in meeting this standard, teachers may: ● Model close reading of a text, introducing new vocabulary, examining specific word meaning

for the passage. ● Create “cloze” outline, leaving out key words in text features to infer key facts. To assist in meeting this standard, students may: ● Use multiple strategies to determine meaning

o Use sentence-level context as a clue to the meaning of a word or phrase. o Use a known root word or affix as a clue to word meaning. o Use both print and digital glossaries and dictionaries to clarify meaning. o Distinguish between shades of meaning. o Distinguish between literal and non-literal text.

● Use and identify text features to locate and sort/categorize information. o Use text features to determine “what this text will probably tell us.” o Skim and scan for key words. o Draw connections from text to text features. o Explain how the text features clarify specific meaning or vocabulary.

● Identify the author’s implied or directly–stated point of view about the topic of the text. o Express a point of view about the topic. o Compare and contrast personal opinions with that of the author.

Measures of Understanding Standards for English Language Arts Common Core Appendix B: Text Exemplars and Sample Performance Tasks (adapted) ● Students determine the meanings of words and phrases encountered in a nonfiction and/or content related text. [3.RI.4] ● Students use text features, such as the table of contents and headers, found in a specific text to identify relevant sections and locate

information relevant to a given topic quickly and efficiently. [3.RI.5] ● Students read a nonfiction science article and identify what the author wants to answer as well as explain the main purpose of the text.

[3.RI.6]

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Resources ● Journey North: Clarifications http://www.learner.org/jnorth/tm/InstrucStrat9.html ● Journey North: If I Were the Author: http://www.learner.org/jnorth/tm/InstrucStrat18.html ● Navigating Fiction in Expository Text: Determining Importance and Synthesizing , by Lucy Calkins and Kathleen Tolan ● “Exploring How Section Headings Support Understanding of Expository Text” from ReadWriteThink:

http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-section-headings-support-24.html?tab=1#tabs ● Kentucky DOE: English Language Arts Deconstructed Standards ● Curriculum Maps, engageny: ELA Curriculum Maps ● Spelling City website, http://www.spellingcity.com

College and Career Readiness (CCR) Anchor Standards for Reading Integration of Knowledge and Ideas: CCR Anchor Standards 7-9 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency

of the evidence. 9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the

authors take. Essential Questions Enduring Understandings

How do graphics help readers to understand informational text?

How do transitional words help readers to understand the author’s thinking?

Why should we read two articles about the same subject?

Readers construct meaning by combining the details from the graphics with the text. Authors use transitional words to make connections between words and paragraphs. Readers learn more when they read multiple texts on the same subject.




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http://www.learner.org/jnorth/tm/InstrucStrat9.htmlhttp://www.learner.org/jnorth/tm/InstrucStrat18.htmlhttp://www.readwritethink.org/classroom-resources/lesson-plans/exploring-section-headings-support-24.html?tab=1#tabshttp://commoncoreinstitute.org/index.aspxhttps://www.engageny.org/resource-type/year-long-curriculum-map?f[0]=field_subject%253Aparents_all%3A13596&f[1]=card_type%3ACurriculum%20Maphttp://www.spellingcity.com/http://education.ky.gov/curriculum/standards/kyacadstand/Pages/English-Language-Arts-Deconstructed-Standards.aspx

RI.3.7 Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. RI.3.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.

RI.3.7 Knowledge: Recognize key events Knowledge: Recognize nonfiction text features Knowledge: Read graphs, charts, diagrams, timelines Knowledge: Recognize interactive web elements Reasoning: Demonstrate understanding using information from maps Reasoning: Demonstrate understanding using information from photographs Reasoning: Demonstrate understanding using information from words telling where, when, why, and how key events occur

RI.3.8 Knowledge: Define sentence Knowledge: Explain the purpose of a paragraph Knowledge: Identify structure of a paragraph Reasoning: Explain how sentence logically connect to a paragraph’s meaning Reasoning: Determine how a text is organized

RI.3.9 Knowledge: Identify the most important points in two texts Knowledge: Identify the key details in two texts Knowledge: Identify similarities of key details Knowledge: Identify differences in key details Reasoning: Compare/contrast the most important points in two different texts on the same topic. Reasoning: Compare/contrast the key details in two different texts on the same topic Instructional Guidance To assist in meeting this standard, teachers may: ● Present multiple nonfiction articles and texts, guiding students to identify key elements that the

texts have in common. ● Use “think-alouds” to demonstrate critical thinking.

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To assist in meeting this standard, students may: ● Point out the details in the graphics to support their conclusions about the information. ● Use previous learning to connect illustrations and text. ● Use conversation prompts to describe the connections: for example, “I used to think, but now I…” ● Read closely examining transition words and domain specific vocabulary. ● Compare, infer, synthesize, and make connections (text to text, text to word, text to self) to make

text personally relevant and useful. ● Use graphic organizers to show where, when, why and how. ● Differentiate the main ideas of two texts from less important point in two texts on the same topic. ● Differentiate the key details from less important details in two texts on the same topic. ● Explain the similarities and differences between the main ideas and key details of the two texts.

Measures of Understanding Standards for English Language Arts Common Core Appendix B: Text Exemplars and Sample Performance Tasks (adapted) ● Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the

text (e.g., where, when, why, and how key events occur). [RI.3.7] ● Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a

sequence) to support specific points the author makes in a text. [RI.3.8] ● Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points

and key details presented in two texts on the same topic. [RI.3.9] Resources

● Journey North: Cause and Effect Frames http://www.learner.org/jnorth/tm/InstrucStrat7.html ● Kentucky DOE: English Language Arts Deconstructed Standards ● Curriculum Maps, engageny: ELA Curriculum Maps

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http://www.learner.org/jnorth/tm/InstrucStrat7.htmlhttp://commoncoreinstitute.org/index.aspxhttps://www.engageny.org/resource-type/year-long-curriculum-map?f[0]=field_subject%253Aparents_all%3A13596&f[1]=card_type%3ACurriculum%20Map

College and Career Readiness (CCR) Anchor Standards for Reading Range of Reading and Level of Text Complexity: CCR Anchor Standard 10 10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.

Essential Questions Enduring Understandings Why do I need to read more challenging informational texts? How do I know when a book is in my independent range?

Growth in reading comprehension comes from reading increasingly more challenging text. Independent and proficient readers consistently monitor their understanding of the text.

Standards Classroom Applications RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.

Text Complexity One of the key requirements of the New Jersey Student Learning Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers (commoncore.org).

Learning Targets: The Standards are deconstructed into concise statements about what the students need to know and be able to do . The Learning Targets are the skills within the standard and tell how to teach and assess. They are broken into Knowledge , Reasoning , Product, and Demonstration categories. Kentucky DOE: English Language Arts Deconstructed Standards RI.3.10 Knowledge: Identify/understand key ideas and details Knowledge: Identify/understand craft and structure Knowledge: Identify/understand integration of knowledge Reasoning: Comprehend informational text key ideas and details Reasoning: Comprehend informational text craft and structure Reasoning: Comprehend informational text integration of knowledge

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http://commoncoreinstitute.org/index.aspx

Instructional Guidance To assist in meeting this standard, teachers may: ● Use assessment data to create and then manage small flexible instructional groups,

scaffolding increasingly more challenging text. To assist in meeting this standard, students may: ● Read a variety of nonfiction text including books, articles, both paper and digital

independently and with guided assistance. ● Demonstrate understanding of assigned information texts of steadily increasing

complexity. ● Use self-selected informational texts to explore personal interests and learn about

themselves as readers. ● Set personal goals and conference regularly with adults to improve reading.

Instructional Guidance Lexile Levels

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Qualitative evaluation of the text

● Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative evaluation of the text (Lexiles) ● Readability measures and other scores of text complexity

Matching reader to text and task ● Reader variables (such as motivation, knowledge, and experiences) and task variables

(such as purpose and the complexity generated by the task assigned and the questions posed).

Taken from Common Core Appendix A—see Appendix A for more detailed description of text complexity

Measures of Understanding ● Student self-monitors using proficient reading strategies. ● Teacher administers running record using nonfiction text. ● Reading log and reading journal using nonfiction text.

Resources ● Common Core State Standards for ELA, http://www.corestandards.org/the-standards ● Common Core State Standards for ELA Appendix B: Text Exemplars and Performance Tasks http://www.corestandards.org/the-standards ● Teacher’s College, Reading and Writing Project, Assessments:

http://readingandwritingproject.com/resources/assessments/reading-assessments.html ● Kentucky DOE: English Language Arts Deconstructed Standards

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http://www.corestandards.org/the-standardshttp://www.corestandards.org/the-standardshttp://readingandwritingproject.com/resources/assessments/reading-assessments.htmlhttp://commoncoreinstitute.org/index.aspx

Reading Standards: Foundational Skills (K-5) Grade 3 These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

[There are no College and Career Readiness Anchor Standards for these standards.]

Print Concepts and Phonological Awareness Standards

Essential Questions Enduring Understandings

Grade Level Standards Classroom Applications There are no new foundational standards for Print Concepts or Phonological Awareness beyond First Grade. RF.3.1 Demonstrate understanding of the organization and basic features of print. RF.3.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

N/A for this grade level. For students in need of these skills, refer to the curriculum documents for grades K-1.

Phonics and Word Recognition

Essential Questions Enduring Understandings What do I know that helps me read words?

● Patterns exist in English words related to spelling and meaning which allow a reader to read and understand many new words.

● Prefixes and suffixes have meaning.

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RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.

c. Decode multi-syllable words.

d. Read grade-appropriate irregularly spelled words.



RF.3.3 Knowledge: Know grade-level phonics and word analysis skills in decoding words Knowledge: Identify and know the meaning of common prefixes Knowledge: Identify and know the meaning of common suffixes Knowledge: Decode words with common Latin suffixes Knowledge: Identify syllables in words Knowledge: Read Multiple syllable words Reasoning: Apply grade-level phonics and word analysis in decoding words Reasoning: Recognize irregularly spelled words Demonstration: Read grade-appropriate irregularly spelled words

Instructional Guidance To assist in meeting these standards, teachers may: ● Attend to phonics skills and strategies at the Syllable Juncture Stage:

o Doubling & e-drop with ed & ing. o Other syllable juncture doubling. o Long vowel patterns(stressed syllable). o R-controlled vowels (stressed syllable). o Unstressed syllable vowel patterns.

● Teach syllable division routines for decoding using the VCCV Pattern : In this routine, o Students learn to identify vowels within VCCV syllable patterns and determine where to

divide words when decoding. They also determine when a syllable is open or closed in order to read each syllable with the correct short or long vowel sound.

o Then, students are taught to cover the syllables to blend the entire word. Students cover the second syllable and blend the first syllable, then cover the first syllable and blend the second syllable.

o Finally, they blend all syllables to read the word.

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● This same process can be used in reverse to encode in writing using the VCV Pattern: In this routine, o Students learn to identify vowels within VCV syllable patterns and determine where to divide

a word. o Students are taught to blend the word syllable by syllable beginning with the first syllable in

the word. o If the word does not make sense, have the student divide the word before or after the

consonant and repeat the blending process. o If the word makes sense, read the word.

● Provide multiple exposures to meaningful information about words and word parts (roots, prefixes, and suffixes), linking new words and word parts to words known words.

● Provide time for students to engage in independent and instructional level reading so they can develop fast and accurate perceptions of word features.

● Establish a print rich classroom environment. ● Refer to ELA Common Core Standards Appendix A pgs. 17-22.

To assist in meeting these standards, students may: ● Read and be exposed to a wide range of texts at various levels of complexity. ● Discover word part associations and articulate their connections. ● Engage in word sort activities. ● Apply syllable division routines and phonics principles when solving unknown words in

reading. Measures of Understanding

● Teacher observation and record keeping using the following, as students demonstrate abilities specified in standard RF.3.3a-d: o Running records o Word sorts o Writing dictations o Analysis of writing workshop drafts

● Word Analysis Tasks appropriate to grade level guided reading levels. Resources

● Curriculum Mapping Project engageny: ELA Curriculum Maps ● Kentucky DOE: English Language Arts Deconstructed Standards ● Florida Center for Reading Research: Instructional Materials for Teachers, Student Center Activities 2-3 http://www.fcrr.org/ ● Internet 4 Classrooms, 3 rd Grade Prefixes and Suffixes

http://www.internet4classrooms.com/grade_level_help/prefixes_and_suffixes_language_arts_third_3rd_grade.htm

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https://www.engageny.org/resource-type/year-long-curriculum-map?f[0]=field_subject%253Aparents_all%3A13596&f[1]=card_type%3ACurriculum%20Maphttp://commoncoreinstitute.org/index.aspxhttp://www.fcrr.org/http://www.internet4classrooms.com/grade_level_help/prefixes_and_suffixes_language_arts_third_3rd_grade.htm

● Maryland State Department of Education, School Improvement in Maryland: Teaching and Learning- Reading/English Language Arts http://mdk12.org/instruction/curriculum/reading/index.html (PDFs in all ELA strands, PreK-12)

● PrefixSuffix.com: English Language Roots Reference http://www.prefixsuffix.com/ ● Scholastic, Most Common Prefixes and Suffixes http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdf ● Teaching Affixes http://www.ballard-tighe.com/championweb/redlevel/TeachingAffixes.pdf ● Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction , Donald R. Bear, et al

Fluency

Essential Questions Enduring Understandings What is fluent reading and why does it matter?

● Fluent reading is accurate, quick (not fast), expressive, and easy to understand (both orally and silently).

Standards Classroom Applications RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.


Kentucky DOE: English Language Arts Deconstructed Standards RF.3.4 Knowledge: Identify and understand foundational reading skills Knowledge: Identify textual purpose and understanding Knowledge: Identify oral reading with accuracy, appropriate rate, and expression on successive

readings Knowledge: Identify rereading as a strategy when confirming or self-correcting words Knowledge: Understand how context can help to confirm or self-correct word recognition Knowledge: Understand how to confirm or self-correct using context Reasoning: Determine the purpose for reading on-level text Reasoning: Apply reading strategies for accuracy, rate, and expression Reasoning: Confirm or self-correct word recognition Reasoning: Confirm or self-correct word understanding Demonstration: Read on-level text fluently and accurately Demonstration: Reread with fluency as necessary

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http://mdk12.org/instruction/curriculum/reading/index.htmlhttp://www.prefixsuffix.com/http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/prefixes_suffixes.pdfhttp://www.ballard-tighe.com/championweb/redlevel/TeachingAffixes.pdfhttp://commoncoreinstitute.org/index.aspx

Demonstration: Read at the appropriate rate Demonstration: Read with expression

Instructional Guidance To assist in meeting this standard, teachers may:

● Provide time for students to listen to daily interactive read-alouds of steadily increasing complexity (informational and literary, across all structures and genres, representing diverse cultures) in order to observe models of fluent reading and apply skills to their own reading.

● Model how adjusting pace, intonation, expression and pitch convey meaning. ● Demonstrate how punctuation influences meaning. ● Provide daily opportunities for independent reading of independent and instructional level text in

order to develop fluency.

To assist in meeting these standards, students may:

● Engage in daily independent reading of self-selected independent level text. ● Practice multiple readings of familiar text, attending to:

o Sentence patterns and structures that signal meaning in text. o Punctuation cues to guide meaning and expression. o Pacing and intonation to convey meaning and expression. o Adjusting intonation and pitch appropriately to convey meaning.

Measures of Understanding ● Teacher observation and record keeping using the following, as students demonstrate abilities specified in standard RF.3.4a-c:

o Running records o Conferences with students o Readers theater; student reading performances

Resources ● Common Core Curriculum Mapping Project, engageny: ELA Curriculum Maps ● Kentucky DOE: English Language Arts Deconstructed Standards ● Florida Center for Reading Research: Instructional Materials for Teachers, Student Center Activities 2-3, http://www.fcrr.org/ ● The Fluent Reader , Timothy Rasinski ● Maryland State Department of Education, School Improvement in Maryland: Teaching and Learning- Reading/English Language Arts

http://mdk12.org/instruction/curriculum/reading/index.html (PDFs in all ELA strands, PreK-12)

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https://www.engageny.org/resource-type/year-long-curriculum-map?f[0]=field_subject%253Aparents_all%3A13596&f[1]=card_type%3ACurriculum%20Maphttp://commoncoreinstitute.org/index.aspxhttp://www.fcrr.org/http://mdk12.org/instruction/curriculum/reading/index.html

Writing Standards Grade 3 Text Type and Purposes: CCR Anchor Standards 1-3 1. Write arguments to support claim(s) in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

Essential Questions Enduring Understandings Why write?

How do writers communicate purposefully and clearly for various audiences and reasons?

We write to convince, inform, or entertain an audience or ourselves; many times writers use a blend of text types to accomplish their purpose.

Writing is a vehicle for expressing thinking, solving problems, exploring issues, constructing questions and addressing inquiry.

Grade Level Standards Classroom Applications W.3.1 Write opinion pieces on topics or texts, supporting a point a view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a conclusion.


W.3.1 Knowledge: Define point of view Knowledge: Recognize the purpose of concluding statement Knowledge: Recognize linking words and phrases that connect opinions and reasons Reasoning: Select a topic or text for an opinion piece Reasoning: Determine an opinion about the text or topic, and reasons that support the opinion Reasoning: Create an organizational structure for listing reasons for the opinion and use

appropriate linking words and phrases to connect opinions and reasons Reasoning: Plan a concluding statement or section Product: Create an opinion piece supported with reasons and information Product: Create an opinion piece that includes clear introduction Product: Create an opinion piece that includes a statement of opinion Product: Create an opinion piece that includes strong organizational structure Product: Create an opinion piece that include reasons supported by facts and details Product: Create an opinion piece that includes links between opinion and reasons Product: Create an opinion piece that includes a concluding statement or section

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W.3.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic and group related information together; include text features (e.g., illustrations, diagrams, captions) when useful to support comprehension.

b. Develop the topic with facts, definitions, and details

c. Use linking words and phrases (e.g., also , another , and , more , but ) to connect ideas within categories of information

d. Provide a conclusion. W.3.3 . Write narratives to develop real or imagined experiences or events using narrative technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a

narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

W.3.2 Knowledge: Identify topic, facts, definitions, and details Knowledge: Identify linking words and phrases to connect ideas within categories of information Knowledge: Identify concluding statements or sections Reasoning: Develop a topic that groups related information together Reasoning: Develop illustrations that will help with comprehension Reasoning: Develop a topic with facts, definitions, and details Reasoning: Develop linking words and phrases to connect ideas within categories of information Reasoning: Develop a concluding statement or section Product: Write informative/explanatory texts that include a topic that groups related information Product: Write informative/explanatory texts that include illustrations to aid comprehension Product: Write informative/explanatory texts to include a developed topic with facts, definitions,

and details Product: Write informative/explanatory texts that include linking words and phrases to connect

ideas within categories Product: Write informative/explanatory texts that include a concluding statement Product: Write informative/explanatory texts to examine a topic Product: Write informative/explanatory texts to convey ideas Product: Write informative/explanatory texts to convey information clearly W.3.3 Knowledge: Define narrator Knowledge: Define character Knowledge: Identify the story elements Knowledge: Identify the story structure Knowledge: Identify how writers establish a situation Knowledge: Identify correct use of dialogue Knowledge: Explain how writers use dialogue to develop a narrative Knowledge: Explain how writers develop characters Knowledge: Describe how writers use sensory details Knowledge: Identify how temporal words and phrases are used to develop a sequence of events Knowledge: Recognize closure in others’ writing Reasoning: Establish a situation in writing Reasoning: Formulate appropriate dialogue between characters

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c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

Reasoning: Develop characters through dialogue, actions, thoughts, and feelings, as well as responses to situations

Reasoning: Develop events through dialogue, actions, thoughts, and feelings Reasoning: Use temporal words to organize a narrative into logical sequence Reasoning: Formulate logical conclusions Product: Write a narrative that establishes a situation Product: Write a narrative that introduces a narrator or character(s) Product: Write a narrative that uses dialogue to reveal actions, thoughts, feelings Product: Write a narrative that uses temporal words and phrases Product: Write a narrative that includes a sense of closure Product: Write a narrative that provides a conclusion District Approach to Teaching Writing Follow a Writer’s Workshop instructional approach. ● Writing Workshop is separated into three components. The first component is the mini-lesson,

which should last from 5-10 minutes. The next component is the actual writing time, which should last from 30-40 minutes. It is during this time that students are writing about self-selected topics and the process of writing is stressed. It is also during this time that students are pulled for small group instruction and/or conferring is happening both by the teacher and the students. Finally, the workshop ends with a reflective sharing session, which usually lasts 5-10 minutes. The share helps to elicit reflections from students, or push them further, as they gather to talk about their writing and the process they went through as writers.

● Strategies include: ● Teachers explicitly model using their own writing and/or mentor texts ● Small group strategy instruction ● Individual teacher/student conferences ● Peer revision/conferring ●

Documents

MARLBORO TOWNSHIP PUBLIC SCHOOLS DEPARTMENT OF …€¦ · 2. Immersion in text-based reading, writing, listening, and speaking experiences that lead to deeper and wider understanding