final third grade ela pacing guide second...

Third Grade 2nd Nine Week Period 1

Common Core State Standards Pacing Guide 2nd Edition

English Language Arts (ELA)

Third Grade—2nd Nine Week Period

2nd Edition: Deborah Romero, Rebecca Perez, and Jennifer Russell ``````````````````````````````````````````````````````````````````````````````````````

Mr. Stan Rounds, Superintendent

Dr. Steven Sanchez, Deputy Superintendent

Prepared By: Lydia Polanco, Coordinator of Elementary Instruction

1ST Edition: Melissa Montoya, Rebekah Perez, Annette Otero-‐Nunez, Lydia Polanco

English Language Arts (ELA) Pacing Guide Las Cruces Public Schools

Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-‐based effort to fulfill the charge issued by the state to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval-‐based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide:

• College and career (CCR) anchor standard-‐-‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—Current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments

1 Retrieved from www.corestandards.org , p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects.

Key Points in English Language Arts

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-‐ and career-‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-‐on-‐one, small-‐group, and whole-‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

Common Core State Standards

LCPS Pacing Guides

Core Language Arts Program Reading Street

Supplemental Technology

Based program to prepare for PARCC

Other Resources (i.e. leveled readers, informaRonal text, lexile ranges, etc.)

STANDARDS-‐BASED,

STANDARDS-‐DRIVEN

Third Grade Reading Standards for Literature:

Craft and Structure 2nd Quarter

Standard Q1 Q2 Q3 Q4 RL 3.4 I/P I/P I/P I/P RL 3.6 X P R R

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually

mean?)

Depth of Knowledge (DOK)

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.L. 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-‐literal language.

R.L. 3.4 Third grade students are required to tell the meaning of words and phrases in a text, noting the differences between literal and non-‐literal language.

What do you do when you come to words you do not know? (use context) Why did the author choose this word? Does this word have other meanings than the way the author used it?

This standard will be applied to all text throughout the school year.

(DOK 1) Which sentence uses the word chair to mean, “leader of the group?”

a. Harry sat on the soft, orange chair.

b. Sam moved the chairs for the president.

c. Chairs are made out of many materials.

d. Chris is the chair of the party committee.

(DOK 3) Ivan took charge. He asked the people what they wanted to do about the park clean up. Then he helped them get started. What is the meaning of the underlined phrase, “took charge”. (DOK 1) Identify a word in the story that is used literally (figuratively). (DOK 3) Explain your reasons for thinking the word you chose was used literally

(figuratively).

6. Assess how point of view or purpose shapes the content and style of a text.

RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.

RL 3.6 Students are required not only to establish the point of view but tell how their own point of view is different from the narrator’s or the characters.

(DOK 2) What do the actions of Suki and her sisters tell you about them? (DOK 3) Do you agree with the actions of Suki and her sisters? What would you do the same? What would you do different?

Vocabulary: R.L. 3.4 definition, sentences, context clues, phrase, reference materials, glossary, dictionary, determine, distinguishing, language, literal, meaning, nonfiction, phrase(s), text R.L. 3.6 point of view, perspective, compare, contrast, narrator, characters Resources: Reading Standards for Literature: Craft and Structure RL 3.4 Literal /Non Literal Word Meaning Sentence 1: Hail hit the roof of our house so hard it made little dents in the surface. Sentence 2: When rabbits ate our vegetable garden, Dad hit the roof! Sentence 1 Sentence 2

Word or Phrase hit the roof hit the roof

Context Clues so hard it made little dents in the surface When rabbits ate our vegetable garden

Your Knowledge Hail sometimes hits the roof of a house and makes dents.

People say that someone “hit the roof” when he or she became very mad.

Does the word/phrase mean exactly what it says?

Yes, the hail actually hit the roof of the house.

No, Dad did not actually hit the roof of the house.

Literal or Nonliteral? Literal Language Nonliteral Language

Meaning: Dad was very mad.

Reading Street Resources: RL 3.6 Unit 5 Week 1 Suki’s Kimono Other Suggested Text and Resources: RL 3.6Read aloud Three Little Pigs and The True Story of the 3 Little Pigs Nancy Fetzer’s Word Masters, Story Blasters, and Movie Scripts.

Integration of Knowledge and Ideas 2nd Quarter

Standard Q1 Q2 Q3 Q4 RL 3.9 I P R R

Anchor Standard(s)

Reading Standards

mean?)

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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

R.L.3.9. Students are required to find similarities and differences in books with the same author and/or similar characters.

(DOK 1) The beginning of this story is almost the same as the beginning of which of the following stories? (DOK 2) How are the themes in the three books alike? Different? (DOK 3) After reading the texts, what conclusion can be drawn about the authors choice of settings?

Vocabulary: R.L.3.9. compare, contrast, theme, plot, similar, about, author(s), book (storybooks, how-‐to-‐books), character(s) Resources: Sample book series: *Cam Jansen Series *Frog and Toad *Ramona Books *Magic Tree House *Magic School Bus Chapter Books *Dork Diaries *Diary of a Wimpy Kid *Fairytales

Range of Reading and Level of Text Complexity 2nd Quarter

Standard Q1 Q2 Q3 Q4 RL 3.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually mean?)

10. Read and comprehend complex literary and informational texts independently and proficiently.

R.L.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

R.L.3.10. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 3rd quarter students should be reading at:

DRA Guided

Rdg. AR Level

Rdg. A-‐Z

Lexile

34 F/NF

N/O 3.1-‐3.5 S 550-‐559

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: R.L 3.10 independent reading, level, range, literature, stories, drama, poetry, comprehend, independently, literature, character, plot, setting, author, genre Resources: Fluency Rate (MOY 95 and above)

Third Grade Reading Standards for Informational Text:

Craft and Structure 2nd Quarter

Standard Q1 Q2 Q3 Q4 RI 3.2 P P R R RI 3.4 I/P I/P I/P I/P RI 3.6 X P R R

Anchor Standard(s)

Reading Standards

mean?)

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI 3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI 3.2. Students must identify the main idea and find the most important details that strengthen the main idea.

• What is the main idea of this text? How do you know?

• What are the important ideas in this text? How do you know?

• How are the important ideas connected to the main idea?

(DOK 1) How can you recognize the main idea of the text? (DOK 3) What facts would you add to support and strengthen the main idea of the selection?

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI 3.4. Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 3 topic or subject area.

Find the meanings of general vocabulary words specific to third grade topics or subjects. What do you do when you come to words you do not know? (glossary, use context)

(DOK 1) Some countries may be found on the equator, an imaginary line drawn around the earth, dividing the earth into northern and southern hemispheres. the most northern part of the world, at the top

a. the part of the world that is covered with water

b. an imaginary line around the middle of the world

c. the most southern part of the world, the bottom.

(DOK 3) From the 1780’s to the 1880’s, thousands of children moved to the frontier. They started a new life at the

western edge of settled land in the United States. Using the passage and a map of the United States, how would you describe the bold word frontier.

6. Assess how point of view or purpose shapes the content and style of a text.

RI 3.6 6. Distinguish their own point of view from that of the author of a text.

Students in grade 3 must be able to compare their point of view with the author’s point of view. Think about what the author is telling you in this text. Do you agree or disagree with the author’s thinking?

(DOK 2) Can you explain which point of view the story is written from? (For example, the text, “The True Story of the Three Little Pigs.”) (DOK 3) What is the author’s purpose for writing _______________? Give three details from the article to support your answer. Do you agree or disagree and why?

Vocabulary: R.I. 3.2. main idea, determine, key supporting details, summarize RI 3.4 domain, prefix, suffix, affix, multiple-‐meaning, figurative language, dictionary, glossary, academic, determine, meaning, phrase(s), text, topic R.I. 3.6 author(s), distinguish(es), own, point(s) of view, text, view (points of view), compare, contrast Resources: Reading Street Resources: R.I. 3.2 How to Raise a Raisin Unit 3, week 1 R.I.3.4 readtennessee.org readwritethink.org engageny.org RI 3.6 Reading Street Rocks in His Head

Integration of Knowledge and Ideas 2nd Quarter

Standard Q1 Q2 Q3 Q4 RI 3.8 I P R R RI 3.9 I P R R

Anchor Standard(s)

Reading Standards

mean?)

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

R.I. 3. 8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

RI 3.8 Third graders are required to make a clear link between sentences and paragraphs when reading informational text.

(DOK 2) I went upstairs to talk to Kim. When I got there she could barely speak. I could tell that Kim was upset by the unhappy look on her face. “The bucket……”, she sputtered. A bucket lay on its side and the floor was covered with paint. Which of the events in the story probably caused Kim to be upset?

9.Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

R.I. 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

R.I. 3.9 Students are asked to find similarities and differences about important details when reading two texts that share the same topic.

(DOK 3) Given a set of important points from two different texts, students explain how the points relate to each other.

Vocabulary: R.I. 3.8 between, comparison(s), connection(s), e.g., effect(s), first/second/third, logical, particular, point(s), text, third R.I. 3.9 compare and contrast, contrast(s), details, important, key, presented, same, texts, topic, two, texts Resources: Reading Street Resources R.I. 3.8 Unit 3, Week 3 Seeing Stars, Guided Leveled Readers (Pictures in The Sky, Animal Tracking) R.I. 3.9 Unit 2, week 5, Amazing Bird Nests AND Leveled Readers (All About Birds, Bills and Beaks, Animals of the Concrete Jungle)

Range of Reading and Level of Text Complexity 2nd Quarter

Standard Q1 Q2 Q3 Q4 RL 3.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

mean?)

10. Read and comprehend complex literary and informational texts independently and proficiently.

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

R.I. 3.10 “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐ grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 3rd quarter students should be reading at: DRA Guided

Rdg. AR Level

Rdg. A-‐Z

Lexile

34 N/O 3.1-‐3.5 S 550-‐559

Remember, in oder to determine proficinecy of reading for a student always analyze several different data points.

Vocabulary: comprehend, technical text, science, social studies, history, level, range, compare, contrast, fiction, nonfiction Resources: Fluency Rate (BOY 80 and above)

Third Grade Reading Standards: Foundational Skills: Phonics and Word Recognition

2nd Quarter

Standard Q1 Q2 Q3 Q4 RF 3.3 a-‐d I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

mean?)

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

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

Prefixes: prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐prefixes pre-‐, mid-‐, over-‐, out-‐ prefixes re-‐, un-‐, dis-‐, pre-‐ Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y

(DOK 1) Choose the correct word to fill in the blank. Juan came to school ____________ for the test.

a. misprepared b. reprepared c. unprepared d. disprepared

b. Decode words with common Latin suffixes.

Words with: -‐tion, -‐sion, -‐ture, -‐y, -‐ment, -‐ly, -‐le, -‐ist, -‐or See Resources for Latin Suffix Table*

(DOK 1) Choose the word that completes the sentence correctly. There was a lot of ______ in that movie.

a. action b. actsion c. actsin d. actshun

c. Decode multi-‐syllable words. Short vowels vc/cv Vowel sounds in out & toy Syllable pattern v/cv & vc/v Compound words Diagraphs sh, th, ph, ch, tch Plurals Vowels with r

(DOK 1) How many syllables are in the word dangerous?

a. 5 b. 4 c. 3 d. 2

Syllable pattern VCCCV Syllable pattern CV/VC Vowel sounds in ball More vowel sounds in ball Vowel sounds in tooth & cook Schwa Multisyllabic words Related words

d. Read grade-‐appropriate irregularly spelled words.

See Resources for Irregularly Spelled Word List*

(DOK 1) Be able to read the 3rd grade 300 Fry Words in five minutes or one word per second. (DOK 4) Create a sentence using 1 to 5 of the 3rd grade Fry Words.

Vocabulary: context clues, roots, affixes, decode, phonics, prefix, suffix, syllable, vowels Resources: Reading Street Readers & Writers Notebook Reading Street RTI Kit Phonics/Phonemic Awareness Reading Street Resources: • Third Grade First Stop pages 147-‐148, Words with spl, thr, squ, str (pg. 302a, 306a, 318c) • Diagraphs sh, th, ph, ch, tch (336a, 350c,358c) • Contractions (372a, 376c, 388c) • Prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐ (406a, 410c, 418c) • Consonant Sounds /j/ and /k/ (440a, 444c, 452c) • Suffixes –ly, -‐full, -‐ness, -‐less (470a, 474c, 486c) • Words with wr, kn, mb, gn (504a, 508c 518c) • Plurals (22a, 26c, 32a) • RTI Phonics and Decoding Book

Latin Suffixes List

Irregularly Spelled Words List

Third Grade

Reading Standards: Foundational Skills Fluency

2nd Quarter

Standard Q1 Q2 Q3 Q4 RF 3.4 a-‐c I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

mean?)

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

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

RF 3.4 Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. When you read with purpose and understanding, you show the selection’s meaning as you read.

(DOK 1) • What is the topic? • What is the selection about? • Does that sound right? • Does that look right? • Does that make sense? To help you identify the purpose, you can ask yourself these questions about the selection: • Why did the author write this? • How should the purpose change

the way I read it? b. Read grade-‐level prose and poetry

orally with accuracy, appropriate rate, and expression.

When you read with accuracy, you read the words in a selection correctly. When you read with appropriate rate, you read the selection quickly, slowly, naturally, or with some combination of the three, depending on what the selection is about. When you read with phrasing, you read the selection with pauses and stops. When you read with expression, you show the tone, or mood, of the selection.

(DOK 1/2) • Read the passage to yourself. • Then read it aloud. • Try to read the words correctly. • Think about when you should

stop, pause, speed up, or slow down.

• Think about how you can show expression.

• Make your reading sound like the characters are talking.

c. Use context to confirm or self-‐correct

word recognition and understanding, Reread the sentence. Read on to see if the author explains the word later. Slow down to see if you missed any

(DOK 1/2) Try these strategies for words you don’t know:

rereading as necessary. important details that give you clues about the word. Sound out the word.

• Reread. • Read on. • Slow down. • Sound it out. • When you are ready, read

the passage aloud to a partner.

Vocabulary: self-‐correction, self-‐monitoring, purpose, skim, scan, accuracy, fluency, rate, expression, rereading Resources: Reading Street Resources: • Third Grade First Stop pages 146-‐147, • Short Vowel VC/CV pages (TE pages 22a, 26c, 38c) • Plurals -‐s,-‐es (TE pages 58a, 62c, 72c) Adding –ed, -‐ing, and –est (TE pages 92a, 96c, 106c) • Long vowel digraphs (TE pages 124a, 128c, 140c) • Vowel sounds in out and toy (TE pages 162-‐163a, 166c, 176c) • Syllable pattern V/CV, VC/V (TE pages 202a, 206c, 216c) • Words ending in –le (TE pages 234a, 238c, 248c) • Compound Words (TE pages 268c, 272c, 282c) RTI Kit Phonics and Decoding Book

Third Grade Writing Standards: Text Types and Purposes

2nd Quarter

Standard Q1 Q2 Q3 Q4 W 3.1 a-‐d X P R R

Anchor Standard(s)

Writing Standards

mean?)

1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W 3.1 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.

Third grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking.

(DOK 3,4) The principal at your school has decided to limit your recess time to 10 minutes a day. Write a letter convincing him/her why your recess should be expanded. Use the writing process. Make sure you have an introductory sentence and convincing reasons (linked by because, therefore, since, for example) in the body of your letter and a strong conclusion.

Possible Organizer:

b. Provide reasons that support the opinion.

In doing so, students need to understand how their reasoning supports their opinion and be able to share this thinking.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Students also begin to build an argument by linking their ideas together.

d. Provide a concluding statement or section.

Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to write summary statements) when writing.

Vocabulary: W 3.1 fact, opinion, transitional words, reasons, support, linking words, informative text, linking words, sense of closure Resources: Reading Street, Writing Anchor papers Reading Street Assessment Handbook Nancy Fetzer Writing Resource Book pg. 197

Opinion

Third Grade Writing Standards:

Production and Distribution of Writing 2nd Quarter

Standard Q1 Q2 Q3 Q4 W 3.4 I/P I/P I/P I/P W 3.5 I P P P W 3.6 I P P P

Anchor Standard(s)

Writing Standards

Unpacked (What does the standard actually mean?)

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W 3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W 3.4. With assistance, third grade students are expected to produce writing that is clear and understandable to the reader. Type of writing assignment and the writer’s designated reason for writing should be reflected in the student’s organization and development of a topic.

(DOK 2) The sentences can be put in order to form a paragraph about swimming. Which of these sentences should come first in the paragraph?

a. He ran out the door and leaped into the cool clear water in the swimming pool.

b. He quickly ran to the bedroom to change into his bathing suit.

c. He placed his clothes in a neat pile so they wouldn't get wrinkled while he was swimming.

d. Matt gazed out the window at the sparkling water.

(DOK 4) Look at the outline. Different Kinds of Birds A. Flightless Birds 1. Ostrich 2. Penguin B. __________________ 1. Cardinal 2. Mockingbird What needs to go in the blank in the outline? a. What Birds Eat b. Birds That Fly c. Yellow Birds

d. Birds with Wings

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W 3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

W 3.5. With assistance from adults and peers, students should develop revising and editing skills, (conferences, check sheets, peer editing, rubrics). In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps).

(DOK 1) How should you rewrite this sentence to make it clear? Bugs were flying into my windshield while driving down the road.

a. While I was driving down bugs, a windshield flew into my road.

b. While driving down the windshield, a road was flying into my bugs.

c. While I was flying down the road, bugs were flying into my windshield.

d. While I was driving down the road, bugs were flying into my windshield.

(DOK 2) What might you include on a list of editing strategies? (DOK 4) Read the paragraph. Then use the rubric below to evaluate the paragraph.

A Vegetable to Remember Jackie did not like nothing about Brussel sprouts. He liked to eat pork chops and bacon. Vegetables has not tasted good much. brussel sprouts look too much like little heads. What would be a correct score for the paragraph based on the rubric?

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

W 3.6. 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 3.6. Students in third grade should not only use technology for producing and publishing writing, but also to collaborate with others. Third grade students are required to use keyboarding skills to publish their writing.

Use digital tools to produce and collaborate writing.

Vocabulary: W 3.4. clear, coherent, organize, paragraph, sequence, planning, revising, editing, publishing W 3.5 plan, revise, edit W3.6 collaborate, peers, blog, podcast, Resources: Nancy Fetzer Writing Institute Text for grades 2-‐3 Reading Street, Writing Anchor papers Reading Street Assessment handbook

Third Grade Writing Standards: Range of Writing

2nd Quarter

Standard Q1 Q2 Q3 Q4 W 3.10 I/P I/P I/P I/P

Anchor Standard(s)

Writing Standards

mean?)

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 tasks, purposes, and audiences.

W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

W.3.10 Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about.

To be determined

Vocabulary: Research, revise, proofread, history, social sciences, audience

Resources:

Third Grade Speaking and Listening Standards:

Presentation of Knowledge and Ideas 2nd Quarter

Standard Q1 Q2 Q3 Q4 SL 3.4 I P R R

Anchor Standard(s)

Speaking and Listening Standards

mean?)

4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL 3.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL 3.4 Third graders move from describing and storytelling to reporting on a topic or a grade-‐appropriate text. This should be done orally and in coherent, spoken sentences at an appropriate and understandable pace.

Explain how someone can have a healthy body. Provide 3 to 4 ways

with supporting details.

Checklist for SL 3.4 Student used appropriate facts for text, story or experience.

Student spoke clearly.

Student used descriptive details.

Student spoke at an understandable pace.

Vocabulary: SL 3.4 appropriate, clearly, descriptive, fact(s), pace, recount, relevant, report, speaking, story, tell, topic Resources: Reading Street Resources: Reading Street Assessment Handbook

Third Grade Language Standards:

Conventions of Standard English 2nd Quarter

Standard Q1 Q2 Q3 Q4 L 3.2 a-‐d X P R R L 3.2 e-‐f I/P I/P I/P I/P L 3.2 g X P R R

Anchor Standard(s)

Language Standards

mean?)

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

L 3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize appropriate words in titles.

Third grade students must have a command of the grammar and usage of spoken and written standard English. Standards that are related to conventions are appropriate to formal spoken English as they are to formal written English.

• a. Capitalize the first, the last, and all

important words in the title of a book, poem, song, short story, film, and newspaper.

Robots on the Loose! “April Rain”

“The Alphabet Song”

“Harry’s Cat”

The Sound of Music

Washington Post

(DOK 1) Read the following title. Identify which words need a capital letter. the true story of the three little pigs

b. Use commas in addresses. • Use a comma between the names of cities and states when you write an address.

Dallas, Texas

(DOK 1) Choose the address that is written correctly.

a. Jeff Daniels 123 Pine St.,

Chicago, Illinois

St. Valley TN 30120 b. Jeff, Daniels

123 Pine St. St. Valley TN 30120

c. Jeff Daniels 123 Pine, St. St. Valley TN 30120

d. Jeff Daniels 123 Pine St. St. Valley, TN 30120

c. Use commas and quotation marks

in dialogue. • Place the end punctuation and commas

inside the quotation marks.

“Right,” I answered. “Call me tonight. “What kind of animal is it?” Jane asked.

• Use a comma before the opening quotation

mark if the sentence begins before the quotation.

Cassie smiled and said, “ I have the Best news ever.”

(DOK1) Choose the sentence that has the correct punctuation:

a. Sally said, “Let’s go to the beach.

b. Sally said, “Let’s go to the beach.”

c. Sally said “Let’s go to the beach”

d. Sally, said, “Let’s go to the beach.”

d. Form and use possessives. • A possessive pronoun takes the place of a possessive noun. It shows who or what owns something. Some possessive pronouns are used before nouns (my, your, his, her, its, our, their). Some possessive pronouns can stand alone (mine, yours, his, hers, its, ours, theirs).

(DOK 1) Rewrite the underlined parts of the sentences using possessive pronouns and nouns. Emma can’t find Emma’s purse anywhere!

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

Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less

(DOK 1) Choose the correct word to fill in the blank.

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

suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -ed, to y

Juan came to school ____________ for the test.

a. misprepared b. reprepared c. unprepared

disprepared f. Use spelling patterns and

generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Short vowels vc/cv Vowel sounds in out & toy Syllable pattern v/cv & vc/v Compound words Diagraphs sh, th, ph, ch, tch Plurals Vowels with r Syllable pattern VCCCV Syllable pattern CV/VC Vowel sounds in ball More vowel sounds in ball Vowel sounds in tooth & cook Schwa Multisyllabic words Related words

(DOK 1) How many syllables are in the word dangerous?

a. 5 b. 4 c. 3 d. 2

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

Dictionaries give lots of information about words. You can use a print or digital dictionary to look up any word that you would like to know more about.

(DOK 2) Based on this dictionary entry, what is the correct way to spell the word given? Call (kawl) 1. to shout 2. to give a name to. 3. to make a telephone call. 4. a visit.

Vocabulary: L3.2 quote, dialogue, capitalization, punctuation, title, comma, simple sentence, compound sentence, reference material, affixes, roots, prefix, suffix Resources: Pearson Successnet -‐ Digital Whiteboard Transparencies (Grammar Transparencies, daily fix-‐it transparencies, skill lesson, writing transparencies and graphic organizers).

Third Grade Language Standards:

Vocabulary Acquisition and Use 2nd Quarter

Standard Q1 Q2 Q3 Q4 L 3.4 a-‐d I/P I/P I/P I/P L 3.5 a-‐c I/P I/P I/P I/P L 3.6 I/P I/P I/P I/P

Anchor Standard(s)

Language Standards

mean?)

4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L 3.4 Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

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

The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.

(DOK 3) Read the sentences below. 1. Mom put my class picture in a frame. 2. The builders finished the frame for our new house. 3. The frame around the mirror was made of gold. 4. The basketball player has a large frame. In which two sentences does the word frame have the same meaning?

a. 1 and 3 b. 2 and 4 c. 1 and 2 d. 2 and 3

(DOK 1) Jack and his mother washed the dishes in the kitchen. They spilled some water on the floor. Jack's mother asked him to bring her the ____ so they could clean the kitchen floor. a. mix b. map c. mop

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,

Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less

(DOK 1) Choose the correct word to fill in the blank.

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

suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y

Juan came to school ____________ for the test.

a. misprepared b. reprepared c. unprepared d. disprepared

(DOK 3) The woman was careless with her purse. What is the correct meaning of the underlined word?

a. full of care b. using care c. with care d. lacking care

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Prefixes: prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐prefixes pre-‐, mid-‐, over-‐, out-‐ prefixes re-‐, un-‐, dis-‐, pre-‐ Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y

What is the root or base word in wonderful?

a. won b. wonder c. full d. wonders

(DOK 3) What is the root word of discomfort?

a. comfort b. dis c. fort d. com

d. Use glossaries or beginning dictionaries,

both print and digital, to determine or clarify the precise meaning of key words and phrase.

(DOK 1) Sarah and Rob ran to the mailbox. They had entered a contest to pick the theme for the county fair. The announcement of the contest winner was to be in the mailbox today. What is the meaning of the word

announcement? a. a phone call from a very

important person b. a message given on the radio

or television c. an official statement or public

notice d. anything said by a government

official (DOK 3) Sarah and Rob ran to the mailbox. They had entered a contest to pick the theme for the county fair. The announcement of the contest winner was to be in the mailbox today. What is the meaning of the word announcement? Use a dictionary to define the word announcement, use the word in sentence.

5. Demonstrate understanding of word relationships and nuances in word meanings.

L3.5. Demonstrate understanding of figurative language, 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)

L3.5. Learning words at this stage includes exploring different shades of meaning and literal and nonliteral meanings for words and phrases, growing vocabulary

(DOK 1,3) Compare these sentences. 1. The air was filled with smoke because the entire building was on fire. 2. After the runner crossed the finish line, her lungs were on fire. (DOK 3) At the base camp, Dr. Mendoza shows us where we can store our gear for the night. She then goes to make some hot drinks for the team. I want to be helpful, so I offer to bring some food and water to the sled dogs. How can I use this word to tell about

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, and wondered.

something in my life? (DOK 1,3) One way to help understand shades of meaning is to arrange a group of words in a series, or particular order, as they move from one meaning to a meaning that is stronger or more powerful. Look at the following example: cool → cold → icy → frigid

6. Acquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

L 3.6 Acquire and use accurately grade-‐appropriate conversational, general academic and domain-‐specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

L3.6 “Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-‐specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”

DOK 1) Jerry was excited to see Adam. Adam had brought Jerry a cap from his vacation. Adam was being _________________. Choose the most specific word to complete the sentence.

a. thoughtful b. happy c. good d. sad

(DOK 2) Find the one word that fits in both blanks. We sat on the __________ while we fished in the river. Tyrone got money from his __________ to buy a CD.

a. bench b. umpire c. presents d. bank

Vocabulary: L3.4 reference materials, definitions, affixes, multiple-‐meaning words, clarify, content, multiple meaning, range, strategies, phrase, known, meaning, root, unknown, dictionary, digital, glossaries, key, phrase, print L3.5 demonstrate, context, literal, nonliteral, phrase

L3.6 domain, phrase, relationship, spatial, specific, temporal, use,

Resources: L 3.5 Semantic Mapping Make a web that supports understanding of the key features of a word or concept. Create a chart that has the targeted word in the center, with four boxes around it. Each box has a different activity associated with the word, such as synonyms, antonyms, illustration, and definition and use.

L 3.4 and 3.5 Frayer Model: The Frayer Model is a graphical organizer used to define words and acquire new vocabulary.

Balanced Classroom Assessment Strategies

Selected Response

Constructed Response

Performance Assessment

Informal Assessment

Multiple Choice

Fill-‐in-‐the-‐blank (words, phrases)

Presentation

Oral questioning

True–False

Essay Movement

Observation

Matching

Short answer (sentences, paragraphs)

Science lab

Interview

Diagram

Athletic skill

Conference

Dramatization

Process description

Concept Map

Enactment

Checklist

Flowchart

Project

Rating scale

Debate

Journal sharing

Thinking aloud process

Matrix

Exhibition

Student self-‐assessment

Illustration

Recital

Peer review

final third grade ela pacing guide second...

Documents

are you smarter than a 5 th grader? 1,000,000 5 th grade ela...

third grade ela 1 unit title: 1 grade level: 3 date: 6

ela 8th grade

8th grade review ela

3rd grade november - storage.googleapis.com · third grade...

“grade k - ela”

grade 4 - ela

third grade ela academic packet - home - shenandoah es

third grade ela question stems from released form...

final third grade ela pacing guide first...

“grade kindergarten ela”

6th grade ela

third grade ela academic packet

ela third gradestpsb.org/coronavirus/resources/remote...

7th grade ela

sausd common core aligned curriculum map: third grade ·...

georgiaelaccgpsk-5. web viewsecond grade ela ccgps...

8th grade ela

3rd grade ela-writing curriculum services/board...3rd grade...

neshaminy school district curriculum maps third grade...