Neshaminy School District Curriculum Maps Third Grade ELA · 2017-09-21 · 1 Neshaminy School District Curriculum Maps Third Grade ELA Resources Available to Teachers for Instruction:

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Neshaminy School District Curriculum Maps Third Grade ELA

Resources Available to Teachers for Instruction: Good Habits Great Readers

Words Their Way

Vocabulary Workshop

Reading A to Z and Raz Kids (online)

Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons

The Fundamentals of Grammar and Conventions

Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.

1. Persisting -sticking to a task until it iscompleted.

Identify characteristics of persistenceshown by individuals in well-knownevents

Imagine what might have occurred ifmore or less persistence was shown ina given scenario.

2. Managing Impulsivity -thinkingbefore acting.

Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.

3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.

Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.

4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.

Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.

Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk

4. English Language Arts Curriculum Map

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5. Thinking About our Thinking(Metacognition) - mapping outthinking process.

Diagram the relationship between awant and a need.

Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.

6. Striving for Accuracy and Precision -taking time to check over work.

Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.

7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.

Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.

8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.

Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”

9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.

Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.

10. Gathering Data through All Senses- knowing information gets into the brainthrough different sensory pathways.

Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.

11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.

Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.

12. Responding with Wonderment andAwe-having a passion for learning.

Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.

13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.

Create an environment where failureis analyzed, not punished.

14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.

Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.

Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.

15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.

Cooperative learning groups

Using digital and social mediaprovides opportunity forinterdependence.

16. Learning Continuously –alwaysstriving for improvement.

Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.

Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org

http://www.edutopia.org/

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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 3 ELA

PA Common Core Standard Common Core State Standard

Foundational Skills

CC.1.1.3.D. - Know and apply grade level phonics and word

analysis skills in decoding words.

• Identify and know the meaning of the most common prefixes

and derivational suffixes.• Decode words with common Latin suffixes.• Decode multisyllable words.

Read grade-appropriate irregularly spelled words.

RF.3.3 (Phonics and Word Recognition) –

3. Know and apply grade-level phonics and word analysis skills in

decoding words.

a. Identify and know the meaning of the most common prefixesand derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.

d. Read grade-appropriate irregularly spelled words.

CC.1.1.3.E. - Read with accuracy and fluency to support

comprehension:• Read on-level text with purpose and understanding.

• Read on-level text orally with accuracy, appropriate rate, andexpression on successive readings.• Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.

RF.3.4 (Fluency) –

4. Read with sufficient accuracy and fluency to supportcomprehension.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 readingsc. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

Informational Text CC.1.2.3.A. - Determine the main idea of a text; recount the key

details and explain how they support the main idea.

RI.3.2 - Determine the main idea of a text; recount the key details

and explain how they support the main idea.

CC.1.2.3.B. - Ask and answer questions about the text and make

inferences from text; refer to text to support responses.

RI.3.1 - Ask and answer questions to demonstrate understanding

of a text, referring explicitly to the text as the basis for the answers.

CC.1.2.3.C. - Explain how a series of events, concepts, or steps in

a procedure is connected within a text, using

language that pertains to time, sequence, andcause/effect.

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.

CC.1.2.3.D. -Explain the point of view of the author. RI.3.6 -Distinguish their own point of view from that of the

author of a text. CC.1.2.3.E.- Use text features and search tools to locate and RI.3.5 - Use text features and search tools (e.g., key words,

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interpret information. sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CC.1.2.3.F. -Determine the meaning of words and phrases as they

are used in grade level text, distinguishing literal from non-literalmeaning as well as shades of meaning among related words.

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.

CC.1.2.3.G. -Use information gained from text features to

demonstrate understanding of a text.

RI.3.7 - Use information gained from illustrations (e.g.,

maps, photographs) and the words in a text to

demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CC.1.2.3.H. -Describe how an author connects sentences and

paragraphs in a text to support particular points.

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).

CC.1.2.3.I. - Compare and contrast the most important points and

key details presented in two texts on thesame topic.

RI.3.9 - Compare and contrast the most important points

and key details presented in two texts on the same topic.

CC.1.2.3.J –Acquire and use accurately grade-appropriate

conversational, general academic, and domain-specific words and

phrases, including those that signal spatial and temporal relationships.

CC.1.2.3.K. -Determine or clarify the meaning of unknown and

multiple-meaning word and phrases based on grade level reading

and content; choosing flexiblyfrom a range of strategies and tools.

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.

CC.1.2.3.L. -Read and comprehend literary non-fiction and

informational text on grade level, readingindependently and proficiently.

RI.3.10- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Literature

CC.1.3.3.A -Ask and answer questions about the text and make

inferences from text; refer to text tosupport responses.

RL.3.1 -Ask and answer questions to demonstrate

understanding of a text, referring explicitly to the text as the basis for the answers.

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CC.1.3.3.B -Describe characters in a story and explain how their

actions contribute to the sequence ofevents.

RL.3.3 -Describe characters in a story (e.g., their traits,

motivations, or feelings) and explain how their actions contribute to the sequence of events.

CC.1.3.3.C - Determine the central message, lesson, or moral in

literary text; explain how it is conveyed in text.

RL.3.2 -Recount stories, including fables, folktales, and

myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

CC.1.3.3.D - Explain the point of view of the author. RL.3.6 -Distinguish their own point of view from that of

the narrator or those of the characters.

CC.1.3.3.E. - Refer to parts of texts when writing or speaking

about a text using such terms as chapter, scene

and stanza and describe how each successive

part builds upon earlier sections.

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. CC.1.3.3.F - Determine the meaning of words and phrases as

they are used in grade level text, distinguishingliteral from non-literal meaning as well as shadesof meaning among related words.

RL.3.4 -Determine the meaning of words and phrases as

they are used in a text, distinguishing literal from non-literal language.

CC.1.3.3.G. - Explain how specific aspects of a text’s

illustrations contribute to what is conveyed by the

words in a story (e.g., create mood, emphasizeaspects of a character or setting).

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).

CC.1.3.3.H. - Compare and contrast the themes, settings, and

plots of stories written by the same author about the same or

similar characters.

RL.3.9 -Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

CC.1.3.3.I. -Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade 3 reading

and content, choosing flexiblyfrom a range of strategies and tools.

L.3.4 -Determine or clarify the meaning of unknown and

multiple-meaning word and phrases based on grade

3 reading and content, choosing flexibly from arange of strategies.

CC.1.3.3.J. -Acquire and use accurately grade-appropriate

conversational, general academic, and domain specific words and

phrases, including those thatsignal spatial and temporal relationships.

L.3.6 - Acquire and use accurately grade-appropriate

conversational, general academic, and domainspecific words and phrases, including those thatsignal spatial and temporal relationships (e.g., Afterdinner that night we went looking for them).

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CC.1.3.3.K. -Read and comprehend literary fiction on grade level,

reading independently and proficiently.

RL.3.10 -By the end of the year, read and comprehend

literature, including stories, dramas, and poetry,

at the high end of the grades 2–3 text complexity band independently and proficiently.

Writing

CC.1.4.3.A. - Write informative/ explanatory texts to examine atopic and convey ideas and information clearly.

W.3.2 - Write informative/explanatory texts to examine atopic and convey ideas and information clearly.

CC.1.4.3.B - Identify and introduce the topic. W.3.2a - Introduce a topic and group related information

together; include illustrations when useful to aiding

comprehension.

CC.1.4.3.C - Develop the topic with facts, definitions, details, andillustrations, as appropriate.

W.3.2b - Develop the topic with facts, definitions, and details.

CC.1.4.3.D - Create an organizational structure that includes

information grouped and connected logically with a concludingstatement or section.

W.3.2c / W.3.2d - Use linking words and phrases (e.g., also,

another, and, more, but) to connect ideas within categories ofinformation. Provide a concluding statement orsection.

CC.1.4.3.E -Demonstrate a grade appropriate command of the

conventions of standard English grammar and spelling.

L.4.1/L.3.2 -Demonstrate command of the conventions of

standard Englishgrammar and usage when writing or speaking.

Explain the function of nouns, pronouns, verbs, adjectives, andadverbs in general and their functions in particular sentences.Form and use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).Form and use regular and irregular verbs.Form and use the simple (e.g., I walked; I walk; I will walk)

verb tenses.

Ensure subject-verb and pronoun-antecedent agreement.*Form and use comparative and superlative adjectives andadverbs, and choose between them depending on what is tobe modified.Use coordinating and subordinating conjunctions.Produce simple, compound, and complex sentences.Demonstrate command of the conventions of standard English

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capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses.

Use commas and quotation marks in dialogue. Form and use possessives.

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings

CC.1.4.3.F -Choose words and phrases for effect. L.3.3 - Use knowledge of language and its conventions

when writing, speaking, reading, or listening.Choose words and phrases for effect.*

CC.1.4.3.G- Write opinion pieces on familiar topics or texts. W.3.1 - Write opinion pieces on topics or texts,

supporting a point of view with reasons.CC.1.4.3.H -Introduce the topic and state an opinion on the- topic. W.3.1a - Introduce the topic or text they are writing

about, state an opinion, and create an

organizational structure that lists reasons.CC.1.4.3.I - Support an opinion with reasons. W.3.1b - Provide reasons that support the opinion.

CC.1.4.3.J - Create an organizational structure that includes

reasons linked in a logical order with a concluding statement or

section.

W.3.1c / W.3.1d -Use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinion and reasons.

Provide a concluding statement or section.

CC.1.4.3.K -Use a variety of words and sentence types to appeal

to the audience.

L.4.3.a. -Use knowledge of language and its conventions when

writing, speaking, reading, or listening.

• Choose words and phrases to convey ideasprecisely.

CC.1.4.3.L -Demonstrate a grade appropriate command of

the conventions of standard English grammarand spelling.

L.3.1 / L.3.2 - Demonstrate command of the conventions of

standard

English grammar and usage when writing or speaking.Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functionsin particular sentences.

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Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs.

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences.

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue.

Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionary.

CC.1.4.3.M - Write narratives to develop real or imaginedexperiences or events.

W.3.3 - Write narratives to develop real or imagined

experiences or events using effective technique,

descriptive details, and clear event sequences.-

CC.1.4.3.N - Establish a situation and introduce a narrator and/or

characters.

W.3.3a -Establish a situation and introduce a narrator

and/or characters; organize an event sequencethat unfolds naturally.

CC.1.4.3.O -Use dialogue and descriptions of actions, thoughts, W.3.3b -Use dialogue and descriptions of actions,

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and feelings to develop experiences and events or show the response of

characters to situations.

thoughts, and feelings to develop experiences and events or show the response of characters to situations.

CC.1.4.3.P -Organize an event sequence that unfolds

naturally, using temporal words and phrases

to signal event order; provide a sense of

closure.

W.3.3a / W.3.3c / W.3.3d -Establish a situation and introduce a

narrator

and/or characters; organize an event sequencethat unfolds naturally. Use temporal words andphrases to signal event order. Provide a sense ofclosure.

CC.1.4.3.Q -Choose words and phrases for effect. L.3.3 -Use knowledge of language and its conventions

when writing, speaking, reading, or listening.

Choose words and phrases for effect.*Recognize and observe differences betweenthe conventions of spoken and written standardEnglish.

CC.1.4.3.R -Demonstrate a grade appropriate command of the

conventions of standard English grammar and spelling.

L.3.1 / L.3.2 -Demonstrate command of the conventions of

standard

English grammar and usage when writing or speaking.Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functionsin particular sentences.Form and use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).Form and use regular and irregular verbs.Form and use the simple (e.g., I walked; I walk; I

CC.1.4.3.S - Draw evidence from literary or informational texts

to support analysis, reflection, and research, applying grade

level readingstandards for literature and informational

texts.

(Begins at Grade 4)

CC.1.4.3.T -With guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising,

and editing.

W.3.5 -With guidance and support from peers and

adults, develop and strengthen writing as needed

by planning, revising, and editing.

CC.1.4.3.U-With guidance and support, use technology to

produce and publish writing (using

W.3.6 - With guidance and support from adults, use

technology to produce and publish writing (using

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keyboarding skills) as well as to interact and collaborate with others.

keyboarding skills) as well as to interact and collaborate with others.

CC.1.4.3.V -Conduct short research projects that build knowledge

about a topic.

W.3.7 -Conduct short research projects that build

knowledge about a topic.CC.1.4.3.W -Recall information from experiences or gather

information from print and digital sources; take brief notes on

sources and sort evidence into provided categories.

W.3.8 -Recall information from experiences or gather

information from print and digital sources; take

brief notes on sources and sort evidence intoprovided categories

CC.1.4.3.X -Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a

single sitting or a

day or two) for a range of discipline-specifictasks, purposes and audiences

W.3.10 -Write routinely over extended time frames (time for

research, reflection, and revision) and shorter

time frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.

Speaking & Listening

CC.1.5.3.A -Engage effectively in a range of collaborative

discussions on grade level topics and texts, building on others’

ideas and expressing their own clearly.

SL.3.1 -Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher

led) with diverse partners on grade 3 topics and

texts, building on others’ ideas and expressing their own clearly.

o Come to discussions prepared, having read orstudied required material; explicitly draw on thatpreparation and other information known aboutthe topic to explore ideas under discussion.

o Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening toothers with care, speaking one at a time aboutthe topics and texts under discussion).o Ask questions to check understanding ofinformation presented, stay on topic, and linktheir comments to the remarks of others.o Explain their own ideas and understanding inlight of the discussion.

CC.1.5.3.B -Determine the main ideas and supporting details of a

text read aloud or information presented in diverse media

formats, including visually, quantitatively, and orally.

SL.3.2 -Determine the main ideas and supporting details of a text

read aloud or information presented in diverse media and formats, including visually,

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quantitatively, and orally.

CC.1.5.3.C -Ask and answer questions about information from a

speaker, offering appropriate detail.

SL.3.3 - Ask and answer questions about information from a

speaker, offering appropriate elaboration and detail.

CC.1.5.3.D - Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptive

details, speakingclearly with adequate volume, appropriate

pacing, and clear pronunciation.

SL.3.4 - Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

CC.1.5.3.E - Create engaging audio recordings of stories or

poems that demonstrate fluid reading at an understandable pace;

add visual displays when appropriate to emphasize or enhance

certain facts or details.

SL.3.5 - Create engaging audio recordings of stories or

poems that demonstrate fluid reading at an

understandable pace; add visual displays when

appropriate to emphasize or enhance certain facts or details.

CC.1.5.3.F - Speak in complete sentences when

appropriate to task and situation in order to

provide requested detail or clarification.

SL.3.6 - Speak in complete sentences when appropriate to task

and situation in order to provide requested detail or clarification.

CC.1.5.3.G - Demonstrate command of the conventions of

standard English when speaking based on grade 3 level and

content.

L.3.1 - • Demonstrate command of the conventions of

standard English grammar and usage whenwriting or speaking.

o Use relative pronouns (who, whose, whom,which, that) and relative adverbs (where, when,why).

o Form and use the progressive (e.g., I waswalking; I am walking; I will be walking) verbtenses.o Use modal auxiliaries (e.g., can, may, must) toconvey various conditions.o Order adjectives within sentences according toconventional patterns (e.g., a small red bagrather than a red small bag).o Form and use prepositional phrases.

o Produce complete sentences, recognizing andcorrecting inappropriate fragments and run-ons.*Correctly use frequently confused words (e.g., to,too, two; there, their).

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CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: THIRD MONTH: THROUGHOUT SCHOOL YEAR

Enduring Understanding: Writing is a means of documenting thinking.

Essential Question: What role does writing play in our lives?

Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.

Essential Question: How do we develop into effective writers?

Enduring Understanding: Purpose, topic, and audience guide types of writing.

Essential Questions: To what extent does the writing process contribute to the quality of writing?

STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT

CC.1.4.3.ECC.1.4.3.F

CC.1.4.3.K

CC.1.4.3.L

CC.1.4.3.O

CC.1.4.3.Q

CC.1.4.3.R

The Fundamentals of

Grammar and

Conventions

Sadlier Grammar

Workshop

Text Layout

Capitalization

Parts of Speech

Punctuations

Sentence Structure

Grammar &

Conventions

Notice and understand how text layout and illustrations engage readers,

convey meaning and emotion, create excitement, and impact the pace of a

story

Analyze how writers and illustrators use different font types and sizes and

dynamic layouts to make nonfiction engaging and informative

Add to knowledge of capitalization while focusing on using capital letters

when writing names of geographic places and months

Notice that prepositions make sentences more exciting and informative

Learn about prepositional phrases

Understand the uses of apostrophes

Notice different common contractions and discover words that are combined

to form them

Learn how authors use action verbs and state-of-being verbs to bring

sentences to life

Learn and practice using verbs in different tenses

Learn how vivid verbs make a sentence come alive

Learn how to properly punctuate dialogue

Pull together everything learned and produce an imaginary diary entry

Student Work

Teacher

Observation

Conference

District Writing

Assessment

NSD Scope &

Sequence for

Conventions

Writing

Fundamentals

Skills Checklist

Unit

Assessments:

Sadlier

Grammar

Workshop

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COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: SEPTEMEBER/OCTOBER/NOVEMBER

Enduring Understanding: Spoken language can be represented in print.

Essential Question: How can the knowledge of language help us to communicate and understand?

Enduring Understanding: Effective use of vocabulary builds social and academic knowledge



CC.1.1.3.DWords Their Way

Good Habits Great Readers

Vocabulary Workshop

Units 1-6

Phonics and Word

Recognition

(Word Analysis)

Know that affixes have meanings and can change the meanings of

words to which they are attached in printed multisyllabic words (

e.g., un,re,in,dis)

Know that suffixes have meaning and change the meanings of words

to which they are attached in printed multisyllabic words

(e.g. ly, ful, ness)

Know the common Latin suffixes ( e.g. able, ible, ation)

Identify and isolate the base word in a word containing a common

Latin suffix ( e.g. breakable-break)

Demonstrate an understanding of grade-level morphemes, syllable

types, and syllabication rules

Recognize that some multisyllabic words can be decoded following

syllabication rules ( e.g. replacement) while other multisyllabic words

can be decoded using grade-appropriate morphemic spelling patterns

( e.g. semi-circle)

Recognize grade-appropriate phonemic and morphemic spelling

patterns( e.g. eigh-weigh , eight; port-portable, support)

Word Their Way

Assessment

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CC.1.1.3.E Good Habits Great Readers

Fluency

Demonstrates accuracy and automaticity in oral reading

of grade level text in a variety of genres 97 wpm

Increase independent reading to 15 minutes

Increase sight words read fluently

Demonstrate an understanding of the different purposes for reading

text.

Participate in guided and shared reading of different genres of text.

Demonstrate an understanding of grade-appropriate vocabulary

Make and confirm predictions in text read aloud by the teacher.

Determine genre of text before reading

Determine purpose for reading on-level text

Actively listen to different genres ( e.g. poetry, narratives in chapter

books, historical events) read aloud fluently

Decode on-level multisyllabic words with automaticity

Determine when on-level text is not understood.

Determine when a word is misread.

DRA

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COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.

Essential Question: How do we think while reading in order to understand and respond?

STANDARDS CORE MATERIALS CONTENT SKILLS - INFORMATIONAL ASSESSMENT

CC.1.2.3.A

CC.1.2.3.B

CC.1.2.3.C

CC.1.2.3.D

CC.1.2.3.E

CC.1.2.3.F

CC.1.2.3.G

CC.1.2.3.H

CC.1.2.3.I

Good Habits Great Readers Unit 1: Great Readers See Themselves as Readers

Unit 2: Great Readers Make

Sense of Text

Unit 3 : Great Readers Use what

They Know

Vocabulary Workshop

Units 1-6

Key Ideas and Details

Craft and Structure

Integration of

Knowledge and

Ideas

Generate questions about an important idea from a text

Identify the main idea of a text using textual support

Determine the important ideas in a text using textual support

Discuss how the important ideas are connected to the main idea

Identify main idea and details to make predictions about passage

conclusion

Use main idea and details to summarize text

Generate questions about an important event using text evidence

Determine the meaning of new words using context clues or a

glossary

Utilize text features to help locate important information about

what you reading

Recognize how key words help you as you read a text

Understand how sidebars help you understand a text

Use text features ( chapters) to pause and summarize

Use diagrams and images to understand what you are reading

Connect the ideas in two paragraphs ( time order, comparison of

events/ideas. cause/effect )

Find the parts of a text that identify the next step/event/idea. Identify key words that help you know what comes next.

Teacher Anecdotal Records

Reading Conference

DRA-2

Retelling Rubric

MAP

16

CC.1.2.3.J

CC.1.2.3.K

CC.1.2.3.L

Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade-level reading and

content

Acquire and use grade-appropriate words and phrases

Acquire the habits of reading independently and closely, which

are essential to their future success

Encounter appropriately complex texts at each grade level in

order to develop the mature language skills and the conceptual

knowledge need for success in school and life

Encounter texts with minimal clarifications using effective

scaffolding.

17

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER



STANDARDS CORE MATERIALS CONTENT SKILLS - FICTION ASSESSMENT

CC.1.3.3.A

CC.1.3.3.B

CC.1.3.3.C

CC.1.3.3.E

CC.1.3.3.F

CC.1.3.3.G

CC.1.3.3.H

Good Habits Great

Readers Unit 1: Great Readers See

Themselves as Readers

Unit 2: Great Readers Make

Sense of Text

Unit 3 : Great Readers Use what They Know

The First Twenty Days


Craft and Structure

Integrations of

Knowledge and Ideas

Classroom Management - Rituals and Procedures

Ask and answer questions about the characters in a story using text

support

Ask and answer questions about the setting in a story using text

support

Use background knowledge and previewing to make relevant

predictions

Use “ I wonder…” questions to extend thinking beyond text

Use “Does this make sense? questions to self-monitor while reading

Retell the important events in a story using text support

Describe the lesson learned in myths, fables and folktales using details from the text

Use context clues to determine the meaning of unknown words

Determine the meaning of a word based on context clues and deduce

why the author made that word choice.

Identify the parts of a story including chapter, stanzas, scenes and

how they are connected and organized ( time, order, topic)

Use text to world connections to increase understanding and

visualization during independent reading

Apply re-reading strategies, clues from passages, and illustrations to

clarify while reading

Recognize and use text structure, photographs, and author’s purpose

to make predictions

Explain how the illustrations tell about and help you understand the

mood of this book.

Use details from the text to describe the mood of a story

Unit Checklists

Teacher Anecdotal

Records

Reading Conference

Retelling Rubric

DRA-2

MAP

18

STANDARDS CONTENT SKILLS ASSESSMENT

CC.1.3.3.I

CC.1.3.3.J

CC.1.3.3.K

.

Vocabulary Workshop Units 1-6

Vocabulary Acquisition

& Use

Range of Reading and

Level of Text Complexity

Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade-level reading and

content



are essential to their future success.

Encounter appropriately complex texts at grade level in order to

develop the mature language skills and conceptual knowledge

needed for success in school and life.

Encounter text with minimal clarifications through effective

scaffolding

19

COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER








CC.1.4.3.ACC.1.4.3.B

CC.1.4.3.C

CC.1.4.3.D

CC.1.4.3.E

CC.1.4.3.F

CC.1.4.3.G

CC.1.4.3.H

CC.1.4.3.I

CC.1.4.3.JCC.1.4.3.K

CC.1.4.3.L

CC.1.4.3.M

CC.1.4.3.N

CC.1.4.3.O

CC.1.4.3.P

CC.1.4.3.Q

CC.1.4.3.R

CC.1.4.3.T

CC.1.4.3.U

CC.1.4.3.V

CC.1.4.3.W

CC.1.4.3.X

Writing

Fundamentals- Unit 1 How Writers Work

Unit 2- Biography

(Opinion/Argument)

Informative/Explanatory

Opinion/Argumentative

Narrative

Conventions of

Language

Conducting Research

Establish routines and procedures for writer’s workshop

Form a community of writers who listen, share, and respond to each

other’s thoughts, stories, and ideas

Think about the writer and his or her process when reading mentor texts

Recognize how writing is a process that takes hard work and time to create

meaningful pieces

Write routinely over extended time frames and shorter time frames for a

range of purposes and audiences

Understand the ways to listen and be heard when working a writing

partnership

Discover ways to problem solve when experiencing writer’s block

Publish a piece of writing, with teacher guidance and support, that they

develop and strengthen using writing process- collecting, drafting,

revising, and editing

Learn about many influential and historical subjects and understand the

time in which they lived and what they accomplished

Form opinions of the various people studied based upon accomplishments

and attributes discussed

Support their own point of view with reasons, facts, and details

Understand the purpose and structure of a biography

Include a beginning that introduces their subject and expresses an opinion

or point of view

Conduct research to build knowledge on a subject and develop their

biography using information from various sources

Include facts and details to support opinion and inform readers

Create an organizational structure where related information is grouped

together and liking words and phrases connect ideas and show passage of

time

Provide a concluding statement or section

Follow writing process to publish a biography of a subject of their

choosing- planning, researching, drafting, revising, editing, and publishing

Writing

Fundamentals

Rubrics

Teacher Anecdotal

Records

Conferences

District Writing

Assessment

20

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER




CC.1.5.3.A

CC.1.5.3.B

CC.1.5.3.C

CC.1.5.3.D

CC.1.5.3.E

CC.1.5.3.F

CC.1.5.3.G

Good Habits Great Readers Units 1-3

Writing Fundamentals

Units 1-2

Jr. Great Books

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas

Engage effectively in a range of collaborative discussions on grade-level

topics and texts, building on others’ ideas and expressing their own clearly

Determine the main ideas and supporting details of a text read aloud or

information presented in diverse media formats, including visually,

quantitatively, and orally

Ask and answer questions about information from a speaker, offering

appropriate detail

Report on a topic or text, tell a story, or recount an experience with

appropriate facts and relevant, descriptive details; speak clearly with

adequate volume, appropriate pacing, and clear punctuation

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification

Create engaging audio recordings of stories or poems that demonstrate fluid

reading at an understandable pace; add visual displays when appropriate to

emphasize or enhance certain facts or details

Demonstrate command of the conventions of standard English when

speaking, based on Grade 3 level and content

Teacher

Anecdotal

Records

Socratic

Discussion

21

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY






CC1.1.3.D Words Their Way


Vocabulary Workshop

Units 7-12

Phonics and Word

Recognition

(Word Analysis)

Know that affixes have meanings and can change the meanings

of words to which they are attached in printed multi-syllabic

words ( e.g., un,re,in,dis)

Know that suffixes have meaning and change the meanings of

words to which they are attached in printed multi=syllabic words(

e.g. ly,ful,ness)

Know the common Latin suffixes( e.g. able, ible, ation)

Identify and isolate the base word in a word containing a

common Latin suffix ( e.g. breakable-break)

Demonstrate an understanding of grade-level morphemes,

syllable types, and syllabication rules

Recognize that some multisyllabic words can be decoded

following syllabication rules ( e.g. replacement) while other

multisyllabic words can be decoded using grade-appropriate

morphemic spelling patterns ( e.g. semi-circle)



Word Their Way

Assessment


22

CC.1.1.3.E Good Habits Great Readers Fluency Demonstrates accuracy, automaticity in oral reading




Demonstrate an understanding of the different purposes for

reading text.

Participate in guided and shared reading of different genres of

text.





Actively listen to different genres ( e.g. poetry, narratives in

chapter books, historical events) read aloud fluently




DRA

23

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: DECEMBERJANUARY/FEBRUARY




CC.1.2.3.A

CC.1.2.3.B

CC.1.2.3.C

CC.1.2.3.D

CC.1.2.3.E

CC.1.2.3.F

CC.1.2.3.G

CC.1.2.3.H

CC.1.2.3.I

Good Habits Great Readers Unit 5

Key Ideas and

Details

Craft and Structure

Integration of

Knowledge and Ideas






conclusion


Determine the sequence of events and the cause and effect

Identifies time-order sequence and signal words

Generate questions about an important event using text

evidence

Use scanning to identify text specific key words



glossary

Identify an introduction and interview as a text feature


what you reading (chapter titles, headings)


Use a diagram in non-fiction text to gain information about a topic or how something works Use quotation marks to track dialogue in a passage





Find the parts of a text that identify the next step/event/idea.

Identify key words that help you know what comes next.

Show a steadily growing ability to discern more from and make

fuller use of text including making an increasing number of connections.

Unit 5: Great Readers Read

To Learn Checklist


Reading Conference

DRA-2

MAP

Pearson Summary Rubric

24

CC.1.2.3.J

CC.1.2.3.K

CC.1.2.3.L


Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity



content








scaffolding.

25

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY




CC.1.3.3.A

CC.1.3.3.B

CC.1.3.3.C

CC.1.3.3.E

CC.1.3.3.F


Jr. Great Books

Key Ideas and

Details

Craft and Structure

Use text to self connections to make meaning during

independent reading

Ask and answer questions about the characters in a story using

text support

Ask and answer questions about the setting in a story using text

support


predictions


Use “Does this make sense?” questions to self-monitor while

reading

Describe character’s plan to solve the problem in sequential

steps Retell the important events in a story using text support

Describe the lesson learned in myths, fables and folktales using

details from the text

Identifies main character, setting and the problem in sequential

steps

Relate a character’s feeling in a story

Explain the actions of a character

Describe the influence of character actions on the beginning and ending events in a story Use context clues to determine the meaning of unknown words

Determine the meaning of a word based on context clues and

deduce why the author made that word choice.

Identify the parts of a story including chapter, stanzas, scenes

and how they are connected and organized ( time, order, topic)

Recognize alliterations, onomatopoeia and contrasting imagery

in poems and how this helps students visualize what they read



Reading Log

Unit 4: Readers Understand

How Stories Work Checklist


Reading Conference

DRA-2

MAP


Socratic Discussions

Written Response to Reading

26

CC.1.3.3.G

CC.1.3.3.H

.

CC.1.3.3.I

CC.1.3.3.J

CC.1.3.3.K


Unit 4

Vocabulary Workshop

Units 7-12

Integration of

Knowledge and Ideas

Vocabulary

Acquisition and Use

Range of Reading

and Level of Text

Complexity

Apply re-reading strategies, clues from passages, and

illustrations to clarify while reading

Recognize and use text structure, photographs, and author’s

purpose to make predictions

Make and confirm inferences using text clues and prior

knowledge Revise incorrect inferences by using what has been learned from

text

Explain how the illustrations tell about and help you understand

the mood of this book.

Use details from the text to describe the mood of a story.

Use text to text connections to increase understanding during

independent reading



content







Encounter text with minimal clarifications through effective scaffolding

27

COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY Essential Question: What role does writing play in our lives?






CC.1.4.3.ACC.1.4.3.B

CC.1.4.3.C

CC.1.4.3.D

CC.1.4.3.E

CC.1.4.3.F

CC.1.4.3.G

CC.1.4.3.H

CC.1.4.3.I

CC.1.4.3.J

CC.1.4.3.K

CC.1.4.3.L

CC.1.4.3.M

CC.1.4.3.N

CC.1.4.3.O

CC.1.4.3.P

CC.1.4.3.Q

CC.1.4.3.R

CC.1.4.3.T

CC.1.4.3.V

CC.1.4.3.W

CC.1.4.3.X

Writing

Fundamentals- Unit 3- Nonfiction

(Information/Explanatory)

Information/Explanatory

Conducting Research

Conventions of

Language

Identify common nonfiction features and their purposes

Read nonfiction texts and comp template the author’s process and type of

research that went into creating a published piece

Utilize various nonfiction text structures when reading and writing

Explore different nonfiction topics through reading, asking questions,and having collaborative discussions

Select and focus on a nonfiction topic to examine and develop

Develop a topic with facts, definitions, and clear details

Include formatting and illustrations that organize and relate to the topic

Introduce a topic clearly and group related information into paragraphs

or sections using liking words and phrases

Provide a concluding sentence or section that relates to the information

presented and is modeled after a mentor text

Strengthen their writing as needed by planning, revising, and editing

Publish a nonfiction piece of writing in which development and

organization are appropriate to the writer’s purpose and audience


Rubrics

Teacher Anecdotal

Records

Conferences

District Writing

Assessment

28

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print.



CC.1.5.3.A

CC.1.5.3.B

CC.1.5.3.C

CC.1.5.3.D

CC.1.5.3.E

CC.1.5.3.F

CC.1.5.3.G



Units 3

Jr. Great Books

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas







appropriate detail


appropriate facts and relevant, descriptive details; speak clearly

with adequate volume, appropriate pacing, and clear punctuation

Speak in complete sentences when appropriate to task and situation in order

to provide requested detail or clarification






Teacher Anecdotal

Records

Socratic

Discussion

29

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: MARCH/APRIL






CC.1.1.3.D Words Their Way


Vocabulary Workshop

Units 13-20

Phonics and Word

Recognition

(Word Analysis)





words to which they are attached in printed multi=syllabic

words( e.g. ly,ful,ness)












Word Their Way Assessment


30

CC.1.1.3.E Good Habits Great Readers Fluency Demonstrate accuracy and automaticity in oral reading





reading text.

Participate in guided /shared reading of different genres of text.





Actively listen to different genres ( e.g. poetry, narratives in

chapter books, historical events) read aloud fluently




DRA

31

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MARCH/APRIL




CC.1.2.3.A

CC.1.2.3.B

CC.1.2.3.C

CC.1.2.3.D

CC.1.2.3.E

CC.1.2.3.F

CC.1.2.3.G

CC.1.2.3.H

CC.1.2.3.I


Key Ideas and

Details

Craft and Structure

Integration of

Knowledge and Ideas

Asks questions and evaluates information from non-fiction texts

to check for accuracy




and graphic organizers



conclusion


Determine the sequence of events and the cause and effect


what you reading




Uses photographs and background knowledge to visualize and

describe text including sensory information

Evaluates a non-fiction text by stating opinion and using text

based support

Distinguishes between facts and opinions

Identifies author’s point of view when forming opinions about

text.

Identifies what the author wants the reader to understand about

the topic

Determine what the author is telling you in a text and decide

whether you or agree or disagree with the author’s thinking


(Teacher Conferences)


Unit 5: Great Readers Read

to Learn Checklist

32

CC.1.2.3.J

CC.1.2.3.K

CC.1.2.3.L


Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity



content


Students must show a steadily growing ability to discern more

from and make fuller use of text including making an increasing

number of connections among ideas and between texts,

considering a wider range of textual evidence, and becoming

more sensitive to inconsistencies, ambiguities, and poor

reasoning in texts.







scaffolding

33

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MARCH/APRIL




CC.1.3.3.A

CC.1.3.3.B

CC.1.3.3.C

CC.1.3.3.E

CC.1.3.3.F

Good Habits Great Readers Units 6 & 7

Jr. Great Books


Craft and Structure

Ask and answer questions about the characters and the setting in

a story using text support


predictions


Use “Does this make sense” questions to self-monitor while

reading

Summarize the important events of a story using text support in

a graphic organizer



Identify character traits in the following ways:


Explain the actions of a character Describe the influence of character actions upon the beginning

and ending events in a story

Relate the influence of setting on character development


Determine the meaning of a word based on context clues and

deduce why the author made that word choice.

Identify the parts of a story including chapter, stanzas, scenes

and how they are connected and organized (time, order, topic)

Communicate the way a character is thinking in a story and

convey an opinion on their thinking. Note the similarities and

differences between them.



Identify genre and use characteristics of the genre to monitor

understanding

Unit 6: Great Readers

Monitors and Organize

Information Checklist

Unit 7: Great Readers Think

Critically About Books

Checklist


Reading Conference


Socratic Discussions

Written Responses to Reading

34


CC.1.3.3.G

CC.1.3.3.H

.

CC.1.3.3.I

CC.1.3.3.J

CC.1.3.3.K

Vocabulary Workshop

Units 13-20

Apply re-reading strategies, clues from passages, and illustrations

to clarify while reading

Recognize and use text structure, photographs, and author’s

purpose to make predictions

Explain how the illustrations tell about and help you understand

the mood of this book.

Identify the theme of a text and compares the theme of a text to

self Use details from the text to describe the mood of a story.

Compare the setting of two books and describe their similarities

and differences

Describe how different characters in a series solve the problems

in different ways.

Describe how the problems a character faces similar across a

series of stories

Compare characters to self and others in order to make personal

connections



content







35

COURSE/ SUBJECT: WRITING GRADE: 3 MONTH: MARCH/APRIL








CC.1.4.3.ECC.1.4.3.F

CC.1.4.3.K

CC.1.4.3.M

CC.1.4.3.N

CC.1.4.3.O

CC.1.4.3.P

CC.1.4.3.Q

CC.1.4.3.T

CC.1.4.3.VCC.1.4.3.W

CC.1.4.3.X


Narrative

Conventions of

Language

Record what they know about Polacco as a writer, illustrator, and person

Identify how Polacco uses her life experiences, curiosity, interests, and

observations about the world around her to generate ideas for her writing

Identify various narrative techniques

Begin to use techniques learned from Polacco as inspiration for writing and

drawing in their Writer’s Notebooks as evidenced in final piece

Write narratives to develop real or imagined experiences or events using

effective techniques, descriptive details, and clear event sequence

Writing

Fundamentals

Rubrics

Teacher Anecdotal

Records

Conferences

District Writing

Assessment

36

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: MARCH/APRIL




CC.1.5.3.A

CC.1.5.3.B

CC.1.5.3.C

CC.1.5.3.D

CC.1.5.3.E

CC.1.5.3.F

CC.1.5.3.G



Units 3

Jr. Great Books

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas







appropriate detail











Teacher Anecdotal

Records

Socratic

Discussion

37

COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: MAY/JUNE






CC.1.1.3.DWords Their Way


Vocabulary Workshop

Units 21-28

Phonics and Word

Recognition

(Word Analysis)





words to which they are attached in printed multi=syllabic

words( e.g. ly,ful,ness)












Word Their Way Assessment


38

CC.1.1.3.E Good Habits Great Readers Fluency Demonstrate accuracy and automaticity in oral reading





reading text.

Participate in guided /shared reading of different genres of text.





Actively listen to different genres ( e.g. poetry, narratives in chapter books, historical events) read aloud fluently




DRA

39

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MAY/JUNE




CC.1.2.3.A

CC.1.2.3.B

CC.1.2.3.C

CC.1.2.3.D

CC.1.2.3.E

CC.1.2.3.F

CC.1.2.3.G

CC.1.2.3.H

CC.1.2.3.I


Key Ideas and

Details

Craft and Structure

Integration of

Knowledge and Ideas

Generate questions and evaluate information about an important idea from texts to check for accuracy





conclusion


Generate questions and evaluate information about an important

idea from the text to check for accuracy

Identify how ideas are the are the same and how they are

different


glossary


what you reading



Use pictures to help understand and evaluate the information

from non-fiction texts


Identify what the author wants the reader to understand about a

topic or author’s purpose

Determine what the author is telling you in a text and decide

whether you agree or disagree with the author’s thinking.

Evaluate a non-fiction text by stating opinion and using text

support




Find the parts of a text that identify the next step/event/idea.

Identify key words that help you know what comes next.

Find the similarities and differences about important

Unit 5:Great Readers Read

to Learn Checklist

Unit 7 : Great Readers Think

Critically about Books

Checklist


(Reading Conference)

DRA-2

MAP


40

CC.1.2.3.J

CC.1.2.3.K

CC.1.2.3.L


Vocabulary

Acquisition & Use

Range of Reading

and Level of Text

Complexity

details/points presented in two texts on the same topic.



content


Read and understand a wide range of informational texts, within

the higher end of second to third grade text level efficiently, by

the end of the year.

Show a steadily growing ability to discern more from and make

fuller use of text including making an increasing number of

connections among ideas and between texts, considering a wider

range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.







scaffolding.

41

COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MAY/JUNE

Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.




Standards Core Materials Content Skills Assessment

CC.1.3.3.A

CC.1.3.3.B

CC.1.3.3.C

CC.1.3.3.E

CC.1.3.3.F


Jr. Great Books

Key Ideas and

Details

Craft and Structure

Ask and answer questions about the characters and setting in a story

using text support


Use “ Does this make sense? ” questions to self-monitor while

reading

Retell the important events of a story using text support




Explain the actions of a character

Describe the influence of character actions and setting upon the

beginning and ending events in a story

Identifies problems in a story and proposes possible solutions using

key details to summarize the story


Determine the meaning of a word based on context clues and deduce

why the author made that word choice.

Identify the parts of a story including chapter, stanzas, scenes and

how they are connected and organized (time, order, topic)

Communicate the way a character is thinking in a story and convey

an opinion on their thinking. Note the similarities and differences

between them.

Distinguish between fact and opinion

Identifies author’s viewpoint when forming opinions about text

Unit 7:Great Readers

Think Critically About

Books Checklist

Teacher Anecdotal

Records

Reading Conference

DRA-2

MAP

Pearson Retelling

Rubric

Socratic

Discussions

Written

Responses to

Reading

42

CC.1.3.3.G

CC.1.3.3.H

.

CC.1.3.3.I

CC.1.3.3.J

CC.1.3.3.K



Integration of

Knowledge and

Ideas

Range of Reading

and Level of Text

Complexity

Uses text to world connections to increase understanding and


Apply re-reading strategies, clues from passages and illustrations to

clarify while reading

Recognize and use text structure, photographs, and author’s purpose

to make predictions

Explain how the illustrations tell about and help you understand the mood of this book. Use details from the text to describe the mood of a story.

Compare the setting of two books and describe their similarities and

differences

Describe how different characters in a series solve the problems in

different ways.

Describe how the problems a character faces similar across a series of

stories

Identify the theme of a text and compare theme of text to self


meaning words and phrases based on grade-level reading and content Acquire and use grade-appropriate words and phrases

Students must show a steadily growing ability to discern more from

and make fuller use of text including making an increasing number of

connections among ideas and between texts, considering a wider

range of textual evidence, and becoming more sensitive to

inconsistencies, ambiguities, and poor reasoning in texts.

Acquire the habits of reading independently and closely, which are

essential to their future success.

Encounter appropriately complex texts at grade leveling order to

develop the mature language skills and conceptual knowledge needed

for success in school and life.


scaffolding

Unit 7:Great Readers

Think Critically About

Books Checklist

Teacher Anecdotal

Records

(Reading Conference)

DRA-2

MAP

Pearson Retelling

Rubric

43

COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: MAY/JUNE








CC.1.4.3.ACC.1.4.3.B

CC.1.4.3.C

CC.1.4.3.D

CC.1.4.3.E

CC.1.4.3.F

CC.1.4.3.G

CC.1.4.3.H

CC.1.4.3.I

CC.1.4.3.JCC.1.4.3.K

CC.1.4.3.L

CC.1.4.3.M

CC.1.4.3.N

CC.1.4.3.O

CC.1.4.3.P

CC.1.4.3.Q

CC.1.4.3.R

CC.1.4.3.T

CC.1.4.3.U

CC.1.4.3.V

CC.1.4.3.W

CC.1.4.3.X

Writer’s Workshop- Third grade students should write opinion pieces that clearly state their

preferences and supply the reasoning for their thinking.

Demonstrate the ability to include both an introduction and a concluding

statement or section in their writing

Third grade students should write informative/explanatory pieces by

researching a topic, selecting relevant information and grouping like ideas.

Demonstrate the ability to include both an introduction and a concluding

statement or section in their writing

Third grade students write real and imaginative stories using description toshow characters’ thoughts and feelings as well as details of characters’

interaction through dialogue

With assistance, third grade students are expected to produce writing that is

clear and understandable to the reader.

Third graders are developing strategies to use digital tools for producing and

publishing their writing and collaborating with their peers

Third graders are expected to learn how to locate information from print and

digital sources as well as integrate information from their own experiences

Third graders are required to produce numerous pieces of writing over

various time frames to develop skills in research and reflect and revise as they

move through their work

Student Work

Teacher

Observation

Conferences

District Writing

Assessment

44

COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: MAY/JUNE




CC.1.5.3.A

CC.1.5.3.B

CC.1.5.3.C

CC.1.5.3.D

CC.1.5.3.E

CC.1.5.3.F

CC.1.5.3.G



Units 4

Jr. Great Books

Comprehension and

Collaboration

Presentation of

Knowledge and Ideas







appropriate detail











Teacher Anecdotal

Records

Socratic Discussion

Documents

Neshaminy School District Curriculum Maps Third Grade ELA · 2017-09-21 · 1 Neshaminy School District Curriculum Maps Third Grade ELA Resources Available to Teachers for Instruction: