Compiled and Created byDalila Vroom

Master Teacher

Mission Public School District, April 2016British Columbia, Canada

Seven Sacred TeachingsTeacher’s Guide: Curriculum Connections

Social Studies Grade 3

Big Ideas

Learning about indigenous peoples nurtures multicultural awareness andrespect for diversity.

People from diverse cultures and societies share some common experiences and aspects of life.

Indigenous knowledge is passed down through oral history, traditions, and collective memory.

Indigenous societies throughout the world value the well-being of the self, the land, spirits, and ancestors.

Students will:

Curriculum Competencies Curriculum Content1. Use Social Studies inquiry processes

and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions.

2. Explain why people’s beliefs, values, worldviews, experiences, and roles give them different perspectives on people, places, issues, and events.

1. Cultural characteristics and ways of life of local First Peoples.

2. Oral history and traditional stories as evidence about past First Peoples cultures.

3. Relationship between humans and their environment.

English Language Arts Grade 3

Big Ideas

Everyone can be a reader and a writer.

Listening and speaking helps us explore, share, and develop our ideas.

Readers use strategies to make sense of what they read, hear, and view.

Students will:

Career Education Grade 3

Big Ideas

Strong communities are the result of being connected to family and community and working together toward common goals.

Everything we learn helps us to develop skills.

Communities include many different roles requiring many different skills.

Students will:

Curriculum Competencies Curriculum Content

Comprehend & Connect1. Begin to use sources of information to

make meaning.2. Use age-appropriate reading, listening,

and viewing behaviours and strategies to make meaning from texts.

3. Engage actively as listeners, viewers, and readers, as appropriate, to develop understanding of self, identity, and community.

4. Use personal experience and knowledge to connect to text and make meaning

5. Develop awareness of how story in First Peoples’ cultures connects people to land.

6. Exchange ideas and perspectives to build shared understanding.

Create and Communicate1. Create stories and other age-appropriate

texts to deepen awareness of self, family, and community.

2. Plan and create a variety of communication forms for different purposes and audiences.

3. Communicate in print, using letters and words and basic conventions of English spelling, grammar, and punctuation.

Story / Text1. Elements of story: beginning, middle, end

with a problem and a solution.2. Structures and features of written text:

see 5 writing cards in appendix.

Strategies and Processes1. Reading strategies: see 5 reading power

cards in appendix.2. Oral language strategies: see oral

language criteria sheet in appendix.3. Metacognitive strategies: see student

writing checklists in appendix.4. Writing processes: revise, edit, proofread,

identify audience.

Language Features, Structures, and Conventions

1. Legible printing2. Sentence structure and grammar3. Conventions

Curriculum Competencies Curriculum Content1. Share ideas, information, personal

feelings, and knowledge with others.

2. Work respectfully and constructively with others to achieve common goals.

3. Demonstrate effective work habits and organizational skills appropriate to their level of development.

Personal Development1. Risk taking and its role in self-exploration:

a. Try a new activityb. Volunteer to ask or answer a questionc. Speak in front of others.

Connections to Community1. Cultural and social awareness:

a. Acknowledging cultural differences.

b. Honoring indigenous traditions.

Appendix

Student Writing Checklists

Criteria for Oral Communication

Student Writing Cards:

Emotions WordsOther Ways to say "Said"

Characteristic WordsSensory Words

Student Reading Power Cards:

Making Connections, Visualization, Questioning, Inferring, Transform

Student Writing Checklists

Criteria for Oral PresentationPresenter

1. Eye Contact (look up 5 times)2. Speak Loud and Clear3. Speak with Expression4. Interesting Facts / Story5. Neat Writing & Coloured Pictures

Audience

1. Listen for Information & Facts2. Be Quiet3. Be Still4. Be Patient (while you wait for your turn)5. Focus on the Speaker

Questions or Comments1. Ask Questions to Clarify2. Give Positive Comments & Stay on

Topic

Marks: 4 Excellent (Lots of Details & Extras)3 Very Good (All Done & Neat)2 O.K. (Short & Few Facts)1 It could be better (Work Harder Next Time)

by Dalila Vroom

Student Writing Cards

Other ways to saySaid

“_________________,” said Mark.

Kathy said, “________________.” asked announced thought exclaimed whispered replied explained suggested warned shouted! yelled! screamed! Shrieked!

Sensory Words for WritingSight

appearancedottedfreckledspottedblotchedwrinkledmottledstripedbrightclearshinyglowingglossyshimmeringsparklingiridescentglassyflashyglazedsheertransparentopaquemuddygrimydrabdulldarkdismalrottedwornuntidyshabbymessycheapuglyramshackletiredexhaustedawkwardcrookedloosecurvedstraightorderlyformalcrispprettyheavyflatstoutrigidnarrowoverloaded

Loud SoundsCrash!Thud!Bump!Thump!Boom!Thunder!Bang!Smash!Explode!Roar!Scream!Screech!Yell!whistle

Sightcongestedclutteredcrowdedjammedpackedbruisedstretchedleanslendersupplelithelivelymuscularsturdyrobusthardystronghealthyfrailfragilepalepastysicklyspryminiaturetimidshyfearfulapprehensivetearfulnervousfrightenedterrifiedhystericalwildbolddramaticirresistibleexuberantenergeticanimatedperkyattractivearrogantexpansiveregalstatelyelegantstatuesquehugeimmense

massive giganticSoft Sounds

buzzzingmuttersnaphisschimetinklepeephushgurgleswishinaudiblemelodiousharmonious

Sightshowydecorativedistinctivedazzlingjeweledlacylavishexoticgorgeousradiantvividflushedfieryblazingfreshtidyhandsomepleasantsunnycalmsereneunruffled

Tasteoilybutterysaltybitterbettersweetsweetmellowsugarycrispripeblandtastelesssourvinegaryfruitytangyrawalkalinemedicinalfishyspicypepperygingeryhotburntoverripespoiledrotten

Speechstutterstammer

Moving Slowcreepcrawldragswayliftplodslouchlumberup toebendamblesaunterloiterstray

Speechgiggleguffawlaughsingyellscreamscreechsnortbelowgrowlchattermurmurwhisperwhimpertalkspeakdrawlhiss

Smellsweetfruityscentedfragrantaromaticperfumedflowerybalmygameyearthypineymintyodorouspungentspicyputridsharpspoiledfishybrinyacidicacridburntgaseousmildeweddamprottensourrancidsicklystagnantmoldymustyfresh

Touch & Feelsandy, grittyrough, sharpthickpulpy

Colorsbrightrainbowdrabstarkvibrantblendvivid

Redruby

Smelldankstale

Shapesflatroundproportionedcurvedwavyglobularswollencrimpedfrilledpaddedpendulousovalconicalcylindricaltubularhollowrotundchubbyportlysquarelumpytuftedsplitjuttingirregularskinnytriangularrectangularhexagonaloctagonalcrookedpyramidaltaperingwidetwiggystretchedbrokenspindlythinwirydomedshapelywingedshapelessruffledcurvedstraightcrinklednarrowdiamond

Purplelavenderamethystlilac, orchidmauve, plummulberryfuchsiamagenta

Yellowlemonstrawbutterbeigebuttercupchartreuse

shinesquawkbarkbawlbrayblusterrageblarerumbleclapstompstampnoisediscordjangleraspclashtumultclamoryowlbrawlbedlampandemoniumhubbubblatantdeafeningraucousearsplittingpiercingshout

Soft Soundssighmurmurwhispercracklebleattwitterpatterresonancehum

musicalspeechlessmutetauntrustle

Moving Fasthurryrunscamperskipscrambledartspinstridestreaktrotgallopdrivedashboltbounceswoopplungeswingflysailcareenrushracezoomzipramchasehurlwhiskripshoveswervesmashplummet

stalkheavesneakstaggerwaddle

Touch & Feelcoolcoldlukewarmtepidwarmhotsteamydrydulldampwetelasticfeatheryslipperyspongymushyoilywaxyfleshyrubberytoughfuzzyhairysilkysatinyvelvetysmoothsoftwoolyfurryleatherythinfragilegritty

cherrystrawberryraspberrytomatocurrantcrimsoncardinalflamegarnetwinesalmonrosepinkcoralvermilion

Blueskysapphireazuredelftporcelainturquoiseaquaaquamarinevioletpeacocktealcobaltroyalnavypowder

Whitesnowmilkymarblecream, ivoryoysterpearlsilverbone

citroncanarychromegoldtopazochersaffronsulphurmustard

Orangepeachapricotbutterscotchtangerinepersimmonamber

Greencelerymintapple, limemosspeaemeraldolivepistachiochartreuse

Blackjet, ebonylicorice

Brownsandy, gingeralmond, walnuttawnyhazelcinnamonnutmegchocolatecopper, rustbronzemahogany

Student Reading Power Cards

Adapted from: Adrienne Gear's Reading Powers

MAKING CONNECTIONSWhat part in the story reminds you of

something in your own life? I have a connection to … because…

That reminds me of …

I would like to do or see that…

I know somebody like that who…

I have felt like that before…

I have seen, heard or smelled that before…

I have felt what it is like…

I have read something like this before…

That is so funny…

This is like another story I have read…

VisualizeVisualize is to make pictures in your head when you read.

Picture words = Images

Chapter books have no pictures so readers have to visualize when they read. You have to make your own images in your head.

How? Use the words you hear or read in a text (story) to make a picture in your

head. Turn on your brain and make an image in your head when you read

words in a book. Use your imagination to bring reading to life. Use the detailed language in a book to make a mental image. Listen for picture words that have lots of details. Try to make a picture or a movie in your mind.

Visualizing involves using your 5 senses like:

When we read, we not only see pictures in our head, but we also use our other senses to hear sounds, taste tastes and feel objects.

QUESTIONINGQuestioning is asking and answering questions in your

head before, during and after reading.

Not all answers are in the book, some answers need to come from me.

* I must be curious and wonder while I read.*Quick Questions: are quick to answer, answer is in the book

Who? What? When? Where? Why? How?

Deep-Thinking Questions: the answer is not in the book, it comes from you

I wonder…? What if…? Why do you think…? What about…? Would…? Wouldn’t…? Does…? Doesn’t…?

Is…? Isn’t…? Did…? Didn’t…? Could…? Couldn’t…? Can…? Can’t…? Are…? Aren’t? Should…? Shouldn’t…?

INFERRINGInferring is “reading between the lines”

which means filling in your head what the author did not write in the book.

1. Look for clues in pictures.2. Look for clues in text (words).

Maybe… I think… I infer… I infer ________ is feeling _________ because…

Name

I felt that way once when … I see from the picture that… I am inferring that maybe… I think… Now, I think… Now, I know… I observe… I wonder if… I think… Even though the author didn’t write any words

down, I can infer a lot from this picture like…

TransformTransform is a “change in thinking.”

Transform is synthesizing by taking key points from the story, then using my thinking to “create a new

thought.”

Sometimes the characters in the story transform, while other times the readers are transformed by what they read.

How? Find the important message. Know that books can change the way I think about myself

and the way I think about the world. Look beyond the pages in the book and think how the book

affects your life. Know that transformation takes time so a book may plant a

seed that may one day make a difference to the way you live. Look for things in books that matter most to you. Know that a story has the power to change you!

Ask yourself: What difference has this book made to me?Has anything in me changed because of this book?

Examples of transform books are: war, saving the environment, poverty, conservation, homelessness & social responsibility.