ELA 3rd Grade

Warren

County

Pacing

Guide

NC Standards Vocabulary Key Skills Timeframe

Resources: HMH Module1: What a Character! NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words. • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. • RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. • L.3.1.a Ensure subject/verb agreement. • L.3.1.e Explain the function of verbs • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.3.a Organize information and ideas around a topic to plan and prepare to write. • W.3.3.b Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • W.3.3.c Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3.e Provide a sense of closure

text, characters, settings, events, fable, folktale, myth, moral, key details, scene, stanza, point of view, illustrations, narrator, dialogue

● Point of View ● Literary Elements ● Theme ● Figurative Language ● Text Features

4 weeks 8/17-9/11/2020

• W.3.3.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. DPI Resources RF3.4 https://drive.google.com/file/d/1LYdSs33uO2XAOclN77Ifjc66is1ejlqV/view?usp=sharing RL3.2 https://drive.google.com/file/d/1nsvFB56JpFR847_tMpYo9gZU67VNFupU/view?usp=sharing L3.4 https://drive.google.com/file/d/1zzVSfAlZiydBIzyVPVn1AgA2WtZbGp1M/view?usp=sharing W3.3 https://drive.google.com/file/d/1VCgo3M85WscTef28QtwXSwTB_CBRzIEJ/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/grade-2-remote-learning?authuser=0 Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR (Florida Center for Reading Research) Letter- Sound Match Activity https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_letter_sound_correspondence/23_p001_letter_sound_match.pdf Compare-a-Character Activity https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c002_compare_a_character.pdf Keys to the Main Idea Activity

https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c013_keys_to_the_main_idea.pdf Word Wise Activity https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_word_meaning/23_v015_word_wise.pdf

Resources: HMH Module 2: Use Your Words , NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words. • RF.3.4.d Read grade-appropriate irregularly spelled words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. • RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. •RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. • L.3.1.b Explain the function of nouns • L.3.1.d Form and use frequently occurring regular and irregular plural nouns. • L.3.1.g Form and use regular and irregular verbs. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a

Poetry, , fables, folktales, central message, chapter, scene, stanza, characters, actions, events, text features, context clues

● central idea ● ask and answer

questions ● summarize ● text structure ● text features

4 weeks 9/14-10/9/2020

range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace. • SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. DPI Resources RI3.5 https://drive.google.com/file/d/1DQIAtkuLPQyVmTRiPGhtwXQ0TjzZC_yb/view?usp=sharing L3.6 https://drive.google.com/file/d/1zJjDWpwL14-aqgEpSbkleOVVE09lbqWe/view?usp=sharing RL3.2 https://drive.google.com/file/d/1nsvFB56JpFR847_tMpYo9gZU67VNFupU/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/grade-2-remote-learning?authuser=0 Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR

Syllable Scoops https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_syllable_patterns/23_p30_syllable_scoops.pdf Main Idea Highlights https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c015_main_idea_highlights.pdf Meaning Maker https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_words_in_context/23_v035_meaning_maker.pdf

Resources: HMH Module 3: Let Freedom Ring, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words. • RF.3.4.d Read grade-appropriate irregularly spelled words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. •RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • L.3.1.h Form and use simple verb tenses. • L.3.2.j Use commas in addresses. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

key details, recount, fables, folktale, point of view, main idea, characters,, prefixes and suffixes, research, discussion, prose, poetry, expression

● Point of View ● Literary Elements ● Theme ● Figurative

Language ● Text Features

4 Weeks 10/10-11/6/2020

• W.3.2.a Organize information and ideas around a topic to plan and prepare to write. • W.3.2.b Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • W.3.2.c Develop the topic with facts, definitions, and details. • W.3.2.e Provide a concluding statement or section. • W.3.2.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. • SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace. • SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. DPI Resources RF3.4 https://drive.google.com/file/d/1LYdSs33uO2XAOclN77Ifjc66is1ejlqV/view?usp=sharing RI3.3 https://drive.google.com/file/d/16QHBZi0tSRIX4nNcsxgb0Hg1DivM14eA/view?usp=sharing L3.1 https://drive.google.com/file/d/1Q90wKBgvNiYOaaMU-c0myvJqRu-Nkh_N/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0

https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Ask and Answer https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c029_ask_and_answer.pdf Compare a Character https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c002_compare_a_character.pdf What’s My Word https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_phoneme_blending/23_pa013_whats_my_word.pd

Resources: HMH Module 4: Stories on Stage, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Prose Poetry Recounty Fables Folktales Myth Central Message Moral Key Detail Drama Chapter Scene Stanza Dialogue Clarify

● Elements of Drama ● Figurative Language ● Summarizing ● Theme ● Narrative Stories

4 Weeks 11/9-12/4/2020

• RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • L.3.1.a Ensure subject/verb agreement. .• L.3.1.d Form and use frequently occurring regular and irregular plural nouns • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.2.k Use commas in dialogue. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.5.b Distinguish shades of meaning among related words that describe states of mind or degrees of certainty • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.3.a Organize information and ideas around a topic to plan and prepare to write. • W.3.3.b Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally • W.3.3.c Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • W.3.3.d Use temporal transition words and phrases to signal event order. • W.3.3.e Provide a sense of closure. • W.3.3.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.2 Determine the main ideas and supporting details of a text read aloud

or information presented in diverse media and formats, including visually, quantitatively, and orally DPI Resources L3.1 https://drive.google.com/file/d/144AfIjSbiBvDrjz4tk3-Z7QBXt00Xr8f/view?usp=sharing RF3.5 https://drive.google.com/file/d/1Qtj-xlsJrxmjo9055ulsTbYzMJu5s6Fc/view?usp=sharing RL3.2 https://drive.google.com/file/d/1CmJloregbbqekkUXuwTzUsmWsWdpSroy/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Oh My Word! https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_word_meaning/23_v016_oh_my_word.pdf Story Line Up https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c003_story_line_up.pdf Ask and Answer https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c003_story_line_up.pdf

Resources: HMH Module 5:Teamwork, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.6 Distinguish their own point of view from that of the author of a text. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. L.3.1.h Form and use simple verb tenses. • L.3.1.u Explain the function of pronouns. • L.3.1.v Continue to use personal, possessive, and indefinite pronouns. .L.3.2.h Use an apostrophe to form contractions. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.b Distinguish shades of meaning among related words that describe states of mind or degrees of certainty

Prose Poetry Sequence Cause Effect Point of View Author Illustration Recount Fable Folktales Myths Characters

● Text Structure ● Point of View ● Summarizing ● Text Features ● Theme ● Literary Elements

4 Weeks 12/72020-1/15/2021

• L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.1.a Organize information and ideas around a topic to plan and prepare to write. • W.3.1.b Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. • W.3.1.c Provide reasons that support the opinion. • W.3.1.d Use linking words and phrases to connect opinion and reasons • W.3.1.e Provide a concluding statement or section. • W.3.1.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally DPI Resources L3.2 https://drive.google.com/file/d/1K2UxyCJNluPersfBY-CqsC9VfFnKE86u/view?usp=sharing RF3.5 https://drive.google.com/file/d/1Qtj-xlsJrxmjo9055ulsTbYzMJu5s6Fc/view?usp=sharing RI3.5 https://drive.google.com/file/d/1uEpewB6iC_TW9RiDEYwQymweCVnKkcE8/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0

https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Word Family Zoom https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_fluency_words/23_f008_word_family_zoom.pdf Affix Hunt https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_morpheme_structures/23_p041_affix_hunt.pdf Bag of Sounds https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_phoneme_isolating/23_pa009_bag_of_sounds.pdf

HMH Module 6:Animal Behaviors, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.4.d Read grade-appropriate irregularly spelled words. • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using

Explicit Text Feature Sequence Cause Effect Author Illustration Clarify Literal Recount

● Text Features ● Summarizing ● Author’s Craft ● Central Idea ● Figurative Language ● Graphic Features ● Expository Essays

4 Weeks 1/19-2/12/2021

language that pertains to time, sequence, and cause/effect. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • L.3.1.j Convey sense of various times, sequences. • L.3.1.l Explain the function of adjectives. • L.3.2.n Use conventional spelling for high frequency and other studied words and for adding suffixes to base words. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect • L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.2.a Organize information and ideas around a topic to plan and prepare to write • W.3.2.b Introduce a topic and group related information together; including illustrations when useful to aiding comprehension. • W.3.2.c Develop the topic with facts, definitions, and details. • W.3.2.d Use linking words and phrases to connect ideas within categories of information • W.3.2.e Provide a concluding statement or section. • W.3.2.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. • SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and

relevant, descriptive details, speaking clearly in complete sentences at an understandable pace. DPI L3.1 https://drive.google.com/file/d/1KAQnSP_fcy3MyXLaj2HUkoXSB4evBlwC/view?usp=sharing RI.3.3 https://drive.google.com/file/d/16QHBZi0tSRIX4nNcsxgb0Hg1DivM14eA/view?usp=sharing RI3.5 https://drive.google.com/file/d/1nsvFB56JpFR847_tMpYo9gZU67VNFupU/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Inside Information https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_word_meaning/23_v018_inside_information.pdf Word Why https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_words_in_context/23_v036_word_why.pdf Main Idea Highlights https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c015_main_idea_highlights.pdf

HMH Module 7: Make a Difference, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.4.b Decode words with common Latin suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.4.d Read grade-appropriate irregularly spelled words. • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.6 Distinguish their own point of view from that of the author of a text. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. • RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. • L.3.1.d Form and use frequently occurring regular and irregular plural nouns. • L.3.1.g Form and use regular and irregular verbs. • L.3.1.q Explain the function of adverbs. • L.3.1.r Form and use comparative adverbs. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.b Distinguish shades of meaning among related words that describe states of mind or degrees of certainty.

Sequence Cause Effect Point of View Author Illustration Characters Event

● Text Structure ● Point of View ● Opinion Essays ● Text Feature ● Literary Elements ● Figurative Language ● Collaborative

Discussions

4 Weeks 2/15-3/12/2021

• L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.1.a Organize information and ideas around a topic to plan and prepare to write. • W.3.1.b Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. • W.3.1.c Provide reasons that support the opinion. • W.3.1.d Use linking words and phrases to connect opinion and reasons. • W.3.1.e Provide a concluding statement or section. • W.3.1.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic. • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. DPI L3.2 https://drive.google.com/file/d/1L_0QdXnqh76EdlVmgdg2SgTx7V1voii_/view?usp=sharing RI.3.3 https://drive.google.com/file/d/16QHBZi0tSRIX4nNcsxgb0Hg1DivM14eA/view?usp=sharing RL3.7 https://drive.google.com/file/d/1wzT6fZ_JllIelkRkL6n5b0ZzFU-wCJBm/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0

https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Read and Ask https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c027_read_and_ask.pdf Say and Spell https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_high_frequency_words/23_p010_say_and_spell.pdf Fluent Phrasing https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_fluency_phrases/23_f012_fluent_phrasing.pdf

Module 8: Imagine! Invent!, NCDPI, FCRR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Prose Poetry Expression Context Main Idea Text Recount Key Details Sequence Cause Effect Text Features Author Characters

● Summarize ● Text Feature ● Graphic Feature ● Text Structure ● Literary Elements ● Figurative Language ● Central Idea ● Conducting Research

4 Weeks 3/13-4/16/2021

• RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. • L.3.1.o Use coordinating and subordinating conjunctions. • L.3.1.p Accurately choose which to use — adjective or adverb. • L.3.2.i Use an apostrophe to form frequently occurring possessives. • L.3.2.n Use conventional spelling for high frequency and other studied words and for adding suffixes to base words. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.2.a Organize information and ideas around a topic to plan and prepare to write. • W.3.2.b Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • W.3.2.c Develop the topic with facts, definitions, and details. • W.3.2.d Use linking words and phrases to connect ideas within categories of information. • W.3.2.e Provide a concluding statement or section. • W.3.2.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • SL.3.1.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. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

• SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace • SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. DPI L3.6 https://drive.google.com/file/d/1zJjDWpwL14-aqgEpSbkleOVVE09lbqWe/view?usp=sharing SL3.4 https://drive.google.com/file/d/1CmJloregbbqekkUXuwTzUsmWsWdpSroy/view?usp=sharing L3.5a https://drive.google.com/file/d/1LYdSs33uO2XAOclN77Ifjc66is1ejlqV/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Sight and Sound Scout https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_variant_correspondences/23_p025_sight_and_sound_scout.pdf Story Book https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrati

ve_text_structure/23_c004_story_book.pdf Ask and Answer https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c029_ask_and_answer.pdf

Module 9:From Farm to Table, NCDPI, FCCR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.b Decode words with common Latin suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.6 Distinguish their own point of view from that of the author of a text. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • L.3.1.s Produce, expand, and rearrange simple and compound sentences. • L.3.2.f Use commas to separate single words in a series. • L.3.2.h Use an apostrophe to form contractions. • L.3.2.n Use conventional spelling for high frequency and other studied words and for adding suffixes to base words. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a

Prose Poetry Context Explicit Main Idea Recount Key Details Text Features Point of View Author

● Point of View ● Poetry ● Text Structure ● Ask and Answer

Questions ● Figurative

Language ● Central Idea

4 weeks 4/19-5/14/2021

range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic. • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. • SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. DPI L3.1 https://drive.google.com/file/d/144AfIjSbiBvDrjz4tk3-Z7QBXt00Xr8f/view?usp=sharing RI3.5 https://drive.google.com/file/d/1uEpewB6iC_TW9RiDEYwQymweCVnKkcE8/view?usp=sharing RL3.2 https://drive.google.com/file/d/1odYeiGr0BkKnaw-YdZ5y-1cMBA2ZQ0If/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI)

https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Word Family Zoom https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_fluency_words/23_f008_word_family_zoom.pdf Meaning Map https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_word_analysis/23_v024_meaning_map.pdf Strategic Strategies https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c032_strategic_strategies.pdf

Module 10: Tell a Tale, NCDPI, FCCR

• RF.3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.b Decode words with common Latin suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text,

Main Idea Key Details Fables Folk talkies Poetry Prose Characters Actions Sequence Dramas Chapter Scene Stanza

● Retelling ● Literary Elements ● Theme ● Author’s Craft ● Figurative

Language ● Central Idea

5/17/2021-6/3/2021

identifying words that impact the meaning in a text. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • L.3.1.t Explain the function of prepositions. • L.3.1.u Explain the function of pronouns. • L.3.1.y Correctly use common homophones. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect. • L.3.4 Determine and/or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies: context clues, word parts, word relationships, and reference materials. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context. • L.3.5.b Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. • L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. • W.3.3.a Organize information and ideas around a topic to plan and prepare to write. • W.3.3.b Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • W.3.3.c Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • W.3.3.d Use temporal transition words and phrases to signal event order. • W.3.3.e Provide a sense of closure. • W.3.3.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic. • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories • SL.3.1.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. • SL.3.1.b Follow agreed-upon rules for discussions. • SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • SL.3.1.d Explain their own ideas and understanding in light of the discussion. • SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly in complete sentences at an understandable pace.

DPI RF3.4 https://drive.google.com/file/d/1LYdSs33uO2XAOclN77Ifjc66is1ejlqV/view?usp=sharing RI3.2 https://drive.google.com/file/d/16QHBZi0tSRIX4nNcsxgb0Hg1DivM14eA/view?usp=sharing RL3.2 https://drive.google.com/file/d/1JP3Ueiqt_TOMQ39NG-ghqqOII-rVsmjp/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Persuade, Inform, or Entertain Sort https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_text_analysis/23_c023_persuade_inform_and_entertain_sort.pdf Just the Facts https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c012_just_the_facts.pdf Syllable Share https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_syllable_patterns/23_p036_syllable_share.pdf

Module 11: Genre Study- Non-Fiction, NCDPI, FCCR

• RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. • RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • RI.3.5 Use text features and search tools to locate information relevant to a given topic efficiently. • RI.3.6 Distinguish their own point of view from that of the author of a text. • RI.3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text. • RI.3.8 Describe how the author connects ideas between sentences and paragraphs to support specific points in a text. • L.3.1.a Ensure subject/verb agreement • L.3.1.h Form and use simple verb tenses. • L.3.1.q Explain the function of adverbs. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • W.3.1.a Organize information and ideas around a topic to plan and prepare to write • W.3.1.b Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. • W.3.1.c Provide reasons that support the opinion. • W.3.1.d Use linking words and phrases to connect opinion and reasons. • W.3.1.e Provide a concluding statement or section. • W.3.1.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others DPI L3.1 https://drive.google.com/file/d/1KAQnSP_fcy3MyXLaj2HUkoXSB4evBlwC/view?usp=sharing RI3.3 https://drive.google.com/file/d/1DQIAtkuLPQyVmTRiPGhtwXQ0TjzZC_yb/view?usp=sharing RI3.6

Main Idea Prose Petry Key Details Sequence Cause Effect Text Features Author

● Genre ● Central Idea ● Text Features ● Informational ● Author’s Purpose ● Point of View ● Ideas and Support

https://drive.google.com/file/d/16QHBZi0tSRIX4nNcsxgb0Hg1DivM14eA/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Just the Facts https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c012_just_the_facts.pdf Expository Explanation https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_expository_text_structure/23_c014_expository_exploration.pdf Fiction and Non-Fiction Review https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_text_analysis/23_c018_fiction_and_nonfiction_review.pdf

Module 12: Genre Study-Literacy Texts, NCDPI, FCCR

•.RF3.4.a Identify and know the meaning of the most common prefixes and derivational suffixes. • RF.3.4.c Decode multisyllabic words • RF.3.5.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. • RF.3.5.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. • RL.3.2 Recount stories, including fables, folktales, and myths from diverse

Context Poetry Prose Central Message Lesson Fable Folktale Key Details Sequence Drama

● Genre ● Literary Elements ● Theme ● Author’s Craft ● Figurative

Language ● Biographical

Essays ● Point of View

cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events. • RL.3.4 Determine the meaning of words and phrases as they are used in a text, identifying words that impact the meaning in a text. • RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. • RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. • L.3.1.a Ensure subject/verb agreement • L.3.1.o Use coordinating and subordinating conjunctions. • L.3.1.p Accurately choose which to use — adjective or adverb. • L.3.2.n Use conventional spelling for high frequency and other studied words and for adding suffixes to base words. • L.3.2.o Use spelling patterns and generalizations (such as word families, position-based spellings, syllable patterns, ending rules, and meaningful word parts) when writing words. • L.3.3.a Choose words and phrases for effect. • L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context • W.3.2.a Organize information and ideas around a topic to plan and prepare to write. • W.3.2.b Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. • W.3.2.c Develop the topic with facts, definitions, and details. • W.3.2.d Use linking words and phrases to connect ideas within categories of information. • W.3.2.e Provide a concluding statement or section. • W.3.2.f With guidance and support from peers and adults, develop and strengthen writing as needed by revising and editing, with consideration to task and purpose. • W.3.4 With guidance and support from adults, use digital tools and resources to produce and publish writing (using word processing skills) as well as to interact and collaborate with others • W.3.5 Conduct short research projects that build knowledge about a topic. • W.3.6 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. DPI L3.1 https://drive.google.com/file/d/144AfIjSbiBvDrjz4tk3-Z7QBXt00Xr8f/view?usp=sharing RL3.2 https://drive.google.com/file/d/1odYeiGr0BkKnaw-YdZ5y-1cMBA2ZQ0If/view?usp=sharing RL3.7

Chapter Scene Stanza Point of View Narrator Characters

https://drive.google.com/file/d/1wzT6fZ_JllIelkRkL6n5b0ZzFU-wCJBm/view?usp=sharing Remote Learning Resources (DPI) https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning?authuser=0 https://sites.google.com/dpi.nc.gov/nck-3fap/home/pk-3/remote-learning/digital-remote-learning?authuser=0 40 Ways to Read Like a Detective (DPI) https://ncdpi.instructure.com/courses/914/pages/40-ways-to-read-like-a-detective-cards Question Stems (DPI) https://drive.google.com/file/d/1QvgII2ITQCgEl6Jw8hMGq8zjlGHviOJH/view Sentence Frames (DPI) https://drive.google.com/file/d/1ykTXUWH90CMkWMdiF-4yfPc6fvEwq08L/view FCRR Ask and Answer https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_monitoring_for_understanding/23_c029_ask_and_answer.pdf Story Element Sort https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c005_story_element_sort.pdf Character Characteristics https://www.fcrr.org/sites/g/files/upcbnu2836/files/media/PDFs/student_center_activities/23_narrative_text_structure/23_c001_character_characteristics.pdf