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SCPS Third Grade Literacy Plan 2014-2015

2014-2015 Literacy Instructional Plans

Seminole County Public Schools

Third Grade

SCPSLiteracyPlan2014-2015Grade1_Updated_recent_shareFINAL.xlsx

Seminole County Public Schools2014-2015

K-5 Literacy Writing Committee

School Board of Seminole County

Karen Almond

Dr. Tina Calderone

Amy Lockhart

Dede Schaffner

Superintendent of Schools

Dr. Walt Griffin

Deputy Superintendent of Instructional

Excellence and Equity

Dr. Anna-Marie Cote

Elementary Executive Directors

Dr. Marion Cummings

Dr. Beth Sharpe

Director of Teaching and Learning

Dr. Corbet Wilson

Elementary Curriculum Coordinator

Shawn Harrold

Writing Committee

Elementary Reading Specialist

Courtney Kavanaugh

Title One Literacy Specialist

Jane Moore

Teachers

Allison Carothers Catherine Schubert

Susan DeMint Tenesha Wells-Eason

Lesley O'Reilly Tammy Uliano

Marianne Wells Betsie Simmons

Elliott Hershey Stacey Parsons

Kelli Reyes Jeannette Smalley

Sharri Tatum Mary Legg

Nikhail Slaughter Tara Heston

Debra Zacharias Jill Pecoraro

Tonia Young Linda Richard

Kerri Baumis Dorretta McLaurin

Mary Estes Malcolm Cooper Adolph Pernal

1


Rationale for the 2014-2015 Literacy Plan

The 2014-2015 Literacy Instructional Plan aligns the Language Arts Florida Standards with resources found across our district and has been created as a suggested

pacing in order to guide teachers in planning standards-based instruction. The document reflects our current thinking related to the intent of the Language Arts

Florida Standards and covers the remaining weeks in the 2014-2015 school year. Each unit of instruction is based on 5 to 6 weeks of 120 minutes daily, with 90

uninterrupted reading and 30 to 40 minutes of writing instruction. Interventions should be delivered through small group instruction outside of the 120-minute

block. Teachers should be utilizing district-relevant programs and formative and summative assessments in order to differentiate instruction to meet the needs of

their students.

Teachers should be using complex texts, including a greater number of informational texts than in previous years, when teaching comprehension tasks. Additional

materials like photos, print media, first-hand documents and websites have been provided as resources of complex text. We recognize that every school may not

have access to all of these items and have therefore included multiple resources that focus on the standard. Additional materials may be available and teachers

are encouraged to add resources that align to their grade-level standards that have been approved by the district or school site. A copy of the Language Arts

Florida Standards can be found at: www.cpalms.org

Learning goals, standards and scales have been provided within this plan as an example for teachers. These scales and goals should be modified in order to best fit

students' needs based on formative assessments.

Terms Used in Plan: RWN- Reader's & Writer's Notebook, GOTS- Guide on the Side, CL- Customized Literacy TE- Teacher Edition, SE- Student Edition


M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day State Assessment

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards

SS.3.G.1.4

LAFS.3.RL.2.5,LAFS.3.RI.2.6,LAFS.

3.SL.1.1,

LAFS.3.SL.2.4,LAFS.3.SL.2.5,LAFS.

3.SL.2.6, LAFS.3.L.3.6,

LAFS.3.RI.4.10, LAFS.3.RL.4.10

SS.3.G.2.2 , SS.3.G.2.3

SS.3.C.3.1 ,SS.3.C.3.2

,SS.3.C.1.3

SS.3.G.4.4

LAFS.3.L.1.1d/LAFS.3.L.3.4/LAFS.3.L.1.1a

Ongoing

LAFS.3.R1.1.2 &LAFS.3.RI.3.7 or LAFS.3.RL.1.3 & LAFS.3.RL.2.6

Comprehension

Unit or EOY Assessment Review prior to assessments

LAFS.3.RL.2.6 or LAFS.3.RL.1.1 or LAFS.3.RI.1.1 &

LAFS.3.RI.1.3 LAFS.3.RF.4.4, 4,4b

LAFS.3.RF.4.4b/LAFS.3.3RF.3.3c/LAFS.3.L.

1.1/LAFS.3.L1.1a

LAFS.3.RL1.2 & LAFS.3.RL.1.3LAFS.3.RF.4.4, 3.3 LAFS.3.L.1.2.f/LAFS.3.L.3.4b/LAFS.3.L.1.2

Foundational Standards Language

LAFS.3.RL.1.3 & LAFS.3.RL.1.2 or LAFS.3.RI.1.1 &

LAFS.3.RI.1.3

LAFS.2.RF.3a,b,c,f,

LAFS.3.RF.4.4

LAFS 3.L.1.2/ LAFS.3.L.3.4a/ LAFS.3.L.1.1a,e

GRADE 3 for 2014 - 2015 - Option A

March April

January February

May

November December


M T W T F S S M T W T F S S M T W T F S S M T W T F S S

1 2 1 2 3 4 5 6 7 1 2 3 4 1

3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 (6 7 8 9 10 11 2 3 4 5 6 7 8

10 11 12 13 14 15 16 15 16* 17* 18*) 19 20 21 12 13 14 15 16 17 18 9 10 11 12 13 14 15

17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 16 17 18 19 20 21 22

24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 31 23 24 25 26 27 28

M T W T F S S M T W T F S S M T W T F S S

1 1 2 3 4 5 1 2 3

2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10

9 10 11 12) 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22* 23 24

(23 24 25 26 27 28 29 27 28 29 30 25 26* 27*) 28 29 30 31

30 31

Student Non-Attendance Day First/Last Day State Assessment

* Early Release Day ( Beginning of Grading Period ) End of Grading Period

SS.3.G.4.4 LAFS.3.RL1.2 & LAFS.3.RL.1.3

LAFS.3.RF.4.4, 3.3 LAFS.3.L.1.2.f/LAFS.3.L.3.4b/LAFS.3.L.1.2

Unit or EOY Assessment Review based on formative assessments

LAFS.3.RL.2.5,LAFS.3.RI.2.6,LAFS.

3.SL.1.1,

LAFS.3.SL.2.4,LAFS.3.SL.2.5,LAFS.

3.SL.2.6, LAFS.3.L.3.6,

LAFS.3.RI.4.10, LAFS.3.RL.4.10

SS.3.G.1.4 LAFS.3.R1.1.2 &LAFS.3.RI.3.7 or LAFS.3.RL.1.3 & LAFS.3.RL.2.6 LAFS.2.RF.3a,b,c,f, LAFS 3.L.1.2/ LAFS.3.L.3.4a/ LAFS.3.L.1.1a,e


SS.3.C.3.1 ,SS.3.C.3.2

,SS.3.C.1.3

LAFS.3.RL.2.6 or LAFS.3.RL.1.1 or LAFS.3.RI.1.1 &

LAFS.3.RI.1.3 LAFS.3.RF.4.4, 4,4b

LAFS.3.RF.4.4b/LAFS.3.3RF.3.3c/LAFS.3.L.

1.1/LAFS.3.L1.1a

SS.3.G.2.2 , SS.3.G.2.3

LAFS.3.RL.1.3 & LAFS.3.RL.1.2 or LAFS.3.RI.1.1 &

LAFS.3.RI.1.3 LAFS.3.RF.4.4

Reading High-Frequency Standards Additional Standards

S.S. Essential Standards Comprehension Foundational Standards Language Ongoing

March April May

GRADE 3 for 2014 - 2015 - Option BNovember December January February


BENCHMARK CODE BENCHMARK

SS.3.A.1.1 Analyze primary and secondary sources.

SS.3.A.1.2 Utilize technology resources to gather information from primary and secondary sources.

SS.3.A.1.3 Define terms related to the social sciences.


SS.3.G.1.1 Use thematic maps, tables, charts, graphs, and photos to analyze geographic information.

SS.3.G.1.2Review basic map elements (coordinate grid, cardinal and intermediate directions, title, compass rose, scale,

key/legend with symbols) .

SS.3.G.1.3 Label the continents and oceans on a world map.

SS.3.G.1.4 Name and identify the purpose of maps (physical, political, elevation, population).

SS.3.G.1.5 Compare maps and globes to develop an understanding of the concept of distortion.

SS.3.G.1.6 Use maps to identify different types of scale to measure distances between two places.


Standard 1: Historical Inquiry and Analysis

Strand: GEOGRAPHY

Standard 1: The World in Spatial Terms

Strand: AMERICAN HISTORY

Standard 1: Historical Inquiry and Analysis

Standard 2: Places and Regions


SS.3.G.2.1Label the countries and commonwealths in North America (Canada, United States, Mexico) and in the Caribbean

(Puerto Rico, Cuba, Bahamas, Dominican Republic, Haiti, Jamaica).

SS.3.G.2.2 Identify the five regions of the United States.

SS.3.G.2.3 Label the states in each of the five regions of the United States.

SS.3.G.2.4 Describe the physical features of the United States, Canada, Mexico, and the Caribbean.

SS.3.G.2.5 Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.

SS.3.G.2.6Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and

studying news, poems, legends, and songs about a region or area.


SS.3.G.3.1 Describe the climate and vegetation in the United States, Canada, Mexico, and the Caribbean.

SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.


SS.3.G.4.1Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the

Caribbean.

SS.3.G.4.2 Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.

SS.3.G.4.3Compare the cultural characteristics of diverse populations in one of the five regions of the United States with

Canada, Mexico, or the Caribbean.

SS.3.G.4.4 Identify contributions from various ethnic groups to the United States.

Standard 3: Physical Systems

Standard 4: Human Systems



SS.3.E.1.1 Give examples of how scarcity results in trade.

SS.3.E.1.2 List the characteristics of money.

SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.

SS.3.E.1.4 Distinguish between currencies used in the United States, Canada, Mexico, and the Caribbean.


SS.3.C.1.1 Explain the purpose and need for government.

SS.3.C.1.2 Describe how government gains its power from the people.

SS.3.C.1.3 Explain how government was established through a written Constitution.


SS.3.C.2.1Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic

virtues.

Standard 2: Civic and Political Participation

Strand: ECONOMICS

Standard 1: Beginning Economics

Strand: CIVICS AND GOVERNMENT

Standard 1: Foundations of Government, Law, and the American Political System



SS.3.C.3.1 Identify the levels of government (local, state, federal).

SS.3.C.3.2 Describe how government is organized at the local level.

SS.3.C.3.3 Recognize that every state has a state constitution.

SS.3.C.3.4 Recognize that the Constitution of the United States is the supreme law of the land.

Standard 3: Structure and Functions of Government


Reading Literature College and Career Readiness Anchor Standards for

Reading

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

1. Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

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.

3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

3. Describe characters in a story

(e.g., their traits, motivations, or feelings) and explain how their

actions contribute to the sequence of events.

Third grade students continue asking and answering

questions to show they understand a text, and they are required to refer to the

text to support their answers. The genre of myths is added at this level and

students are asked to both retell and explain how key details communicate the

message. They must be more specific in telling about characters concentrating

on their traits, motivations, or feelings. The focus is on how

characters influence plot development.

Grade 3 Unpacking Standards- Language Arts

CCR ANCHOR STANDARD Language Arts Florida Standard Unpacking




College and Career Readiness Anchor Standards for

Reading Reading Literature

Integration of Knowledge and Ideas 7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

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).

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. 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).

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.

10. Read and comprehend complex literary

and informational texts independently and proficiently.

9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.

Third grade students are capable of

reading and understanding a variety of literature at the higher end of grades 2

and

3 instructional reading level independently.

Third grade students must integrate

pictures and written text to better understand different aspects of a story such

as the mood, setting, and the characters. Students are required to find

similarities and differences in books with the same author and characters.





Reading Reading Informational Text

Craft & Structure4. 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.

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.

Third grade students continue to find the

meanings of general vocabulary words specific to third grade topics or subjects.

Students will continue to use the unique features and organization of

informational text (text features and search tools) to find and manage

information specific to the topic. Students in grade 3 must be able to compare

their point of view with the author’s point of view.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.

5. Use text features and search tools (e.g.,

key words, sidebars, hyperlinks) to locate information relevant to a

given topic efficiently.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Distinguish their own point of view

from that of the author of a text.


Fluency4. Read with sufficient accuracy and

fluency to support comprehension.

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

b. Read grade-level prose and poetry orally with accuracy,

appropriate rate, and expression.

c. Use context to confirm or self-correct word recognition and

understanding, rereading as necessary.

None Fluency helps the reader process language

for meaning and enjoyment. Fluent readers are able to focus attention on the

meaning of the text. Readers at this stage still benefit from opportunities to

read texts multiple times at an independent level.

Phonics and Word RecognitionStudents continue learning specific

strategies for decoding words in texts. Learning prefixes and suffixes along with

Latin suffixes enhances decoding, spelling ability, and vocabulary development.

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 multisyllable words.

d. Read grade-appropriate irregularly spelled words.

None


Reading Foundational Skills



Comprehension and Collaboration4. Present information, findings, and

supporting evidence such that listeners can follow the

line of reasoning and the organization, development,

and style are appropriate to task, purpose, and

audience.

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.

Third graders move from describing and

storytelling to reporting on a topic or a grade-appropriate text. This should be

done orally and in coherent, spoken sentences at an appropriate and

understandable pace.

Students in the third grade should also be able to utilize digital media to make

engaging audio recordings of stories or poems. Engaging might mean focusing

on inflection and volume instead of just reading out loud. At this level, audio

recordings should demonstrate fluid and well-paced reading. Visual displays

should be added to illuminate chosen facts or details.

Students will need to engage in behaviors (turn and talk, small group

discussion, computer use, and writing and speaking learning activities) that

lead to the expression of complete ideas both verbally and in writing. Students

will also need a purposeful focus on choice-making throughout ELA. For

example, third grade students need to be able to choose visual displays that

add to and enhance their thinking about a topic. Students must be able to

articulate their ideas in complete sentences.

5. Make strategic use of digital media and

visual displays of data to express information and

enhance understanding of presentations.

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.

6. Adapt speech to a variety of contexts and

communicative tasks, demonstrating command of

formal English when indicated or appropriate.

6. Speak in complete sentences when

appropriate to task and situation in order

to provide requested detail or clarification.




Reading Speaking and Listening


Knowledge of LanguageStudents in grade 3 will use what they

know about HOW language works when they write, speak, read, and listen.

Students at this level will develop strategies for choosing words for effect and

comparing written and spoken Standard English. In order to do so, students will

need strategies for reading across various authors and genres to compare

writing styles and effects of language usage.

3. Use knowledge of language and its

conventions when writing, speaking, reading, or listening.

a. Choose words and phrases for effect.*

b. Recognize and observe differences between the conventions of

spoken and written standard English.

3. Apply knowledge of language to

understand how language functions in different

contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or

listening.




Reading Language


Vocabulary Acquisition and Use“Tier One words are the words of everyday

speech usually learned in the early grades, albeit not at the same rate by all

children.”

“General academic vocabulary (Tier 2) words appear in all sorts of texts;

informational, technical texts, and literary texts.”

“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of

study and key to understanding a new concept within a text. Because of their

specificity and close ties to content knowledge, Tier Three words are far more

common in informational texts than in literature.”

6. Acquire and use accurately grade-

appropriate conversational, general academic and domain-specific

words and phrases, including those that signal spatial and temporal

relationships (e.g., After dinner that night we went looking for

them).

6. Acquire and use accurately a range of

general academic and domain-specific words and

phrases sufficient for reading, writing, speaking, and

listening at the college and career readiness level;

demonstrate independence in gathering vocabulary

knowledge when encountering an unknown term

important to comprehension or expression.




Reading Language





Reading Reading Literature

Craft & Structure4. 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.

4. Determine the meaning of words and

phrases as they are used in a text, distinguishing literal from

nonliteral language.

Third grade students are required to tell

the meaning of words and phrases in a text, noting the differences between

literal and nonliteral language. They continue to build on story structure when

writing or speaking by describing how various parts build on one another not

only in stories, but in dramas and poems. At this level, students are required

not only to establish the point of view but tell how their own point of view is

different from the narrator’s or the characters.

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.

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.

6. Assess how point of view or purpose

shapes the content and style of a text.

6. Distinguish their own point of view

from that of the narrator or those of the characters.






3. Analyze how and why individuals,

events, and ideas develop and interact over the course

of a text.

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.

Third grade students are required to refer

to the text to support their answers. Students must identify the main idea and

find the most important details that strengthen the main idea. At this level,

students tell how historical events, scientific ideas or “how to” procedures are

related in a text by analyzing the sequence of events and the cause and effect.

Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking

to support conclusions drawn from the text.

1. Ask and answer questions to

demonstrate understanding of a text, referring explicitly to the text

as the basis for the answers.

2. Determine central ideas or themes of a

text and analyze their development; summarize the key

supporting details and ideas.

2. Determine the main idea of a text;

recount the key details and explain how they support the main idea.


9. Analyze how two or more texts address

similar themes or topics in order to build knowledge or

to compare the approaches the authors take.





9. Compare and contrast the most

important points and key details presented in two texts on the

same topic.

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.

Students are required to 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.

Third grade students must use various

media (maps, diagrams, photos, audios) to understand specific information in

the

text. Third graders are required to make a clear link between sentences and

paragraphs when reading informational text. At this level, students are asked

to find similarities and differences about important details when reading about

two texts that share the same topic

Craft & Structure7. Integrate and evaluate content presented

in diverse media and formats, including visually and

quantitatively, as well as in words.

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).

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.

8. Describe the logical connection

between particular sentences and paragraphs in a text (e.g.,

comparison, cause/effect, first/second/third in a sequence).

10. Read and comprehend complex literary

and informational texts independently and proficiently.


3. Ask and answer questions about

information from a speaker, offering appropriate elaboration and

detail.

Students in grade three will engage in

conversations about grade-appropriate topics and texts. In order to do so,

students will need ample opportunities to take part in a variety of rich,

structured

conversations. Students actively engage as part of a whole class, in small

groups, and with a partner, sharing the roles of participant, leader, and

observer. Students at this level should engage in collaborative conversations

(such as book groups, literature circles, buddy reading), and develop skills in

active (close) listening and group discussion (looking at the speaker, turn

taking, linking ideas to the speakers’ idea, sharing the floor, etc).

Third grade students will also determine the main idea and supporting details

of a text read aloud or information presented in multiple formats.

At this level, students should also be able

to listen carefully to what a speaker says and then ask questions to clarify what

they heard. If something is not understood, students should be able to

elaborate and provide details to build upon the speaker’s response.




Reading Speaking and Listening

Comprehension and Collaboration1. Engage effectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on

that preparation and other information known about the topic to explore ideas under

discussion.

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

listening to others

with care, speaking one at a time about the topics and texts under discussion).

c. Ask questions to check understanding of information presented, stay on topic, and link

their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion.

1. Prepare for and participate effectively in

a range of conversations and collaborations with diverse

partners, building on others‟ ideas and expressing their

own clearly and persuasively.

2. Determine the main ideas and

supporting details of a text read aloud or information presented in

diverse media and formats, including visually, quantitatively, and

orally.

2. Integrate and evaluate information

presented in diverse media and formats, including

visually, quantitatively, and orally.

3. Evaluate a speaker‟s point of view,

reasoning, and use of evidence and rhetoric.


1. Demonstrate command of the

conventions of standard English grammar and usage when writing or

speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs

in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood). d. Form and use regular and

irregular

verbs.

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

f. Ensure subject-verb and pronoun- antecedent agreement.*

g. Form and use comparative and superlative adjectives and adverbs, and

choose between them depending on what is to be modified.

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.


conventions of standard English grammar and usage

when writing or speaking.




Reading Language

Conventions of Standard EnglishAn understanding of language is essential

for effective communication. “The inclusion of Language standards in their own

strand should not be taken as an indication that skills related to conventions,

knowledge of language, and vocabulary are unimportant to reading, writing,

speaking, listening, and viewing; indeed, they are inseparable from such

contexts.”

Third grade students must have a command of the grammar and usage of

spoken and written standard English. Standards that are related to conventions

are appropriate to formal spoken English as they are to formal written English.

At this level, emphasis expands to include subject-verb agreement,

comparative and superlative adjectives and adverbs, and more complex

sentences. With conventions, students are becoming more adept at ending

punctuation, comma usage, appropriate use of capitalization, and are using

spelling patterns and generalizations in writing.


conventions of standard English capitalization,

punctuation, and spelling when writing.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

when writing.

a. Capitalize appropriate words in titles. b. Use commas in addresses.

c. Use commas and quotation marks in dialogue.

d. Form and use possessives.

e. Use conventional spelling for high- frequency and other studied words and for adding suffixes to base

words (e.g., sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,

ending rules, meaningful word parts) in writing words.

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Vocabulary Acquisition and UseAs students at this level focus on word

acquisition and use, the intent of the CCSS is to introduce grammatical

knowledge in basic ways that will be relearned in more sophisticated contexts

in the upper grades.

The overall focus of language learning in regards to vocabulary acquisition is to

guide students as they make purposeful language choices in writing and

speaking in order to communicate effectively in a wide range of print and

digital texts. Students need to understand the diversity in standard English and

the ways authors use formal and informal voice (dialects, registers) to craft

their message for specific purposes. Students also need strategies for learning

to make these kinds of choices for themselves as they write

and speak in different contexts and for different purposes.

4. Determine or clarify the meaning of

unknown and multiple-meaning words and phrases by

using context clues, analyzing meaningful word parts,

and consulting general and specialized reference

materials, as appropriate.

4. Determine or clarify the meaning of

unknown and multiple-meaning word and phrases based on grade 3

reading and content, choosing flexibly from a range of strategies.

a. Use sentence-level context as a clue to the meaning of a word

or phrase.

b. Determine the meaning of the new word formed when a known

affix is added to a known word (e.g., agreeable/disagreeable,

comfortable/uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown

word with the same root (e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital,

to determine or clarify the precise meaning of key words and

phrases.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

5. Demonstrate understanding of word

relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in

context (e.g., take steps).

b. Identify real-life connections between words and their use (e.g.,

describe people who are friendly or helpful).

c. Distinguish shades of meaning among related words that describe

states of mind or degrees of certainty (e.g., knew, believed, suspected,

heard, wondered).




Reading Language

Glossary of Key Terms- ELA Close Read- Reading a short, complex passage carefully, multiple times, with a purpose that

leads to deeper comprehension.

Cloze Passage- A passage that requires students to identify the correct vocabulary words

that have been deleted from the passage.

Domain-specific words and phrases – Vocabulary specific to a particular field of study

(domain), such as the human body (CCSS, p. 32); in the Standards, domain-specific words and

phrases are analogous to Tier Three words (Language, p. 36).

Emergent reader texts – Texts consisting of short sentences comprised of learned sight

words and CVC words; may also include rebuses to represent words that cannot yet be

decoded or recognized; see also rebus.

Evidence – Facts, figures, details, quotations, or other sources of data and information that

provide support for claims or an analysis and that can be evaluated by others; should appear

in a form and be derived from a source widely accepted as appropriate to a particular

discipline, as in details or quotations from a text in the study of literature and experimental

results in the study of science.

Focused question – A query narrowly tailored to task, purpose, and audience, as in a

research query that is sufficiently precise to allow a student to achieve adequate specificity

and depth within the time and format constraints.

General academic words and phrases – Vocabulary common to written texts but not

commonly a part of speech; in the Standards, general academic words and phrases are

analogous to Tier Two words and phrases (Language, p 36).

Independent(ly) – A student performance done without scaffolding from a teacher, other

adult, or peer; in the Standards, often paired with proficient(ly) to suggest a successful

student performance done without scaffolding; in the Reading standards, the act of reading a

text without scaffolding, as in an assessment; scaffolding

Point of view – Chiefly in literary texts, the narrative point of view (as in first- or third-person

narration); more broadly, the position or perspective conveyed or represented by an author, narrator,

speaker, or character.

Print or digital (texts, sources) – Sometimes added for emphasis to stress that a given standard

is particularly likely to be applied to electronic as well as traditional texts; the standards are generally

assumed to apply to both.

Proficient(ly) – A student performance that meets the criterion established in the Standards as

measured by a teacher or assessment; in the Standards, often paired with independent(ly) to suggest

a successful student performance done without scaffolding; in the Reading standards, the act of

reading a text with comprehension; see also independent(ly), scaffolding.

Scaffolding – Temporary guidance or assistance provided to a student by a teacher, another adult,

or a more capable peer, enabling the student to perform a task he or she otherwise would not be able

to do alone, with the goal of fostering the student’s capacity to perform the task on his or her own

later on.

Text Coding- Marking a text with symbols in order to examine the structure, key ideas, details or to

examine a specific topic.

Text complexity – The inherent difficulty of reading and comprehending a text combined with

consideration of reader and task variables; in the Standards, a three-part assessment of text difficulty

that pairs qualitative and quantitative measures with reader-task considerations (CCSS, pp. ; Reading,

pp. xx).

Text complexity band – A range of text difficulty corresponding to grade spans within the

Standards; specifically, the spans from grades 2–3, grades 4–5, grades 6–8, grades 9–10, and grades

11–CCR (college and career readiness).

With prompting and support/with (some) guidance and support – See scaffolding

D Description- Words or phrases that evoke an image in the reader's mind or appeal to the five senses.

Codes for Informational Text

DE Definition- When the author defines a term to help the reader understand the concept, idea or topic.

E Expert- Information or quotes from an expert source. This can be an organization, agency or person.

SStatistic- Information that includes quantitative information that may be represented numerically, on tables, graphs or

illustrations or using words and phrases.

OObservation/Anecdote- When the author or who the author is citing provides an observation or anecdote that helps or argue

his or her claim.

EX Example- A specfic example the author uses to explain or argue a point.

What is Close Reading ? Close reading is a strategy that allows readers to dig deeper into a text by completing some or all of the following:

1. Reading the text (model or independently) to gain a key understanding

of the text.

2. Coding the text for something specific (vocabulary, evidence, opinions,

new information, etc. ) see text codes .

3. Rereading the text & discussion (whole group or small group).

4. Rereading the text to answer questions/ produce a writing task .

E

C

Text Codes

* Important Idea

! This information is interesting or surprising

? I have a question about this word/phrase/idea

Evidence to support my task or thinking

Connection to another text or another idea


Reading Street 2013 Trade Book Library List TITLE AUTHOR ISBN

GRADE 1

Uno: Blue-Ribbon Beagle Spinner, Stephanie 9780448450735

Best Friends Edwards, Roberta 9780448445670

Emperor Penguins Edwards, Roberta/Schwartz, Carol 9780448446646

Babies in the Bayou Arnosky, Jim 9780142414637

Mama's Little Duckling Parker, Marjorie 9780142415320

Nobunny's Perfect Dewdney, Anna 9780142415337

Little Cloud Carle, Eric 9780698118300

Johnny Appleseed Demuth, Patricia Brennan 9780448411309

T-Rex Is Missing! Depaola, Tomie 9780448428703

Bones and the Birthday Mystery (#5) Adler, David A. 9780142414323

Badgers Fancy Meal Holub, Joan 9780142401064

From Slave to Soldier Deborah Hopinson 068939669

GRADE 2

Isla Dorros, Arthur 9780140565058

The Old House Edwards, Pamela Duncan 9780142414804

Cam Jansen 13 and the Mystery at the Haunted House Adler, David 9780142402108

Henry and Mudge and the Big Sleepover Cynthia Rylant 0689834519

Earthquake Marion Dane Bauer 1416925511

On Earth Karas, G. Brian 9780142410639

Where Fish Go In Winter Koss, Amy Goldman 9780142300381

Second Grade Rules, Amber Brown Danziger, Paula /Ross, Tony 9780142404218

Coming Home Soon 0448413345

Rainbow Tulip, The Mora, Pat 9780142500095

Legend of the Indian Paintbrush, The dePaola, Tomie 9780698113602

Virgie Goes to School with Us Boys Elizabeth Fitzgerald Howard 0689877935


Grade 3

Uncle Jed's Barbershop Margaret King Mitchell 0689849137

Legend of the Bluebonnet, The dePaola, Tomie 9780698113596

Bug Out! Clarke, Ginjer L. 9780448445434

Miss Rumphius Cooney, Barbara 9780140505399

Charlotte's Web E. B. White 9780064400558

Jeff Corwin: Snakes Corwin, Jeff 9780448451770

Lowji Discovers America Candance Fleming 1416958320

Scraps of Time A Song for Harlem McKissack, Patricia 9780142412381

Scraps of Time The Home-Run King McKissack, Patricia 9780142414590

George Did It Jurmain, Suzanne Tripp 9780142408957

The Bat Boy and His Violin Gavis Curtis 0689830122

The Storm Cynthia Rylant 068984882X

Grade 4

House in the Mail, The Wells, Rosemary & Tom/Andreasen, Dan 9780142400616

Abby Takes a Stand McKissack, Patricia /James, Gordon C. 9780142406878

Because of Winn Dixie Kate Di Camillo 0763616052

The Year of Miss Agnes Kirkpatrick Hill 0689851243

Yours Truly, Goldilocks Alma Flor Ada 0689844522

Boy, Were We Wrong About Dinosaurs! Kudlinski, Kathleen 9780142411933

Frindle Robert Burleigh 0698114256

Who Was Marco Polo? Holub, Joan 9780448445403

James and the Giant Peach Dahl, Roald 9780142410363

Flight Burleigh, Robert 9780698114258

Mieko and the Fifth Treasure Coerr, Eleanor 9780698119901

Stuart Little E. B White 9780064400565

Grade 5

Celia Cruz, Queen of Salsa Chambers, Veronica 9780142407790


Number the Stars Lois Lowry 0440802911

Three Cups of Tea Mortenson, Greg/Relin, David Oliver 9780142414125

Shiloh Phillis Reynolds Naylor 0689835825

So You Want to Be An Inventor? St. George, Judith /Small, David 9780142404607

Kid Who Invented the Popsicle, The Wulffson, Don L. 9780141302041

Mary On Horseback Wells, Rosemary 9780141308159

Immigrant Kids Freedman, Russell 9780140375947

No Talking Andres Clements 1416916245

Maniac Magee Jerry Spinelli 316809063

The Phantom Tollbooth Norton Juster 0394820371

Mr. Poper Peguin's Richard and Florence Atwater 0316058432


Learning

Goal(s):

Click here for Example Lit. Scale Click here for Example Inf. Scale

LAFS 3.RF4.4,4b

Fluency Spelling Voc. Skill Handwriting Conventions

Fresh Reads

RI.1.1

RI.3.8

Click for Archives Site

Click for Smithsonian

Site

G3U3W1

Suggested S.S. Sites

pgs. 61-66

http://www.cpalms.org/Public/PreviewStandard/Preview/5756


Click for Lessons: 2.8,2.9,2.10

RWN: pg. 178

CCR weekly assessment or

teacher created

assessment

RWN

page 187

RWN page

185

Comprehension Toolkit CPALMS

Cick here for Unit 3

Social Studies

Resources

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS 3.L.1.2/ LAFS.3.L.3.4a/ LAFS.3.L.1.1a,e

SCPS Writing Plan Focus: Informational

Click for

Words

Contrac-

tions TE

375c

Homo-

phones TE

page 376e

A Giant

Garden TE

pgs. 403j-

403k

RWN page

182

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Click for

Words

Expression

Te

xt

Ba

se

d

Use with Paired Selection. Click here for Claim Evidence #2.

Asse

ssm

en

t

Op

tio

ns

Cursive

l,h,k,t

375d

Action and

Linking Verbs

375d

Guide on the SideCustomized Literacy

Draw Conclusions pgs

48-49

Draw Conclusions- Lessons 10 & 11

Sleuth Reader's Theatre

Rescue the Pufflings Bog Sweet Bog pgs. 32-

33

Novel Study

Click for teacher pagesClick for Student PagesLegend of the Blue Bonnet or other

school/district approved text.

DVD pg. 148

Unit High Frequency Standards LAFS.3.R1.1.2 &LAFS.3.RI.3.7 or LAFS.3.RL.1.3 & LAFS.3.RL.2.6

Standards

Lesson Planning

Sheet

S.S.

Sta

nd

ard

s: S

S.3

.G.1

.4

(Inf)Students will be able to identify the main idea and find the most important details, including various media and words, & explain how that strengthens their understanding of the text or (Lit)Students will

be able to describe characters, their traits and actions, and how they affect the sequence of events, and identify the point of view of characters and narrators, as well as how their own point of view is

different within the stories.

Suggested S.S. Resources

LAFS.3.RI.1.1/LAFS.3.RI.3.8

Draw Conclusion and

Important Ideas

TE page 374a

Student Edition pages 374-

375

Close Read How Do You

Raise a Raisin? Questions

from

TE pages 382, 384, 388,

390, 394 question 3.

Close Read How Do You

Raise a Raisin? (Lexile:

900)Questions from

TE pages 394 question 4.

Close Read Worms at

Work 398-399 Questions

from

TE pages 401a

DOK Stems

When was the _____ found?

Select a detail from the

article that shows that the

_______?

Which of the following

descriptions explains the

relationships between

paragraphs ____ and

____......

"Worms At Work" on pgs. 398-399: In the text, "Worms At Work", the author shares

information about worms helping to create compost. Write an informational

paragraph that explains how the text features help the reader understand how

compost is made. Use evidence from the text to support your answer.Leveled Readers

Main Idea & Details

p140 Retell 166

Context Clues p92

Word Structure p96

Reference Sources

p100 Inferring p148

Questioning p56

Concept Literacy: Grapes into Raisins (Lexile 220, Guided Rdg Lev C)

Below Level: Raisins (Lexile 570, Guided Rdg Lev G) On-Level: In the

Fields (Lexile 480, Guided Rdg Lev L) Advanced: Grape Season

(Lexile 480, Guided Rdg Lev Q) ELL: Nana’s Herb Garden ELD:

Nana’s Herb Garden

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.3.rl.1.32.6.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/scales_for_lafs.3.ri.1.23.7.docx

http://www.archives.gov/

http://www.smithsoniansource.org/




http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_grade_3_informational_expository_instructional_plan.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/unit_3_social_studies_resources.docx



http://www.weebly.com/uploads/2/5/9/9/25995806/spellingvocablist3rd.doc




http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_claim_evidence_reasonining2-_tdq_graphic_organizer.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/bluebonnette.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/bluebonnetse.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/crqplanningsheet.pdf



Learning

Goal(s):


LAFS.3RF.4.4


Fresh Reads

RL.1.1

RL.1.3 http://www.cpalms.org/Public/PreviewStandard/Preview/5701

G3U3W2


Click for Lessons: 2.10,2.11,2.12



teacher created

assessment


Leveled Readers

Concept Literacy: Explaining Nature (Lexile 250, Guided Rdg Lev C) Below

Level: The Hunters and the Elk (Lexile 470, Guided Rdg Lev G) On-Level: The

Thunder and Lightning Men (Lexile 950, Guided Rdg Lev L) Advanced:

Grandmother Spider Steals the Sun (Lexile 830, Guided Rdg Lev Q) ELL: The

Legend of the North Star ELD: The Legend of the North Star



Site

Sleuth

Legend of the Blue Bonnet or other


pgs. 67-72

Reader's Theatre

Athena and Archne pgs.

34-35

Click for Student Pages

Re

sou

rce

sR

ea

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g S

tre

et

LAFS.3.L.1.2/LAFS.3.L.3.4f/LAFS.3.L.1.1a,e


Click for

Words

Prefixes

(un-,re-

,mis-,dis)

TE 406-

407

Unknown

words TE

410c

How the

Reindeer Got

Its Antlers TE

pg. 437j-438k

RWN: pg. 193

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click here for Claim Evidence #2.

Model

Letter

forma-

tion TE

pg. 409d

Asse

ssm

en

t

Op

tio

ns

RWN:

pg. 155

RWN: pg.

189,192

Main and

Helping Verbs

TE pg.409d

RWN: pg. 190

Unit High Frequency Standards

Accuracy

Rescue the Pufflings

Novel Study

Click for teacher pages

Drawing Conclusions

48, 49; Literacy

Elements 60-61, 72-

73

DVD pg. 158

Conventions p200,

Context Clues p 92,

Reference p 100, Word

Structure p 96, Story

Structure p 158,

Theme p 182

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources


Standards




Comprehension Toolkit


LAFS.3.RL.1.1/LAFS.RL.1.3

Literary Elements

Inferring TE pg. 408a

SE pgs. 398, 399

Close Reading: Pushing Up

The Sky TE pg. 414-415a

SE pgs. 41, 415

Close Reading: Pushing

Up The Sky TE pg. 416-

417a SE pgs. 416, 417

Close Reading: Pushing Up

the Sky TE pg. 418-419a

SE pgs. 418, 419

DOK Stems

The main character is _____

in the passage. Select the

sentences that show this

feeling. How does the

main character feel in the

paragraph below? Select

the sentences that show this

feeling. "Catch It and Run"pgs. 428-435: In the story Catch It and Run, the author shares a

myth about animals and the origin of fire. Write an informational paragraph that

explains the character traits of Coyote, one of the main characters in the story. Use

evidence from the text to support your answer.Customized Literacy Guide on the Side


Social Studies

Resources

CPALMS

S.S.

Sta

nd

ard

s: S

S.3

.G.1

.4

Lesson Planning

Sheet






















Learning

Goal(s):


LAFS.3.RF.4.4,a,b


Fresh Reads

RI.2.5

RI.3.7

RI.1.1



Site

Re

sou

rce

s

S.S.

Sta

nd

ard

s: S

S.3

.G.1

.4

G3U3W3


teacher created assessment

CPALMS




Concept Literacy: Take a Look! (Lex 310, Guided Rdg Lev C)

Below Level: Pictures in the Sky (Lex 750, Guided Rdg Lev H)

On-Level: Meet the Stars (Lex 460, Guided Rdg Lev L) Advanced:

Animal Tracking: Learn More About Animals (Lex 940, Guided

Rdg Lev Q) ELL & ELD: Exploring the Rocky Mountains


Social Studies

Resources

Lesson Planning

Sheet


Click for Lessons: 2.12,2.13

DVD page 169

Graphic Sources pg.

54-55, Draw

Conclusions pg. 48-49

Graphic Sources pg.

136, Questioning pg.

156, Inferring pg. 148

RWN page 201



Rea

din

g S

tre

et

LAFS.3.L.1.2/LAFS.3.L.3.4d/LAFS.3.L.1.1f


Click for

Words

spellings

of /j/,

/s/, /k/

Unknown

words page

444e

A Mysterious

Scenc TE 467j-

467k

RWN page

204

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click here for Contrast Frame.

lower

case j

and p

Subject-verb

agreement TE

443d

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

ta

l M

ate

ria

ls

LAFS.3.RI.2.5/LAFS.3.RI.3.7/LAFS.3.RI.1.1

Graphic Sources

Text Structures

TE page 452e student

editiion pages 446-457

Author's Purpose Close

Reading Seeing Stars

(Lexile:650) SE 448-449 TE

Page 448-449 question on

page 449

Text Evidence SE 452-

453 and TE page

453a inference

question

Customized Literacy Guide on the Side Suggested S.S. ResourcesLeveled Readers

Close Read Scien-Trickery

SE page 462-463 TE Page

462-463 question on page

463

DOK Stems

"Gee" pg. 464 and "Go Moon Glow" pg. 465. Write an informational paragraph that

explains how the playful language the poet uses in Go Moon Glow compares to the

playful language he uses in Gee. Use evidence from the text to support your answer.

Text Structure Stems How does the author

organize this text? Are there

signals words that help us

understand how this text is

organized?


information can be found

using the "footnotes" in

the article?

What is the function of...?


Standards

(Inf)Students will be able to identify the main idea and find the most important details, including various media and words, & explain how that strengthens their understanding of the text or (Lit)Students

will be able to describe characters, their traits and actions, and how they affect the sequence of events, and identify the point of view of characters and narrators, as well as how their own point of view is


Asse

ss

me

nt

Appropriate

Phrasing

School Based

Fluency

Resources

Sleuth



pgs 73-78

Reader's Theatre

Pictures in the Night

Sky pages 36-37Rescue the Pufflings

Novel Study

Click for Student Pages Click for teacher pages

RWN

page 200

RWN page

203



















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_contrast_frame.docx




Learning

Goal(s):


LAFS.3.FS.4.b


Fresh Reads

RL.1.1

RL.1.3

RI.3.7



Site

G3U3W4

RWN

211




Click for Lessons: 2.14,2.15,2.16,2.17


RWN 218


teacher created

assessment

Guide on the Side

Inferring pg. 148,

Questioning pg. 156,

Theme pg. 282,

Story Structure pg.

158, Main Idea and

Details pg. 140

Novel Study

pgs. 79-84


A Whale of a Rescue!

pgs. 38-39Rescue the Pufflings


School Based

Fluency

Resources

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS 3.RF.3.3a LAFS3.3L.3.6 LAFS 3.L.1.1a LAFS .3.L.1.e


Click for

Words

Suffixes

(ly,ful,

ness,

less)

Unfamiliar

words

Sailing Home

TE pgs. 501j-

501k

RWN 215

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click here for claim evidence #2.

Asse

ssm

e

nt

Op

tio

ns

Generalize 52-53,

Draw Conclusions pg.

48-49

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

tal

Ma

teri

als


LAFS 3.RL.1.1/LAFS 3.RL. 1.3/LAFS .3.Rl.3.7

Generalize and Story

Structure

TE 472a Student Edition

pgs. 472-473

Close Reading Student A

Symphony of Whales

(Lexile:690) Questions from

pgs. 478,479,480,482and

484

Generalization TE 490

and Think Critically TE

492 question #3

TE 496-497 Close Reading

He Listens to Whales Text

Features and Questions

on TE 497a

DOK Stems


phrases describes both the

main characters's behavior

and the author's writing?

Compare and Contrast the

most important points

presented in A Symphony of

Whales and He Listens to

Whales"He Listens To Whales" on pgs. 496-497: Write an informational paragraph that

explains how Joe Mobley uses science in his everyday work. Use evidence from the

text to support your answer.

Rate





Standards

cursive

a,d,c

present,past,

and future

tense


S.S.

Sta

nd

ard

s: S

S.3

.G.1

.4

RWN 218RWN pg. 212



Leveled Readers

Concept Literacy: Helping Whales (Lexile 350, GuidedRdg Lev C)

Below Level: Rescuing Whales (Lexile 670, Guided RdgLevel H)

On-Level: What a Day! (Lexile 400, Guided Rdg Level L) Advanced: Whales

and Other Amazing Animals (Lex 790, Guided Rdg Lev R)

ELL: Whale Rescue at Cape Cod Bay/ELD: Whale Rescue at Cape Cod Bay


Social Studies

Resources

Lesson Planning

Sheet


CPALMS


Customized Literacy























Learning

Goal(s):


LAFS 3.RF4.4b


Fresh Reads

RI.1.3

RI.3.8

G3U3W5

Text Structure Stems

How does the author organize

this text? Are there signals

words that help us understand

how this text is organized?

What would result if....

Predict the outcome if.....

Click for Archives

Site Click for

Smithsonian Site

S.S.

Sta

nd

ard

s: S

S.3

.G.1

.4

Suggested S.S.

Sites

Cick here for Unit

3 Social Studies

Resources




teacher created assessment-

Unit Assessment & Oral Fluency

Check

CPALMS



Leveled Readers

Concept Literacy: The Hot Desert (Lex 310, Guided Rdg Lev C)

Below Level: The Field Trip (Lexile 480, Guided Rdg Lev H)

On-Level: Desert Life (Lexile 860, Guided Rdg Lev L) Advanced:

Coral Reefs (Lexile 980, Guided Rdg Lev R)

ELL &ELD: Rainforests Around the World


Customized Literacy Guide on the Side

Cause and Effect 44-45,

Draw Conclusions pg. 48-49

Lesson Planning

Sheet

Cause and Effect pg.

126, Story Structure

pg. 158, Sequence

pg. 142, Compare

and Contrast pg. 128

Asse

ssm

en

t

Op

tio

ns

RWN

page 222

RWN page

225 and 229DVD page 188


Backyard Safari pgs. 40-

41Rescue the Pufflings

Novel Study


RWN page

226

Reader's Theatre

Expression

pgs. 85-90

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources



Rea

din

g S

tre

et

LAFS.3.L.1.2f/LAFS.3.L.3.4b/LAFS.3.L.1.1e

Standards


Click for

Words

Con-

sonant

Patterns

wr, kn,

gn,

st, mb

TE 507c

Prefixes and

Suffixes TE

page508e

Hiking? TE

pgs. 537j-

537k

Click for

Words

Te

xt

Ba

se

d

Use Paired Selection. Click on Claim Evidence#2.

cursive

m,n,x

Irregular

Verbs TE page

507d

RWN page 223

Rete

ach

/Exte

nsio

n Sleuth

Re

sou

rce

s




LAFS.3.RI.1.3/LAFS.RI.3.8

Cause and Effect

Predict and Set Purposes TE Page

506a Student Edition page 506-

507

Close Reading Around One

Cactus TE page 512 Access

Text question. SE page 512

Close Reading

Around One Cactus

TE page 514 Access

Text question. SE

page 514

Close Reading Around

One Cactus TE page

520 Access Text

question. SE page 520

DOK Stems

"The Water Cycle" pgs. 532-535: Write an informational paragraph that explains

how the text features and search tools help to explain the information in the

article. Use evidence in the text to support your answer.
























Learning

Goal:

Click here for Example Inf. Scale Click here for Example Lit. Scale

LAFS.3.RF.4.4


Fresh Reads

RL.1.1

RL.1.2





organized?

Select the example from

the text that show the

character did _________.

What is the central idea of

the passage?



Site


Street Games pgs. 44-

45Alice Drives Into History

Novel Study

Click for Teacher Pages Click for student pagesLowji Discovers America or other school/district

approved text.

RWN page 248

Click for Lessons: 2.20,2.21,2.22,2.23



teacher created

assessment

CPALMS


Social Studies

Resources

Lesson Planning

Sheet


DVD page 220

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

Asse

ssm

en

t

Op

tio

ns

RWN

page 256

RWN page

250 and 254

School Based

Fluency

Resources



Leveled Readers

Concept Literacy: What Can Athletes Do? (Lex 380, Gd Rdg Lev C)

Below Level: The Winning Point! (Lex 440, Gd Rdg Lev H)

On-Level: A Trip (Lexile 770, Guided Reading Level M)

Advanced: Extraordinary Athletes (Lex 820, Gd Rdg Lev R)

ELL & ELD: My Good Friend

Graphic Sources- Lessons 4 &12

Customized Literacy

LAFS.3.RL.1.3 & LAFS.3.RL.1.2 or LAFS.3.RI.1.1 & LAFS.3.RI.1.3Students will be able to describe characters, their traits and actions, and how they affect the sequence of events, when recounting stories, and identify the lesson/theme based on

details from the text. Or Students will be able to answer questions about an informational text using evidence, and explain relationships between events in the text using time,

sequence, and cause/effect vocabulary.

pgs. 91-96


Click for

Words

Ir-

regular

Plurals

TE 25c

Unfamiliar

Words TE

page 26e

Zora the

Zebra TE pgs.

53j-53k

RWN page

251

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click here for Cause and Effect.

Cur-sive

G,Y,Q

25d

Singular and

Plural

Pronouns 25d

Standards

Inferring pg.

148,

Questioning pg.

156


Accuracy

Guide on the Side

Generalize 52-53,

Graphic Sources pg.

54-55

G3U4W1

Rea

din

g S

tre

et


S.S.

Sta

nd

ard

s: S

S.3

.G.2

.2 ,

SS.3

.G.2

.3 R

eso

urc

es

LAFS.3.RL.1.1/LAFS.3.RL.1.2

Generalize and Summarize

TE page 24a

Student Edition pages 24-25

Close Read The Man Who

Invented Basketball

(Lexile:690) Questions

from

TE pages 32. SE page 32

Close Read The Man

Who Invented Basketball

Questions from

TE pages 34. SE page 34,

Close Read My Turn At

Bat Questions from

TE pages 51a. SE page 51,

DOK Stems

"My Turn At Bat: The Story Of My Life"pgs. 46-47: Write an informational paragraph

that explains how Ted Wiliams' life can serve as a positive example for young children.

Use evidence from the text to support your opinion.


http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.3.ri.1.1ri.1.3.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.3.rl.1.2rl.1.3.docx




http://www.weebly.com/uploads/2/5/9/9/25995806/lowamericate.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/lowamericase.pdf













http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_cause_and_effect_frame.docx


Learning

Goal:


LAFS.3.RF.4.4b


Fresh Reads

RI.3.7

G3U4W2

Ring of Fire

TE pgs. 85j-

85k

RWN: 262


Social Studies

Resources

Lesson Planning

Sheet



teacher created

assessment

CPALMS



Visit CPALMS website for other standards based instruction support



Theme pg. 282,

Retell pg. 166

Leveled Readers

Concept Literacy:Extremes (Lexile 420, Guided Reading Level C)

Below Level:How to Measure the Weather (Lex 480, Gd Rdg Lv H)

On-Level:Measuring the Earth (Lexile 780, Guided Rdg Lel M)

Advanced:Largest, Fastest, Lightest, Longest (Lex 890, Gd Rdg Lev R)

ELL & ELD: How Big? How Strong? Hurricanes and Earthquakes

Asse

ssm

en

t

Op

tio

ns

RWN:

pg. 258

RWN: pg.

261, 267DVD pg. 230



Click for student pagesClick for Teacher Pages

Novel StudyLowji Discovers America or other school/district

approved text.

Su

pp

lem

en

tal

Ma

teri

als

Schl Based

Fluency

Resources

Rete

ach

/Exte

nsio

n

Ap-popriate

Phrasing and

Punc-tuation

Cues

Alice Drives Into History pgs. 97-102

Customized Literacy

Graphic Sources 54-

55

The Wettest Place on

Earth pgs. 46-47

Click for

Words

r-Con-

trolled

VowelsT

E 59c

Unknown

Words TE

60e.

Click for

Words

Re

sou

rce

s

LAFS.3.RL.1.3 & LAFS.3.RL.1.2 or LAFS.3.RI.1.1 & LAFS.3.RI.1.3

Standards

Students will be able to describe characters, their traits and actions, and how they affect the sequence of events, when recounting stories, and identify the lesson/theme based on



Subject and

Object

Pronouns TE

59d

RWN: pg. 259


Guide on the Side

Graphic Sources TE pg 58a

SE pg. 58,59

Close Reading: Hottest

Coldest Highest Deepest

(Lexile 1000)TE pg. 64-65a

Close Reading SE pg. 64,65

S.S.

Sta

nd

ard

s: S

S.3

.G.2

.2 ,

SS.3

.G.2

.3

Sleuth Suggested S.S. Resources

Rea

din

g S

tre

et

LAFS.3.L.1.2,f/LAFS.3.L.2.3/LAFS.3.L.1.1 LAFS.3.RI.3.7

DOK Stems

Select the words in the text

that show what information

the illustration provides the

reader.


phrases correctly describes

what the illustration

contributes to the text?"Paul Bunyan and the Great Lakes" pgs. 80-83: Write an informational paragraph that

explains what the theme of this legend is and how Paul's life shows that theme. Use

evidence from the text to support your answer.



TE pg. 66-67aa Close

Reading SE pg. 66, 67



TE pg. 68-69a Close

Reading SE pg. 68, 69


Te

xt

Ba

se

d

Use with Paired Selection. Click here Claim evidence #2.

Cur-sive

o,w,b TE

59d

Reader's Theatre




















Learning

Goal:


LAFS.3.RF.4.4


Fresh Reads

RI.1.1

RI.1.3

RI.2.6

Text Structure Stems

How does the author organize

this text? Are there signals

words that help us understand

how this text is organized?

Can you make a distinction

between....

How could you

determine......



Site


Social Studies

Resources

Lesson Planning

Sheet


Click for Lessons: 2.26



Concept Literacy:I Collect Rocks (Lexile 290, Guied Rdg Lev C)

Below Level:Grandpa’s Rock Kit (Lexile 390, Guided Rdg Lev H)

On-Level:Fun with Hobbies and Science! (Lexile 710, Guided

Reading Level M)Advanced:Gemstones Around the World (Lexile 830,

Guided Rdg Lev R)

ELL & ELD: What Careers Interest You?

CPALMS

DVD page 240RWN p. 272

and p. 276

Click for Teacher Pages Click for student pages

RWN p

269

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

tal

Ma

teri

als

School Based

Fluency

Resources

Guide on the Side

Inferring pg. 148,



126, Story Structure

pg. 158, Sequence

pg. 142

Lowji Discovers America or other school/district

approved text.


Fact and Opinion pg.

50-51, Graphic

Sources pg. 54-55


Customized Literacy

Rocks and More Rocks

pgs. 48-49Alice Drives Into History

Novel Study


Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.3.L.1.2f/LAFS.3.L.3.4/LAFS.3.L.1.1/LAFS.3.L.1.1a


Click for

Words

Prefixes

pre, mid,

over,

out, bi,

de TE

Page 91c

Multiple

Meaning

words TE

Page 92e

Mona's

Stamp

Collection TE

pgs. 115j-

RWN p.273

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click here for opinion frame.

lower

case v

and z

Possessive

Pronouns TE

page 91d

RWN P. 270

Asse

ssm

en

t

Op

tio

ns

Unit High Frequency Standards LAFS.3.RL.1.3 & LAFS.3.RL.1.2 or LAFS.3.RI.1.1 & LAFS.3.RI.1.3

Standards




G3U4W3

Expression

pgs. 103-108

LAFS.3.RI.1.1/LAFS.3.RI.1.3/LAFS.3.RI.2.6

Fact and Opinion and

Inferring

TE page 90a

TE page 90-91 Student

Edition page 90-91

Close Reading Rocks in His

Heads (Lexile:720)TE page

96 Access Text question. SE

page 96

Close Reading Rocks in

His Heads TE page 100

Access Text question. SE

page 100

Close Reading Rocks in His

Heads TE page 104-105


page 100

DOK Stems

"Marvelous Marble Mania" pgs. 110-111: Write an opinion paragraph about whether

all children should learn to play the game of marbles. Use evidence from the text to

support your opinion.


S.S.

Sta

nd

ard

s: S

S.3

.G.2

.2 ,

SS.3

.G.2

.3


teacher created

assessment


Leveled Readers




















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_opinion_frame.docx



Learning

Goal:


LAFS.3.RF.4.4


Fresh Reads

RI.1.1

RI.1.3

G3U4W4


Social Studies

Resources

Lesson Planning

Sheet



Women in the

Olympics pgs. 50-51Alice Drives Into History

Novel Study


approved text.



teacher created

assessment


Click for Lessons: 3.1-3.3

CPALMS



RWN pg. 281 Click for Archives Site


Site

Leveled Readers

Inferring pg. 148,

Questioning pg.

156, Cause & Effect

pg. 126, Story

Struct. pg. 158, Seq

pg. 142

Concept Literacy:Women Who Were First! (Lexile 300, Guided Rdg Lev C)

Below Level:Across the English Channel (Lexile 630, Guided Rdg Lev H)

On-Level:Great Women in U.S. History (Lexile 680, Guided Reading Level

M)Advanced: Changing Times: Women in the Early Twentieth Century

(Lexile 710, Guided Reading Level R)

ELL & ELD: Helen Wills Moody: America’s Tennis Champion

Contractions

Use Paired Selection. Click here for Claim Evidence Reasoning

Frame.

cursive r

and s

Guide on the Side


50-51, Graphic

Sources pg. 54-55

Customized Literacy

Appropriate

Phrasing

pgs. 109-114

RWN

289RWN 287

Click for

Words

Te

xt

Ba

se

d

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

tal

Ma

teri

als

School Based

Fluency

Resources

Asse

ssm

en

t

Op

tio

ns

S.S.

Sta

nd

ard

s: S

S.3

.G.2

.2 ,

SS.3

.G.2

.3



Standards

SCPS Writing Plan Focus: Opinion Writing

Click for

Words

Suffixes

er,or,ess,

ist TE

121c

Multiple

Meaning

Words

TE 122e

The Duck

Olympics TE

pgs. 149j-

149k

RWN 284

Re

sou

rce

s





LAFS3.RI.1.1 LAFS.RI.1.3

TE pg. 120a-121 Text-

Based Comprehension

Fact and Opinion and

Questioning

TE 122e and 123

Multiple Meaning

Words, and TE 126-127

Close Reading and TE

130-131 (Multiple

Meaning Words)

TE pgs.

132,132,134,135 Close

Reading America's

Champion Swimmer

(Lexile:750) and Think

Critically Question # 3.

TE 144-145a Close

Reading Women

Athletes

DOK Stems



..... Select

the phrase that describes

how the chronological

structure helps the reader to

understand the process of

_________"Women Athletes" pgs. 144-147: Write an informational paragraph about how the

Web site helps someone learn about Wilma Rudolph. Use evidence from the text to

support your ideas.

RWN 287 DVD

251

Rea

din

g S

tre

et

LAFS.3.RF.3.3 LAFS3.L.3.4 LAFS.3.L.1.1a LAFS











http://scpswriting.weebly.com/uploads/2/6/1/4/26142576/final_grade_3_opinion_writing_instructional_plan.docx






http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/grade_3_claim_evidence_reasonining2-_tdq_graphic_organizer.docx

http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/grade_3_claim_evidence_reasonining2-_tdq_graphic_organizer.docx






Learning

Goal:


LAFS.3.RF.4.4


Fresh Reads

RI.1.1

RI.1.3RI.2.6

RI.3.8

Re

sou

rce

s


S.S.

Sta

nd

ard

s: S

S.3

.G.2

.2 ,

SS.3

.G.2

.3


Site

Lesson Planning

Sheet



Social Studies

Resources

Prepositions

TE Page 155d

Novel Study


approved text.

Click for student pagesClick for Teacher Pages

Click for

Words

CCR weekly assessment or teacher

created assessment-Unit

Assessment & Oral Fluency Check

Click for Lessons: 3.5 & TDQs

Communicating

Without Words pgs 52-

53


Alice Drives Into History

LAFS.3.RI.1.1/LAFS.3.RI.1.3/LAFS.3.RI.2.6 LAFS.3.RI.3.8

Rete

ach

/Exte

nsio

n


44-45, Graphic

Sources pg. 54-55

DVD 260


RWN P. 292

Customized Literacy

RWN p. 294

and p. 298


http://www.cpalms.org/Public/PreviewStandard/Preview/5758http://www.cpalms.org/Public/PreviewStandard/Preview/5761


Rea

din

g S

tre

et

LAFS.3.L.1.2f/LAFS.3.L.3.4/LAFS.3.L.1.1/LAFS.3.L.1.1b

SCPS Writing Plan Focus: Opinion

Click for

Words

Syl-

lables

VCCCV

TE 155C

Unknown

Words Page

TE 156e

Bats Are

Special TE

pgs. 183j-

183k

RWN p. 295

Su

pp

lem

en

tal

Ma

teri

als

School Based

Fluency

Resources

Asse

ssm

en

t O

ptio

ns

Rate

pgs. 115-120

RWN p

300

Te

xt

Ba

se

d


Standards




G3U4W5

DOK Stems

CPALMS


1. How would you explain

the relationship between

paragraph _____ and

paragraph __________?

2. Develop an outline

showing the cause and effect

relationship of ___________.

3. Can you predict the

outcome if....?"Purple Coyote" pgs. 176-179 and "Fly Eagle Fly" pgs. 159-171: Write an informational

paragraph that explains what the characters do in each tale to solve their problem.

Use evidence from the two texts to support your answer.

Guide on the Side Leveled Readers Inferring pg. 148,

Questioning pg.

156, Cause & Effect

pg. 126, Story

Struct. pg. 158, Seq

pg. 142

Concept Literacy:What Can Animals Do? (Lexile 41, Guidee

Rdg C)

Below Level:Swimming Like Buck (Lexile 310, Gd Rdg Level I)

On-Level:Buddy Ran Away (Lexile 480, Guided Rdg Lev M)

Advanced:Toby the Smart Dog (Lexile 630, GuidedRdg Lev R)

Cause and Effect

Monitor and Clarify TE P.

154a Student Edition

page 154-155

Close Reading Fly Eagle

Fly! (Lexile:730)TE page

160 Access Text



Close Reading Fly

Eagle Fly! TE page 162

Access Text question.

SE page 162.

Close Reading Fly Eagle

Fly! TE page 170 Access

Text question. SE page

170.

Use Paired Selection. Click here for compare frame.

Lower

case f




















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_compare.docx


Learning

Goal(s):


LAFS.3.RF.4.4b


Fresh Reads

RI.1.2RI.1.1

A VIsit to Vietnam page

58-59Strange Creatures

Novel Study

Lesson Planning

Sheet


RWN:

334

Charlotte's Web or other school/district

approved text.


Main Idea 62-63,

Compare and

Contrast pg. 46-47

Main Idea pg.

140, Retell pg.

166

Concept Literacy: Happy New Year! (Lex 380, Guided Rdg Lev D)

Below Level: Celebrate Independence Day (Lex 590, Guid. Rdg Lev I)

On-Level: Celebrate Around the World (Lex 510, Guided Rdg Lev N)

Advanced: Life Overseas (Lexile 990, Guided Rdg Lev S)

ELL & ELD: Cultures Around the World



Site

Cursive

e, o TE

pg. 224a

Comparative

and

Superlative

Adjectives TE

pg. 227d

Accuracy


"Communities Celebrate Cultures" pgs. 250-251: Write an informational paragraph

about how the two celebrations are different. Use evidence from the text to support

your answer.


Asse

ssm

en

t

Op

tio

ns

RWN: pg.

327,330

Rea

din

g S

tre

et

LAFS.3.RF.4.4b/ LAFS.3.L.3.4/LAFS.3.L.1.1


Click for

Words

Homo-

phones

TE Pg.

227c

Homo-

phones TE

pg.224a

A Day at the

Circus

TE 253-j/k

RWN: 331

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

ta

l M

ate

ria

ls

School Based

Fluency

Resources

Click for

Words

Te

xt

Ba

se

d

Use Paired Selection. Click here for Contrast Frame.

Unit High Frequency Standards LAFS.3.RL.2.6 or LAFS.3.RL.1.1 or LAFS.3.RI.1.1 & LAFS.3.RI.1.3

Standards

G3U5W2

S.S.

Sta

nd

ard

s: S

S.3

.C.3

.1 ,S

S.3

.C.3

.2 ,S

S.3

.C.1

.3


Compare & Contrast- Lesson 20


DVD 302


teacher created

assessment


RWN: pg. 328

Click here for Unit 5

Social Studies

Resourcespage 127-132


Re

sou

rce

s

Students will be able to identify the main idea and find the most important details, and explain how the details support the most important ideas or Students will be able to ask &

answer questions using details from a story, and identify the point of view of characters and narrators, as well as how their own point of view is different within the stories.

Which of the following best

describes the main idea of

the article? Select the

statement that decribes the

main idea of the article.

Select a sentence from the

article that best supports

your answer.

CPALMS


LAFS.3.RI.1.2/LAFS.RI.1.1

Main Idea and Details and

Inferring TE pg. 226a SE pg.

226, 227

Close Reading: I Love

Saturdays y domingos

(Lexile:510)TE pg. 232-233a

SE pg. 232,233


Saturdays y domingosTE

pg. 234-235a SE pg.

234, 235


Saturdays y domingosTE

pg. 236-237a SE pg.

236,237

DOK Stems

Leveled Readers

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.3.rl.1.1rl2.6.docx

http://www.weebly.com/uploads/2/5/9/9/25995806/scale_for_lafs.2.ri.1.3-unit3.docx



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http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_contrast_frame.docx








Learning

Goal(s):


LAFS.3.RF.4.4


Fresh Reads

RL.1.1

RL.1.2RL.4.10


Site

G3U5W1

RWN

page 325


Social Studies

Resources

Lesson Planning

Sheet


Compare and

Contrast pg. 46-47

RWN page 317


approved text. Click for Teacher Pages Click for student pages






DVD page 292

Inferring p. 148,

Questioning p.

156, Theme p.

282, Retell p. 166

CPALMS



Leveled Readers

Concept Literacy: Kiko’s Kimono (Lexile 250, Guided Rdg Lev D)

Below Level: A Tea Party w/ Obâchan (Lex 640, Guided Rdg Lev I)

On-Level: Cowboy Slim’s Dude Ranch (Lexile 620, Guided Reading Level M)

Advanced: His Favorite Sweatshirt (Lexile 830, Guided Rdg Lev S)

ELL & ELD: School Days in Japan

Asse

ssm

en

t

Op

tio

ns


Click for

Words

Syl-lable

Pattern

cv/vc TE

page

192a

Synonyms

TE page 196e

Cinco de

Mayo TE

page 221-

RWN Page

320

Click for

Words

Te

xt

Ba

se

d

Use Paired Selection. Click here for Claim Evidence #2.

Cursive

A,C TE

page

195d

Adjectives

and Adverbs

TE page 195d

RWN page

323

pages 121-

126

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Rea

din

g S

tre

et

Select two sentences that

show that the main character

is the same and different

from ........

Develop a concept map

showing how the ____ is the

same and different from

______."Clothes Bringing Cultures Together" (Basque Berets) pg. 219: Write an informational

paragraph explaining why berets were created. Use evidence from the first paragraph

to support your answer.

Rate

LAFS.3.RF.4.4b/LAFS.3.3RF.3.3c/LAFS.3.L.1.1/LAFS.3.L1.1a


Celebrating Children

and Tradition pages 56-

57

Strange Creatures

Novel Study


S.S.

Sta

nd

ard

s: S

S.3

.C.3

.1 ,S

S.3

.C.3

.2

,SS.

3.C

.1.3


teacher created

assessment

Re

sou

rce

s

LAFS.3.RL.1.1/LAFS.3.RL.1.2/LAFS.3.RL.4.10

Compare and Contrast

Visualize

TE page 194a

Student Edition pages 194-195


Standards

Close Read Suki's Kimono

(Lexile:800) Questions from


Access Text Read Suki's

Kimono Questions from


Read Clothes Bringing

Cultures Together and Suki's

Kimono Questions from

Compare and contrast both

stories

DOK Stems

























Learning

Goal(s):


LAFS.3.RF.4.4b


Fresh Reads

RL.1.3

RL.1.1





Social Studies

Resources

Lesson Planning

Sheet




Site


S.S.

Sta

nd

ard

s: S

S.3

.C.3

.1 ,S

S.3

.C.3

.2

,SS.

3.C

.1.3


teacher created

assessment

CPALMS



Leveled Readers

Concept Literacy: Our New Home (Lex 420, Guided Rdg Lev D)

Below Level: A Child’s Life in Korea (Lexile 770, Guided Reading

LevelM) On-Level: Joanie’s House Becomes a Home (Lex 500,

Guided Rdg Lev N) Advanced: It’s a World of Time Zones (Lexile

930, Guided Rdg Lev S)



Sequencing pg. 70-71,

Compare and

Contrast pg. 46-47

Asse

ssm

en

t

Op

tio

ns

RWN

338

RWN page

341 and345 DVD 312RWN 339

Rete

ach

/Exte

nsio

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Su

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ate

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ls

School Based

Fluency

Resources

Sleuth

Click for Teacher Pages

Reader's Theatre

Theme pg. 282,

Story Structure

pg. 158


Click for

Words

Vowel Pat-

terns: au,

augh, ou,

ough TE

page 259c

Compound

words TE

page260e

Stuck at the

Airport TE

page 287j/k

RWN page

342

Click for

Words

Te

xt

Ba

se

d

Use Paired Selection. Click here for Claim Evidence #2.

Capital

letter H

and K

Adverbs TE

page 259d

A Day at School in

Japan page 60-61Strange Creatures

Novel Study


approved text. Click for student pages

Standards

Rea

din

g S

tre

et

LAFS.3.L.1.2f/LAFS.3.L.3.4/LAFS.3.L.1.1b LAFS.3.RL.1.3/LAfS.3.RL.1.1

Expression

and

Puncuation

Cues

G3U5W3

page 133-138

Re

sou

rce

s



Sequence

Monitor and Clarify

TE page 258a


259

Close Reading Good-Bye

382 Shin Dang Dong

(Lexile:610) TE page 266


page 266


382 Shin Dang Dong TE

page 270 Access Text



382 Shin Dang Dong TE



DOK Stems

Sequence a key chain of

events and supporting details

using a timeline, cartoon

strip or flow chart.

Select the example from the

text that shows that the

character did

________________."Sing A Song of People" pgs. 284-285. Write an informational paragraph in which you

choose words to describe the setting. Use evidence from the text to support your

answer.























Learning

Goal(s):


LAFS .3.RF.4.4


Fresh Reads

RI.1.1

RI.1.2

G3U5W4


teacher created

assessment

DVD 322

TE 299a


Social Studies

Resources

Lesson Planning

Sheet


CPALMS



Click for Lessons: 3.22 & 3.23



Site

Novel Study


RWN

pg.349


approved text.


Leveled Readers

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

ta

l M

ate

ria

ls

School Based

Fluency

Resources

Inferring pg.

148,

Questioning pg.

156

Concept Literacy: Bread! (Lexile 240, Guided Reading Level D)

Below Level: The World of Bread! (Lex 770, Guided Rdg Lev I)

On-Level: Kapuapua’s Magic Shell (Lex 670, Guided Rdg Lev N)

Advanced: Mixing, Kneading, and Baking: The Baker’s Art

(Lexile 880, Guided Reading Level S)

ELL & ELD: The Story of PizzaComprehension Toolkit


Draw Conclusions pg.

48-49, Compare and

Contrast pg. 46-

47


page 139-144


Pizza, Pizza Everywhere

page 62-63Strange Creatures

Accuracy

Asse

ssm

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nt

Op

tio

ns

Rea

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tre

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LAFS .3.RF3.3 LAFS.3.L.1.2f LAFS.3.L.3.4 LAFS.3.L.1.1.aLAFS3.3.L.1.1h


Click for

Words

Vowel

Pat-terns

ei, eigh

Unfamiliar

Words

Making

Challah

TE 319j/k

RWN pg. 353RWN pg. 356

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click on Opinion frame.

Cursive

Letters

N,M,U

RWN pg. 350

"Foods of Mexico: A Delicious Blend" pgs. 314-315: Write an opinion paragraph to

show why you think the people of Mexico were skilled farmers. Use evidence from

the text to support your opinion.

LAFS .3RI1.1 LAFS.3.RI1.2

Draw Conclusions,

Summarize

TE page 292a

SE pages 292-293

TE Voc. Skill Unfamiliar

Words TE pgs. 294e, 294

Close Reading Jalapeno

Bagels (Lexile:600) TE 298-

299, 300-301, 302-303





organized?

What conclusion can you

draw from this text? How

would you summarize this

story?

Re

sou

rce

s



TE Close Reading 304-

305, 306-307, 308-309

Think Critically # 3,4

Expository Text TE 314-

315 Foods of Mexico

Close Reading TE 316-317

Close Reading

DOK Stems


S.S.

Sta

nd

ard

s: S

S.3

.C.3

.1 ,S

S.3

.C.3

.2

,SS.

3.C

.1.3

Comparative

and

Superlative

Adverbs


Standards




















http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_opinion_frame.docx


Learning

Goal(s):


LAFS.3.RF.4.4b


Fresh Reads

RI.1.1

RI.2.6



Site

G3U5W5





organized?


correctly states the point of

view in the article?

Why was ____________

described as

______________?



S.S.

Sta

nd

ard

s: S

S.3

.C.3

.1 ,S

S.3

.C.3

.2

,SS.

3.C

.1.3




CPALMS



Leveled Readers

Concept Literacy: From Country to City (Lex 430, Guided Rdg Lev D)

Below Level: A Walk Around the City (Lexile 600, Guided Rdg Lev L)

On-Level: Bobby’s New Apartment (Lexile 440, Guided Rdg Lev N)

Advanced: Let’s Go Have Fun! (Lexile 820, Guided Rdg Lev S)

ELL & ELD: From a Small Town to a Big City

Customized Literacy

Lesson Planning

Sheet


DVD 332RWN page 361

Reader's Theatre

The Harlem

Renaissance on Canvas

page 64-65


approved text. Click for student pages


Social Studies

Resources


Guide on the Side

Author's Purpose pg.

40-41, Compare and

Contrast pg. 46-47

Author's

Purpose: 124-

125, Compare &

Contrast- pages

128-129



page 145-150

Asse

ssm

en

t

Op

tio

ns

RWN

page 360

RWN page

363 and 367

Rete

ach

/Exte

nsio

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Su

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en

t

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ate

ria

ls

School Based

Fluency

Resources

Sleuth



Click for

Words

Suffixes

y, ish,

hood,

mentTE

325c

Homonyms

TE page 326e

Hunting

Treasure TE

page 359j/k

RWN

page 364

Click for

Words

Te

xt

Ba

se

d

Use with Paired Selection. Click on Claim Evidence #2.

Capital

letter V,

W, and Y

Conjuctions

TE page 325d

Strange Creatures

Novel Study

Rea

din

g S

tre

et

LAFS.3.L.1.2e/LAFS.3.L3.4/LAFS.3.L.1.1i

Appropriate

Phrasing

LAFS.3.RL.2.6 or LAFS.3.RL.1.1 or LAFS.3.RI.1.1 & LAFS.3.RI.1.3

Standards

Re

sou

rce

s



Author's Purpose

Background knowledge

TE page 324a

Student edition page 324-

325

Close Reading Me and

Uncle Romie

(Lexile:620)TE page 330


page 330


Uncle Romie TE page

336 Access Text



Uncle Romie TE page 338


page 338

DOK Stems

"In Country to City" pgs. 354-357: Write an informational paragraph that explains the

author's purpose in writing "Country to City." Use evidence from the text to support

your answer.
























Click here for Example Scale

LAFS.3.RF.4.4


Fresh Reads

RI.1.1

RI.1.3



Site

G3U6W1


Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Sleuth


Novel Study

George Did It or other school/district approved

text. Click for student pages

page 151-

156

What Does Freedom

Mean?

Asse

ssm

en

t

Op

tio

ns

RWN

page 385

RWN page

388DVD page 364RWN 386


S.S.

Sta

nd

ard

s: S

S.3

.G.4

.4


teacher created

assessment

CPALMS



Leveled Readers

Concept Literacy:The Statue of Liberty (Lex 310,Guided Reading Lv D)

On-Level:Symbols, Signs, and Songs of America (Lexile 830, Guided Reading

Level N)Advanced:The French Connection (Lexile 740, Guided Reading Level

S)

ELL & ELD: The Eagle, A Symbol of Freedom

Click for SCPS Writing Plan


Author's Purpose- Lessons 17, 18, 19,

and 20


Social Studies

Lesson Planning

Sheet




50-51, Cause and

Effect pg. 44-45

Reader's Theatre

Inferring pg.

148,

Questioning pg.

156

Unit High Frequency Standards LAFS.3.RL1.2 & LAFS.3.RL.1.3

Learning Goal: Students will be able to describe characters, their traits and actions, and how they affect the sequence of events, when

recounting stories, and identify the lesson/theme based on details from the text.

Standards

Close Read A Nation of

Immigrants

Questions from

TE pages 391a. SE page

390-391

DOK Stems

"A Nation of Immigrants" pgs. 390-391: Write an informational paragrpah that explains

the relationship between the immigrants and the new country they came to.. Use

evidence from the text to support your answer.

Rate

Cursive

T and F

TE page

371d

Capital

Letters TE

page 371d

Close Read The Story of

the Statue of Liberty

Questions from

TE pages 378. SE page

378

Have a fact based argument

about.....



______ is a fact.





organized?

Re

sou

rce

s

Fact and Opinion

Questioning

TE page 370a


371

Close Read The Story of the

Statue of Liberty

(Lexile:770)

Questions from


Rea

din

g S

tre

et

LAFS.3.L.1.2.f/LAFS.3.L.3.4b/LAFS.3.L.1.2

SCPS Writing Plan Focus: TDQs

Click for

Words

Vowel

sounds

in

moon

and foot

TE page

371c

Prefix -un

TE page 372e

Grace's Place

TE 393-j/k

RWN page

389

Click for

Words

Te

xt

Ba

se

d

Use the Paired Selection. Click on Cause and Effect.


America's National Bird

page 68-69





http://www.weebly.com/uploads/2/5/9/9/25995806/georgete.pdf

http://www.weebly.com/uploads/2/5/9/9/25995806/georgese.pdf












http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_cause_and_effect_frame.docx



LAFS.3.RF.4.4


Fresh Reads

L.1.3

G3U6W2

Click for SCPS Writing Plans SCPS Writing Plan Focus: Review All Types

Asse

ssm

en

t

Cause and Effect

pg. 44-45

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Novel StudyGeorge Did It or other school/district approved

text.


RWN: 399,

403

RWN:

396

Rete

ach

/Exte

nsio

n

Freedom for All page

70-71

What Does Freedom

Mean?


DVD 374


teacher created

assessment



Visit CPALMS website for other standards based instruction supportAuthor's Purpose page 17,18,19 and 20

CPALMS


Leveled Readers



Site

The Secret

Recipe TE

429 j/k

RWN: 400

page 157-162

Close Reading: Happy

Birthday Mr. Kang

TE pg. 408-409a

SE pg. 408, 409

DOK Stems

Select the phrase that

describes how the

chronological structure helps

the reader to understand the

process of ______. How

does the structure of the text

help the reader to

understand how _____ are

found?

"Once Upon a Constitution" pgs. 424-427: Write an informational paragraph to explain

how the text features help the reader understand the Constitution and why is was

written. Use evidence from the text to support your answer.

S.S.

Sta

nd

ard

s: S

S.3

.G.4

.4



Social Studies Cause and Effect

pg. 126, Story

Structure pg. 158,

Sequence pg. 142

Concept Literacy:The Eagle Is Free (Lexile 220, Guided Reading Level D)

Below Level:New York’s Chinatown (Lexile 690, Guided Reading Level J)

On-Level:A Pet Bird (Lexile 810, Guided Reading Level O)

Advanced:China’s Special Gifts to the World (Lexile 720, Guided Reading Level T)

ELL & ELD : Gina Becomes a Citizen Lesson Planning

Sheet


Use with Paired Selection. Click on Claim Evidence frame.

Cur-sive

b,p,r

TE pgs.

399d

Rea

din

g S

tre

et

LAFS.3.RF.3.3/LAFS.3.L.1.2f/LAFS.3.L.3.4/LAFS.3.L.3.5/ LAFS.3.RI.1.3

Cause and Effect and

Inferring

TE pg. 398a-399

SE pg. 398, 399

Click for

Words

Shawa

Sound

TE 399c

Antonyms

and Context

Clues

Click for

Words

Ap-propriate

Phrasing

Re

sou

rce

s

LAFS.3.RL1.2 & LAFS.3.RL.1.3



Standards

Abbre-

viations

TE pg. 399d

RWN: 397



Birthday Mr. Kang

(Lexile:710)

TE pg. 404-405a

SE pg. 404,405


Birthday Mr. Kang

TE pg. 406-407a

SE pg. 406, 407

Te

xt

Ba

se

d


http://scpswriting.weebly.com/third-grade-instructional-plans.html











http://www.weebly.com/uploads/2/5/9/9/25995806/grade_3_claim_evidence_reasoning-_tdq_graphic_organizer.docx







LAFS.3.RF.4.4b


Fresh Reads

RI.3.7

RI.1.2

S.S.

Sta

nd

ard

s: S

S.3

.G.4

.4


Site


G3U6W3

Lesson Planning

Sheet


Click for SCPS Writing Plans



teacher created

assessment

CPALMS



Leveled Readers Concept Literacy:Many Voices (Lexile 270, Guided Reading Level D)

Below Level:One Forest, Different Trees (Lexile 360, Guided Reading Levl J)

On-Level:Lily’s Adventure Around the World (Lexile 660, Guided Reading Level

O)Advanced:Thomas Hart Benton: Painter of Murals (Lexile 630, Guided Reading

Level T)

ELL & ELD: The Wall of Names

Author's Purpose page 17,18,19 and 20


Graphic Sources pg.

54-55, Cause and

Effect pg. 44-45


Social Studies Graphic Sources

pg. 136,

Questioning pg.

156

Asse

ssm

e

nt

Op

tio

ns

RWN

page

407

DVD 384RWN page

410 and 414RWN 408

Rete

ach

/Exte

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n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Sleuth


Reader's Theatre

SCPS Writing Plan Focus: Review All Types

Click for

Words

Final Syl-

lables TE

435c

Unknown

words TE

436e

Tips for Taking

Great Travel

Pictures TE 459-

j/k

RWN page

411

Click for

Words

Te

xt

Ba

se

d

Accuracy

What Does Freedom

Mean?

Novel StudyGeorge Did It or other school/district approved

text.

DOK Stems

Select the words in the text

that show what information

the illustration provides the

reader.

Select the statement that

describes the main idea of

the article. Select a sentence

from the article that best

supports your answer. "Talking Walls: Art For The People" pgs. 439-451: Write an opinion paragraph about why

mural artists share an important message with people. Use evidence from both texts to

support your answer.

pages 163-

168

Re

sou

rce

s Use with Paired Selection. Click here for Opinion Frame.

Cap-ital

letter G,

S, I

Combining

Sentences TE

page 435d

Click for student pages

Graphic Sources

Important Ideas

TE page 434a

Student edition page 434-

435

Close Reading Talking Walls

(Lexile:1000)TE page 442

Access Text question. SE page

442

Close Reading Talking

Walls TE page 446


page 446

Close Reading Talking

Walls TE page 450 Access

Text question. SE page

450

A Performance in a

Flash page 72-73


Rea

din

g S

tre

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Learning Goal: Students will be able to describe characters, their traits and actions, and how they affect the sequence of events, when recounting stories,

and identify the lesson/theme based on details from the text.

Standards LAFS.3.L.1.2e/LAFS.3.L.3.4d/LAFS.3.L1.1j

















http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/grade_3_opinion_frame.docx




LAFS .3.RF.4.4b LAFS .3.RF3.3a LAFS .3.L.1.2f LAFS 3.L.1.1a


Fresh Reads

RL.1.1

RL.1.2Click for Teacher Pages Click for student pages RL.1.3

Click for Archives

Site

Click for

Smithsonian Site

G3U6W4

Guide on the Side

RWN DVD 394

Literacy Elements pg.

60-61, Cause and

Effect pg. 44-45

Inferring pg. 148,


Theme pg. 282,

Retell p. 166

RWN pg. 419



Reader's Theatre

What Does Freedom

Mean?


S.S.

Sta

nd

ard

s: S

S.3

.G.4

.4


teacher created

assessment

CPALMS



Leveled Readers Concept Literacy:We Have Rules (Lexile 300, Guided Reading Level D)

Below Level:Swimming in a School (Lexile 570, Guided Reading Level J)

On-Level:The Three Bears and Goldilocks (Lexile 510, Guided Reading Level O)Advanced:The

Best Field Trip Ever! (Lexile 700, Guided Reading Level T)

ELL: The Story of Our Freedom

ELD: The Story of Our Freedom

Click here for Unit

6 Social Studies

Lesson Planning

Sheet

Suggested S.S.

Sites


Customized Literacy

Rete

ach

/Exte

nsio

n

Su

pp

lem

en

t

al M

ate

ria

ls

School Based

Fluency

Resources

Sleuth

Lin's Lesson page 74-75

Novel Study


text.

Unit High Frequency Standards LAFS.3.RL1.2 & LAFS.3.RL.1.3

Learning Goal: Students will be able to describe characters, their traits and actions, and how they affect the sequence of events, when recounting

stories, and identify the lesson/theme based on details from the text.

Standards LAFS .3.RL.1.1 LAFS .3.RL.1.2 LAFS .3.RL 1.3

Literary Elements: Plot and

Theme, Story Structure Text-

Based Comprehension

TE pgs. 464a-465

Vocabulary Skill Prefixes and

Suffixes

TE 466e-467 Close Read Two

Bad Ants (Lexile:820) ,

TE pgs. 470-471, 472-473, 474-

475, 476-477

Close Reading Two Bad

Ants

TE 478-479, 480-481,

482-483, 484-485,

Think Critically TE 486

Questions 3 and 4

Close Reading Hiking

Safety Tips

TE pgs. 490-491a

DOK Stems

What judgement would

you make based on the

problem/solution of the

story?

After reading page

______, what can you say

about the main

character's behavior and

the author's writing?"Hiking Safety Tips" pgs. 490-491: Write an informational paragraph that explains what

people must do when they are searching for information on the Internet. Use evidence

from the text to support your answer.


Frame frame.

Cur-sive

Letters

D, Q,

and Z

Commas

Re

sou

rce

s

Rate

pages

169-174

Rea

din

g S

tre

et

LAFS.3.RF.3.3a LAFS 3.L.1.2f LAFS .3.L.1.2b


Click for

Words

Pre-

fixes, Suf-

fixes,

Endings

Prefixes,

Suffixes, un,

dis, ful

The Case of

the Missing

Crystal TE page

493-j/k

RWN pg. 422

Click for

Words

Te

xt

Ba

se

d

Asse

ssm

en

t

Op

tio

ns

RWN pg.

418RWN pg. 425














http://scpsreadingip.weebly.com/uploads/2/5/9/9/25995806/grade_3_claim_evidence_reasoning-_tdq_graphic_organizer.docx








LAFS.3.RF.4.4b


Fresh Reads

RF.4.4b

RI.1.1

Click for Teacher Pages Click for student pages RI.1.2

G3U6W5





organized?


article that shows that the ...

Which of the following best

decribes the main idea of the

article?


S.S.

Sta

nd

ard

s: S

S.3

.G.4

.4


Lesson Planning

Sheet



Social Studies

DVD page 404

Generalize pg. 52-53,


44-45

Inferring pg.

148,

Questioning pg.

156



RWN page 430


Site





CPALMS




Leveled Readers Concept Literacy:Freedom For All! (Lexile 340, Guided Reading Levl D)

Below Level:Greek Myths (Lexile 700, Guided Reading Level J)

On-Level:Sweet Freedom! (Lexile 860, Guided Reading Level O)

Advanced:Free in the Sea (Lexile 890, Guided Reading Level T)

ELL & ELD: Freedom for AllRete

ach

/Exte

nsio

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Su

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School Based

Fluency

Resources


A Community Spring

Break page 76-77

What Does Freedom

Mean?

Novel Study


text.


Asse

ssm

en

t

Op

tio

ns

RWN

page 429



Generalize

Inferring

TE page 498a

SE page 498-499

Close Reading Atlantis

(Lexile:940)

TE page 504 Access Text

question.

SE page 504

Close Reading Atlantis

TE page 506 Access Text

question.

SE page 506

Close Reading Atlantis TE


question.

SE page 512

DOK Stems

"The Monster In The Maze" pgs. 524-527: Write an informational paragraph that

explains why Ariadne says her first speech in a whisper. Use evidence from the text to

support your ideas.


Frame




Standards

Capital

Letter

J,X,L

Quotations

and

Parentheses

TE page 499d

Expression

page 175-180

Re

sou

rce

sR

ea

din

g S

tre

et

LAFS.3.L.1.2f/LAFS.3.L.3.4/LAFS.3.L.2.3c


Click for

Words

Related

Words

TE 499c

Homo-graphs

TE 500e

Liz's Freat

Gradnfather

TE page

531j/k

RWN page

433

Click for

Words

Te

xt

Ba

se

d

RWN page

432 and 436




















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Third Grade - Other Standards Resourcesscpsreadingip.weebly.com/uploads/2/5/9/9/25995806/third_finalip... · Each unit of instruction is ... are encouraged to add resources that align