ausd grade 3 language arts resource planning guide · grade 3 language arts resource planning guide...

AUSD Grade 3 Language Arts

Resource Planning Guide

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE

BIG IDEA: Growing and Learning - How can learnini:! help us grow? INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Story time ESSENTIAL QUESTION: What can stories teach you?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER

ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

RL.3.1 READ ALOUD SHORT TEXT MAIN SELECTION Strategy: Visualize Reading/Writing Workshop:

RL.3.2 Title: "Three Pigs, a Wolf, Bruno's New Home (430) Wolf! (650) Genre, Connection of Ideas RL.3.3 and a Book" Skill: Character, Setting, Plot: Character RL.3.4 Genre: Fantasy Genre: Fantasy Literature Anthology: Purpose, RL.3.6 Genre: Fantasy MAIN SELECTION Genre, Sentence Structure, RL.3.7 Strategy: Visualize PAIRED SELECTION "Jennie and the Genre: Fantasy Connection of Ideas Rl.3.9 Strategy: Visualize Wolf" (450) Titles:

SL.3.lb Skill: Character, Setting, Plot: A: Berries, Berries, Berries/"The Heron and the SL.3.2 Character Genre: Fable Fish" (430)

0: Duck's Discovery/"The Lion and the Fox" (530) Strategy: Visualize E: Duck's Discovery/"The Lion and the Fox" (410)

B: Robot Race/"The Hare and the Tortoise" Skill: Character Settine: Plot: Character /7501

L.3.4a VOCABULARY Vocabulary Words: ached, concentrate, discovery, educated, effort, improved, inspired, satisfied L.3.4.c Additional Academic Vocabulary: fantasy, expression, moral L.3.4d Vocabulary Strategy: Context Clues: Synonyms L.3.6L.3.Zf PHONICS/SPELLING Phonics/Spelling Skill: Short Vowels a, i L.3.Zg Structural Analysis: Word Families RF.3.3c RF.3.4b FLUENCY Expression Notes:

W.3.3a WRITING Genre Writing: Narrative Text Unit Writing Product: Friendly Letter, Personal Narrative Writing Trait: Ideas/Focus on an Event Reading/Writing Workshop: Bruno's New Home Literature Anthology: Wolf! Your Turn Practice Book: River Rescue

L.3.li GRAMMAR Grammar Skill: Sentences and Fragments L.3.5 Grammar Mechanics: Capitalization and Punctuation L.3.Sb1,'!,<;r

RL.3.2 Research Research and Inquiry: Create a Story Map RL.3.3 Weekly Project: Research Aesop's fables W.3.10 Write About Reading: Write an Opinion (Character, Setting Plot) W.3.7Assessments:

1

ELA Grade 3, Unit 1, Week 1 Assessment Standards and Learning Targets . -

RL.3.2 Recount stories, including fables, folktales, and myths from

diverse cultures; determine the central message, lesson, or moral and

explain how it is conveyed through key details in the text.

Learning Target/s:

a. I can recount stories, including fables, folktales, and myths

from different cultures.

b. I can determine the moral of a fable.

c. I can determine the lesson of a folktale.

d. I can determine the central message of a myth.

e. I can explain how the central message, lesson, or moral is

conveyed through key details in the text.

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

or feelings) and explain how their actions contribute to the sequence

of events.

Learning Target/s:

a. I can describe a character's traits (how they look and act),

their motivations (their dreams and fears), and their feelings.

b. I can explain how a character's actions contribute to the

sequence of events.

RL.3.4 Determine the meaning of words and phrases as they are used

in a text, distinguishing literal from nonliteral language.

Learning Target/s:

a. I can determine the meaning of words and phrases as they

are used in a text.

b. I can determine if a word or phrase is being used literally or

figuratively in a text.

L.3.1.i Produce simple, compound, and complex sentences.

Learning Target/s:

• I can ensure subject-verb and pronoun-antecedent

agreement.

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

meaning word and phrases based on grade 3 reading and content,

choosing flexibly from a range of strategies.

L.3.4.a Use sentence-level context as a clue to the meaning of a word

or phrase.

Learning Target/s:

• I can determine the meaning of a word or phrase by looking

at the context clues in the sentence.

*Refer to the Common Core State Standards Curriculum Resources Binder for more information

2


BIG IDEA: Growing and Learning - How can learning help us grow? ! INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Traditions ESSENTIAL QUESTION: What can traditions teach you about cultures?



L.3.4b Title: "Ready for Aloha!" SHORT TEXT The Dream MAIN SELECTION Strategy: Visualize Reading/Writing Workshop:

RL.3.1 Catcher (470) Yoon and the Jade Bracelet (480} Prior Knowledge, Genre

RL.3.3 Genre: Realistic Fiction Skill: Character, Setting, Plot: Sequence

RL.3.4 Genre: Realistic Fiction Genre: Realistic Fiction Literature Anthology:

RL.3.7 Strategy: Visualize MAIN SELECTION Genre (Dialogue), Prior

RL.3.10 Strategy: Visualize PAIRED SELECTION Genre: Realistic Fiction Knowledge, Purpose,

Rl.3.1 Title: "Family Traditions" (480) Titles: Specific Vocabulary, Connection

Rl.3.9 Skill: Character, Setting, Plot: A: The Special Meal/"More About Mole" (380) of Ideas

SL.3.lc Sequence Genre: Expository Text O: A Row of Lamps/"Diwali" (410)

SL.3.ld E: A Row of Lamps/"Diwali" (310)

SL.3.2 Strategy: Visualize B: Dragons on the Water/"A Great Tradition" (700)

Skill: Character, Setting, Plot:

Seauence

L.3.4a VOCABULARY Synonyms

L.3.4c Vocabulary Words: celebrate, courage, disappointment, precious, pride, remind, symbol, tradition

L.3.4d Additional Vocabulary: gasped

L.3.5 Vocabulary Strategy: Context Clues:

L.3.Sb

L.3.6

RL.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Short Vowels e, o, u

L.3.2f Structural Analysis: Inflectional Endings

L.3.2g

RF.3.3c

RF.3.4b FLUENCY Phrasing Notes:

W.3.10 WRITING Genre Writing: Narrative Text

W.3.3b Unit Writing Product: Friendly Letter, Personal Narrative

W.3.8 Writing Trait: Word Choice/Descriptive Details

Reading/Writing Workshop: The Dream Catcher

Literature Anthology: Yoon and the Jade Bracelet

Your Turn Practice Book: Giving Thanks

L3.1 GRAMMAR Grammar Skill: Commands and Exclamations

L.3.ld Grammar Mechanics: Punctuation in Commands and Exclamations

L.3.li

L.3.Sc

W.3.7 Research Weekly Project: Research contributions of different cultures

Research and Inquiry: Prepare a web

Write About Reading: Write an analysis

Assessments:

3

ELA Grade 3, Unit 1, Week 2 Assessment Standards and Learning Targets

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

feelings) and explain how their actions contribute to the sequence of

events. Learning Target/s:


their motivations (their dreams and fears), and their

feelings.)


sequence of events.

RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Learning Target/s:


are used in a text.




Learning Target/s:

• I can produce simple and compound sentences.

L.3.4 Determine or clarify the meaning of unknown and multiplemeaning word and phrases ·based on grade 3 reading and content,choosing flexibly from a range of strategies.


or phrase.Learning Target/s:




4

STD

RL.3.1

Rl.3.1

Rl.3.3

Rl.3.4

Rl.3.8

Rl.3.9

Rl.3.10

SL.3.la

SL.3.lc

SL.3.ld

SL.3.2

SL.3.4

L.3.4

L.3.4a

L.3.5b

L.3.Sc

L.3.6

L2.4d

Rl.3.4

L.3.2f

L.3.2g

RF.3.3c

RF.3.4a

W.3.3a

W.3.3c

W.3.8

L.3.ld

L.3.li

W.3.7

W.3.10


BIG IDEA: Growing and Learning - How can learning help us grow? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Communities ESSENTIAL QUESTION: How do people from different cultures contribute to a community?

COMPREHENSION

Title: "Faith Ringgold:

Telling Stories

Through Art"

Genre: Narrative Nonfiction

Strategy: Ask and Answer

Questions

VOCABULARY

PHONICS/SPELLING

FLUENCY

WRITING

GRAMMAR

Research

READING/WRITING LITERATURE ANTHOLOGY LEVELED READER WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions

Room to Grow (490) Gary the Dreamer (500) Skill: Text Structure: Sequence

Genre: Narrative Genre: Narrative Nonfiction

Nonfiction MAIN SELECTION

PAIRED SELECTION Genre: Biography

Strategy: Ask and Answer Title: "Sharing Polkas and Pitas" Titles:

Questions (530) A: Judy Baca/"Vibrant Los Angeles" (560)

0: Judy Baca/"Vibrant Los Angeles" (630)

Skill: Text Structure: Genre: Expository Text E: Judy Baca/"Vibrant Los Angeles" (610)

Sequence B: Judy Baca/''Vibrant Los Angeles" (750)

Strategy: Ask and Answer Questions

Text Features: Headings,

Mao Skill: Text Structure: Seauence Vocabulary Words: admires, classmate, community, contribute, practicing, pronounce, scared, tumble

Additional Domain Words: celebrate, symbols, traditions

Vocabulary Strategy: Compound Words

Phonics/Spelling Skill: Final e

Structural Analysis: Inflectional Endings: Drop Final e

Rate Notes:

Genre Writing: Narrative Text

Unit Writing Product: Friendly Letter, Personal Narrative

Writing Trait: Organization/Sequence

Write to Sources:

Reading/Writing Workshop: Room to Grow

Literature Anthology: Gary the Dreamer

Your Turn Practice Book: Joseph Bruhac

Grammar Skill: Subjects

Grammar Mechanics: Complete Sentences and Fragments

Research and Inquiry: Create a travel brochure

Write About Reading: Write an Analysis

Weekly Project: Research their community

ACCESS COMPLEX TEXT (ACT) II

Reading/Writing Workshop:

Organization, Genre

Literature Anthology:

Genre, Organization,

Connection of Ideas

Assessments:

5


Rl.3.3 Describe the relationship between a series of historical

events, scientific ideas or concepts, or steps in technical procedures in

a text, using language that pertains to time, sequence, and

ca use/ effect.

Learning Target/s:

a. I can describe the sequence of historical events after reading

about it using language that pertains to time, sequence, and

cause/effect.

b. I can describe the steps of a scientific process after reading


cause/ effect.

c. I can describe the steps in a technical procedure after

reading about it using language that pertains to time,

sequence, and cause/effect.

Rl.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.

Learning Target/s:

• I can determine the meaning of words and phrases as they

are used in a text.

Rl.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).

Learning Target/s:

a. I can read a paragraph and describe the connections

between the sentences.

b. I can read a text and describe the connections between the

paragraphs.


Learning Target/s:


agreement.

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

meaning word and phrases based on grade 3 reading and content,

choosing flexibly from a range of strategies.


or phrase.

Learning Target/s:




6


BIG IDEA: Growing and Learning - How can learning help us grow? I INSTRUCTIONAL WINDOW: ' WEEKLY CONCEPT: Inventions ESSENTIAL QUESTION: How can problem solving lead to new ideas?

STD COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER

ACCESS COMPLEX TEXT {ACT) WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

RL.3.4 Title: SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing Workshop: Rl.3.1 "Chester Greenwood and His Mary Anderson's Great All Aboard! Elijah McCoy's Steam Skill: Text Structure: Cause and Effect 0 rga n izatio n

Rl.3.3 Cold Ears" Invention (460) Engine (450) MAIN SELECTION Genre: Biography

Rl.3.4 Genre: Biography Titles: Literature Anthology: Rl.3.5 Strategy: Ask and Answer Genre: Biography Genre: Biography A: The Amazing Benjamin Franklin/"Beulah Louise Purpose, Prior Knowledge,

Rl.3.7 Questions Henry: Inventor" (520) Connections of Ideas,

Rl.3.8 Strategy: Ask and Answer PAIRED SELECTION "Lighting the 0: The Amazing Benjamin Franklin/"Beulah Louise Organization, Sentence

Rl.3.9 Questions World" Henry: Inventor" (770) Structure, Specific Vocabulary, SL.3.lb E: The Amazing Benjamin Franklin/"Beulah Louise Genre

SL.3.lc Skill: Text Structure: Cause Genre: Expository Text Henry: Inventor" (550)

Sl.3.ld and Effect B: The Amazing Benjamin Franklin/"Beulah Louise

SL.3.2 Strategy: Ask and Answer Questions Henry: Inventor" (770)

Text Features: Diagrams,

Sidebars Skill: Text Structure: Cause and Effect

L.3.lb VOCABULARY Vocabulary Words: design, encouraged, examine, invention, quality, simple, solution, substitutes

L.3.2e Additional Domain Words: examine, solution, bailed, boiler, patent

L.3.Sa Vocabulary Strategy: Metaphors

L.3.5.b

L.3.5.c

L.3.6

Rl.3.4

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Long a Spellings

l.3.2g Structural Analysis: Plurals-s and -es

RF.2.3b

RF.3.3d

RF.3.lb FLUENCY Expression Notes: W.3.10 WRITING Genre Writing: Narrative Text

L.3.lj Unit Writing Product: Friendly Letter, Personal Narrative

L.3.2g Writing Trait: Word Choice

Reading/Writing Workshop: Mary Anderson's Great Invention

Literature Anthology: All Aboard! Elijah McCoy's Steam Engine

Your Turn Practice Book: Victor Ochoa's New Idea

L.3.li GRAMMAR Grammar Skill: Predicates

Grammar Mechanics: Complete Sentences

SL.3.ld Research Weekly Project: Research community or class problem

W.3.10 Research and Inquiry: Write about reading

W.3.7 Write About Reading: Write an Analysis (Text Features)

Assessments:

7




Learning Target/s:


are used in a text.



Rl.3.3 Describe the relationship between a series of historical events,

scientific ideas or concepts, or steps in technical procedures in a text,

using language that pertains to time, sequence, and cause/effect.

Learning Target/s:



cause/ effect.



cause/ effect.




Rl.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.

Learning Target/s: • I can determine the meaning of words and phrases as they

are used in a text.

Rl.3.5 Use text features and search tools (e.g., key words, sidebars,

hyperlinks) to locate information relevant to a given topic efficiently.

Learning Target/s:

a. I can locate information on web pages using key words,

sidebars, and links.

b. I can use various text features to locate key information in a

text.


and paragraphs in a text (e.g., comparison, cause/effect,


Learning Target/s:




paragraphs.


Learning Target/s:


agreement.

L.3.5.a Distinguish the literal and non literal meanings of words and

phrases in context (e.g., take steps).

Learning Target/s:

• I can distinguish the difference between the literal (actual)

and the nonliteral (figurative) meaning of words and phrases

in sentences.


8


BIG IDEA: Growing and Learning - How can learning help us grow? ! INSTRUCTIONAL WINDOW:

WEEK 5 Weekly Concept: Landmarks Essential Question: How do landmarks help us understand our country's story?


ACCESS COMPLEX TEXT (ACT) WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

RL.3.7 Title: "America's Landmarks SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing Workshop: Rl.3.1 and Memorials" A Natural Beauty (560) A Mountain of History (560) Purpose, Genre Rl.3.2 Skill: Main Idea and Key Details Literature Rl.3.7 Genre: Expository Text Genre: Expository Text Genre: Expository Text Anthology: Sentence Structure,

Rl.3.9 MAIN SELECTION Genre, Purpose

Rl.3.10 Strategy: Ask and Answer Strategy: Ask and Answer PAIRED SELECTION Genre: Expository Text

SL.3.lb Questions Questions "A Landmark Street" (580)

SL.3.lc Titles:

SL.3.2 Skill: Main Idea and Key Genre: Expository Text A: The National Mall/Gateway Arch {650)

Details 0: The National Mall/Gateway Arch (750)

Strategy: Ask and Answer Questions E: The National Mall/Gateway Arch (700)

Text Features: Captions, B: The National Mall/Gateway Arch {840)

Mao, Sidebar Skill: Main Idea and Kev Details

L.3.4a VOCABULARY Vocabulary Words: carved, clues, grand, landmark, massive, monument, national, traces

L.3.Sa Additional Domain Words: landmark, monument

L.3.Sb Vocabulary Strategy: Context Clues: Multiple Meaning Words

Rl.3.4RL.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Long O: o, ow, o_e, oa, oe

L.3.2f Structural Analysis: Compound Words

L.3.2g

RF.2.3b

RF.3.4b

RF.3.4c FLUENCY Accuracy and Phrasing Notes: W.3.10 WRITING Genre Writing: Narrative Text

W.3.la Unit Writing Product: Friendly Letter, Personal Narrative

Writing Trait: Sentence Fluency/Sentence Types

Reading/Writing Workshop: A Natural Beauty

Literature Anthology: A Mountain of History

Your Turn Practice Book: Building a Landmark

L.3.lh GRAMMAR Grammar Skill: Simple and Compound Sentences

L.3.li Grammar Mechanics: Punctuate Simple and Compound Sentences

L.3.lj

SL.3.4 Research Weekly Project: Research famous landmarks

W.3.6 Research and Inquiry: Write an informative Report

W.3.7 Write About Reading: Write an Analysis

Unit Level: Research

Skill: Choosing o Research Topic

Unit Project: Select/develop from weekly research options-unit research projects

Assessments:

9


RL.3.4 Determine the meaning of words and phrases as they are used in a

text, distinguishing literal from nonliteral language.

Learning Target/s:

a. I can determine the meaning of words and phrases as they are

used in a text.



Rl.3.2 Determine the main idea of a text; recount the key details and

explain how they support the main idea.

Learning Target/s:

a. I can determine the main idea of a text.

b. I can recount details of a text .

c. I can explain how the key details support the main idea of a

text.


scientific ideas or concepts, or steps in technical procedures in a text, using

language that pertains to time, sequence, and cause/effect.

Learning Target/s:



cause/ effect.

b. I can describe the steps of a scientific process after reading about

it using language that pertains to time, sequence, and

cause/ effect.

c. I can describe the steps in a technical procedure after reading


cause/effect.

Rl.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.

Learning Target/s: • I can determine the meaning of words and phrases as they are

used in a text.



Learning Target/s:

a. I can locate information on web pages using key words, sidebars,

and links.

b. I can use various text features to locate key information in a text.

Rl.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).

Learning Target/s:

a. I can read a paragraph and describe the connections between the

sentences.


paragraphs.


Learning Target/s: • I can ensure subject-verb and pronoun-antecedent agreement.

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

word and phrases based on grade 3 reading and content, choosing flexibly

from a range of strategies.

L.3.4.a Use sentence-level context as a clue to the meaning of a word or

phrase.

Learning Target/s: • I can determine the meaning of a word or phrase by looking at the

context clues in the sentence.

L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases

in context (e.g., take steps).

Learning Target/s: • I can distinguish the difference between the literal (actual) and the

nonliteral (figurative) meaning of words and phrases in sentences.


10


-BIG IDEA: Growing and Learning - How can learning help us grow? I INSTRUCTIONAL WINDOW: I =Essential Question: How do landmarks help us understand our country's story? I INTERIM WINDOW: I

STD UNIT WRAP-UP SUMMATIVE ASSESSMENT

Post Assessment Instruction

RF.3.4b FLUENCY Reader's Theater: Using Assessment Results

RF.3.4g Take Me to Your Litter Tested skills:

Rl.3.S COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

W.3.8 Soccer Is America's Game Skill/Strategy: o Small Group

Students:

SL.3.ld RESEARCH AND INQUIRY Research skill: Choosing a topic Instructional strategy(ies)/activity(ies):

SL.3.4

W.3.7 Science/Social Studies Connection

W.3.10

W.3.3a WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.3.3b Unit Writing Products: Skill/Strategy: o Small Group

W.3.3c Friendly Letter Students:

W.3.5 Personal Narrative

W.3.6 Instructional strategy(ies)/activity(ies):

EXTEND LEARNING

Level Up

Assessments:

11

Grade 3, Unit 1 ELA Learning Targets

RL.3.2 Recount stories, including fables, folktales, and myths from diverse

cultures; determine the central message, lesson, or moral and explain how

it is conveyed through key details in the text.

Learning Target/s:

a. I can recount stories, including fables, folktales, and myths from

different cultures.








events.

Learning Target/s:

a. I can describe a character's traits (how they look and act), their

motivations (their dreams and fears), and their feelings.

b. I can explain how a character's actions contribute to the sequence

of events.

RL.3.4 Determine the meaning of words and phrases as they are used in a

text, distinguishing literal from nonliteral language.

Learning Target/s:

a. I can determine the meaning of words and phrases as they are

used in a text.





Learning Target/s:


b. I can recount details of a text


text.




Learning Target/s:



cause/ effect.



cause/ effect.



cause/ effect.

Rl.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.

Learning Target/s:

• I can determine the meaning of words and phrases as they are

used in a text.



Learning Target/s:


and links.




sequence).

Learning Target/s:


sentences.


paragraphs.


12



Learning Target/s:

� I can ensure subject-verb and pronoun-antecedent agreement.

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

word and phrases based on grade 3 reading and content, choosing flexibly

from a range of strategies.


phrase.

Learning Target/s:

• I can determine the meaning of a word or phrase by looking at the


L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases

in context (e.g., take steps).

Learning Target/s:

• I can distinguish the difference between the literal (actual) and the



13


BIG IDEA: Figure It Out - What does it take to solve a problem? INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Cooperation ESSENTIAL QUESTION: Why is working together a good way to solve a problem?



RL.3.1 Title: "A Field Full of Stones" SHORT TEXT MAIN SELECTION Strategy: Make, Confirm, or Revise Predictions Reading/Writing

RL.3.2 Anansi Learns a Lesson (510) Roadrunner's Dance (640) Workshop: Genre, Connection

RL.3.4 Genre: Folktale Skill: Theme of Ideas

RL.3.5 Genre: Folktale Genre: Folktale

RL.3.7 Strategy: Make, Confirm, or MAIN SELECTION Literature Anthology:

RL.3.10 Revise Predictions Strategy: Make, Confirm, or PAIRED SELECTION "Deltona Is Going Genre: Folktale Genre, Organization,

Rl.3.1 Revise Predictions Batty" (550) Titles: Purpose, Connection of Ideas,

Rl.3.9 A: The Quarreling Quails/"The Dragon Slayers" Sentence Structure

SL.3.lb Skill: Theme Genre: Expository Text (410)

SL.3.ld 0: Jungle Treasures/"Urban Roots" {680)

SL.3.3 Strategy: Make, Confirm, or Revise E: Jungle Treasures/"Urban Roots"

Predictions (560)

B: The Bear Who Stole the

Skill:Theme Chinook/"Saving Lubec" {740)

L.3.4a VOCABULARY Vocabulary Words: attempt, awkward, cooperation, created, furiously, interfere, involved, timid

L.3.4c Additional Vocabulary: cooperation involved

L.3.Sb Additional Academic Vocabulary: collaboration; connections

L.3.Sc Vocabulary Strategy: Context Clues: Antonyms

L.3.6

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Long i and long u

L.3.2f Structural Analysis: Plural Words with y to i

L.3.2g

RF.2.3b

RF.3.4a

RF.3.4b FLUENCY Intonation and Phrasing Notes:

W.3.10 WRITING Writing Trait: Word Choice/Linking Words and Phrases

W.3.2c Write to Sources:

Reading/Writing Workshop: An Field Full of Stories

Literature Anthology: Roadrunner's Dance

Your Turn Practice Book: Whv People and Birds Are Friends

L.3.la GRAMMAR Grammar Skill: Kinds of Nouns

L.3.lc Grammar Mechanics: Capitalize Proper Nouns

L.3.li

SL.3.4 Research Weekly Project: Research how to form an effective team

W.3.7 Research and Inquiry: Write Instructions

Write About Reading: Write an Analysis

Assessments:

15





Learning Target/s:










Learning Target/s:


are used in a text.



RL.3.7 Explain how specific aspects of a text's illustrations contribute

to what is conveyed by the words in a story (e.g., create mood,

emphasize aspects of a character or setting).

Learning Target/s:

• I can explain how the illustrations in a text add depth to a

character, setting, or mood of a story.

Rl.3.1 Ask and answer questions to demonstrate understanding of a

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

Learning Target/s:



L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives,

and adverbs in general and their functions in particular sentences.

Learning Target/s:

• I can explain what nouns and pronouns are and their

functions in a particular sentence.


or phrase.

Learning Target/s:




16


BIG IDEA: Figure It Out - What does it take to solve a problem? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Immigration ESSENTIAL QUESTION: Why do people immigrate to new places?


ACCESS COMPLEX TEXT (ACT} STD WORKSHOP MAIN SELECTION /PAIRED SELECTION .. ... LECTION

RL.3.1 Title: "Our Story Cloth" SHORT TEXT MAIN SELECTION Strategy: Make, Confirm, or Revise Predictions Reading/Writing

RL.3.2 Sailing to America (460) The Castle on Hester Street {730) Workshop:

RL.3.6 Genre: Historical Fiction Skill: Theme Organization,

RL.3.7 Genre: Historical Fiction Genre: Historical Fiction Specific Vocabulary

RL.3.10 Strategy: Make Confirm, or MAIN SELECTION

Rl.3.1 Revise Predictions Strategy: Make, Confirm, or PAIRED SELECTION Genre: Historical Fiction Literature Anthology:

Rl.3.9 Revise Predictions "Next Stop, America!" (510) Titles: Prior Knowledge,

SL.3.1 A: The Promise of Gold Mountain/"Gold in California!" (490) Specific

SL.3.lb Skill: Theme Genre: Expository Text O: Moving from Mexico/" Mexican Revolution 1910)-1920)" Vocabulary, Sentence

SL.3.2 (640) Structure, Connection of

Strategy: Make, Confirm, or E: Moving from Mexico/" Mexican Revolution1910)-1920)" Ideas, Purpose

Revise Predictions (540)

B: Gustaf Goes to America/" Celebrating Swedish Culture"

Skill: Theme {690)

L.3.1 VOCABULARY Vocabulary Words: arrived, immigrated, inspected, moment, opportunity, photographs, valuable, whispered

L.3.la Additional Vocabulary: immigrate, opportunity

L.3.li Additional Domain Words: astronomer, ticker tape, confetti, boarders, pushcart

L.3.4a Additional Academic Vocabulary: plagiarizing; precise; accurate; repetition

L.3.4c Vocabulary Strategy: Figurative Language: Similes

L.3.Sa

L.3.Sc

L.3.6

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Long e

L.3.2f Structural Analysis: Inflectional Endings

L.3.2g

RF.3.3b

RF.3.4b

RL.3.4

RF.3.4b FLUENCY Rate Notes:

L3.3a WRITING Writing Trait: Word Choice/Precise Language

L.3.3b Write to Sources:

W.3.1 Reading/Writing Workshop: Sailing to America

W.3.10 Literature Anthology: The Castle on Hester Street

Your Turn Practice Book: A Dream to the West

L.3.lb GRAMMAR Grammar Skill: Singular and Plural Nouns

L.3.2f Grammar Mechanics: Punctuate Four Sentence Types

SL.3.4 Research Weekly Project: Research famous immigrants

W.3.7 Research and Inquiry: Write a Report

W.3.8 Write About Reading: Write an opinion

Assessments:

17





Learning Target/s:








RL.3.4 Determine the meaning of words and phrases as they are

used in a text, distinguishing literal from nonliteral language.

Learning Target/s:


are used in a text.



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

or those of the characters.

Learning Target/s:

a. I can describe a narrator or character's point of view.

b. I can compare and contrast a narrator or character's point of

view and my own point of view.




Learning Target/s:





Learning Target/s:





Learning Target/s:



L.3.1.b Form and use regular and irregular plural nouns.

Learning Target/s:

• I can explain what verbs and adverbs are and their functions

in a particular sentence.

L.3.4.a Use sentence-level context as a clue to the meaning of a

word or phrase.

Learning Target/s:




18


BIG IDEA: Figure It Out - What does it take to solve a problem? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Government ESSENTIAL QUESTION: How do people make government work



Rl.3.1 Title: "All About lections" SHORT TEXT MAIN SELECTION Strategy: Reread Reading/Writing

Rl.3.4 Every Vote Counts! (560) Vote! (530) Workshop: Sentence

Rl.3.6 Genre: Nonfiction Skill: Author's Point of View Structure, Purpose

Rl.3.7 Genre: Expository Text Genre: Expository Text

Rl.3.9 Strategy: Reread MAIN SELECTION Literature Anthology:

SL.3.lc Strategy: Reread PAIRED SELECTION Genre: Expository Text Purpose, Prior Knowledge,

SL.3.2 "A Plan for the People" (530) Genre, Organization, Specific

SL.3.3 Skill: Author's Point of View Titles: Vocabulary, Sentence Structure,

SL.3.6 Genre: Expository Text A: The Race for the Presidency/"Elementary School Connection of Ideas Text Features: Headings, Lawmakers" (560)

Bar Graph Strategy: Reread 0: The Race for the Presidency/"Elementary School

Lawmakers" (720)

Skill: Author's Point of View E: The Race for the Presidency/"Elementary School

Lawmakers" (710)

B: The Race for the Presidency/"Elementary School

Lawmakers" (8901

L.3.4a VOCABULARY Vocabulary Words: announced, candidates, convince, decisions, elect, estimate, government, independent

L.3.4b Additional Domain Words: campaign, volunteers, sworn, laws

L.3.Sa Vocabulary Strategy: Prefixes: re-, un-, dis-, mis-

Rl.3.4

L.3.la PHONICS/SPELLING Phonics/Spelling Skill: Words with Silent Letters

L.3.li Structural Analysis: Singular and Plural Possessives

L.3.2d

L.3.2e

L.3.2f

L.3.2g

RF.3.4bRC:! :!rl

RF.3.4b FLUENCY Accuracy and Phrasing Notes:

W.3.2b WRITING Writing Trait: Ideas/Supporting Details

W.3.10 Reading/Writing Workshop: Every Vote Counts!

Literature Anthology: Vote!

Your Turn Practice Book: Express Yourself

L3.lb GRAMMAR Grammar Skill: Special Nouns

L.3.2f Grammar Mechanics: Spelling Plural Nouns

SL.3.lb Research Weekly Project: Research different positions in state governments

W.3.7 Research and Inquiry: Write a Report

W.3.8 Write About Reading: Write an Analysis (Analyze Author's Point of View)

Assessments:

19




Learning Target/s: • I can explain how the illustrations in a text add depth to a


Rl.3.6 Distinguish their own point of view from that of the author of

a text.

Learning Target/s:

a. I can identify the author's point of view.

b. I can compare and contrast my point of view with the

author's point of view.

Rl.3.7 Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate understanding

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

Learning Target/s:

a. I can use illustrations, maps, and photographs to learn more

information about a topic.

b. I can use the words in a text to demonstrate understanding

of the 'where, when, why and how' of the key events in the

text.



Learning Target/s: • I can explain what nouns and pronouns are and their



Learning Target/s: • I can explain what verbs and adverbs are and their functions

in a particular sentence .

•

L.3.2.d Form and use possessives.

Learning Target/s:

• I can form and use regular plural nouns.


word or phrase.

Learning Target/s:



L.3.4.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).

Learning Target/s:

• I can determine the meaning of a word when a prefix or

suffix is added.


20

'

STD

L.3.4a

Rl.3.1

Rl.3.2

Rl.3.S

Rl.3.6

Rl.3.7

Rl.3.9

SL.3.la

SL.3.lc

SL.3.2

SL.3.6

L.3.lbL.3.liL.3.ljL.3.4bL.3.4c

L.3.4d

L.3.5b

Rl.3.4

L.3.2eL.3.2f

L.3.2g

RF.3.3c

RF.3.4a

SL.3.5

RF.3.4b

W.3.lb

W.3.3c

L3.la

SL.3.lb

SL.3.3

W.3.7

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE -·- -

BIG IDEA: Figure It Out - What does it take to solve a problem? I iNSTRUCTIONAi WINDOW: WEEKLY CONCEPT: Survival ESSENTIAL QUESTION: How can people help animals survive?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT)

WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

Title: "The Bald Eagle: A SHORT TEXT MAIN SELECTION Strategy: Reread Reading/Writing

Success Story" Kids to the Rescue! (560) Whooping Cranes in Danger(580) Workshop: Prior

Skill: Author's Point of View Knowledge, Genre

Genre: Expository Text Genre: Expository Text Genre: Expository Text

MAIN SELECTION Literature Anthology:

Strategy: Reread Strategy: Reread PAIRED SELECTION Genre: Expository Text Purpose, Prior Knowledge,

"Help the Manatees!" (630) Titles: Organization, Genre,

Skill: Author's Point of View A: Protecting the lslands/"Penguins Go Global" Sentence Structure,

Genre: Expository Text (560) Specific Vocabulary

Text Features: Sidebar, Map 0: Protecting the lslands/"Penguins Go Global"

Strategy: Reread (720)

E: Protecting the lslands/"Penguins Go Global"

Skill: Author's Point of View (660)

B: Protecting the lslands/"Penguins Go Global"

(810)

VOCABULARY Vocabulary Words: caretakers, population, recognized, relatives, resources, success, survive, threatened

Additional Vocabulary: coated, ecosystem, endangered, extinct, full, glide, going, spoiled

Additional Domain Words: trackers, relative

Additional Academic Vocabulary: organize, signal, events

Vocabulary Strategy: Suffixes ful, -less

PHONICS/SPELLING Phonics/Spelling Skill: Three-Letter Blends

Structural Analysis: Closed Syllables

FLUENCY Rate Notes:

WRITING Writing Trait: Organization/Sequence

Reading/Writing Workshop: Kids to the Rescue!

Literature Anthology: Whooping Cranes in Danger

Your Turn Practice Book: The Sound of Elephants

GRAMMAR Grammar Skill: Combining Sentences

Grammar Mechanics: Commas

Research Weekly Project: Research endangered animals

Research and Inquiry: Write a Description

Write About Reading: Write an Opinion (Reflect on Author's Point of View)

Assessments:

21




Learning Target/s:




a text.

Learning Target/s:




Rl.3.7 Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate understanding

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

Learning Target/s:



b. I can use the words in a text to demonstrate understanding

of the 'where, when, why and how' of the key events in the

text.



Learning Target/s:




Learning Target/s:

• I can explain what verbs and adverbs are and their functions

in a particular sentence.


word or phrase.

Learning Target/s:




22


BIG IDEA: Figure It Out - What does it take to solve a problem? I INSTRUCTIONAL WINDOW: WEEK 5 Figure It Out Essential Question: How do people figure things out?

COMPREHENSION READING/WRITING LITERATURE ANTHOLOGY LEVELED READER ACCESS COMPLEX TEXT (ACT) STD WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

L.3.2f Title: "New Bike, Old Bike" SHORT TEXT MAIN SELECTION "The Inventor Strategy: Reread Reading/Writing L.3.Sa "Empanada Day,11/"Cold Thinks Up Helicopters,"/"The Workshop: Specific

RL.3.1 Genre: Poetry Feet," Our Washing Machine, Ornithopter" Skill: Point of View Vocabulary, Author's

RL.3.5 Bugged" Purpose

RL.3.6 Strategy: Reread Genre: Poetry MAIN SELECTION RL.3.10 Genre: Poetry: Limerick and Genre: Realistic Fiction Literature Anthology: Rl.3.4 Free Verse PAIRED SELECTION Titles: Sentence Structure, Rl.3.9 "Montgolfier Brother's Hot Air A: Problem Solved/"Rainy Day" (480) Specific Vocabulary, Connection

SL.3.la Literary Elements: Balloon" 0: The Long Walk/"The Forgetful Girl,11/"The of Ideas

SL.3.lb Alliteration and Rhyme Friendly Frog" (560)

SL.3.2 Genre: Poetry E: The Long Walk/"Thomas the Mess Monster" (480)

SL.3.6 Skill: Point of View B: Two Up, One Down/"I Listen,11/"The Nesting Box"Skill: Point of View (610)

L.3.4b VOCABULARY Vocabulary Words: bounce, imagine, inventor, observer

L.3.4c Poetry Terms: alliteration, free verse, limerick, rhyme

L3.Sa Additional Vocabulary: ornithopter

L.3.Sb Additional Academic Vocabulary: descriptive

L.3.Sc Vocabulary Strategy: Figurative Language: Similes

RL.3.4

L.3.2d PHONICS/SPELLING Phonics/Spelling Skill: DigraphsL.3.2e Structural Analysis: Open SyllablesL.3.2fL.3.2gRF.3.3cSL.3.5RF.3.4b FLUENCY Phrasing Notes: L.3.1 WRITING Writing Trait: Ideas/Descriptive DetailsL.3.lj Write to Sources: W.3.2b Reading/Writing Workshop: "Empanada Day,"/"Cold Feet," Our Washing Machine,W.3.10 "Bugged"

Literature Anthology: "The Inventor Thinks Up Helicopters," /"The Ornithopter"Your Turn Practice Book: Learnin2 to Read

L.3.2d GRAMMAR Grammar Skill: Possessive NounsL.3.6 Grammar Mechanics: Apostrophes in Possessive Nouns

SL.3.3 Research Research and Inquiry: Write an Analysis

W.3.7 Write About Reading: Write an Analysis (Analyze Author's Choice of Words)Weekly Project: Research ways people solve problemsUnit Level: Research

Skill: Using Reliable and Appropriate Sources

Unit Project: Self-select and develop from weekly research options for unit research projects

Assessments:

23


RL.3.4 Determine the meaning of words and phrases as they are

used in a text, distinguishing literal from nonliteral language.

Learning Target/s:


are used in a text.





Learning Target/s:





Learning Target/s:





Learning Target/s:


suffix is added.


24


-•1,•1·--=BIG IDEA: Figure It Out What does it take to solve a problem? I INSTRUCTIONAL WINDOW: =1

-uu=-!:::li..•9-.. Essential Question: How do landmarks help us understand our country's story? I INTERIM WINDOW: I UNIT WRAP-UP

SUMMATIVE ASSESSMENT STD


RF.3.4a FLUENCY Reader's Theater: Using Assessment Results

RF.3.4c Take Me to Your Litter Tested skills:

RL.3.1 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupRL.3.10 Soccer Is America's Game Skill/Strategy: o Small Group

Rl.3.5 Students:

Rl.3.9

Rl.3.10 Instructional strategy(ies)/activity(ies):

SL.3.lc RESEARCH AND INQUIRY Research skill

SL.3.3 Choose Project

W.3.7


W.3.2a WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.3.2b Unit Writing Products: Skill/Strategy: o Small Group

W.3.2c Friendly Letter Students:W.3.2d Personal Narrative


W.3.6

L.3.lj

EXTEND LEARNING

Level Up

!Assessments:

25

Grade 3, Unit 2 ELA Learning Targets - ..

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;determine the central message, lesson, or moral and explain how it is conveyedthrough key details in the text.

Learning Target/s:

a. I can recount stories, including fables, folktales, and myths from different

cultures.




e. I can explain how the central message, lesson, or moral is conveyed

through key details in the text.


Learning Target/s:

a. I can determine the meaning of words and phrases as they are used in a

text.

b. I can determine if a word or phrase is being used literally or figuratively

in a text.

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

Learning Target/s:


b. I can compare and contrast a narrator or character's point of view and

my own point of view.

RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Learning Target/s:

• I can explain how the illustrations in a text add depth to a character,

setting, or mood of a story.

Rl.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Target/s:



Rl.3.6 Distinguish their own point of view from that of the author of a text. Learning Target/s:


b. I can compare and contrast my point of view with the author's point of

view.

Rl.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Learning Target/s:

a. I can use illustrations, maps, and photographs to learn more information

about a topic.

b. I can use the words in a text to demonstrate understanding of the

'where, when, why and how' of the key events in the text.

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs ingeneral and their functions in particular sentences.

Learning Target/s:

• I can explain what nouns and pronouns are and their functions in a

particular sentence.

L.3.1.b Form and use regular and irregular plural nouns.Learning Target/s:

• I can explain what verbs and adverbs are and their functions in a


L.3.2.d Form and use possessives.Learning Target/s:


L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.Learning Target/s:



L.3.4.b Determine the meaning of the new word formed when a known affix isadded to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,care/careless, heat/preheat).

Learning Target/s:

• I can determine the meaning of a word when a prefix or suffix is added.


26

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE ., ,,'=

BIG IDEA: One of a Kind - Why are individual qualities important? INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Be Unique ESSENTIAL QUESTION: What makes different animals unique?



RL.3.1 Title: "Bear, Beaver, and SHORT TEXT MAIN SELECTION Strategy: Visualize Reading/Writing

RL.3.2 Bee" The Inchworm's Tale (590) Title: Martina the Beautiful Workshop: Organization,

RL.3.3 Genre: Folktale Cockroach(570) Skill: Problem and Solution Genre

RL.3.4 Genre: Folktale

RL.3.10 Strategy: Visualize Genre: Folktale MAIN SELECTION Literature Anthology:

Rl.3.5 Strategy: Visualize Genre: Folktale Genre, Specific Vocabulary,

Rl.3.9 Skill: Problem and Solution PAIRED SELECTION "Get a Sentence, Structure,

SL.3.lc Backbone!" (510) Titles: Connection of Ideas

SL.3.2 A: The Ballgame Between the Birds and the

SL.3.3 Genre: Expository Text Animals/"AII About Bats" (540)

SL.3.6 0: King of the Birds/"The Real Quetzal" (600)

Strategy: Visualize E: King of the Birds/"The Real Quetzal" (550)

B: Sheep and Pig Set Up Housekeeping/"Sheep

C:l,jll: Problem and Solution and Wolves" (680\

L.3.4a VOCABULARY Vocabulary Words: disbelief, dismay, fabulous, features, offered, splendid, unique, watchful

L.3.4c Additional Vocabulary: aroma

L.3.Sa Additional Domain Words: ability, specie, amphibian

L.3.Sb Additional Academic Vocabulary: declarative, exclamatory, imperative, interrogative

L.3.Sc Vocabulary Strategy: Context Clues: Synonyms

L.3.6

L.3.2d PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowels

L.3.2e Structural Analysis: Contractions

L.3.2f

L.3.2g

RF.2.3b

RF.2.4b

RF.3.4b FLUENCY Expression Notes:

W.3.3a WRITING Writing Trait: Sentence Fluency/Vary Sentence Types

W.3.10 Reading/Writing Workshop: The Inchworm's Tale

Literature Anthology: Martina the Beautiful Cockroach

Your Turn Practice Book: How Zebras Got Their Stripes

L.3.la GRAMMAR Grammar Skill: Action Verbs

L.3.2c Grammar Mechanics: Quotation Marks and Colons in Time

Rl.3.5 Research Research and Inquiry: Write a Comparison

SL.3.4 Write About Reading: Write an Analysis

W.3.7 Weekly Project: Research animal families

Assessments:

27





Learning Target/s:










of events.

Learning Target/s:




sequence of events.



Learning Target/s:


are used in a text.





learning Target/s: • I can explain what nouns and pronouns are and their



or phrase.

Learning Target/s:



L.3.4.c Use a known root word as a clue to the meaning of an

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

Learning Target/s:

• I can determine the meaning of a word by identifying a

common root word.


28


• BIG IDEA: One of a Kind - Why are individual qualities important? I INSTRUCTIONAL WINDOW: WEEKLY CONCEPT: Leadership ESSENTIAL QUESTION: How can one person change the way you think?



RL.3.1 Title: "Meeting the SHORT TEXT MAIN SELECTION Strategy: Visualize Reading/Writing

RL.3.3 Pride of Puerto Rico" Jane's Discovery (660) Title: Finding Lincoln (660) Workshop: Genre,

RL.3.4 Skill: Character, Setting, Plot: Cause and Effect Organization

RL.3.7 Genre: Historical Fiction Genre: Historical Fiction Genre: Historical Fiction

Rl.3.1 MAIN SELECTION Literature Anthology: Prior

Rl.3.9 Strategy: Visualize Strategy: Visualize PAIRED SELECTION Genre: Historical Fiction Knowledge, Specific

SL.3.lb "A Great American Teacher" (600) Vocabulary, Connection of

SL.3.2 Skill: Character, Setting, Plot: Titles: Ideas, Organization, Sentence

SL.3.6 Cause and Effect Genre: Biography A: On the Ball/"Jackie Robinson" (530) Structure, Genre, Purpose

0: Harry's Great ldea/"Eleanor Roosevelt" (550)

Strategy: Visualize E: Harry's Great ldea/"Madam C.J. Walker" (500)

B: Best Friends in Business/"Eleanor Roosevelt" (640)

Skill: Character, Setting, Plot:

Cause and Effect

L.3.4a VOCABULARY Vocabulary Words: amazement, bravery, disappear, donated, leader, nervous, refused, temporary

L.3.Sa Additional Vocabulary: essay

L.3.Sb Additional Academic Vocabulary: relationship

L.3.5c Vocabulary Strategy: Figurative Language: Idioms

L.3.6

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowels/ar/and/or/

L.3.2f Structural Analysis: Prefixes un-, re-, and pre-

L.3.2g

L.3.4b

RF.3.3a

RF.3.4a FLUENCY Phrasing Notes:

W.3.la WRITING Writing Trait: Word Choice/Linking Words and Phrases

W.3.2c Reading/Writing Workshop: Jane's Discovery

Literature Anthology: Finding Lincoln

Your Turn Practice Book: A Letter to Helen Keller

L.3.la GRAMMAR Grammar Skill: Present Tense Verbs

L.3.le Grammar Mechanics: Subject-Verb Agreement

L.3.lf

L.3.liW.3.2b Research Research and Inquiry: Write an Analysis

W.3.6 Write About Reading: Write an Opinion

W.3.7 Weekly Project: Research people who have made a difference

Assessments:

29

ELA Grade 3, Unit 3, Week 2 Assessment Standards and Learning Targets .. .



of events.

Learning Target/s:

a. I can describe a character's traits {how they look and act),

their motivations {their dreams and fears), and their feelings.


sequence of events.



Learning Target/s:


are used in a text.










Learning Target/s:



L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk)

verb tenses.

Learning Target/s:

• I can form and use the simple verb tenses.

..,


or phrase.

Learning Target/s:





Learning Target/s:


common root word.


30


BIG IDEA: One of a Kind - Why are individual qualities important? ! INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Discoveries ESSENTIAL QUESTION: What do we know about Earth and its neighbors in space?


ACCESS COMPLEX TEXT {ACT) WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

RL.3.1 Title: "Our Home in the SHORT TEXT MAIN SELECTION Strategy: Summarize Reading/Writing

RL.3.6 Solar System" Earth and Its Neighbors (660) Earth (630) Workshop: Connection of

Rl.3.1 Skill: Main Idea and Key Details Ideas, Organization Rl.3.2 Genre: Expository Text Genre: Expository Text Genre: Expository Text Rl.3.5 MAIN SELECTION Literature Anthology: Rl.3.7 Strategy: Summarize Strategy: Summarize PAIRED SELECTION "Coyote and the Genre: Expository Text Genre, Purpose, Connection of Rl.3.9 Jar of Stars" (530) Ideas, Specific Vocabulary, SL.3.la Skill: Main Idea and Key Titles: Organization SL.3.lc Details Genre: Legend A: Destination Saturn/"Why the Stars Twinkle" (500)

SL.3.ld O: Destination Saturn/"Why the Stars Twinkle"

SL.3.2 Text Features: Key Words, Strategy: Summarize (700)

Chart E: Destination Saturn/"Why the Stars Twinkle" (660)

Skill: Main lrlea r1nrl KPv Detr1ils 8: Destination Saturnl"Whv the Stars Twinkle" 17801

L.3.la VOCABULARY Vocabulary Words: amount, astronomy, globe, solar system, support, surface, temperature, warmth

L.3.4a Additional Domain Words: elliptical, rotate, axis

L.3.4b Additional Academic Vocabulary: key word, related, paragraph

L.3.4c Vocabulary Strategy: Suffixes y, -ly

L.3.Sa

L.3.Sb

L.3.Sc

Rl.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowels/ar/and/ir/,

L.3.2f Structural Analysis: Suffixes -y and -ly

L.3.2g

RF.3.3a FLUENCY Accuracy and Phrasing Notes:

RF.3.3b

RF.3.3d

W.3.2a WRITING Writing Trait: Organization/Strong Paragraphs

W.3.10 Reading/Writing Workshop: Earth and Its Neighbors

Literature Anthology: Earth

Your Turn Practice Book: Seeing Red

L.3.le GRAMMAR Grammar Skill: Past Tense Verbs

L.3.lf Grammar Mechanics: Abbreviations and Name Titles

SL.3.2 Research Research and Inquiry: Write a Description

W.3.7 Write About Reading: Write an Analysis

W.3.8 Weekly Project: Research Earth and other bodies in the solar system

Assessments:

31




Learning Target/s:




text.



Learning Target/s:



L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk)

verb tenses.

Learning Target/s:



or phrase.

Learning Target/s:






Learning Target/s: • I can determine the meaning of a word when a prefix or

suffix is added.



Learning Target/s:


common root word.


32


-BIG IDEA: One of a Kind - Why are individual qualities important?

" I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: New Ideas ESSENTIAL QUESTION: What ideas can we get from nature?


RL.3.1 Title: "Ideas From Nature" Rl.3.1 Rl.3.2 Genre: Expository Text Rl.3.3

Rl.3.5 Strategy: Summarize Rl.3.7

Rl.3.9

SL.3.la

L.3.2e VOCABULARY L.3.2fL.3.3bL.3.4a

L.3.4b

L.3.4c

L.3.4d

L.3.5bL.3.Sc

�F.3.3hL.3.2f PHONICS/SPELLING

L.3.4b

RF.3.3a FLUENCY

RF.3.4b

W.3.la WRITING

W.3.2dW.3.10

L.3.le GRAMMAR

L.3.liL.3.ljL.3.2aSL.3.5 Research

W.3.6W.3.7

Assessments:

WORKSHOP MAIN SELECTION /PAIRED SELECTION

SHORT TEXT MAIN SELECTION Bats Did It First (700) Big Ideas from Nature(670)

Genre: Expository Text Genre: Expository Text

Strategy: Summarize PAIRED SELECTION

"Perdix Invents the Saw" (580) Skill: Main Idea and Key Details Genre: Myth

Text Features: Diagram, Strategy: Summarize Caption

Skill: Main Idea and Key Details

MAIN SELECTION /PAIRED SELECTION

Strategy: Summarize

Skill: Main Idea and Key Details

MAIN SELECTION

Genre: Expository Text

Titles:

A: Inspired by Nature/"Hermes and the Lyre"

(570) 0: Inspired by Nature/"Hermes and the Lyre"

(660) E: Inspired by Nature/"Hermes and the Lyre"

(630)

B: Inspired by Nature/"Hermes and the Lyre" (790)

Vocabulary Words: effective, example, identical, imitate, material, model, observed, similar Additional Vocabulary: bored Additional Domain Words: invention, bio mimicry

Additional Academic Vocabulary: mimic, quality, closure Vocabulary Strategy: Root Words

Phonics/Spelling Skill: Prefixes pre-, dis-, mis-Structural Analysis: Syllables with Final e

Phrasing and Rate Notes:

Writing Trait: Organization/Strong Conclusions Reading/Writing Workshop: Bats Did It First

Literature Anthology: Big Ideas from Nature Your Turn Practice Book: A Sticky Idea

Grammar Skill: Future Tense Verbs Grammar Mechanics: Book Titles

Research and Inquiry: Write a Report Write About Reading: Write an Opinion Weekly Project: Research animal characteristics

ACCESS COMPLEX TEXT (

Reading/Writing Workshop: Prior Knowledge


Genre, Organization, Specific Vocabulary, Prior

Knowledge

"

33




Learning Target/s:




text.

L.3.1.e Form and use the simple {e.g., I walked; I walk; I will walk)

verb tenses.

Learning Target/s:



or phrase.

Learning Target/s:




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


Learning Target/s:


suffix is added.


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

Learning Target/s:


common root word.


34

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE -

BIG IDEA: One of a Kind - Why are individual qualities important? J INSTRUCTIONAL WINDOW:

WEEK s Weekly Concept: Value the Past Essential Question: How is each event in history unique?



RL.3.6 Title: "The California Gold SHORT TEXT MAIN SELECTION Strategy: Summarize Reading/Writing

Rl.3.1 Rush" The Long Road to Oregon ..Riding the Rails West!(730) Skill: Sequence Workshop: Connection of

Rl.3.2 (680) Ideas, Genre

Rl.3.4 Genre: Expository Text Genre: Expository Text Genre: Expository Text MAIN SELECTION

Rl.3.5 Genre: Expository Text Literature Anthology:

Rl.3.7 Strategy: Summarize Strategy: Summarize PAIRED SELECTION Titles: Organization, Sentence

Rl.3.8 "Discovering Life Long Ago" (740) A: The Life of a Homesteader/"Keeping History Structure

Rl.3.9 Skill: Sequence Alive" (520)

Rl.3.10 Genre: Expository Text 0: The Life of a Homesteader/"Keeping History

SL.3.lb Text Features: Sidebar, Alive" (690)

SL.3.lc Photographs and Captions, Strategy: Summarize E: The Life of a Homesteader/"Keeping History

SL.3.2 Map Alive" (560)

Skill: Sequence B: The Life of a Homesteader/"Keeping History

AlivP" t�c;OI L.3.li VOCABULARY Vocabulary Words: agreeable, appreciate, boomed, descendants, emigration, pioneers, transportation, vehicles

L.3.lj Additional Academic Vocabulary: formal, informal, contractions

L.3.2e Vocabulary Strategy: Suffixes able, -ful, -less

L.3.4b

L.3.4c

L.3.Sa

L.3.5b

RF.3.3b

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Diphthongs/oi/and/ou/

L.3.2g Structural Analysis: Prefixes un-, non-, dis-

RF.3.3a

RF.3.4c

RF.3.4b FLUENCY Accuracy and Phrasing Notes:

W.3.10 WRITING Writing Trait: Voice

W.3.la Reading/Writing Workshop: The Long Road to Oregon

Literature Anthology: Riding the Rails West!

Your Turn Practice Book: Mississippi Steamboats

L.3.lb GRAMMAR Grammar Skill: Combining Sentences with Verbs

L.3.lf Grammar Mechanics: Punctuation in Formal Letters, Dates, Addresses, and Locations

L.3.2b

SL.3.2 Research Research and Inquiry: Write a Report


W.3.7 Weekly Project: Research unique events in American history

Unit Level: Research

Skill: Quoting and Paraphrasing

Unit Project: Self-select and develop from weekly research options for unit research projects

Assessments:

35

'I ELA Grade 3, Unit 3, Week 5 Assessment Standards and Learning Targets




Learning Target/s:










events.

Learning Target/s:




sequence of events.




Learning Target/s:


suffix is added.



Learning Target/s: • I can determine the meaning of a word by identifying a

common root word.


36


-· i.•11-- BIG IDEA: One of a Kind Why are individual qualities important? I INSTRUCTIONAL WINDOW:

.... �:i:at•,11 Essential Question: How do landmarks help us understand our country's story? I INTERIM WINDOW:

STD UNIT WRAP-UP SUMMATIVE ASSESSMENT


RF.3.4b FLUENCY Reader's Theater: Using Assessment Results


RL.3.3 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

RL.3.7 Soccer Is America's Game Skill/Strategy: o Small Group

RL.3.10 Students:

Rl.3.5

Rl.3.10 Instructional strategy(ies)/activity(ies):

W.3.8Rl.3.5 RESEARCH AND INQUIRY Research skill


W.3.6W.3.7 Science/Social Studies Connection

W.3.la WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.3.lb Unit Writing Products: Skill/Strategy: o Small Group

W.3.lc Friendly Letter Students:W.3.ld Personal Narrative


W.3.6

L.3.lj

EXTEND LEARNING

Level Up

Assessments:

37

Grade 3, Unit 3 ELA Learning Targets � WWWA!-i-1ifiL :z..:a L±-B&ZZ;u£llA2C!&3L! a

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Learning Target/s:


cultures.






RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Learning Target/s:

a. I can describe a character's traits {how they look and act}, their

motivations {their dreams and fears}, and their feelings.

b. I can explain how a character's actions contribute to the sequence of

events.


Learning Target/s:


text.


in a text.


Learning Target/s:



Rl.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Learning Target/s:



c. I can explain how the key details support the main idea of a text.

Rl.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).

Learning Target/s:


sentences.

b. I can read a text and describe the connections between the paragraphs.


Learning Target/s:



L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.Learning Target/s:





L.3.4.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).

Learning Target/s:


L.3.4.c Use a known root word as a clue to the meaning of an unknown word withthe same root (e.g., company, companion).

Learning Target/s:

• I can determine the meaning of a word by identifying a common root

word.


38


' BIG IDEA: Meet the Challenge - What choices are good for us? INSTRUCTIONAL WINDOW:

WEEKL V CONCEPT: Choices ESSENTIAL QUESTION: What choices are good for us?



RL.3.1 Title: "Three Wishes" SHORT TEX MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing

RL.3.2 .Nail Soup (580) Title: The Real Story of Stone Soup Skill: Point of View Workshop: Connection of ideas

RL.3.6 Genre: Folktale (570)

RL.3.9 Genre: Folktale MAIN SELECTION Literature Anthology:

RL.3.10 Strategy: Ask and Answer Genre: Folktale Genre: Folktale Prior Knowledge, Connection of

Rl.3.1 Questions Strategy: Ask and Answer Titles: Ideas, Sentence Structure,

SL.3.lb Questions PAIRED SELECTION A: The Weaver of Rugs/"How to Make Paper Genre

SL.3.2 "Healthful Food Choices" (420) Mats" (520)

Skill: Point of View 0: Why the Sea Is Salty/"How to Make Sea Salt"

Genre: Expository Text (570)

E: Why the Sea Is Salty/"How to Make Sea Salt"

Strategy: Ask and Answer Questions (510)

B: Finn MacCool and the Salmon of

Skill: Point of View Knowledge/"Brain Food" (780)

L.3.4b VOCABULARY Vocabulary Words: aroma, expect, flavorful, graceful, healthful, interrupted, luscious, variety

L.3.4c Additional Vocabulary Words: intermission, program, props

L.3.Sb Additional Academic Vocabulary: habit, positive, impact

L.3.6 Vocabulary Strategy: Root Words

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: /0/ and /u/

L.3.2g Structural Analysis: Roots in Related Words

L.3.4c

RF.3.4b


W.3.3b WRITING Writing Trait: Voice

Write to Sources: Reading/Writing

Workshop: Nail Soup

Literature Anthology: The Real Story of Stone Soup

Your Turn Practice Book: The Turtle and the Box of Riches

L.3.la GRAMMAR Grammar Skill: Linking Verbs

L.3.ld Grammar Mechanics: End Punctuation and Complete Sentences

L.3.le

RL.3.3 Research Research and Inquiry: Write an Opinion

RL.3.6 Write About Reading: Write and Analysis

SL.3.ld Weekly Project: Research how to make informed choices

SL.3.4

W.3.lb

W.3.7

W.3.10

Assessments:

39





Learning Target/s:










Learning Target/s:












L.3.1.d Form and use regular and irregular verbs.

Learning Target/s:• I can form and use regular and irregular verbs.


Learning Target/s: • I can ensure subject-verb and pronoun-antecedent

agreement.

L.3.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.




Learning Target/s: • I can determine the meaning of a word when a prefix or

suffix is added.



Learning Target/s: «. I can determine the meaning of a word by identifying a

common root word.


40


' BIG IDEA: Meet the Challenge - What choices are good for us? I INSTRUCTIONAL WINDOWt-�"= WEEKLY CONCEPT: Skills and Talents ESSENTIAL QUESTION: How can you use what you know to help others?



SL.3.lc Title: "Dancing La Raspa" SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing Workshop:

SL.3.2 The Impossible Pet Show Title: The Talented Clementine Genre, Connection of Ideas

RL.3.1 Genre: Realistic Fiction {600) (660) Skill: Point of View

RL.3.6 Literature Anthology:

RL.3.7 Strategy: Ask and Answer Genre: Realistic Fiction Genre: Realistic Fiction MAIN SELECTION Organization, Connection of

RL.3.9 Questions Genre: Realistic Fiction Ideas, Sentence Structure, Prior

Strategy: Ask and Answer PAIRED SELECTION Knowledge, Genre, Specific

Questions "Clementine and the Family Titles: Vocabulary

Meeting" (630) A: Every Picture Tells a Story/"Hidden Treasure" (470)

Skill: Point of View 0: A Chef in the Family/"The Perfect Sandwich" (530)

Genre: Realistic Fiction E: A Chef in the Family/"The Perfect Sandwich" (440)

B: Stepping Forward/"Rigel to the Rescue" {700)

Strategy: Ask and Answer

Questions

Skill: Point of View

RL.3.4 VOCABULARY Vocabulary Words: achievement, apologize, attention, audience, confidence, embarrassed, realized, talents

L.3.6 Additional Vocabulary: not, now, off, practiced, special

L.3.4b Additional Domain Words: agenda

L.3.Sb Additional Academic Vocabulary: realistic fiction, ask and answer questions, point of view, narrator, fiction, dialogue, realistic, illustrations,, prefixes,

L.3.Sc definition, phrasing, talent, task, directions, narrations, situations

L.3.6 Vocabulary Strategy: Prefixes un-, non-, im-, pre-

RF.3.3c PHONICS/SPELLING Phonics/Spelling Skill: Plural Words

RF.3.4a Structural Analysis: Vowel Team Syllables

L.3.2f

L.3.2g


W.3.3b WRITING Writing Trait: Ideas

Reading/Writing Workshop: The Impossible Pet Show

Literature Anthology: The Talented Clementine

Your Turn Practice Book: Painting From Memory

L.3.li GRAMMAR Grammar Skill: Contraction with Not

L.3.2d Grammar Mechanics: Using Apostrophes

L.3.2e

L.3.2f

L.3.3b Research Research and Inquiry: Write Instructions

RL.3.9 Write About Reading: Write and Opinion

SL.3.5 Weekly Project: Research ways to help others

W.3.lb

W.3.7

Assessments:

41




Learning Target/s:







Learning Target/s:




Learning Target/s:


agreement.






Learning Target/s:


suffix is added.


42


-BIG IDEA: Meet the Challenge - What choices are good for us? ! INSTRUCTIONAL WINDOW:WEEKLY CONCEPT: ESSENTIAL QUESTION: How do animals adapt to challenges in their habitat?


RL.3.1 Title: "African Lions" SHORT TEXT MAIN SELECTION Strategy: Reread Reading/Writing

RL.3.6 Gray Wolf! Red Wolf! (750) Amazing Animals of the Mojave Workshop: Prior Knowledge,

Rl.3.1 Genre: Expository Text (720) Skill: Text Structure: Compare and Contrast Genre

Rl.3.7 Genre: Expository Text MAIN SELECTION

Rl.3.8 Strategy: Reread Genre: Expository Text Genre: Expository Text Literature Anthology:

Rl.3.10 Strategy: Reread Titles: Purpose, Prior Knowledge,

SL.3.lc PAIRED SELECTION A: Life in a Tide Pool/"Bluebird and Coyote" (550) Organization, Genre,

SL.3.2 Skill: Compare and Contrast Title: "Little Half Chick" (690) O: Life in a Tide Pool/"Bluebird and Coyote" (730) Specific Vocabulary, Connection

Genre: Folktale E: Life in a Tide Pool/"Bluebird and Coyote" (610) of Ideas

Text Features: Map, Photos Strategy: Reread B: Life in a Tide Pool/"Bluebird and Coyote" (860)

with Captions Skill: Text Structure: Compare and

Contrast

L.3.le VOCABULARY Vocabulary Words: alert, competition, environment, excellent, prefer, protection, related, shelter

L.3.li Additional Domain Words: burrows, vibrations

L.3.2e Vocabulary Strategy: Sentence Clues

L.3.4a

L.3.4b

Rl.3.4

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Variant Vowel/a/

L.3.2g Structural Analysis: Greek and Latin Roots

L.3.4c

SL.3.5

RF.3.4b FLUENCY Intonation Notes:

W.3.2a WRITING Writing Trait: Organization

Reading/Writing Workshop: Gray Wolf! Red Wolf!

Literature Anthology: Amazing Animals of the Mojave

Your Turn Practice Book: Adaptations: Grizzly and Polar Bears

L.3.la GRAMMAR Grammar Skill: Main and Helping Verbs

L3.ld Grammar Mechanics: Commas and Quotation Marks in Dialogue

L.3.2c

L.3.6

Rl.3.7 Research Research and Inquiry: Write a Description

Rl.3.9 Write About Reading: Write an Opinion

SL.3.3 Weekly Project: Research animal adaptations

SL.3.6

W.3.lb

W.3.7

W.3.8

Assessments:

43


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

those of the characters.

Learning Target/s:


b. I can compare and contrast a narrator or character's point of view

and my own point of view.

Rl.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Learning Target/s:



Rl.3.7 Use information gained from illustrations (e.g., maps, photographs)

and the words in a text to demonstrate understanding of the text (e.g.,

where, when, why, and how key events occur).

Learning Target/s:







sequence).

Learning Target/s:


sentences.


paragraphs.

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences.

Learning Target/s:




Learning Target/s:

• I can form and use regular and irregular verbs.


Learning Target/s:

• I can ensure subject-verb and pronoun-antecedent agreement.




phrase.

Learning Target/s:



L.3.4.b Determine the meaning of the new word formed when a known

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


Learning Target/s:

• I can determine the meaning of a word when a prefix or suffix is

added.

L.3.4.c Use a known root word as a clue to the meaning of an unknown

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

Learning Target/s:

• I can determine the meaning of a word by identifying a common

root word.


44


BIG IDEA: Meet the Challenge - What choices are good for us?

• --- -

I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Flight ESSENTIAL QUESTION: How are people able to fly? READING/WRITING LITERATURE ANTHOLOGY LEVELED READER

STD COMPREHENSION WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

RL.3.1 Title: "Fly Like a Bird" SHORT TEXT MAIN SELECTION Strategy: Reread RL.3.2 Firsts in Flights (750) Title: Hot Air Balloons (680) Rl.3.1 Genre: Expository Text Skill: Text Structure: Cause and Effect Rl.3.3 Genre: Expository Text Genre: Expository Text MAIN SELECTION Rl.3.5 Strategy: Reread PAIRED SELECTION Genre: Expository Text Rl.3.7 Strategy: Reread "Bellerophon and Pegasus" Titles: Rl.3.8 (640) A: The Future of Flight/"The Cloak of Feathers" SL.3.lb Skill: Compare and Contrast (600) SL.3.2 Genre: Myth 0: The Future of Flight/"The Cloak of Feathers":

Text Features: Sidebar (690)

Strategy: Reread E: The Future of Flight/"The Cloak of Feathers"

(650)

Skill: Text Structure: Cause and Effect B: The Future of Flight/"The Cloak of Feathers"

(770)

L.3.4a VOCABULARY Vocabulary Words: controlled, direction, flight, impossible, launched, motion, passenger, popular

L.3.4c Additional Domain Words: spy physics,

L.3.6 Vocabulary Strategy: Multiple-Meaning Words

Rl.3.4L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Homophones

L.3.2f Structural Analysis: r-Controlled Vowel

L.3.2gL.3.Sb

L.3.5c

RF.3.3d

RF.3.4b FLUENCY Accuracy Notes:

W.3.2d WRITING Writing Trait: Organization Write to Sources: Reading/Writing

Workshop: Firsts in Flights

Literature Anthology: Hot Air Balloons Yn,,r Turn Dr:ort-ir<> Rnnl,· ua,+�� nf l-l11m:,n FliPht

L.3.lh GRAMMAR Grammar Skill: Complex Sentences

L.3.li Grammar Mechanics: Using Commas in Sentences

L.3.lj

Rl.3.9 Research Research and Inquiry: Write a Bibliography

SL.3.lc Write About Reading: Write an Opinion

W.3.7 Weekly Project: Research discoveries in early aviation

W.3.8

Assessments:

ACCESS COMPLEX TEXT (ACT)

Reading/Writing Workshop: Connection of

Ideas, Sentence Structure


Genre, Purpose, Organization,

Specific

Vocabulary, Prior Knowledge

45


RL.3.2 Recount stories, including fables, folktales, and myths from diverse

cultures; determine the central message, lesson, or moral and explain how

it is conveyed through key details in the text.

Learning Target/s:

a. I can recount stories, including fables, folktales, and myths from

different cultures.






Rl.3.1 Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Learning Target/s:





Learning Target/s:


and links.


Rl.3.7 Use information gained from illustrations (e.g., maps, photographs)

and the words in a text to demonstrate understanding of the text (e.g.,

where, when, why, and how key events occur).

Learning Target/s:







sequence).

Learning Target/s:


sentences.


paragraphs.


Learning Target/s:





phrase.

Learning Target/s:





Learning Target/s:


root word.


46


-BIG IDEA: Meet the Challenge - What choices are good for us? j INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Inspiration Essential Question: How can others inspire us? READING/WRITING LITERATURE ANTHOLOGY

STD COMPREHENSION WORKSHOP MAIN SELECTION /PAIRED SELECTION

LEVELED READER

MAIN SELECTION /PAIRED SELECTION

RL.3.1 Title: "My Grandpa" SHORT TEXT MAIN SELECTION Strategy: Reread

RL.3.2 "Ginger's Fingers," "The Winn ingest Woman of the

RL.3.5 Genre: Narrative and Free "The Giant,"/"Captain's Log" lditarod Dog Sled Race"/"The Skill:Theme

RL.3.9 Verse Brave Ones" MAIN SELECTION

RL.3.10 Genre: Narrative and Free Genre: Poetry Genre: Realistic Fiction

SL.3.lb Strategy: Reread Verse Titles:

SL.3.2 PAIRED SELECTION A: A Speech to Remember/"Let the Lion Roar" (480)

Literary Elements: Repetition "Narcissa" 0: Melanie's Mission/"ln the Land of the Lions" (590)

and Rhyme Genre: Poetry: Narrative and E: Melanie's Mission/"The Greedy Puppy"

Free Verse (510) Skill: Theme Skill: Theme B: In the Running/"Everybody's Surfing (700)

L.3.4a voe Vocabulary Words: adventurous, courageous, extremely, weird

L.3.4b ABULARY Poetry Terms: free verse, narrative poem, repetition, rhyme

L.3.Sa Additional Academic Words: inspire, descriptive, specific

L.3.5b Vocabulary Strategy: Using Metaphors

L.3.Sc

RL.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Soft c and g

L.3.2f Structural Analysis: Words with er and -est

L.3.2g

RF.3.3

RF.3.4b

RF.3.5


W.3.3b WRITING Writing Trait: Word Choice Reading/Writing Workshop: "Ginger's Fingers,"/"The Giant,"/"Captain's Log"

Literature Anthology: "The Winn ingest Woman of the lditarod Dog Sled

Race" /"The Brave Ones"

Your Turn Practice Book: Why I Run

L.3.ld GRAMMAR Grammar Skill: Irregular verbs

L.3.lf Grammar Mechanics: Correct Verb Forms

L.3.lg

L.3.liL.3.liSL.3.la Research Research and Inquiry: Write a Description

SL.3.ld Write About Reading: Write an Opinion

SL.3.5 Weekly Project: Research famous people who inspire others

W.3.10 Unit Level: Research

W.3.ld Skill: Using Primary and Secondary Sources

W.3.6 Unit Project: Self-select and develop from weekly research options for unit research projects

W.3.7

Assessments:


Reading/Writing Workshop: Specific Vocabulary

Literature Anthology: Genre,

Organization, Connection of

Ideas

47





Learning Target/s:










Learning Target/s:


are used in a text.



RL.3.5 Refer to parts of stories, dramas, and poems when writing or

speaking about a text, using terms such as chapter, scene, and stanza;

describe how each successive part builds on earlier sections.

Learning Target/s:

• I can describe how one part of a text builds on the parts that

came before it.

I can write or speak about a text using different terms such as

chapters, scenes, or stanzas.


Learning Target/s:



Learning Target/s:


agreement.




or phrase.

Learning Target/s:






Learning Target/s:


suffix is added.


48


• BIG IDEA: Meet the Challenge - What choices are good for us? I INSTRUCTIONAL WINDOW: "=1 Essential Question: How do landmarks help us understand our country's story? I INTERIM WINDOW: I

UNIT WRAP-UPSUMMATIVE ASSESSMENT

STD Post Assessment Instruction RF.3.4a FLUENCY Reader's Theater: Using Assessment Results RF.3.4b Take Me to Your Litter Tested skills:

RL.3.1 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupRL.3.2 Soccer Is America's Game Skill/Strategy: o Small GroupRL.3.3 Students:RL.3.5 Rl.3.5 Instructional strategy(ies)/activity(ies): Rl.3.6 Rl.3.10 W.3.7

SL.3.4 RESEARCH AND INQUIRY Research skill W.3.6 Choose Project W.3.7W.3.8 Science/Social Studies Connection

W.3.3a WRITING Genre Writing: Narrative Text RETEACH o Whole GroupW.3.3b Unit Writing Products: Skill/Strategy: o Small GroupW.3.5 Friendly Letter Students:W.3.6 Personal Narrative

Instructional strategy(ies)/activity(ies):

EXTEND LEARNING

Level Up

Assessments:

49


RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

Learning Target/s:


cultures.







Learning Target/s:


text.


in a text.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Learning Target/s:

a. I can describe how one part of a text builds on the parts that came before

it.

b. I can write or speak about a text using different terms such as chapters,

scenes, or stanzas.

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

Learning Target/s:





Learning Target/s:



Rl.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Learning Target/s:



Rl.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Learning Target/s:

a. I can locate information on web pages using key words, sidebars, and

links.


Rl.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Learning Target/s:


about a topic.



Rl.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).

Learning Target/s:


sentences.



50



Learning Target/s:



L.3.1.d Form and use regular and irregular verbs.Learning Target/s:


L.3.1.i Produce simple, compound, and complex sentences.Learning Target/s:


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




L.3.4.b Determine the meaning of the new word formed when a known affix isadded to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,care/careless, heat/preheat).

Learning Target/s:


L.3.4.c Use a known root word as a clue to the meaning of an unknown word withthe same root (e.g., company, companion).

Learning Target/s:


word.


51

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE '

BIG IDEA: Take Action - What are ways people can take action? INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Let's Trade ESSENTIAL QUESTION: How do we get what we need?



RL.3.1 Title: "Wei and the Golden SHORT TEXT MAIN SELECTION Strategy: Summarize Reading/Writing

RL.3.2 Goose" Juanita and the Beanstalk Clever Jack Takes the Cake {600) Workshop: Genre, Specific

RL.3.6 {610) Skill: Point of View Vocabulary

RL.3.9 Genre: Fairy Tale Genre: Fairy Tale

RL.3.10 Genre: Fairy Tale MAIN SELECTION Literature Anthology:

Rl.3.1 Strategy: Summarize PAIRED SELECTION Genre: Fairy Tale Organization, Sentence

SL.3.lc Strategy: Summarize Title: "When Corn Was Cash" {660) Titles: Structure, Specific

SL.3.2 Genre: Expository Text A: The Chickpea Boy/"Forgotten Gold" (510) Vocabulary, Genre, Connection Skill: Point of View Strategy: Summarize 0: The Golden Goose/"Gold, Gold, Gold" {590) of Ideas,

Skill: Point of View E: The Golden Goose/"Gold, Gold, Gold" {440) Purpose

B: A Gift for Mario/"The Golden Land" {800)

L.3.4a VOCABULARY Vocabulary Words: admit, barter, considered, creation, humble, magnificent, payment, reluctantly

L.3.4b Additional Vocabulary: disobey, clearing

L.3.4c Additional Academic Words: needs, wants

L.3.Sb Vocabulary Strategy: Root Words

L.3.Sc

RL.3.2

RL.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Compound Words

L.3.2f Structural Analysis: Consonant+ le Syllables

L.3.2g

RF.3.3b

RF.3.4a

SL.3.5

RF.3.4b FLUENCY Intonation Notes:

W.3.3a WRITING Writing Trait: Sentence Fluency

Reading/Writing Workshop: Juanita and the Beanstalk

Literature Anthology: Clever Jack Takes the Cake

Your Turn Practice Book: Otomo Spins Gold

L.3.la GRAMMAR Grammar Skill: Singular and Plural Pronouns

L.3.lf Grammar Mechanics: Capitalizing I, and Nouns

L.3.li

RL.3.6 Research Research and Inquiry: Write a Description

SL.3.la Write About Reading: Write an Analysis

SL.3.3 Weekly Project: Research how people get and use resources

W.3.10

W.3.7

W.3.8

Assessments:

53




Learning Target/s:






Learning Target/s:



L.3.1.f Ensure subject-verb and pronoun-antecedent agreement.

Learning Target/s


agreement


word or phrase.

Learning Target/s:






Learning Target/s:


suffix is added.



Learning Target/s:


common root word.


54


BIG IDEA: Take Action - What are ways people can take action? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Reuse and Recycle ESSENTIAL QUESTION: How can we reuse what we already have?



RL.3.1 Title: "The School Garden" SHORT TEXT MAIN SELECTION Strategy: Summarize Reading/Writing

RL.3.2 The New Hoop (660) Bravo, Tavo! (590) Workshop: Connection of

RL.3.4 Genre: Realistic Fiction Skill: Point of View Ideas, Purpose

RL.3.6 Genre: Realistic Fiction Genre: Realistic Fiction

RL.3.7 Strategy: Summarize PAIRED SELECTION MAIN SELECTION Literature Anthology:

RL.3.9 Strategy: Summarize "Trash Into Art" (740) Genre: Realistic Fiction Specific Vocabulary, Connection

RL.3.10 Titles: of Ideas, Organization

Rl.3.1 Skill: Point of View Genre: Expository Text A: The Great Book Swap/"Why Not Swap?" (480)

Rl.3.9 0: The Salvage Crew/"From Trash to Treasure" (670)

SL.3.lb Strategy: Summarize E: The Salvage Crew/"From Trash to Treasure" (610)

SL.3.2 B: Bikes Forever/"Recycle-a-Bicycle"

Skill: Point of View 1760)

L.3.4a VOCABULARY Vocabulary Words: conservation, discouraged, frustration, gazed, jubilant, recycling, remaining, tinkered

L.3.4c Additional Vocabulary: soles, widow, channel, sensation, unison, overflowed, reuse

L.3.4d Vocabulary Strategy: Context Clues: Homographs

L.3. Sc

L.3.6

RL.3.4

L.3.2e PHONICS/SPELLING Phonics/Spelling Skill: Inflectional Endings -ed, -ing, -s

L.3.2f Structural Analysis: Suffixes -ful, -less, able

RF.3.3a

RF.3.3b

RF.3.4a


W.3.3b WRITING Writing Trait: Word Choice


Workshop: The New Hoop

Literature Anthology: Bravo, Tavo!

Your Turn Practice Book: The Jar Garden

L.3.la GRAMMAR Grammar Skill: Subject and Object Pronouns

L.3.li Grammar Mechanics: Pronoun Usa�e

L.3.3a Research Research and Inquiry: Write a Visual Report

Rl.3.9 Write About Reading: Write an Analysis

RL.3.6 Weekly Project: Research how to recycle everyday materials

SL.3.lb

SL.3.ld

W.3.7

W.3.10

Assessments:

55




Learning Target/s:












Learning Target/s:



cause/effect.



cause/ effect.









word or phrase.

Learning Target/s:





Learning Target/s:


common root word.

L.3.4.d Use glossaries or beginning dictionaries, both print and

digital, to determine or clarify the precise meaning of key words and

phrases.

Learning Target/s:

• I can use glossaries or dictionaries to determine the precise

meaning of a key word or phrase.


56


��'·"=


WEEKLY CONCEPT: Teaming Up ESSENTIAL QUESTION: How do teams work together?



RL.3.1 Title: "Firefighters: SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing Rl.3.1 Teamwork Counts" Rescue Dogs Save the Day Wildfires (750) Workshop: Genre, Purpose Rl.3.4 (720) Skill: Author's Point of View Rl.3.6 Genre: Expository Text Genre: Expository Text Literature Anthology: Rl.3.7 Genre: Expository Text MAIN SELECTION Organization, Prior Knowledge, Rl.3.9 Strategy: Ask and Answer PAIRED SELECTION Genre: Expository Text Connection of Ideas, Genre, SL.3.ld Questions Strategy: Ask and Answer "Windy Gale and the Great Specific SL.3.2 Questions Hurricane" (660) Titles: Vocabulary

A: Firefighting Heroes/"A Favor Repaid" (600) Skill: Author's Point of View Genre: Tall Tale 0: Firefighting Heroes/"A Favor Repaid" (690)

E: Firefighting Heroes/"A Favor Repaid" (580) Text Features: Headings, Strategy: Ask and Answer Questions B: Firefighting Heroes/"A Favor Repaid" (780) Chart

Skill: A11thor's Pnint nf View L.3.4a VOCABULARY Vocabulary Words: accidental, careless, disasters, equipment, harmful, prevention, purpose, respond

L.3.6 Additional Domain Words: regrowth, reborn, renewing

Rl.3.4 Vocabulary Strategy: Context Clues: Sentence Clues

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Closed Syllables L.3.2g Structural Analysis: Roots in Related Words

L.3.4c

RF.3.3cRF.3.4b

RF.3.4b FLUENCY Phrasing and Rate Notes:

W.3.2a WRITING Writing Trait: Organization Write to Sources: Reading/Writing

Workshop: Rescue Dogs Save the Day Literature Anthology: Wildfires Your Turn Practice Book: True Teamwork

L.3.la GRAMMAR Grammar Skill: Pronoun Verb Agreement L.3.lf Grammar Mechanics: Pronoun-Verb Agreement

L.3.li

L.3.lb Research Research and Inquiry: Write an Opinion

L.3.3b Write About Reading: Write an Analysis

Rl.3.6 Weekly Project: Research how to participate effectively in a team Rl.3.9SL.3.ldW.3.10

W.3.7

Assessments:

57

ELA Grade 3, Unit 5, Week 3 Assessment Standards and Learning Targets , -


a text.

Learning Target/s:






Learning Target/s:




Learning Target/s


agreement


word or phrase.

Learning Target/s:






Learning Target/s:


suffix is added.



Learning Target/s:


common root word.


58


• BIG IDEA: Take Action - What are ways people can take action? I INSTRUCTIONAL WINDOW:

STD

L.3.Sb

Rl.3.1

Rl.3.6

Rl.3.7

Rl.3.10

SL.3.lb

L.3.4a

L.3.4b

L.3.Sb

Rl.3.4

L.3.2f

L.3.2g

RF.3.3a

RF.3.4b

RF.3.4b

W.3.10

L.3.la

L.3.2d

L.3.2e

Rl.3.5

Rl.3.9

SL.3.la

SL.3.lc

SL.3.2

SL.3.6

W.3.7

WEEKLY CONCEPT: Good Citizens ESSENTIAL QUESTION: What do good citizens do?


WORKSHOP MAIN SELECTION /PAIRED SELECTION MAIN SELECTION /PAIRED SELECTION

Title: "Jimmy Carter: A Good SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Question

Citizen" Dolores Huerta: Growing Up .Elizabeth Leads the Way: Elizabeth

Strong (670) Cady Stanton and the Right to Vote Skill: Author's Point of Vie

Genre: Biography (700)

Genre: Biography MAIN SELECTION

Strategy: Ask and Answer Genre: Biography Genre: Biography

Questions Strategy: Ask and Answer

Questions PAIRED SELECTION "Susan B. Titles:

Anthony Takes Action!" (730) A: Eunice Kennedy Shriver/"The Lifesaver" (600)

Skill: Author's Point of View 0: Eunice Kennedy Shriver/"The Lifesaver" (690)

Genre: E: Eunice Kennedy Shriver/"The Lifesaver'' (600)

Text Features: Caption, Strategy: Ask and Answer Question B: Eunice Kennedy Shriver/"The Lifesaver" (860)

Timeline Skill: Author's Point of View

VOCABULARY Vocabulary Words: citizenship, continued, daring, horrified, participate, proposed, unfairness, waver

Additional Vocabulary: preposterous, flabbergasted, sentiments

Additional Domain Words: abolitionist,

Vocabulary Strategy: Prefixes and Suffixes

PHONICS/SPELLING Phonics/Spelling Skill: Inflectional Endings y and i

Structural Analysis: Suffixes -ful, -ness, less

FLUENCY Phrasing and Rate Notes:

WRITING Writing Trait: Organization

Reading/Writing Workshop: Dolores Huerta: Growing Up Strong

Literature Anthology: Elizabeth Leads the Way: Elizabeth Cady

Stanton and the Right to Vote

Your Turn Practice Book: Hiram Revels- The First African American Senator

GRAMMAR Grammar Skill: Possessive Pronouns

Grammar Mechanics: Possessive Pronouns and Reflexive Pronouns

Research Research and Inquiry: Write a Description

Write About Reading: Write and Analysis

Weekly Project: Research different ways to be a good citizen

Assessments:


Reading/Writing

Workshop: Prior Knowledge,

Connection of Ideas


Connection of Ideas, Sentence

Structure, Prior Knowledge,

Specific Vocabulary, Purpose,

Organization, Genre

59



hyperlinks} to locate information relevant to a given topic efficiently.

Learning Target/s:

• I can locate information on web pages using key words,


• I can use various text features to locate key information in a

text.


a text.

Learning Target/s:






Learning Target/s:




Learning Target/s:



word or phrase.

Learning Target/s:





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

Learning Target/s:


suffix is added.


60



WEEK 5 Weekly Concept: Energy Essential Question: What are different kinds of energy?



Rl.3.1 Title: "Using Power" SHORT TEXT MAIN SELECTION Strategy: Ask and Answer Questions Reading/Writing

Rl.3.3 Here Comes Solar Power(710} It's All in the Wind (740) Workshop: Connection of

Rl.3.5 Genre: Expository Text Skill: Cause and Effect Ideas, Organization


Rl.3.10 Strategy: Ask and Answer MAIN SELECTION Literature Anthology:

SL.3.lb Questions Strategy: Ask and Answer PAIRED SELECTION Genre: Expository Text Purpose, Connection

Questions Title: "Power for All" (780) Titles: of Ideas, Genre

A: The Fuel of the Future/"Saving Energy" (680)

Skill: Cause and Effect Genre: Expository Text 0: The Fuel of the Future/"Saving Energy" (750)

E: The Fuel of the Future/"Saving Energy" (680)

Text Features: Photographs Strategy: Ask and Answer Questions B: The Fuel of the Future/"Saving Energy" (800)

and captions, Sidebar

Skill: Cause and Effect

L.3.la VOCABULARY Vocabulary Words: energy, natural, pollution, produce, renewable, replace, sources, traditional

L.3.2d Additional Academic Vocabulary: nuclear, biofuel,

L.3.4a Vocabulary Strategy: Context Clues: Homophones

L.3.4b

L.3.6

Rl.3.4

RF.3.3a PHONICS/SPELLING Phonics/Spelling Skill: Open Syllables

RF.3.3b Structural Analysis: Prefixes and Suffixes

RF.3.3c

RF.3.4b

RF.3.4b FLUENCY Rate Notes:

W.3.la WRITING Writing Trait: Voice

Reading/Writing Workshop: Here Comes Solar Power

Literature Anthology: It's All in the Wind

Your Turn Practice Book: The Electric Car

L.3.la GRAMMAR Grammar Skill: Pronoun Verb Contractions

L.3.2d Grammar Mechanics: Spelling Contractions and Possessive Pronouns

Rl.3.9 Research Research and Inquiry: Write a Comparison

SL.3.ld Write About Reading: Write an Analysis

SL.3.4 Weekly Project: Research alternative energy sources


W.3.8 Skill: Creating a Bibliography

W.3.10 Unit Project: Self-select and develop from weekly research options for unit research projects

Assessments:

61

ELA Grade 3, Unit 5, Week 5 Assessment Standards and Learning Targets . .




Learning Target/s:



ca use/ effect.



cause/effect.




Rl.3.5 Use text features and search tools {e.g., key words, sidebars,


Learning Target/s:

a. I can locate information on web pages using key words,


b. I can use various text features to locate key information in a

text.


and paragraphs in a text {e.g., comparison, cause/effect,


Learning Target/s:




paragraphs.



Learning Target/s:




Learning Target/s: • I can form and use regular plural nouns.


word or phrase.

Learning Target/s: • I can determine the meaning of a word or phrase by looking



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


Learning Target/s:


suffix is added.

L.3.4.d Use glossaries or beginning dictionaries, both print and

digital, to determine or clarify the precise meaning of key words and

phrases.

Learning Target/s:




62


•• i.•11-.-- BIG IDEA: Take Action What are ways people can take action? [ INSTRUCTIONAL ,WINDOW: ....... :a,.,. Essential Question: How do landmarks help us understand our country's story? [ INTERIM WINDOW:

UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction

RF.3.4a FLUENCY Reader's Theater: Using Assessment Results


Rl.3.5 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole Group

Rl.3.10 Soccer Is America's Game Skill/Strategy: o Small Group

RL.3.1 Students:

RL.3.10


SL.3.5 RESEARCH AND INQUIRY Research skill


W.3.7


W.3.la WRITING Genre Writing: Narrative Text RETEACH o Whole Group

W.3.lb Unit Writing Products: Skill/Strategy: o Small Group

W.3.lc Friendly Letter Students:



EXTEND LEARNING

Level Up

Assessments:

63


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

those of the characters.

Learning Target/s:


b. I can compare and contrast a narrator or character's point of view

and my own point of view.

RL.3.7 Explain how specific aspects of a text's illustrations contribute to

what is conveyed by the words in a story (e.g., create mood, emphasize

aspects of a character or setting).






Learning Target/s: a. I can describe the sequence of historical events after reading


cause/ effect.



cause/ effect.



cause/ effect.



Learning Target/s:


and links.


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

Learning Target/s:


b. I can compare and contrast my point of view with the author's

point of view.



sequence).

Learning Target/s:


sentences.


paragraphs.

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences.

Learning Target/s: • I can explain what nouns and pronouns are and their functions in a



Learning Target/s • I can ensure subject-verb and pronoun-antecedent agreement


Learning Target/s: • I can form and use regular plural nouns.


phrase.

Learning Target/s: • I can determine the meaning of a word or phrase by looking at the



64

Grade 3, Unit 5 ELA Learning Targets - . � . -

L.3.4.b Determine the meaning of the new word formed when a known

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


Learning Target/s:

• I can determine the meaning of a word when a prefix or suffix is

added.



Learning Target/s:


root word.

L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to

determine or clarify the precise meaning of key words and phrases.

Learning Target/s:




65

,: Grade 3 ELA Learning Targets ! . iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiijiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii

RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;

determine the central message, lesson, or moral and explain how it is conveyed


Learning Target/s:


cultures.






RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events.

Learning Target/s:




events.

RL.3.4 Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from nonliteral language.

Learning Target/s:


text.


in a text.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about

a text, using terms such as chapter, scene, and stanza; describe how each

successive part builds on earlier sections.

Learning Target/s:


it.


scenes, or stanzas.

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

characters.

Learning Target/s:




RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a

character or setting).

Learning Target/s:



Rl.3.1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

Learning Target/s:



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

they support the main idea.

Learning Target/s:




Rl.3.3 Describe the relationship between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text, using language that

pertains to time, sequence, and cause/effect.

Learning Target/s:

a. I can describe the sequence of historical events after reading about it


b. I can describe the steps of a scientific process after reading about it using


c. I can describe the steps in a technical procedure after reading about it



67

Grade 3 ELA Learning Targets - -

Rl.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.

Learning Target/s:

• I can determine the meaning of words and phrases as they are used in a

text.

Rl.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

locate information relevant to a given topic efficiently.

Learning Target/s:


links.



Learning Target/s:



view.

Rl.3.7 Use information gained from illustrations (e.g., maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g., where, when, why,

and how key events occur).

Learning Target/s:


about a topic.





sequence).

Learning Target/s:


sentences.


L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.

Learning Target/s:




Learning Target/s:




Learning Target/s:


L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Learning Target/s:



Learning Target/s

• I can ensure subject-verb and pronoun-antecedent agreement


Learning Target/s:


L.3.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.


Learning Target/s:


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

and phrases based on grade 3 reading and content, choosing flexibly from a range

of strategies.

L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Learning Target/s:




68

Grade 3 ELA Learning Targets

L.3.4.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).

Learning Target/s:


L.3.4.c Use a known root word as a clue to the meaning of an unknown word with

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

Learning Target/s:


word.

L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine

or clarify the precise meaning of key words and phrases.

Learning Target/s:

• I can use glossaries or dictionaries to determine the precise meaning of a

key word or phrase.

L.3.5.a Distinguish the literal and non literal meanings of words and phrases in

context (e.g., take steps).

Learning Target/s:




69


. BIG IDEA: Think It Over - How do we decide what's important? INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Treasures ESSENTIAL QUESTION: How do you decide what is important?



RL.3.1 Title: "Pandora Finds a Box" SHORT TEXT MAIN SELECTION Strategy: Make, Confirm, and Revise Predictions Reading/Writing

RL.3.2 Genre: Myth/Drama Athena and Arachne King Midas and the Golden Touch Workshop: Prior Knowledge,

RL.3.5 Skill:Theme Genre

RL.3.9 Strategy: Make, Confirm, Genre: Myth/Drama Genre: Drama/Myth

Rl.3.9 and Revise Predictions MAIN SELECTION Literature Anthology:

SL.3.lb Strategy: Make, Confirm, and PAIRED SELECTION Genre: Drama Genre, Sentence Structure,

SL.3.2 Revise Predictions Title: "Caries's Gift" (640) Connection of Ideas, Titles: Organization,

Skill: Theme Genre: Realistic Fiction A: Midas and the Donkey Ears/"lt's Party Time!" Specific Vocabulary (520)

Strategy: Make, Confirm, and Revise 0: The Naming of Athens/"The Perfect Present" Predictions (590)

E: The Naming of Athens/"The Perfect Present" Skill: Theme (470)

B: Odysseus and King Aeolus/"Daria's Dream" '/650)

L.3.4c VOCABULARY Vocabulary Words: alarmed, anguished, necessary, obsessed, possess, reward, treasure, wealth

L.3.5b Additional Domain Words: crestfallen, optimistic, volunteer

L.3.6 Additional Academic Vocabulary: myth; drama; scene; stage directions; dialogue Vocabulary Strategy: Root Words

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Prefixes un-, re-, pre-, dis-

L.3.2g Structural Analysis: Roots in Related Words

L.3.4c

RF.3.3aSL.3.5RF.3.4b FLUENCY Expression Notes:

W.3.2a WRITING Writing Trait: Sentence Fluency Reading/Writing Workshop: Athena and Arachne Literature Anthology: King Midas and the Golden Touch Your Turn Practice Book: Prometheus Brings Fire to Humans

L.3.la GRAMMAR Grammar Skill: Adjectives and Articles

L.3.lj Grammar Mechanics: Commas in a Series and in Dates

RL.3.5 Research Research and Inquiry: Write Interview Questions


SL.3.3 Weekly Project: Research qualities people value

W.3.7W.3.10

Assessments:

70

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE ·:..�=;c'····

. BIG IDEA: Think It Over - How do we decide what's important? I INSTRUCTIONAL WINDOW:

WEEKLY CONCEPT: Weather ESSENTIAL QUESTION: How can weather affect us?



RL.3.1 Title: "Joshua's Odd SHORT TEXT MAIN SELECTION Strategy: Make, Confirm, and Revise Predictions Reading/Writing

RL.3.2 Neighbor" The Big Blizzard {690) -Noah's Ark (740) Workshop: Prior

RL.3.7 Skill:Theme Knowledge, Specific Vocabulary

RL.3.9 Genre: Historical Fiction Genre: Historical Fiction Genre: Historical Fiction

Rl.3.9 MAIN SELECTION Literature Anthology: Specific

SL.3.lb Strategy: Make Predictions Strategy: Make, Confirm, and PAIRED SELECTION Genre: Historical Fiction Vocabulary, Connection of

SL.3.2 Revise Predictions "The Wind and the Sun" {570) Ideas, Genre, Sentence

Titles: Structure, Prior Knowledge,

Skill: Theme Genre: Fable A: The Big Storm/"The Oak and the Reeds" (470) Organization

0: The Schoolhouse Blizzard/"The Lion and the Boar"

Strategy: Make, Confirm, and (610)

Revise Predictions E: The Schoolhouse Blizzard/"The Lion and the Boar"

(490)

Skill: Theme B: The Hottest Summer/"The Swallow and the Crow"

{6301

L.3.4c VOCABULARY Vocabulary Words: argue, astonished, complained, conditions, forbidding, forecast, relief, stranded

L.3.Sa Additional Vocabulary: granite, heifer, crook, bawling

L.3.Sb Additional Academic Vocabulary: extreme; weather; fable

RL.3.4 Vocabulary Strategy: Idioms

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Consonant+ le Syllable

L.3.2g Structural Analysis: Latin Suffixes

RF.3.3b

RF.3.3c

RF.3.4a



Reading/Writing Workshop: The Big Blizzard

Literature Anthology: Noah's Ark

Your Turn Practice Book: Too Warm for Wheat

L.3.lg GRAMMAR Grammar Skill: Adjectives That Compare

Grammar Mechanics: Correct Comparative and Superlative Forms

L.3.lg Research Research and Inquiry: Write a Summary

RL.3.2 Write About Reading: Write an Opinion

SL.3.la Weekly Project: Research the effects of extreme weather

SL.3.5

W.3.la

w� 7

Assessments:

71


. BIG IDEA: Think It Over - How do we decide what's important? T 1NirR.ucr10NAL WINDOW: WEEKLY CONCEPT: Learning to Succeed ESSENTIAL QUESTION: Why are goals important?


RL.3.1 Title: "Mae Jamison, SHORT TEXT MAIN SELECTION Strategy: Reread Reading/Writing

Rl.3.1 Astronaut" Rocketing into Space {790) Title: Out of This World! The Ellen Workshop: Genre

Rl.3.3 Ochoa Story (780) Skill: Problem and Solution

Rl.3.5 Genre: Biography Genre: Biography Literature Anthology: Specific

Rl.3.8 Genre: Biography MAIN SELECTION Language, Connection of Ideas,

Rl.3.10 Strategy: Reread Strategy: Reread Genre: Biography Genre, Specific Vocabulary

SL.3.lb PAIRED SELECTION

SL.3.2 Skill: Problem and Solution "A Flight to Lunar City" (600) Titles:

A: Reach for the Stars/"Melina Shows Her Mettle"

Text Features: Keywords, Genre: Adventure Story (600)

Photographs 0: Reach for the Stars/"Melina Shows Her Mettle"

Strategy: Reread (750)

E: Reach for the Stars/"Melina Shows Her Mettle"

Skill: Problem and Solution (680)

B: Reach for the Stars/"Melina Shows Her Mettle"

1850)

L.3.4c VOCABULARY Vocabulary Words: communicated, essential, goal, motivated, professional, research, serious, specialist

L.3.Sa Additional Vocabulary: reach for the stars, out of this world,

L.3.Sb Additional Domain Words: weightlessness, mission specialist, payload, climate, lunar

Rl.3.4 Additional Academic Vocabulary: achieve, interview,, organize, order

RL.3.4 Vocabulary Strategy: Greek and Latin Roots

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: Vowel-Team Syllables

L.3.2g Structural Analysis: Greek and Latin Roots

RF.3.3c

RF.3.4b

RF.3.4c

RF.3.4b FLUENCY Accuracy Notes:

W.3.2a WRITING Writing Trait: Organization

Reading/Writing Workshop: Rocketing into Space

Literature Anthology: Out of This World! The Ellen Ochoa Story

Your Turn Practice Book: John Glenn

L.3.la GRAMMAR Grammar Skill: Adverbs

L.3.lg Grammar Mechanics: Adverbs and Adjectives

L.3.3b Research Research and Inquiry: Write Interview Questions


SL.3.4 Weekly Project: Research how to set goals and achieve them

SL.3.6

W.3.7

W.3.10

Assessments:

72


. BIG IDEA: Think It Over - How do we decide what's important? I INSTRUCTIONAL WINDOW:

. WEEKLY CONCEPT: Animals and You ESSENTIAL QUESTION: How can learning about animals help you respect them?



RL.3.1 Title: "Respect for the SHORT TEXT MAIN SELECTION Strategy: Reread Reading/Writing

Rl.3.1 Florida Panther" Butterflies Big and Small Alligators and Crocodiles(870) Workshop: Prior Knowledge,

Rl.3.7 (870) Skill: Compare and Contrast Connection of Ideas


Rl.3.10 Genre: Expository Text MAIN SELECTION Literature Anthology:

SL.3.lc Strategy: Reread PAIRED SELECTION Genre: Expository Text Purpose, Organizaton,

SL.3.2 Strategy: Reread "The Monkey and the Crocodile" (730) Prior Knowledge, Genre,

Genre: Folktale Titles: Specific Vocabulary, Sentence

Skill: Compare and Contrast A: African Cats/"How Leopard Got His Spots" (580) Structure, Connection of

Strategy: Reread 0: African Cats/"How Leopard Got His Spots" (720) Ideas

Text Features: Headings, E: African Cats/"How Leopard Got His Spots" (660)

Diaeram Skill: Comoare and Contrast B: African Cats/"How Leooard Got His Soots" 18401

L.3.4a VOCABULARY Vocabulary Words: endangered, fascinating, illegal, inhabit, requirement, respected, unaware, wildlife

L.3.4c Additional Vocabulary: scamper, nimble, clever

L.3.Sb Additional Domain Words: sensory, webbed, plates, nocturnal, hatchling

Rl.3.4 Additional Academic Vocabulary: compare and contrast, signal words, es, illustration, caption, conclusion,

Vocabulary Strategy: Context Clues: Paragaraph Clues

L.3.2f PHONICS/SPELLING Phonics/Spelling Skill: r-Controlled Vowel Syllables

L.3.2g Structural Analysis: Latin Suffixes

L.3.4b

RF.3.3b

RF.3.4a


W.3.2d WRITING Writing Trait: Organization

W.3.10 Reading/Writing Workshop: "Respect for the Florida Panther" Literature Anthology:

Alligators and Crocodiles

Your Turn Practice Book: The Disappearance of Bees

L.3.la GRAMMAR Grammar Skill: Adverbs That Compare

L.3.lg Grammar Mechanics: Using More and Most

Rl.3.8 Research Research and Inquiry: Write a Visual Report


SL.3.la Weekly Project: Research animal's unique abilities

SL.3.2

SL.3.6

W.3.7

W.3.10

Assessments:

73


. BIG IDEA: Think It Over - How do we decide what's important? j INSTRUCTIONAL WINDOW: WEEK s Weekly Concept: Funny Time Essential Question: What makes you laugh?


RL.3.1 Title: "Show and Tell" SHORT TEXT MAIN SELECTION Literary Elements: Rhythm and Rhyme Reading/Writing

RL.3.5 "The Title: "Ollie's Escape" Workshop: Specific Vocabulary

RL.3.6 Genre: Narrative Poem Camping Trip" "Bubble Gum" Skill: Point of View

RL.3.9 Genre: Poetry: Narrative Poem Literature Anthology:

RL.3.10 Strategy: Reread Genre: Poetry: Narrative MAIN SELECTION Genre, Sentence Structure,

SL.3.lb Poem PAIRED SELECTION Genre: Realistic Fiction Specific Vocabulary

"The Gentleman Bookworm"

Literary Elements: Rhythm Titles:

and Rhyme Genre: Poetry: Narrative Poem A: Funny Faces/"My Cheeky Puppy" (450)

0: Too Many Frogs/"Pet Day" (670)

Skill: Point of View Literary Elements: Rhythm and E: Too Many Frogs/"Cat and Dog" (600)

Rhyme B: The Joke's on You/"The Homework Blues" (780)

Skill: Point of View

L.3.Sa VOCABULARY Vocabulary Words: entertainment, humorous, ridiculous, slithered

L.3.Sb Poetry Terms: narrative poem, rhyme, rhythm, stanza

RL.3.4 Additional Vocabulary: creep, bookworm, hit the ceiling,

Additional Academic Vocabulary: precise

Vocabulary Strategy: Idioms

Additional Vocabulary: scamper, nimble, clever

L.3.2c PHONICS/SPELLING Phonics/Spelling Skill: Suffixes -ful, -less, -ly

L.3.2g Structural Analysis: Frequently Misspelled Words

RF.3.3a

RF.3.3d

RF.3.4b

RF.3.4b FLUENCY Phrasing and Expression Notes:



Workshop: "The Camping Trip" "Bubble Gum"

Literature Anthology: "The Gentleman Bookworm"

Your Turn Practice Book: Aliens!

L.3.li GRAMMAR Grammar Skill: Prepositions

Grammar Mechanics: Commas after Introduction

L.3.3g Research Research and Inquiry: Write an Analysis

SL.3.la Write About Reading: Write an Analysis

SL.3.ld Weekly Project: Research types of jokes and how to create them


W.3.10 Skill: Presentation Skills

Unit Project: Self-select and develop from weekly research projects options for unit research

projects

Assessments:

74

GRADE 3 LANGUAGE ARTS RESOURCE PLANNING GUIDE --

I INSTRUCTIONAL WINDOW: I • BIG IDEA: Think It Over - How do we decide what's important?

Essential Question: I INTERIM WINDOW: I UNIT WRAP-UP SUMMATIVE ASSESSMENT

STD Post Assessment Instruction RF.3.4b FLUENCY Reader's Theater: Using Assessment Results RF.3.4c Take Me to Your Litter Tested skills:

RL.3.1 COMPREHENSION TIME FOR KIDS/Reading Digitally: RETEACH o Whole GroupRL.3.10 Soccer Is America's Game Skill/Strategy: o Small GroupRl.3.5 Students:

Rl.3.10


SL.3.ld RESEARCH AND INQUIRY Research skill

SL.3.3b Choose Project

W.3.6


W.3.2a WRITING Genre Writing: Narrative Text RETEACH o Whole GroupW.3.3b Unit Writing Products: Skill/Strategy: o Small GroupW.3.5 Friendly Letter Students:


Instructional strategy(ies)/activity(ies):

EXTEND LEARNING Level Up

�ssessments:

75


RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures;

determine the central message, lesson, or moral and explain how it is conveyed


Learning Target/s:


cultures.






RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events.

Learning Target/s:




events.

RL.3.4 Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from nonliteral language.

Learning Target/s:


text.


in a text.

RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about

a text, using terms such as chapter, scene, and stanza; describe how each

successive part builds on earlier sections.

Learning Target/s:


it.


scenes, or stanzas.

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

characters.

Learning Target/s:




RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a

character or setting).

Learning Target/s:



Rl.3.1 Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

Learning Target/s:



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

they support the main idea.

Learning Target/s:




Rl.3.3 Describe the relationship between a series of historical events, scientific

ideas or concepts, or steps in technical procedures in a text, using language that

pertains to time, sequence, and cause/effect.

Learning Target/s:

a. I can describe the sequence of historical events after reading about it


b. I can describe the steps of a scientific process after reading about it using


c. I can describe the steps in a technical procedure after reading about it



76


Rl.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.

Learning Target/s:

• I can determine the meaning of words and phrases as they are used in a

text.

Rl.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to

locate information relevant to a given topic efficiently.

Learning Target/s:


links.



Learning Target/s:



view.

Rl.3.7 Use information gained from illustrations (e.g., maps, photographs) and the

words in a text to demonstrate understanding of the text (e.g., where, when, why,

and how key events occur).

Learning Target/s:


about a topic.





sequence).

Learning Target/s:


sentences.


L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in

general and their functions in particular sentences.

Learning Target/s:




Learning Target/s:




Learning Target/s:


L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Learning Target/s:



Learning Target/s

• I can ensure subject-verb and pronoun-antecedent agreement


Learning Target/s:


L.3.2 Demonstrate command of the conventions of standard English capitalization,

punctuation, and spelling when writing.


Learning Target/s:

o I can form and use regular plural nouns.

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

and phrases based on grade 3 reading and content, choosing flexibly from a range

of strategies.

L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Learning Target/s:




77


L.3.4.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).

Learning Target/s:


L.3.4.c Use a known root word as a clue to the meaning of an unknown word with

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

Learning Target/s:


word.

L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine

or clarify the precise meaning of key words and phrases.

Learning Target/s:

• I can use glossaries or dictionaries to determine the precise meaning of a

key word or phrase.

L.3.5.a Distinguish the literal and non literal meanings of words and phrases in

context (e.g., take steps).

Learning Target/s:




78

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