Common Core State Standards3rd Grade

English Language Arts

Mathematics Curriculum Maps

DRAFT

3rd Grade - August/September

Literature &

Informational

RL.1 - Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Readers demonstrate an understanding of the text by referring explicitly to the text as support for their answers.

How can asking and answering questions help a reader understand a text? How can referring to the text support our understanding?

RL.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. Readers know that all stories have a central message, lesson, and/or moral. Readers recount the story (including fables, folktales, and myths) using key details to determine the central message, lesson, and/or moral.

How do readers determine the central message, lesson, and/or moral of a story (including fables, folktales, and myths)? RL.4 - Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.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 and independently and proficiently.

Writing &

Language

W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of

characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Writers know how to craft narratives that are organized and engaging.

How do writers share about real or imagined experiences or events? L.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.

Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize appropriate words in titles. 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.

L.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.

L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal 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). L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words.

F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

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.

SL.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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - August/September

Rationale for

Standards

Placement

In August, structure and routines for a reading workshop should be established, emphasizing the development of a strong independent reading time. Students are expected to read with increasing stamina and volume throughout the year with both literature and informational texts. Teachers will need to help students’ select “just right” books and observe student reading behaviors during independent reading. Teachers will confer with all students focusing on those who are not engaged in reading to help them see what independent reading looks like. This work will make independent reading a powerful foundation for their growth as readers. By the end of September, students should be recounting stories, asking and answering questions, and referring directly to the text for their answers. In addition, students should be able to determine central messages, lessons, or morals within the genres of fable, folktales, and myths. Standards RL1 and RI1 and RL10 and RI10 are intended to be reinforced all year with the reading of both literature and informational text. Introducing vocabulary strategies with RL4 early in the year also provide the foundation for vocabulary growth.

Reading

Mini-Lesson or

Guided

Reading

Notes

To establish routines and procedures for the reading workshop, it is recommended that teachers begin with lessons from the First 20 Days from Guiding Readers and Writers Grades 3-6 by Fountas and Pinnell, chapter nine, pages 142-162. Genre Posters Alternate beginning of the year reading unit to establish routines and procedures is Building a Reading Life by Lucy Calkins RL. 1 Asking Questions (green identifying characters, setting and plot) Richardson p. 210 - 211

Syntax for asking a question Fact/Question Asking in the text questions (Literal)

RL.2 Story Elements

Beginning-Middle-End (BME, Richardson p. 122, 171) 5 Finger Retell (Richardson, p. 122, 171, 172)

RL.2 Main Idea Sketching illustrations (Richardson, p. 216) Who and What ? (Richardson, p. 216) VIP/external (Richardson, p. 215 - 216) RL.1 The Comprehension ToolKit 3-6

Follow Your Inner Conversation Merge Your Thinking with New Learning Record Important Ideas

Writing

August - Launching the Writing Workshop – Lucy Calkins Unit 1 Before starting the unit, devote a day to an on-demand writing assessment to see what students are bringing with them in terms of writing to third grade. Students need to choose the paper that they will use to write their on-demand writing sample to ensure that they are comfortable with their choice so that they will use everything they know to write. Collect the writing samples and assess them using the “Narrative Writing Continuum” from the Reading and Writing Project Website. Separate the writing using the continuum and use the level that the majority of the class is on to start planning lessons. Use the continuum to move children up in levels. Children should not say I have been writing narratives forever because using the continuum allows for the teaching of different lessons on Narrative Writing. Children should not start using the “Writing Notebook” unless their handwriting shows that it would be appropriate for them. Children can use the writing paper used in second grade or handwriting paper can be provided for them to write their stories on until their handwriting is developmentally appropriate. Use this time to establish a well-managed, productive writing workshop. Keep in mind that NARRATIVE WRITING IS THE FOUNDATION FOR MANY OTHER KINDS OF WRITING. The unit would look something like this: writers draw on what they know about themselves as writers, rehearsing and drafting in ways that set children up to write effective narratives, revising writing, when you’re done – you’ve just begun – moving on to a new piece, revising for publication, and editing. Remember the continuum will help you decide what your children need in order to move to the next level. September – Raising the Quality of Narrative Writing – Lucy Calkins Unit 2 According to Calkins, we linger for two months within this one kind of writing because we know that real progress comes not from constantly exposing children to yet another form of writing but from working within any one form to help children write longer, more conventional, and more graceful texts. You will need to decide if you want to start your second unit with another day for on-demand narrative writing assessment so that you can identify where in the continuum of narrative writing your students’ work falls and use this knowledge to drive your instruction. The unit would look something like this: drawing on what we already know about narrative writing, rehearsing for writing – what do I really want to say? drafting and revising, and editing and publishing. Remember to use the continuum to help drive your instruction with the on-demand writing samples.

Testing

as a

Genre

Resources

Reading Stone Fox by John Reynolds Gardiner Freckle Juice by Judy Blume Mr Lincoln’s Way by Patricia Polacco Thank You Mr. Falker by Patricia Polacco Crickwing by Janell Cannon The Hundred Dresses by Eleanor Estes The Bee Tree by Patricia Polacco Donavan’s Word Jar by Monalisa DeGross The Stories Julian Tells by Ann Cameron The Junkyard Wonders by Patricia Polacco Every Living Thing by Cynthia Rylant Baseball in April and Other Stories by Gary Soto

Writing How Writers Work by Ralph Fletcher A Writer’s Notebook by Ralph Fletcher Author A True Story by Helen Lester What Do Illustrators Do? By Eileen Christelow Show; Don’t Tell! Secrets of Writing by Eva Montanari Mr. Putter & Tabby Write the Book by Cynthia Rylant Smoky Night by Eve Bunting Come On, Rain! By Karen Hesse I’m in Charge of Celebrations by Byrd Baylor I Love My Hair! By Natasha Anastasia Tarpley We Had a Picnic This Sunday Past by Diane Greenseid Raising the Quality Mentor Text Live Writing Breathing Life Into Your Words by Ralph Fletcher Amelia’s Notebook by Marissa Moss

Roller Coaster by Marla Frazee Owl moon by Jane Yolen You Have To Write by Janet S. Wong The Librarian of Basra by Jeanette Winter Freedom Summer by Deborah Wiles The Day of Ahmed’s Secret by Florence Parry Heide & Judith Heide Gilliland The Three Questions by Jon J. Muth

Science Mealworms: Raise Them, Watch Them, See Them Change by Adrienne Mason Mealworms by Donna Schaffer Caterpillar, Catapillar by Vivian French Monarch Butterfly by Gail Gibbons Where Butterflies Grow by Joanne ryder Butterfly and Caterpillar by Barrie Watts Butterfly Moth: An Eyewitness Book by Paul Whalley Charlie the Caterpillar by Dom DeLuise I Wish I Were a Butterfly by James Howe The Fascinating World of Bats by Maria Angels Julivert Extremely Weird Bats by Sarah Lovett

Social Studies The Journey of Oliver K. Woodman by Darcy Pattison Maps & Globes by Harriett Barton America A Patriotic Primer by Lynne Cheney South Carolina What’s So Great About this State? by Kate Boehm

Jerome Charley’s Columbia Backyard by Caroline Coleman Bennett Net Numbers A South Carolina Number Book by Carol Crane P is for Palmetto A South Carolina Alphabet by Carol Crane Carolina Children The Piedmont by Cynthia Mitchell Stroud Carolina Children The Coastal Zone by Cynthia Mitchell Stroud Carolina Children The Sandhills by Cynthia Mitchell Stroud Welcome to South Carolina by Bruce Larkin A Mud’s Eye View of Charleston’s History by Joseph C. Wilson The Mysterious Tail of a Charleston Cat by Ruth Paterson S is for South Carolina by E.J. Sullivan Bellman Visits South Carolina by Brenda Richards & Brantley Parrott

Math Night Noises The 512 Ants on Sullivan Street The Grapes of Math Alexander, Who Used to Be Rich Last Sunday Count to a Million One Duck Stuck 1001 Things to Spot in the Sea

Poems “Isn’t my name magical” by James Berry “Billy McBone” by Allan Ahlberg “Hey Diddle Diddle” by Andrew Fusek Peters – Children’s Poems “Oh, I Wish I’d Looked After Me Teeth” by Pam Ayres “On the Ning Nang Nong” by Spile Milligan “Please Mrs. Butler” by Allan Ahlberg “Scissors” by Allan Ahlberg

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell) Six-Key Ideas About Minilessons p.353-354 A Processing System p.13-14 Fiction Genres p.143-145 Planning for Guided Reading Lessons Using Fiction p.400-401

Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell) Questions to Support Comprehension of Fiction p.292-294 The Language and Demands of Short-Answer or Extended-Response Questions p.468 Comparing Folklore p.448-449 Traditional Literature p.394

Reading and Writing Project http://www.readingandwritingproject.com

3rd Grade - October

Literature &

Informational

RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Readers can describe characters by their traits, motivations, and/or feelings.

What are some different ways you can describe characters in a story? Readers understand that the actions of the characters move the story along.

How can character actions add to the sequence of events? RL.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).

Writing &

Language

W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of

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

Provide a sense of closure. Writers know how to craft narratives that are organized and engaging.

How do writers share about real or imagined experiences or events? L.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. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words. L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use regular and irregular plural nouns. d. Form and use regular and irregular verbs. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use commas and quotation marks in dialogue. 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. L.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. L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal 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). L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - October

Rationale for

Standards

Placement

In October, teachers may continue using previously read fables, folktales, and myths, within these standards, students will think deeper about the central messages, lessons, and morals within the text. Students will do this by examining character traits, motivations, and feelings at a literal level to explain how the characters’ actions contribute to the sequence of events. For example, in the story The Tortoise and the Hare, the tortoise demonstrates perseverance. In order to determine this trait, students must understand the actions of the turtle (kept going, did not give up when the hare passed him in the race), his motivation (wanting to teach the hare a lesson), and his feelings (angry at the hare for teasing him).

Reading

Mini-Lesson or

Guided

Reading

Notes

RL.3 Story Elements BME - describe character feelings (Richardson, p.160-161) focus on feelings explicitly stated in the text Cause of feelings based upon plot (Richardson, p.161) Character Analysis (p. 227-228) RL.3 Prediction Make predictions with support from text (Richardson, p.205 - 206) Confirm or change predictions based on text (Richardson, p.205 - 206) RL.3 Cause Effect (Richardson p. 225 - 226)

Step 1 and Step 2 Teacher flags effect with stated cause and students create questions using “What caused?” stem RL.3 The Comprehension Toolkit 3-6

Wrap Your Mind Around the Big Ideas

Writing

Realistic Fiction – Lucy Calkins Unit 4 This unit is like Unit 4 from the Lucy Calkins Units, Writing Fiction: Big Dream, Tall Ambitions, and this unit has been a favorite for children. Calkins states that the Common Core State Standards call for extremely high achievement levels in reading comprehension and the writing of narrative, and increased levels of work are most reachable if units can build, one on the next, and if there can be reciprocity between reading and writing. This is the justification for this unit. Partnerships in this unit may take longer because of sharing the stories. If you use the mini-lessons from Writing Fiction, just use the teaching point and a tiny example, then give writers only five minutes to write. Calkins states that for third grade we can skip the mid-workshop teaching points and the share, but occasionally they will be important. Calkins suggested writers don’t bother developing several alternate stories but instead focus on the story they’ll use as their demonstration text. This unit will look like the following: strategies for generating story ideas, ways to develop ideas and plan for stories, storytelling booklets and dramatic enactments can make second drafts entirely different from first drafts, revise to raise the quality of writing, editing, publishing, and celebrating.

Testing

as a

Genre

Resources

Reading The Whipping Boy by sid Fleischman The Tiger Rising by Kate DiCamillo Because of Winn-Dixie by Kate DiCamillo Poppleton Sarah, Plain and Tall by Patricia MacLachlan No Talking by Andrew Clements

Writing My Name is Maria Isabel by Alma Flor Ada Crow Call by Lois Lowry Grandpa’s Teeth by Rod Clement Make Way for Ducklings by Robert McCloskey

Science (goes with AIMS lessons) Batman: Exploring the World of Bats by Laurence Pringle Tree of Life by Barbara Bash Catching a Meal by Paul Bennett The Mixed-Up Chameleon by Eric Carle Eyewitness Books: Amphibian by Barry Clarke Weird Nature: An Astonishing Exploration of Nature’s Strangest Behavior by John Downer Frogs by Gail Gibbons Extremely Weird Frogs by Sarah Lovett Frogs (Face to Face) by Tamar Mays The Yucky Retile Alphabet Book by Jerry Pallotta The Nature of Frogs: Amphibians with Attitude by Harry Parsons The Wide-Mouthes Frog by Rex Schneider How do Frogs Walk Upside Down? Questions and Answers About Insects by Melvin and Gilda Berger Eyewitness Books: Insect by Laurence Mound Do Bees Sneeze? And Other Questions Kids Ask About Insects by James Wangberg Eyewitness Books: Fish by Steve Parker I Seen Animals Hiding by Jim Arnosky Claws, Coats, and Camouflage by Susan Goodman Animal Campuflage by Joyce Powzyk Butterfly & Moth (Eyewitness Books) by Paul Whalley

Social Studies Moonhorse by Mary Pope Osborne The First Strawberries A Cherokee Story retold by Joseph Bruchac Yonder Mountain A Cherokee Legend by Kay Thorpe Bannon The Buffalo Jump by Peter Roop Beardream by Will Hobbs Cheyenne Again by Eve Bunting

Math Each Orange Had 8 Slices Amanda Bean's Amazing Dream Annabelle Swift, Kindergartener Bats on Parade The Doorbell Rang

Poems Above the Bright Blue Sky by Albert Midlane A Light Exists in Spring by Emily Dickinson All Things Bright and Beautiful by Cecil Frances Alexander The Father’s Vineyard by Anonymous Ferry Me Across the Water by Christina Rossetti

Eating Fractions Math for All Seasons One Hundred Hungry Ants Pigs Will Be Pigs Spunky Monkeys on Parade

The Story of Fidgety Philip by Heinrich Hoffman

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell)

Signal Words p.22 Fiction p.142 Sample Language for Embedded Instruction and Mini-lessons p.355 Using Explicit Language to Communicate Mini-lesson Principles p.357-359 Understanding Characters p.360-363 Mini-lessons on Literary Analysis p.365

Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell)

Literary Elements in Fiction p.395-399 Graphic Organizers p.441-443

3rd Grade - November/December

Literature &

Informational

RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Readers recount key details and explain how they support the main idea of a text.

How do readers determine the main idea of a text? RI.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). Readers understand that where, when, why, and how key events occur by using information gained from illustrations and words effectively.

How can information gained from illustrations and words in the text help us in understanding the text? Why is it important to know how the illustrations and words work together?

RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.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.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.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.

Writing &

Language

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Writers understand that by supporting their points of view in an organized way the reader is able to analyze what is being presented.

Why is it important for writers to know how to present their opinions on topics or texts in an organized way? W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.7 Conduct short research projects that build knowledge about a topic. W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.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. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words? L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. c. Use abstract nouns (e.g., childhood). e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. b. Use commas in addresses. 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. L.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. L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - November/December

Rationale for

Standards

Placement

Once again, teachers will reiterate the value of reading with stamina and volume. Students will continue to learn what it means to develop proficiency as a reader. These standards lend themselves well to the development of a unit using text (such as feature articles, books or movie reviews, primary source documents, video clips, maps, and photographs) that will allow them to determine main ideas and supporting details. These texts might have headings, subheadings, bold print, etc. Other possible sources include historychannel.com and teachingamericanhistory.org. Being able to use information gained from illustrations (i.e. maps and photographs) effectively will lead to greater proficiency as a reader.

Reading

Mini-Lesson or

Guided

Reading

Notes

RI.1 Asking Questions (Richardson p. 210 – 211)

Syntax for asking a question Fact/Question Asking in the text questions (Literal)

RI.2 Central Idea Locating Important Details (Good Choice T. Stead p. 77-78)

Use titles and headings Use illustrations and photographs

RI.2 Central Idea

Determining Importance with Nonfiction (Richardson p.217) Main Idea Question/Details (Literal)- (Richardson p.218) – use text with headings that are questions Main Idea Question/Details (Literal)-(Richardson p.218-219) Main Idea with Deconstruct/Reconstruct (T. Stead, p.34 Reality Checks)

RI.7 Comprehending Visual Information (Richardson p.236 – 237) – Literal Level Only RI.7 The Comprehension Toolkit 3-6

Read With a Question in Mind RI.2 The Comprehension Toolkit 3-6

Determine What to Remember Construct Main Ideas From Supporting Details Read to Get the Gist

Writing

Opinion Writing – Lucy Calkins Unit 4 – A Curricular Plan for The Writing Workshop grade 3 The day before the unit begins, give another on-demand writing assessment that will be used to drive your instruction during the unit. There is a continuum on the Reading and Writing Project website that will help you decide the steps to teach your children. This is one of the new parts of the Common Core. According to Calkins, the standards call for third graders to be able not only to state an opinion and give reasons to support it but also to create an organizational structure for those reasons and use linking words and phrases (first, another reason, for example) to help readers access that structure. Some ideas for opinion writing could be books they read, foods they eat, movies they watch, video games they play, having a later bedtime, or the opportunity to get a new puppy. There are two parts to the unit: writing reviews and persuasive letters and/or speeches. Decide to teach only the first part of the unit based on your children. Get the children started writing lots and lots of reviews and living differently because they are now the critics. This will have children engaged because they will be working with their opinions. A good classroom community where everyone is “safe” sharing those opinions will be essential. This unit will look something like this: writing persuasive reviews, making reviews more persuasive – adding details and more specific language and using mentor texts, writers revise and edit for precision and clarity, writing speeches and letters (optional), adding details and more specific language and using mentor texts, and writers revise and edit for precision and clarity.

Testing

as a

Genre

Resources

Reading Tales of a Fourth Grade Nothing Series Ramona Quimby Series Shiloh Poppy Henry and Mudge Series Hank Zipzer Series Amber Brown Series Horrible Harry Series Willimena Series The Dragon Slayer’s Academy Series The Stories Julian Tells Frog and Toad Series Bailey School Kids Series Barkley’s School for Dogs Series Boxcar Children Series Skinny-Bones Series Judy Moody Series

Writing Newspapers Magazines Book reviews Movie reviews Travel guides

Science (goes with AIMS lessons) What Are Food Chains and Webs? By Bobbie Kalman and Jacqueline Languille

Social Studies What was the Continental Congress? by Candice Ransom They Called Her Molly Pitcher by Anne Rockwell

Who Eats What? By Patricia Lauber Pass the Energy, Please! By Barbara McKinney The Magic School Bus Gets Eaten: A Book About Food Chains by Patricia Reif Food Chains by Peter Riley Ecosystems and Food Chains by Francine Sabin When Hunger Calls by Bert Kitchen

A Picture Book of Paul Revere by David A. Adler A More Perfect Union by Betsy Maestro The Amazing Life of Benjamin Franklin by James Cross Giblin Francis Marion and the Legend of the Swamp Fox by Kate Salley Palmer The Revolutionary Swamp fox by Idella Bodie The Gamecock by Idella Bodie The Wise Owl by Idella Bodie The American Revolution from A to Z by Laura Crawford Big George by Anne Rockwell If You Lived at the Time of the American Revolution by Kay Moore Paul Revere’s Ride by Henry Wadsworth Longfellow In 1776 by Jean Marzollo John, Paul, George & Ben by Lane Smith George Did It by Suzanne Tripp Jurmain George George Washington, Our Founding Father by Frank Keating Molly Bannaky by Alice McGill

Math The Best of Times Sea Squares

Poems Love Letters by Arnold Adoff My Black Me by Arnold Adoff Touch the Poem by Arnold Adoff Poetry for Young People by John Maynard Bronzeville Boys and Girls by Gwendolyn Brooks Outside the Lines: Poetry at Play by Brad Burg Reflections on a Gift of Watermelon Pickle by Stephen Dunning, Edward Lueders and Hugh Smith Big Talk: Poems for Four Voices by Paul Fleischman I am Phoenix: Poems for Two Voices by Paul Fleischman

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell)

Patterns of Structures in Factual Texts p.186 The Content of Literary Analysis – Nonfiction p.292

Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell)

Questions to Support Comprehension of Nonfiction p.295-297 Reading and Writing Project http://www.readingandwritingproject.com

3rd Grade - January

Literature &

Informational

RL.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. Readers know that all types of literature (stories, dramas, and poems) have specific parts (such as chapter, scene, and stanza). Readers refer to those parts (chapter, scene, and stanza) when speaking or writing to show understanding.

What do readers do to write and/or speak about a text (stories, dramas, and poems)? Readers understand that each chapter, scene, and/or stanza builds on its previous parts to create an organized piece of writing.

How do different chapters, scenes, and stanzas build on earlier chapters, scenes, and stanzas? RL.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). Readers know that an author define style (the way she/he writes) through the use of story elements (themes, settings, and plots) within her literary works.

How can we compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters?

Readers know that by comparing and contrasting the story elements (themes, settings, and plots) within literary works of one author will help them to use strategies (e.g., predict, infer, envision) more effectively.

Why do we compare and contrast elements of stories (themes, settings, and plots) by the same author and about the same or similar characters?

RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. RL.6 Distinguish their own point of view from that of the narrator or those of the characters.

Writing &

Language

W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Writers understand that knowing how to cohesively write informative/explanatory texts so the reader can analyze what is being presented.

Why is it important for writers to know how to write informative/explanatory texts in an organized way? W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.7 Conduct short research projects that build knowledge about a topic.

W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.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. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words? L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Ensure subject-verb and pronoun-antecedent agreement.* L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. L.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. L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - January

Rationale for

Standards

Placement

Within these standards, students will learn to write or speak more deeply and effectively about a text (stories, dramas, and poems) while referring to specific chapters, scenes, and stanzas. In addition, students will begin comparing and contrasting themes, setting, and plots of stories written by the same author or about similar characters. Teachers could accomplish this through genre studies and short units on drama and poetry.

Reading

Mini-Lesson or

Guided

Reading

Notes

RL.5 Identify the Theme (Richardson p.217) RL.5 Literal Comprehension Strategies (Richardson p.239 -240)

Clarify Visualize Ask Literal Questions (green) Figurative Language

RL.5 Action-Character Link (Richardson p.229 – 230) – Venn Diagram RL.9 Asking Questions (yellow analyze by comparing and contrasting themes, settings, and plots) Richardson p. 212 RL.9 Combine Questions (yellow and green by comparing and contrasting themes, settings, and plots) Richardson p.213 RL.5 The Comprehension Toolkit 3-6

Wrap Your Mind Around the Big Ideas

Writing

Informational Writing – Lucy Calkins Unit 5 from A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012 (also information was taught on this unit at the summer workshop) Start the unit with an on-demand writing sample and use the continuum on the Reading and Writing Project website to help you assess the children’s writing. Notice where the children are and where you need to take them to develop the next level. They have already experienced informational writing in second grade and should have some ideas about this type of writing. We know that the Common Core State Standards place importance on informational writing and conveying information and ideas clearly, which means that we have to teach our children to do the same thing. In the informational writing the driving structure will probably be categories and subcategories, topics and subtopics that are signaled with headings and subheadings, glossaries, text boxes, sidebars, diagrams, charts, graphs, and other visual information. Before the unit begins, go through your nonfiction texts and select a couple to become the touchstone texts for this unit. When selecting the text do not select based on the topic but select the text based on the organizational structures that are used within the text. The text should be the type of writing that you will expect from your children in the unit. If you are going to do mini-lessons on certain text features you need to make sure that your mentor text will support those features and engage the reader. You can also go on the Reading and Writing Project website to get examples of student writing so that children are able to have other children as mentors. This unit will look something like this: trying on topics and revising those topics with an eye for greater focus, using different text structures to plan and organize chapters prior to drafting, drafting and revising, and editing informational books and preparing them for publication.

Testing

as a

Genre

Resources

Reading The Magic Tree House Series Nancy Drew Mystery Series The Drew Boys Mystery Series 39 Clues Series Cam Jansen Series The Boxcar Children Series Nate the Great Series The Lemonade War by Jacqueline Davies

Writing Folktales from China by Barbara Lawson Postcards from China by Zoe Dawon Shark Attack! DK Reader Series National Geographic Kids series Cats and Dogs Ugly Animals, a Scholastic book Deadliest Animals 9National Geographic)

Science (goes with AIMS lessons) A Drop Around the World by Barbara Shaw McKinney

Social Studies How the U.S. Government Works by Syl Sobel

Math Give Me Half!

Poems All by Herself by Ann Whitford Paul Geographic Travels in Verse and Rhyme by J. Patrick Lewis In My America: A Poetry Atlas of the United States by Lee Nennett Hopkins Where in the Wild? By David Schwartz

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell) Text Formats p.126-128 Chapter Books p.132 Series Books p.132-133 Poetry p.208-209 The General Demands of Poetry p.208

Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell)

Process Drama p.36 The Visual and Performing Arts: Exploring Meaning Through Process Drama p.286-287 Categorizing Literature: Poetry and Prose p.391-392 Suggestions for Reading Poetry p.418-418 Performing Poetry p.421 Essence Chart and Chapter Grid p.444-446 Themes and Ideas p.226-228 Balancing Readability and Theme p.229-230 Literary Elements in Fiction p.395-398

Reading and Writing Project http://www.readingandwritingproject.com

3rd Grade - February

Literature &

Informational

RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Readers recount key details and explain how they support the main idea of a text.

How do readers determine the main idea of a text? RI.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. Readers understand that within a text containing historical events a logical progression of time, sequence, and/or cause/effect is followed.

How are historical events described in a text? Readers understand that within a text containing scientific ideas or concepts a logical progression of time, sequence, and/or cause/effect is followed.

How are scientific ideas or concepts described in a text? Readers understand than within a text containing technical procedure a logical progression of time, sequence, and/or cause/effect is followed.

How are steps in a technical procedure described in a text? RI.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). RI.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.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Writing &

Language

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Writers understand that by supporting their points of view in an organized way the reader is able to analyze what is being presented.

Why is it important for writers to know how to present their opinions on topics or texts in an organized way? W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.7 Conduct short research projects that build knowledge about a topic. W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into

provided categories W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.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. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words? L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 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. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. L.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. L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal 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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.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. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - February

Rationale for

Standards

Placement

Within these standards, now students will discover how historical events, scientific ideas or concepts, or steps in a technical procedure follow a logical progression of time, sequence, or a pattern of cause and effect. In addition, students will focus on how illustrations and words work together to explain where, when, why, and how key events occur in a text. These standards lend themselves well to using biographies, varieties of informational texts on historical events, how-to texts, science articles, primary source photographs, maps, etc. This will allow students to see how information can be conveyed in a variety of ways for example, students could examine primary source photographs of places in South Carolina before and after the Civil War to explain how, why, when, and where key events occurred (i.e., Columbia before the Civil War and After the Civil War).

Reading

Mini-Lesson or

Guided

Reading

Notes

RI.2 Central Idea (Richardson p. 217-219)

Review classifying details as important or interesting, two column notes: heading/details, identifying key words within supporting details to create a bullet list. Teacher models how to turn heading into central idea question and students find supporting details. Students turn the heading into a question and find supporting details. Students identify stated central idea. (The heading is the key piece of the central idea.)

Deconstruct/Reconstruct Reality Checks p. 34 T. Stead

RI.3 Cause Effect (Richardson p. 225 - 226) Step 1 and Step 2

Teacher flags effect with stated cause and students create questions using “What caused?” stem and provide support. Teacher flags the paragraph – Add Think Trix Cause and Effect card questions Think Trix cards can be found in The New Guided

Reading Handbook 2007-2008.(p. 125) Use “what caused?” and “ why did stems?”) Passages should have a stated cause and effect in the text.

RI.7 Comprehending Visual Information

Green Questions (answered in the diagram, chart, or other visual) – (Richardson p.237) Red Questions (not answered in the diagram, chart, or other visual) – Richardson p.238)

RI.2 The Comprehension Toolkit 3-6

Determine What to Remember Construct Main Idea From Supporting Details Read to Get the Gist

Writing

Testing as a Genre – Essay Writing Unit This is not a Calkins Unit. During this unit you will be preparing the children for the state writing test.

Testing

as a

Genre

Resources

Reading SEE SOCIAL STUDIES RESOURCES

Writing

Science (goes with the AIMS lessons) Tell of Long Ago by Aliki If You Are a Hunter of Fossils by Byrd Baylor Rocks, Fossils, and Arrowheads by Laura Evert The Fossil Factory by Niles Elridge

Social Studies Willie McLean and the Civil War Surrender by Candice Ransom Shipwreck Search Discovery of the H.L. Hunley by Sally M. Walker Civil War Sub The Mystery of the Hunley by Kate Boehm Jerome Duel of the Ironclads by Patrick O’Brien Just in Time Abraham Lincoln by Patricia Polacco Pink and Say by Patricia Polacco The Last Brother A Civil War Tale by Trinka Hakes Noble Climbing Lincoln’s Steps by Suzanne Slade Jim Limber Davis A Black Orphan in the Confederate White House by Rickey Pittman Abe’s Honest Words by Doreen Rappaport Abe Lincoln Goes to Washington by National Geographic Abraham Lincoln Comes Home by Robert Burleigh Circle Unbroken by Margot Theis Raven A Sweet, Sweet Basket by Margie Willis Clary Heart and Soul by Kadir Nelson Minty by Alan Schroeder Night Boat to Freedom by Margot Thesis Raven Follow the Drinking Gourd by Jeanette Winter Henry’s Freedom Box by Ellen Levine Almost to Freedom by Vaunda Micheaux Nelson No More! by Doreen Rappaport Show Way by Jacqueline Woodson A Picture Book of Harriet Tubman by David A. Adler Moses by Carole Boston Weatherford

Math George Shrinks How Big Is a Foot?

Poems

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell)

Thinking Across Genres: Fiction p.147 Specific Demands of Realism p.198 Minilessons on Genre p.368-371

Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell)

Historical Fiction p.395 Sequence of Important Events, Comparison/Contrast Charts, Cause-and-Effect Chart p.450-451 Structure of Informational Texts p.401-405 Cause-And-Effect Chart p.451

3rd Grade - March

Literature &

Informational

RI.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). Readers understand that where, when, why, and how key events occur by using information gained from illustrations and words effectively.

How can information gained from illustrations and words in the text help us in understanding the text? Why is it important to know how the illustrations and words work together?

RI.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Readers use the most important points and key details presented in two texts on the same topic to gain a more thorough understanding of the topic.

How can we compare and contrast two texts on the same topic? Readers can better assess the validity of the information presented after comparing and contrasting key points and details between two texts on the same topic.

Why is it important to compare and contrast the key points and details between two texts on the same topic? RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.6 Distinguish their own point of view from that of the author of a text.

Writing &

Language

W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Writers understand that knowing how to cohesively write informative/explanatory texts so the reader can analyze what is being presented.

Why is it important for writers to know how to write informative/explanatory texts in an organized way? W.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) W.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.7 Conduct short research projects that build knowledge about a topic. W.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. L.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. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words? L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. i. Produce simple, compound, and complex sentences. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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. L.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. L.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - March

Rationale for

Standards

Placement

Within these standards, students will focus on gaining information about where, when, why, and how key events occur from illustrations (e.g., maps, photographs) and words in the text. In addition, students will begin the important work of comparing and contrasting two texts on the same topic. Standards covered in prior units such as main idea, using text feature sand search tools, and looking at the way text is organized will allow students to do this work effectively. Students will also distinguish their own point of view from that of the author, an essential skill for text analysis, citing important points and key details.

Reading

Mini-Lesson or

Guided

Reading

Notes

RI.7 Comprehending Visual Information

Green Questions (Richardson p.236) Yellow Questions (Richardson p.236) What opinion do I have about the information? (Richardson p.238)

RI.9 Evaluative Comprehension

Thesis-Proof (Richardson p.243) which will need to be followed by a Venn-diagram or other graphic organizer that would allow students to compare and contrast two text

Backtalks (Richardson p.243) RI.7The Comprehension Toolkit 3-6

Follow the Text Signposts Read With a Question in Mind

Writing

Informational Writing: Reading, Research, and Writing in the Content Areas – Lucy Calkins Unit 8, A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012 Children have already had one unit on informational writing but this unit will look differently because it will be based in the content areas. Conduct the on-demand writing sample and make sure to use the continuum to assess the children’s writing. This assessment will help you to organize your teaching for this unit. Calkins states that in addition to practicing crucial informational writing skills, they will also use research that they gather in the concurrent reading unit to deepen their knowledge of a topic, an invaluable skill outlined in the Common Core State Standards. The students will build on the writing structures they learned earlier, build their ability to write quick well-crafted essays and stories, and use their knowledge of how to use mentor texts for their writing. Since this unit is writing in the content areas the content being taught in those areas should be highly engaging. This unit will look something like this: writing to develop expertise and grow ideas, deepening our expertise/studying mentors and writing drafts, revising, editing, and publishing to get ready to teach others.

Testing

as a

Genre

Resources

Reading SEE SOCIAL STUDIES RESOURCES

Writing This will be connected to the content that you decide the informational books will be written for during the unit. Some suggestions would be the DK Readers or the Rosen Primary Source Books.

Science (goes with the AIMS lessons) Solids, Liquids and Gases by The Ontario Science Center Solids, Liquid, or Gas? By Fay Robinson Solids and Liquids by David Glover Bartholomew and the Oobleck by Dr. Suess

Social Studies Goin’ Someplace Special by Patricia C. McKissack Freedom Summer by Deborah Wiles More Than Anything Else by Marie Bradby The Story of Ruby Bridges by Robert Coles Through My Eyes by Ruby Bridges

Math The Greedy Triangle

Poems

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell)

Knowledge of Artistic Information p.19 Guiding Readers and Writers Grades 3-6 (Fountas and Pinnell)

Features of Informational Texts p.401-403 Mini-lessons on Reading Strategies and Skills p.132 Book and Print Features p.226-227

Nonfiction Mentor Texts Teaching Informational Writing Through Children’s Literature, K-8

3rd Grade - April

Literature &

Informational

RL.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Readers demonstrate an understanding of the text by referring explicitly to the text as support for their answers.

How can asking and answering questions help a reader understand a text? How can referring to the text support our understanding?

RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Readers demonstrate an understanding of the text by referring explicitly to the text as support for their answers.

How can asking and answering questions help a reader understand a text? How can referring to the text support our understanding?

RI.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.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Writing &

Language

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Writers understand that by supporting their points of view in an organized way the reader is able to analyze what is being presented.

Why is it important for writers to know how to present their opinions on topics or texts in an organized way? W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Writers understand that knowing how to cohesively write informative/explanatory texts so the reader can analyze what is being presented.

Why is it important for writers to know how to write informative/explanatory texts in an organized way? W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Writers know how to craft narratives that are organized and engaging.

How do writers share about real or imagined experiences or events?

L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Ensure subject-verb and pronoun-antecedent agreement.* i. Produce simple, compound, and complex sentences. L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use commas and quotation marks in dialogue. d. Form and use possessives. L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.*

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - April

Rationale for

Standards

Placement

The emphasis of these standards is to teach students to be even stronger readers for the extended amount of reading required for the state test. Students will elevate their reading of a variety of texts, emphasizing stamina and volume, while incorporating all the strategies they have learned as readers. Students will continue to describe how historical events, scientific ideas or concepts, or steps in a technical procedure follow a logical progression of time, sequence, or a pattern of cause and effect. Particular attention should be paid to reading informational texts that incorporate text features, (e.g., diagrams, photos, captions) interviews, advertisements, as well as reading how-to texts. Students will also continue to compare and contrast the themes, settings, and plots of stories. Students should be able to write their answers using supporting evidence from the text.

Reading

Mini-Lesson or

Guided

Reading

Notes

RI.1, RL.1 Combining Questions (Richardson p.213 – 214)

Redo the chart for question, answer, evidence (chapter and paragraph) Question Answer Evidence

(chapter/paragraph)

RI.3 Cause/Effect

Step 3 Teacher flags the page. (Richardson p. 137) Step 5 T- Chart (Richardson p. 137)

Refer to The New Guided Reading Handbook 2007-2008 for explanations of steps 3 and 5. RI.1, RL.1 Backtalk (Richardson p.244)

Quote (direct from the text) My Opinion: What do I think?

RI.9 Compare/Contrast (Richardson p.197) – Find two concepts they can compare and contrast RI.9 Cause/Effect (Richardson p.197) – Write about the cause and effects of an historical event RL.1 The Comprehension Toolkit 3-6

Follow Your Inner Conversation Merge Your Thinking with New Learning Record Important Ideas

RI.1 The Comprehension Toolkit 3-6

Read, Write, and Talk Merge Your Thinking with New Learning Read With a Question in Mind Spotlight New Thinking

Writing

Revision – Lucy Calkins Unit 9, A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012 (this month’s writing unit will focus on choosing from any of the writing they have from previous units and do an in depth revision) Any time we ask students to reconsider their work, to pause and read back through to try to lift the level of it, we are helping them to a higher standard of cognitive complexity according to Lucy Calkins. We know from the Common Core State Standards lift the level of rigor for our students and this unit will help to accomplish this in the writing workshop. The CCSS do mention revising and editing as elements of the writing process and they should be addressed. The revision process will allow the students to reconsider previous work, changing words, matching their latest and best ideas with the best of their abilities as writers. They will see gaps in their writing and will be able to now fill those gaps. This is an important part for showing the students how they have grown as writers and the things that they now know how to do when writing. This unit will continue through May.

Testing

as a

Genre

Resources

Reading SEE SOCIAL STUDIES RESOURCES

Writing You will want to have a select few text from the different units that you feel will support your children with the type of writing they will be revising and also the type of revision work you would like them to do during the unit.

Science (goes with the AIMS lessons) Gilberto and the Wind by Marie H. Ets Steven Caney’s Invention book by Steven Caney

Social Studies The Great Migration by Jacob Lawrence Maritcha by Tonya Bolden Shoeless Joe & Black Betsy by Phil Bildner The Other Side by Jacqueline Woodson Life in the Time of Franklin D. Roosevelt and the Great Depression

Math Poems

Professional

Development

Reading

Teaching for Comprehension and Fluency (Fountas and Pinnell)

Probing Your Students’ Thinking p.404

3rd Grade - May

Literature &

Informational

RL.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. Readers know that all types of literature (stories, dramas, and poems) have specific parts (such as chapter, scene, and stanza). Readers refer to those parts (chapter, scene, and stanza) when speaking or writing to show understanding.

What do readers do to write and/or speak about a text (stories, dramas, and poems)? Readers understand that each chapter, scene, and/or stanza builds on its previous parts to create an organized piece of writing.

How do different chapters, scenes, and stanzas build on earlier chapters, scenes, and stanzas? RL.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). Readers know that an author define style (the way she/he writes) through the use of story elements (themes, settings, and plots) within her literary works.

How can we compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters?

Readers know that by comparing and contrasting the story elements (themes, settings, and plots) within literary works of one author will help them to use strategies (e.g., predict, infer, envision) more effectively.

Why do we compare and contrast elements of stories (themes, settings, and plots) by the same author and about the same or similar characters?

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

Writing &

Language

W.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Writers understand that by supporting their points of view in an organized way the reader is able to analyze what is being presented.

Why is it important for writers to know how to present their opinions on topics or texts in an organized way? W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. Writers understand that knowing how to cohesively write informative/explanatory texts so the reader can analyze what is being

presented. Why is it important for writers to know how to write informative/explanatory texts in an organized way?

W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure. Writers know how to craft narratives that are organized and engaging.

How do writers share about real or imagined experiences or events? L.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. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Writers know a variety of strategies must be used to determine the meaning of words.

How do we figure out the meaning of unknown words? L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. f. Ensure subject-verb and pronoun-antecedent agreement.* i. Produce simple, compound, and complex sentences. L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* L.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).

Foundational

&

Speaking and

Listening

F.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multi-syllable words. d. Read grade-appropriate irregularly spelled words F.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. 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.SL.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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

SL.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. SL.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. SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

3rd Grade - May

Rationale for

Standards

Placement

Through these standards, students will complete a more thorough investigation of different types of literature. Students will synthesize what they know about story elements and characterization in their reading, writing and speaking while referring to specific parts of the text. Teachers might delve more deeply into a genre (e.g., mythology) in order to compare and contrast the settings, plots, themes, of a story. They can present their new learning in a variety of ways such as drama, multimedia presentations, writing pieces, etc.

Reading

Mini-Lesson or

Guided

Reading

Notes

RL.2 Biopoems (Reichardson p.195) RL.5 Key Idea Poem (Richardson p.196) RL.9 Micothemes (Richardson p.195) RL.9 Compare/Contrast (themes, settings, and plots) Richardson p. 197 RL.5 The Comprehension Toolkit 3-6

Wrap Your Mind Around the Big Ideas

Writing

Revision – Lucy Calkins Unit 9, A Curricular Plan for the Writing Workshop, Grade 3, 2011-2012 (this month’s writing unit will focus on choosing from any of the writing they have from previous units and do an in depth revision) The revision work started in April will continue through this month. Students will choose to revise and edit additional pieces.

Testing

as a

Genre

Resources

Reading Pandora Series by Carolyn Hennesy Goddess Girls by Joan Holub D'Aulaires' Book of Greek Myths by Ingri d’Aulaire A Children’s Introduction to Greek Methology by

Writing

Science Social Studies Math Poems

Professional

Development

Reading