english language arts - bcsssd.k12.nj.us · pdf filestandard english language arts: speaking...
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BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEMES Individuality September Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Texts may be written as an opinion explanatory or narrative all forms require support from resources and can be improved upon by editing and revising
Big Idea Parts of speech are used to effectively define patterns and functions of language
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What is an opinion When might you see the word
lsquobecausersquo in a story How do you know if something is
fact or opinion Why do we take notes in school
How do you keep your belongings
organized
Literature details from text fact vs opinion
Language meaning of common prefixes and
suffixes needuse of linking words such as because therefore since and for example functions of parts of speech (noun verb adjective adverb) regular and irregular plural noun
RL31
RI31
RF33a
W31a
W31b
SL31b
L31a
L31b
Prefixes are affixed before and
suffixes after a base word or word stem to add information
Linking words are used to bridge two
ideas andor show a relationship Taking notes using notes and
organizing information are examples of strategies for being prepared
When irregular nouns change from
their singular form to become plural their spelling changes in a different way to regular plural words
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Building Prefixes and Suffixes
Building vocabulary activity See link below
On table have words printed that use the common prefixes and suffixes Students must select words that correctly use the prefixes and suffixes
Students will be given cards with words With assistance they will point to the prefix or suffix and assistant will highlight
Writing Sentence Combinations
Read aloud a paragraph composed of short choppy sentences Ask the students if they liked how the paragraph sounded Discuss why or why not Write it on a dry-erase or Smart board Show the students how they can combine the short sentences into longer sentences with the use of commas and linking words Ask for volunteers to suggest ways to change the other sentences in the paragraph Pass out a piece of paper with a new paragraph composed of short sentences Ask the students to combine the sentences and rewrite the paragraph Write some linking words on the board (and so but then because until) to help them
Read aloud a paragraph composed of short choppy sentences Ask the students if they liked how the paragraph sounded Discuss why or why not Write it on a dry-erase or Smart board and correct together as class
Language
Irregular Words
Pass out a sheet of irregular plurals highlighting some of the most often used words EnglishBananacom has a list of over 100 irregular plurals which you can print out for your own use or trim Using the website have the students make (10) flash cards with singular noun on one side and its plural on the other These cards can be kept in a box for all the kids to share Put the children in the class on teams of three or four and give them each a word Ask them to come up with the plural of the word and spell it aloud
Have students make 5 cards each Have students match cards with pictures of singular nouns with cards that are plural
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Building vocabulary activity httpwwweducationcomactivityarticlebuild_vocabulary_prefixes_suffixes_third
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Safety amp Wellness October Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Who is your favorite character
from a story Why Why would someone write
before they write What can you do before writing
to organize your thoughts How are opinions and points of
view alike Different How are words categorized
Where do you see commas
used
Literature characters in a story ( traits motivations
and feelings) main ideadetails factopinion
Language suffixes with Latin roots functions of nouns pronouns verbs adjectives and adverbs
Informational text graphic organizers
Speaking amp Listening importance of preparation
Writing writing to and from addresses on envelopes
RL33
RI32
RF33b
W31a
W31b
SL31a
L31c
L32a
Characters in a story are personified by their
traits motivations and feelings As a pre-writing strategy graphic organizers
help with determining focus and maintaining consistency with the main idea
An opinion uses facts to be supported in its
point of view The part of speech indicates how the word
functions in meaning as well as grammatically within the sentence
When writing an address a comma is placed
between the city and state
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor
Textbook exam and quizzes Projects using Essential
Questions Writing samples using
Essential Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
I am the Protagonist
Third graders take on the persona of the protagonist as they write entries for a diary that could have been written by the main character at the end of each chapter As the student finishes reading each chapter in their assigned book they write a first-person journal entry that addresses the emotions actions hopes and fears demonstrated by the protagonist in the chapter The diary entry assists them in understanding how the personality and behavior of the protagonist shapes and foreshadows the story
Students with assistance will copy a sentence into the journal that they helped create about their character
Students will be read two sentences They will identify which one is a correct depiction of their character It will be written into journal by assistant or teacher
Writing
Free Writing
Set five minutes on a timer and tell the class to write everything that comes to their minds about the story It does not matter if it makes sense or if the sentences are correct the key is to get everything on paper Discuss main ideas of stories then let your students allow their brain to explore that topic and cross out sentences which do not fit under their idea
Brainstorm ideas on board Have students tell you three thoughts each Together group ideas that belong together
Pre-write many sentences on the board Have the students pickpoint to five sentences which have to do with the main idea
Speaking and Listening
Jeopardy
Divide students into groups of three Present PowerPoint slides on the screen at the front of the classroom which include various statements Ask students whether the statements are facts or opinions The team with the most points at the end of the game is declared the winner This is an energetic interactive game that brings elements of suspense and excitement to the classroom much like its television namesake
As a group decide if the statement is fact or opinion Remind students that if it is a fact then the information can be looked up and ask which source they would use
Have statements slides and resource slides to look at Ask the student if the statement can be looked up in one of the resources
Language
Scattergories
Have each child take out a sheet of paper and a pencil Instruct the children to write a heading for each part of speech across the top of the paper For example the words Nouns Verbs Adjectives and Adverbs would be appropriate headings To start the game the teacher calls out a letter of the alphabet and tells the children to begin Each child must write a word beginning with that letter under each category For example if the letter is R the child might have the word Radio for noun Run for verb and Red for an adjective The first student to fill in all the categories wins the round The teacher may repeat the game as many times as time allows
Students must write one word under any category using the letter given Each category must have 3 words to complete game
Students will be given cards with words on them Each student with assistance must place the card under the appropriate category using the letter called
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Building Prefixes and Suffixes
Building vocabulary activity See link below
On table have words printed that use the common prefixes and suffixes Students must select words that correctly use the prefixes and suffixes
Students will be given cards with words With assistance they will point to the prefix or suffix and assistant will highlight
Writing Sentence Combinations
Read aloud a paragraph composed of short choppy sentences Ask the students if they liked how the paragraph sounded Discuss why or why not Write it on a dry-erase or Smart board Show the students how they can combine the short sentences into longer sentences with the use of commas and linking words Ask for volunteers to suggest ways to change the other sentences in the paragraph Pass out a piece of paper with a new paragraph composed of short sentences Ask the students to combine the sentences and rewrite the paragraph Write some linking words on the board (and so but then because until) to help them
Read aloud a paragraph composed of short choppy sentences Ask the students if they liked how the paragraph sounded Discuss why or why not Write it on a dry-erase or Smart board and correct together as class
Language
Irregular Words
Pass out a sheet of irregular plurals highlighting some of the most often used words EnglishBananacom has a list of over 100 irregular plurals which you can print out for your own use or trim Using the website have the students make (10) flash cards with singular noun on one side and its plural on the other These cards can be kept in a box for all the kids to share Put the children in the class on teams of three or four and give them each a word Ask them to come up with the plural of the word and spell it aloud
Have students make 5 cards each Have students match cards with pictures of singular nouns with cards that are plural
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Building vocabulary activity httpwwweducationcomactivityarticlebuild_vocabulary_prefixes_suffixes_third
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Safety amp Wellness October Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Who is your favorite character
from a story Why Why would someone write
before they write What can you do before writing
to organize your thoughts How are opinions and points of
view alike Different How are words categorized
Where do you see commas
used
Literature characters in a story ( traits motivations
and feelings) main ideadetails factopinion
Language suffixes with Latin roots functions of nouns pronouns verbs adjectives and adverbs
Informational text graphic organizers
Speaking amp Listening importance of preparation
Writing writing to and from addresses on envelopes
RL33
RI32
RF33b
W31a
W31b
SL31a
L31c
L32a
Characters in a story are personified by their
traits motivations and feelings As a pre-writing strategy graphic organizers
help with determining focus and maintaining consistency with the main idea
An opinion uses facts to be supported in its
point of view The part of speech indicates how the word
functions in meaning as well as grammatically within the sentence
When writing an address a comma is placed
between the city and state
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor
Textbook exam and quizzes Projects using Essential
Questions Writing samples using
Essential Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
I am the Protagonist
Third graders take on the persona of the protagonist as they write entries for a diary that could have been written by the main character at the end of each chapter As the student finishes reading each chapter in their assigned book they write a first-person journal entry that addresses the emotions actions hopes and fears demonstrated by the protagonist in the chapter The diary entry assists them in understanding how the personality and behavior of the protagonist shapes and foreshadows the story
Students with assistance will copy a sentence into the journal that they helped create about their character
Students will be read two sentences They will identify which one is a correct depiction of their character It will be written into journal by assistant or teacher
Writing
Free Writing
Set five minutes on a timer and tell the class to write everything that comes to their minds about the story It does not matter if it makes sense or if the sentences are correct the key is to get everything on paper Discuss main ideas of stories then let your students allow their brain to explore that topic and cross out sentences which do not fit under their idea
Brainstorm ideas on board Have students tell you three thoughts each Together group ideas that belong together
Pre-write many sentences on the board Have the students pickpoint to five sentences which have to do with the main idea
Speaking and Listening
Jeopardy
Divide students into groups of three Present PowerPoint slides on the screen at the front of the classroom which include various statements Ask students whether the statements are facts or opinions The team with the most points at the end of the game is declared the winner This is an energetic interactive game that brings elements of suspense and excitement to the classroom much like its television namesake
As a group decide if the statement is fact or opinion Remind students that if it is a fact then the information can be looked up and ask which source they would use
Have statements slides and resource slides to look at Ask the student if the statement can be looked up in one of the resources
Language
Scattergories
Have each child take out a sheet of paper and a pencil Instruct the children to write a heading for each part of speech across the top of the paper For example the words Nouns Verbs Adjectives and Adverbs would be appropriate headings To start the game the teacher calls out a letter of the alphabet and tells the children to begin Each child must write a word beginning with that letter under each category For example if the letter is R the child might have the word Radio for noun Run for verb and Red for an adjective The first student to fill in all the categories wins the round The teacher may repeat the game as many times as time allows
Students must write one word under any category using the letter given Each category must have 3 words to complete game
Students will be given cards with words on them Each student with assistance must place the card under the appropriate category using the letter called
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Building vocabulary activity httpwwweducationcomactivityarticlebuild_vocabulary_prefixes_suffixes_third
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Safety amp Wellness October Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Who is your favorite character
from a story Why Why would someone write
before they write What can you do before writing
to organize your thoughts How are opinions and points of
view alike Different How are words categorized
Where do you see commas
used
Literature characters in a story ( traits motivations
and feelings) main ideadetails factopinion
Language suffixes with Latin roots functions of nouns pronouns verbs adjectives and adverbs
Informational text graphic organizers
Speaking amp Listening importance of preparation
Writing writing to and from addresses on envelopes
RL33
RI32
RF33b
W31a
W31b
SL31a
L31c
L32a
Characters in a story are personified by their
traits motivations and feelings As a pre-writing strategy graphic organizers
help with determining focus and maintaining consistency with the main idea
An opinion uses facts to be supported in its
point of view The part of speech indicates how the word
functions in meaning as well as grammatically within the sentence
When writing an address a comma is placed
between the city and state
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor
Textbook exam and quizzes Projects using Essential
Questions Writing samples using
Essential Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
I am the Protagonist
Third graders take on the persona of the protagonist as they write entries for a diary that could have been written by the main character at the end of each chapter As the student finishes reading each chapter in their assigned book they write a first-person journal entry that addresses the emotions actions hopes and fears demonstrated by the protagonist in the chapter The diary entry assists them in understanding how the personality and behavior of the protagonist shapes and foreshadows the story
Students with assistance will copy a sentence into the journal that they helped create about their character
Students will be read two sentences They will identify which one is a correct depiction of their character It will be written into journal by assistant or teacher
Writing
Free Writing
Set five minutes on a timer and tell the class to write everything that comes to their minds about the story It does not matter if it makes sense or if the sentences are correct the key is to get everything on paper Discuss main ideas of stories then let your students allow their brain to explore that topic and cross out sentences which do not fit under their idea
Brainstorm ideas on board Have students tell you three thoughts each Together group ideas that belong together
Pre-write many sentences on the board Have the students pickpoint to five sentences which have to do with the main idea
Speaking and Listening
Jeopardy
Divide students into groups of three Present PowerPoint slides on the screen at the front of the classroom which include various statements Ask students whether the statements are facts or opinions The team with the most points at the end of the game is declared the winner This is an energetic interactive game that brings elements of suspense and excitement to the classroom much like its television namesake
As a group decide if the statement is fact or opinion Remind students that if it is a fact then the information can be looked up and ask which source they would use
Have statements slides and resource slides to look at Ask the student if the statement can be looked up in one of the resources
Language
Scattergories
Have each child take out a sheet of paper and a pencil Instruct the children to write a heading for each part of speech across the top of the paper For example the words Nouns Verbs Adjectives and Adverbs would be appropriate headings To start the game the teacher calls out a letter of the alphabet and tells the children to begin Each child must write a word beginning with that letter under each category For example if the letter is R the child might have the word Radio for noun Run for verb and Red for an adjective The first student to fill in all the categories wins the round The teacher may repeat the game as many times as time allows
Students must write one word under any category using the letter given Each category must have 3 words to complete game
Students will be given cards with words on them Each student with assistance must place the card under the appropriate category using the letter called
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Safety amp Wellness October Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Who is your favorite character
from a story Why Why would someone write
before they write What can you do before writing
to organize your thoughts How are opinions and points of
view alike Different How are words categorized
Where do you see commas
used
Literature characters in a story ( traits motivations
and feelings) main ideadetails factopinion
Language suffixes with Latin roots functions of nouns pronouns verbs adjectives and adverbs
Informational text graphic organizers
Speaking amp Listening importance of preparation
Writing writing to and from addresses on envelopes
RL33
RI32
RF33b
W31a
W31b
SL31a
L31c
L32a
Characters in a story are personified by their
traits motivations and feelings As a pre-writing strategy graphic organizers
help with determining focus and maintaining consistency with the main idea
An opinion uses facts to be supported in its
point of view The part of speech indicates how the word
functions in meaning as well as grammatically within the sentence
When writing an address a comma is placed
between the city and state
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor
Textbook exam and quizzes Projects using Essential
Questions Writing samples using
Essential Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
I am the Protagonist
Third graders take on the persona of the protagonist as they write entries for a diary that could have been written by the main character at the end of each chapter As the student finishes reading each chapter in their assigned book they write a first-person journal entry that addresses the emotions actions hopes and fears demonstrated by the protagonist in the chapter The diary entry assists them in understanding how the personality and behavior of the protagonist shapes and foreshadows the story
Students with assistance will copy a sentence into the journal that they helped create about their character
Students will be read two sentences They will identify which one is a correct depiction of their character It will be written into journal by assistant or teacher
Writing
Free Writing
Set five minutes on a timer and tell the class to write everything that comes to their minds about the story It does not matter if it makes sense or if the sentences are correct the key is to get everything on paper Discuss main ideas of stories then let your students allow their brain to explore that topic and cross out sentences which do not fit under their idea
Brainstorm ideas on board Have students tell you three thoughts each Together group ideas that belong together
Pre-write many sentences on the board Have the students pickpoint to five sentences which have to do with the main idea
Speaking and Listening
Jeopardy
Divide students into groups of three Present PowerPoint slides on the screen at the front of the classroom which include various statements Ask students whether the statements are facts or opinions The team with the most points at the end of the game is declared the winner This is an energetic interactive game that brings elements of suspense and excitement to the classroom much like its television namesake
As a group decide if the statement is fact or opinion Remind students that if it is a fact then the information can be looked up and ask which source they would use
Have statements slides and resource slides to look at Ask the student if the statement can be looked up in one of the resources
Language
Scattergories
Have each child take out a sheet of paper and a pencil Instruct the children to write a heading for each part of speech across the top of the paper For example the words Nouns Verbs Adjectives and Adverbs would be appropriate headings To start the game the teacher calls out a letter of the alphabet and tells the children to begin Each child must write a word beginning with that letter under each category For example if the letter is R the child might have the word Radio for noun Run for verb and Red for an adjective The first student to fill in all the categories wins the round The teacher may repeat the game as many times as time allows
Students must write one word under any category using the letter given Each category must have 3 words to complete game
Students will be given cards with words on them Each student with assistance must place the card under the appropriate category using the letter called
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
I am the Protagonist
Third graders take on the persona of the protagonist as they write entries for a diary that could have been written by the main character at the end of each chapter As the student finishes reading each chapter in their assigned book they write a first-person journal entry that addresses the emotions actions hopes and fears demonstrated by the protagonist in the chapter The diary entry assists them in understanding how the personality and behavior of the protagonist shapes and foreshadows the story
Students with assistance will copy a sentence into the journal that they helped create about their character
Students will be read two sentences They will identify which one is a correct depiction of their character It will be written into journal by assistant or teacher
Writing
Free Writing
Set five minutes on a timer and tell the class to write everything that comes to their minds about the story It does not matter if it makes sense or if the sentences are correct the key is to get everything on paper Discuss main ideas of stories then let your students allow their brain to explore that topic and cross out sentences which do not fit under their idea
Brainstorm ideas on board Have students tell you three thoughts each Together group ideas that belong together
Pre-write many sentences on the board Have the students pickpoint to five sentences which have to do with the main idea
Speaking and Listening
Jeopardy
Divide students into groups of three Present PowerPoint slides on the screen at the front of the classroom which include various statements Ask students whether the statements are facts or opinions The team with the most points at the end of the game is declared the winner This is an energetic interactive game that brings elements of suspense and excitement to the classroom much like its television namesake
As a group decide if the statement is fact or opinion Remind students that if it is a fact then the information can be looked up and ask which source they would use
Have statements slides and resource slides to look at Ask the student if the statement can be looked up in one of the resources
Language
Scattergories
Have each child take out a sheet of paper and a pencil Instruct the children to write a heading for each part of speech across the top of the paper For example the words Nouns Verbs Adjectives and Adverbs would be appropriate headings To start the game the teacher calls out a letter of the alphabet and tells the children to begin Each child must write a word beginning with that letter under each category For example if the letter is R the child might have the word Radio for noun Run for verb and Red for an adjective The first student to fill in all the categories wins the round The teacher may repeat the game as many times as time allows
Students must write one word under any category using the letter given Each category must have 3 words to complete game
Students will be given cards with words on them Each student with assistance must place the card under the appropriate category using the letter called
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Nature November Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Where do we commonly hear
figurative language Can you name examples of
figurative language Where does language come from
When would someone give a
speech How can information be given or
found Why are words categorized
Language literal non-literal words and
phrases pertaining to time sequence and causeeffect regular irregular verbs
Informational text supported by illustrations
collaborate Writing use of a comma in writing an address
RL34
RI33
RF33b
W31c
W32a
SL31c
L31d
L32b
Literal language refers to words that do not
deviate from their defined meaning Non-literal (figurative) language refers to
words and groups of words that exaggerate or alter the usual meanings of the component words
Common Latin suffixes are -able -ible -
ation -ment -fy and -ty Explanatory speeches focus on reports of
current and historical events customs transformations inventions policies outcomes and options
Commas are used to separate parts of
geographical references such as city and or city and country
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook
exam and quizzes Projects using Essential
Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading Fun with Idioms
Create a class book of idioms to help students show their mastery of this type of figurative language Idioms are expressions that are only known through common usage Some examples of idioms are Youre driving me up the wall I think I bit off more than I can chew and I have my hands full After teaching a lesson on idioms and providing examples generate a list for students to use or allow the students to compile their own list of idioms Have students create a page for each idiom where they write the idiom and its intended meaning and then illustrate the literal meaning For example a page for Youre driving me up the wall may have the idiom at the top or bottom with the intended meaning (becoming frustrated with someone) but an illustration of two people in a car driving up a wall
Have several idioms already written on the board Have the students create a picture which depicts the literal meaning
With assistance students will take 3 idioms and point to pictures that represent their literal meaning
Writing Match Game
Prepare small index cards or pieces of paper with either a suffix prefix or root word written on each one Introduce Latin definitions of common prefixes and suffixes such as dis im pre able ful ion etc and explain the definitions of root words Then distribute cards to the students and have them walk around and look at other students cards The goal of the game is to find a partner to match with putting root word prefix and suffix cards together to make new words For example a student holding the card im should find someone holding the root word patient When the students find each other they can create a sentence using the word and write it on the board
Each student has a set of cards with prefixes suffixes and root words Students will create words using all the cards
Students with assistance will create 5 words using the prefix suffix and root word cards
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Speaking and Listening A Hero
In this type of assignment each student chooses someone he considers a hero living or dead and explains why the person had an influence on him The hero could be a family member whose lifestyle has had an effect on the student a filmmaker musician inventor researcher or artist whose work has inspired him a politician or public figure that the student admires The student should state the specific influence his hero has had on him and why
Students will have a list of questions that they need to answer about their Hero They will then rewrite the answers and read to the class
With assistance the student will create a power point presentation about their hero
Language Irregular Verb Match
In order to get students accustomed to the various forms distribute pieces of paper with both the irregular verbs and their past tense forms Have students glue the pairs next to each other on a piece of paper This activity is of a very basic nature However students need to visualize the words and learn them before they can actually put them into play
Give students work sheet with past tense verbs listed on the left Give students set of cut out irregular verbs and have them glue and paste next to their match
Students will be given a sheet with past tense verbs written on the left Next to each verb are three choices Students will circle the correct irregular verb that matches
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Human Beings Share the Same Needs December Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How are animals used in stories What type of words do you expect to
read in a text about technology Holiday Food Vacation
How can words be broken down
Do you have a favorite saying (quote)
Literature fables and folklores from various
cultures Writing Review texts identify academic and
domain-specific words Language multi-syllable words simple and
compound sentences quotation marks in text Writing details to define and develop topic
Speaking amp Listening linking words to
connect ideas within categories of information
RL32
RI34
RF33c
W32b
W32c
SL31d
L31e
L32c
Fables and folklore tell about the history of
a culture A domain-specific word directly relates to
the main topic and purpose of a topic Linking words are used to connect ideas
within a category of information In text a conversation between characters
is known as the dialogue In a dialogue quotation marks and
commas are used to separate the conversation from the rest of the text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Fable or Folktale
Social Studies 614A9
Student will choose 2 fables and 2 folktales to read and compare story elements Students will be given 5 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 3 traits from these stories characters on 3 X 5 cards With partners they must place the trait cards under the correct story See link below
Teacher will read 1 fable and 1 folktale to class and have them compare story elements Students will be given 2 traits (with pictures) from these stories characters on 3 X 5 cards With assistance they must place the trait cards under the correct story See link below
Writing Puzzler
Math 3GA2
Create multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles Inform them that the first studentgroup to complete their multisyllabic word puzzles and write down the words and how many syllables each word has wins the game
Create 5 multisyllabic word puzzles by writing down lists of multisyllabic words on strips of paper and cutting them into puzzle pieces at their break in syllables Either by themselves or with a partner the students will receive an envelope with all the word pieces Have each student draw puzzle pieces from the envelope Ask students to piece together their word puzzles using a word list for assistance Have the student write downor express how many syllables each word has
Language
Candy Heart Quotations
Visual Arts 135D1
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Have students write the sentences down and create a conversation using these sentences Students will then write final draft gluing the candy hearts down in appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will rewrite their sentences gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
Review concepts of using quotation marks with students prior to activity Using the wordsphrases on the candy hearts have the students brainstorm sentences in which those wordsphrases would be used Students will write 3 sentences with assistance gluing the candy hearts down in their appropriate place within the sentences Lastly students will place the quotation marks where they belong
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm Fables amp Folktale links Fables httpwwwumasseduaesopindexphp
Folktales httpamericanfolklorenetsindexhtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Goals Resolutions and Dreams January Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
What should the narrator of a
story do to make a story more interesting
When do you dialogue throughout the day
How are sequence and routine
alike Different How can you discover the main
idea of something that is not in writing
What is your favorite quote
Literature parts of a text (chapter scene and stanza)
successive parts build on earlier sections
Informational Text text features and search tools (eg key words sidebars hyperlinks) to locate information
Language Decode multi-syllable words
Writing dialogue and descriptions of actions thoughts and feelings to develop experiences and events or show the response of characters to situations situations introduce a narrator andor characters organize an event sequence that unfolds naturally
Main ideas and supporting details of a text information presented in diverse media and formats including visually quantitatively and orally
Language simple verb tenses (eg I walked I walk I will walk) commas and quotation marks in dialogue
RL35
RI35
RF33c
W33a
W33b
SL32
L31f
L32d
A good reader is able to discuss
various genera using appropriate terms and specific details
Dialogue is used in writing to develop
experiences and provide personalities to characters
Presenting a sequence of events will
unfold naturally when well organized Verbs will change in tense depending
on when the action is taking place
Quotation marks are used in writing to allow a character to speak in their own voice
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading The Hidden Genre
1 The teacher will write a genre in a circle already drawn on the wipe-off board
2 Students will volunteer key words to identify the genre by filling in the Circle Map for each genre
3 Students will listen to teacher read excerpts from the selected books before guessing the genre
4 The students will volunteer to guess the genre Upon guessing the correct genre the book will be unwrapped so students can see the title and the title of the book will be added to the circle map for that genre in the ldquoframe of referencerdquo section of the map
5 Repeat for each genrebook
1 Teacher will have web diagram on board
completed with the different genres
2 After steps 3 and 4 are complete students will help come up with 3 descriptors for each circle on the web graph
Web graph and descriptors are complete Students will listen to excerpts from the books and decide which genre they are from
Speaking and Listening
Grannyrsquos Tea
Students will listen to the six stages of how to make a cup of tea just the way Gran likes it Students will have 6 pictures of the tea making process to be arranged in the correct order on the flow chart When this task has been successfully completed pupils then go on to the explanation activity They must explain the process to a fellow classmate This classmate will make the tea according to this explanation (Students will use cold water) for each stage of the tea making process
Students will watch as the teacher demonstrates how to make tea the way Granny likes it Students must then put the 6 step pictures in correct order When done they must explain their order to the class and then make the tea according to their picture order
After the teacher demonstrates how to make the tea the way that Granny likes it Students will arrange pictures in order of the tea making process Teacherassistant will help the student follow their steps to make a cup of tea
Swat
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
You need a blackboard chalk and two fly swatters Before the game begins brainstorm as many sentences as you have students so that everyone in the classroom will play twice Break the room up into two teams Make three big boxes (about 2rsquox2rsquo) and inside of them write ldquoPresentrdquo ldquoPastrdquo and ldquoFuturerdquo which are the three kinds tenses of verbs For each turn of SWAT have two students (one from each team) come up to the board Have them each hold a fly swatter in hand Then read aloud one of your sentences Their job is to swat at the correct box as soon as possible identifying correctly whether the verb is in past present or future tense
Each students will have to swat the verb in each sentence and say whether it is a past present or future verb
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Comic Dialogue
Social Studies
Explain to students how comic speech bubbles show dialogue Then display a comic strip or two on the Smart Board Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given 2 comic book strips Ask students to write out the dialogue shown in the speech bubbles on their own notebook paper Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed Review the corrections with the class
Students will be given comic book strip with words deleted With assistance students will say what they want written in the speech bubbles Students should add the proper quotation marks and other punctuation Once students have had an opportunity to complete the activity Check for proper quotation mark usage and make corrections as needed
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Societal Trends February Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
Where do authors get their ideas
What is order
What are the different ways you
can put things in order How is listening a form of
communication In English what word(s) do we
use to express a comparison It is easier to tell a story in a
speech or by writing in your journal
Literature point of view of the narrator or characters
personal point of view
Language grade-appropriate irregularly spelled words
Writing dialogue and descriptions of actions thoughts
and feelings to develop experiences and events or show the response of characters to situations temporal words and phrases to signal event order
Speaking amp Listening Asking answering questions about information from a speaker coordinating conjunctions
Language Capitalization in titles the conventions of spoken vs written standard English
RL36
RI36
RF33d
W33c
W33d
SL33
L31g
L33a
A reader character and author may
differ in points of view and opinions concerning text
Temporal words show sequence
denote time express a point in time and give duration or frequency
Coordinating conjunctions are words
that connect two equal words phrases or clauses
There are grammatical constructions
and used in speech that are generally avoided in written compositions
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write a journal entry narrating the days events When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student write in a journal their 3 favorite things about their experience When they are done go around the room and have each student read his journal entry out loud Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
You can teach point of view by having students share their own subjective experiences of a common event Wait until your class goes on a fun field trip or attends a stimulating assembly Have each student explain what their 3 favorite things were about their experience Discuss the variety of perspectives on the same event including how and why different people can feel vastly different things about a common experience Then refer to a short story of your choosing and discuss the varying viewpoints of reader character and author
Writing
There are many wordless books that can be used with younger children and with English language learners (or students who may have limited English proficiency) For younger children Pancakes for Breakfast by Tomie dePaola humorously details a woman making pancakes from scratch Students must use a temporal word on each page as they retell what is happening in the pictures They will create their own sentences
Students will be provided with temporal word list They must use at least 1 per page as they retell what is happening in the book
Students must use a temporal word from a provided word list on each page as they retell what is happening in their own words An assistant or teacher will write the sentences down as they create them
Speaking and listening Conjunction Match-Up
Provide each student with a card labeled with a
conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip For example a sentence strip might say I tried to learn to juggle ____ it was very difficult A student with the conjunction but would be able to put his card in that blank When students are done placing their conjunction cards read these sentences as a class to see if they make sense
Provide each student with 5 cards labeled with a conjunction word Place large sentence strips around the room with sentences written on them leaving out any conjunction words Ask students to walk around the room reading the sentences When they find one in which they can put their conjunction card they will tape it to the sentence strip Sentences as a class to see if they make sense
Provide each student with small cards labeled with a conjunction word Place large sentences typed on a sheet in front of them Have each student place the correct conjunction on the sentence it best fits
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Language
What did you say
Teacher will dictate a paragraph to the students and ask them to write it down Students will read what they have written down and try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students and then hand them (exactly as read) the paragraph written down Students will try to grammatical correct any sentences they feel have errors Teacher will then uncover the paragraph already written out on board Together with students the class will discuss what they changed and why
Teacher will read a paragraph to the students Teacher will then uncover the paragraph already written out on board Together with students they will discuss what needs to be corrected and why
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Heroes amp Role Models March Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT (I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED ACTIVITIESASSESSMENTS
How does an illustrator
know what to draw
How can a word change its meaning
How is breathing and
speaking alike Different What is the difference
between spelling rules and patterns
Literature textrsquos illustrations contributing to what is conveyed
by the words in a story (eg create mood emphasize aspects of a character or setting) information gained from illustrations (eg maps photographs) and the words in a text to demonstrate understanding of the text (eg where when why and how key events occur)
Writing development and organization appropriate to task and
purpose develop and strengthen writing as needed by planning revising and editing
Speaking amp Listening oral report
Language simple compound and complex sentences
spelling patterns and generalizations (eg word families position-based spellings syllable patterns ending rules meaningful word parts) in writing words
RL37
RI37
RF33a
W34
W35
SL34
L31h
L32f
L34a
Illustrators have the job of visually
bringing life to an authorrsquos written word
A derivation is the process of forming
a new word on the basis of an existing word
The pace of your speech is defined by
the speed and clarity of your words A compound-complex sentence is
made from two independent clauses and one or more dependent clauses
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Illustrator Reflections
Choose a book with striking illustrations Photocopy some of the illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Choose a book with striking illustrations Photocopy 5 illustrations enlarge and label them with numbers Stick them up at various points in the classroom Remove any text from the page Have text on 5 separate pieces of paper hung around the room and labeled with letters Students must walk around the room and record which letter (words) matches which number (pictures) This helps students realize how important the illustratorrsquos job is to reflect the story and its details
Students will be handed 3 illustrations and 3 strips of story text Students must study pictures and determine which text is represented in the illustrations
Writing
Derivative Match Up
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Learning the meanings of prefixes and suffixes most of which derived from Latin words can help students decipher the meanings of unfamiliar words that use these same prefixes and suffixes Design a worksheet asking students to match the prefix or suffix with its meaning
Design a worksheet asking students to match 5 prefixes or suffixes with their meaning
Speaking and Listening Highlighter breathing
When speaking its important to emphasize breathing and pacing Remembering to take a breath is very important Proper punctuation is a great reminder of this For a student who can already read emphasize the fact that the end of sentence is a good place to breathe It may be beneficial to have a child write down something he has just said and then have him point out periods and commas Have the student use a highlighter to mark these spots as a note that those are good places to breathe Then have student reread what they articulated pausing at points they highlighted in their papers
Hand the student something to read and have them point out all the periods and commas Then have them use a highlighter to mark these spots as a note that those are good places to breathe Student will then reread what they articulated pausing at points they highlighted in their papers
With assistance have the student highlight all periods and commas in a paragraph Then while the teacherassistant reads the paragraph student will clap at all highlighted spots at the same time the teacher takes a breath This will reinforce that pacing is important while reading
Language
Split the Clauses
Locate the verbs in your sentence Each independent clause in your sentence will have at least one verb For instance the run-on sentence I walked past the dog it barked at me has two verbs walked and barkedrdquo Have students underline the verbs Then Locate the subjects in your sentence Once again a run-on sentence will have at least two subjects If you do not find the
Give the students 8 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
Give the students 3 complex-compound sentences and have them determine the most logical way to divide the sentence into two clauses each with its own subject and verb Students can either cut the sentences where they think the break should occur or they can draw a line between the sentences
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
subjects you will not know where to separate the sentence In the sentence I walked past the dog it barked at me the subjects are I (the pronoun that performs the verb walked) and it (the pronoun that performs the verb barked)
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Survival April
Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
If you were to write a book
what would you write about How can the Internet help you
read What can you listen to on the
radio besides music Without the Internet how is a
computer a tool
Literature themes settings and plots of stories written by
the same author about the same or similar characters (eg in books from a series)
Language sentence paragraph connection (eg comparison causeeffect firstsecondthird in a sequence)
Speaking amp Listening prose and poetry ( read orally with accuracy appropriate rate and expression)
Writing technology to produce and publish writing (using keyboarding skills) collaborations
Language simple compound and complex sentences
RL39
RI38
RF34b
W36
SL35
L31i
L32g
L34b-c
In a series the storyline may continue
although the setting characters and theme change
Technology is used by people to
create publish and share eBooks Podcasts are created to record
capture and share information stories and news
Tools such as dictionaries and spell
check are free resources found on a computer
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Find out what television shows or movies your students enjoy You can create a lesson that will engage their interest by working with them to analyze the characters and setting of that show Pick one episode of a show or one scene from a movie to watch as a class Lead a discussion about what decisions the characters made and why Repeat this lesson again with a different episode of the same show Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick a few scenes from different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Find out what television shows or movies your students enjoy Pick 2 scenes from 2 different episodes of the same show Lead a discussion about what decisions the characters made and why Help children develop the habit of identifying what each character wants in the story
Writing
Classroom ebook
Download a Web page template from the many available on the web With class create a short story and then type the text and insert the links images and sounds that you want to appear in the page Save it as an HTML file Save all images and sound files in the same folder Download and install an e book compiler such as SbookBuilder 10 Navigate to the application folder and double-click SbookBuilderexe to start the program Click on Select Folder and select the folder (directory) where your book files are stored Click Select Homepage and select the main document HTML file Click on Enter Title and name your book Click Create E-Book Give a name for the working file The software compiles the files and creates an EXE (executable) file that the reader can run on any Windows computer with active links clickable images and sounds
Students will bring the story to life by adding links and sounds to a story that they have read in class
Students will be given a choice of 3 different sound s and images for each page They will choose which image and sound is appropriate for the pages text
Speaking and Listening
Podcasts
Practice communication skills by having the students take on a classroom project in which they make their own podcast If they are discussing a certain book or story they could use the story details on to create a podcast If they are working on creative writing the students can work on their own poetry and stories then create a podcast highlighting their work and describing the authors who inspired them There are many websites that offer how to and free podcast tools
As a class create a podcast about a story that has been recently discussed Have each student contribute to the development of this podcast by contributing their thoughts about the story and its details
As a class create a podcast about a story that has been recently discussed Have each student contribute 2 pieces of story detail to the development of this podcast
Language
Computer Error Checker
In a word document teacher will copy a story and create errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on how to use the computers resources to correct these errors Students will each be given
In a word document teacher will copy a story and create 10 errors within the text Words will have misspellings and grammatical errors should occur within the sentences Students will be given lesson on
In a word document teacher will copy a story and create 1 error per sentence Words will have misspellings and grammatical errors should occur within the sentences Students will be given
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
the text to correct and print out when they feel that these errors have been corrected
how to use the computers resources to correct these errors Students will each be given the text to correct and print out when they feel that these errors have been corrected
lesson on how to use the computers resources to correct these errors Students with assistance will correct and print out the text when they feel that these errors have been corrected
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME The Individual and Family May Standard English Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English Language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS Which is better a single book or a story
told throughout a series Why
How can you build knowledge What is the difference between detail
and clarification What words can you use to describe the
people around you
Literature themes settings and plots of stories
written by the same author about the same or similar characters (eg in books from a series)
Informational Text important points and key details presented in two texts on the same topic
Language context to confirm or self-correct
word recognition and understanding rereading as necessary
Writing short research projects that build
knowledge about a topic Speaking amp Listening complete sentences
appropriate to task and situation
Language real-life connections between words and their use (eg describe people who are friendly or helpful)
RL310
RI39
RF34c
W37
W38
SL36
L35b
L34c-d
L35a
Themes settings and plots are further
developed in a series which can change the way a reader feels about the text
Researching a topic and writing about
your findings is a strategy for building knowledge
Answering a question properly
includes rephrasing the question and applying a clear response
Language is used to describe and
define life and its society
An Adjective is a part of speech a word used to describe a noun or verb
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICULAR CONNECTION
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
The Magic Tree House
The ldquoMagic Tree Houserdquo books are a series of books
by Mary Pope and Will Osborne The main characters Jack and Annie are a brother and sister team They discover that the books in the magic tree house whisk them away on exciting adventures back in time or around the world when they point to pictures in the books Use these books to teach students about writing Social Studies and Science As a group read 3 different books from this series On board discuss and chart their themes settings and various plots that occur Have the students explain which book they likes the most and why
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Read 2 different Magic Tree House books On board chart the different themes setting and plots that occur Ask the students how they felt about the book Why did they like one book over the other
Writing
All About Animals
For a beginning research assignment the subject of animals is ideal since the research on any given animal is straightforward and uncomplicated Students can choose an animal that they like and write about specific subcategories that you assign them such as food the animal eats shelter family unit sleep patterns habitat and predators They can also research if the animal is or has ever been at risk for extinction
Students decide which animal they want to research They will be given a worksheet with specific questions that they need to locate the answers for
After deciding which animal that they want to research With assistance the student must find out 5 facts about their animal
Speaking and listening
Jeopardy
1 Divide the chalkboard or dry erase board into a grid Write a category title---for example Parts of Speech---in the first box of each column Fill in the rest of the column with point values in ascending order 2 Prepare as many questions and corresponding answers as there are boxes on the grid Harder questions should be worth more points Compile this information on a sheet from which you the moderator will read during the game 3 Divide the class into teams Determine the order in which members of each team will go up to answer questions 4 Ask the first member of the chosen team to select
Have 4 Categories with 4 questions under each category Each student gets 2 tries to respond correctly in the form of a question
Students will work with a partnerstaff member to answer at least 1 question per category Their responses must be in the form of a question
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
a point value from any category Read the answer corresponding to the question They will need to provide a response in the form of a question for example What is a noun
Language Adjective Hunt
Send students on a hunt to find items based on
adjectives you provide them with State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt in pairs to find items based on adjectives you provide them with Each group will be given a list of 5 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
Send students on a hunt with a partner to find items based on adjectives you provide them with Each student will be given a list of 3 items to find State a few different adjectives that pertain to a particular item in the classroom for example its yellow and it has a point on one end and a pink top on the other The first student to find a pencil earns a point Continue playing describing different adjectives with each round of the game The student who collects the most points wins the game
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
English Language Arts Grade 3 THEME Optimism June Language Arts Reading - Literature All students will gain adequate exposure to a range of texts and tasks Standard English Language Arts Reading ndash Informational Text All students will read and comprehend works of nonfiction Standard English Language Arts Writing All students will demonstrate increasing sophistication in all aspects of language use from vocabulary and syntax to the development and organization of ideas and they should address increasingly demanding content and sources Standard English Language Arts Language All students will demonstrate command of conventions of standard English grammar and usage when writing and speaking Standard English Language Arts Foundations Skills All students will foster an understanding and working knowledge of concepts in print the alphabetic principle and other basic conventions of the English writing system Standard English language arts Speaking and Listening All student will engage in collaborative discussion one on one in groups or teacher led on grade level topics building on othersrsquo ideas and expressing their own clearly Big Idea Big Idea
ESSENTIAL QUESTIONS
CONTENT
(I am coveringhellip) STRANDS
ENDURING UNDERSTANDING (Students will understand thathellip)
SUGGESTED
ACTIVITIESASSESSMENTS
How do you know the difference
between text that is true and untrue
Besides Language Arts where else do we learn about Reading in school
What is a digital source
What is a state of mind
Literature expose including stories dramas
and poetry Informational texts
Writing digital sources for a project and take brief notes on sources to sort evidence into categories
Language shades of meaning among related words that describe states of mind or degrees of certainty (eg knew believed suspected heard and wondered)
RL310
RI310
W38
L35c
L36
Informational text differs from
literature due to its purpose and genre Genre is a style of expressing yourself
in writing The Internet computer programs
(CDs) digital cameras and DVDs are examples of digital sources
The meaning of a word can change by
the tense it is used in and the purpose of its position in text
SUGGESTED ACTIVITIES See attached
TRADITIONAL ASSESSMENTS
Teacher-made andor Textbook exam and quizzes
Projects using Essential Questions Writing samples using Essential
Questions (essays short answers fill in the blank) Formative Oral Assessments
(concrete details inferences deductive reasoning skills)
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
The activities presented below are ideas that you may or may not want to use in you classroom Use them at your discretion and make any necessary changes that will best suit the needs of your
students Please forward additional suggestions to Curriculumbcsssdk12njus
ACTIVITIES
CROSS-CURRICUL
AR CONNECTI
ON
HIGH- PERFORMANCE
MID- PERFORMANCE
LOWER- PERFORMANCE
Reading
Informational Text
Begin by explaining that the purpose of informational text is to present information on such topics as nature and society Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Direct your class to write down the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples of informational text Use a pamphlet on bats or other animals as an example of informational text Discuss other components of informational texts such as graphs glossaries or illustrations that provide general information Give your students copies of various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Give examples and discuss with your students various informational texts Ask them to think about what they already know about a subject and note any bold italicized or highlighted text Discuss with your class the things they learned things they found interesting and any questions they still have about the text This helps students synthesize and retain information
Reading
Design a Flyer
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each flyer should contain a list of characteristics used to identify literature that fits in the genre reasons to read that genre and examples of literature from the genre Students can illustrate them with markers or colored pencils or they can print them out on a computer Students will share their completed flyers with the class
After you have introduced the different types of literary genres assign each student one genre to create a flyer about The purpose of the flyer will be to explain the characteristics of the genre of literature and to persuade other students to read a piece from that genre Each student will be given a list of different characteristics Students are to pick 3 characteristics that fit their genre and add to their flyer Students can illustrate them with markers or colored pencils or they can print them out on a computer
Writing
Digital info gathering
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
Students will select a person of historical significance They will use three different digital resources to gather their information The internet DVDs computer programs etc
SUGGESTED ACTIVITIES
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Language
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Students practice their writing and comprehension skills in this simple game Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that two of the phrases they write must be true and the third must be a lie Students take turns presenting their statements to the class Students vote on which statements are lies More advanced students can explain why a certain statement must be a lie
Have each student copy the phrase Yesterday I on a piece of paper Below that phrase they must write three sentences using three different past-tense verbs The trick is that one of the phrases they write must be true and the other must be a lie
IW = Interactive Whiteboard
RESOURCESLINK WEB ADDRESSLOCATION IW - MART Board Exchange (lessons amp activities) httpexchangesmarttechcomtab=0 Create your own word clouds ndash Create picturesshapes wwwtagxedocom Create a word cloudcluster wwwWordlenet IW - Flashcards and Learning Aids wwwQuizletcom IW - View and Create Interactive Timelines httpwwwdipitycom Find Share and Use documents httpwwwdocstoccom Historical docs photos and texts wwwFootNotecom IW - Create Graphic Organizers and Flowcharts wwwGliffycom Research Information wwwHowStuffWorkscom Create and share community-powered lists databases and atlases wwwListPhilecom CreateFine vocab lists and associated onlineprintable activities wwwSpellingCitycom Online PenPals wwwePalscom Short art-inspired stories you make to share read and print wwwStoryBirdcom IW - Create online presentations wwwPrezicom Read Write Think ndash Collaboration lessons and Activities httpwwwreadwritethinkorg Read and Rate 1000rsquos of poems httpwwwgigglepoetrycom Dr Seuss Seussville httpwwwseussvillecom Createprint Your Own Bookmark Online httpwwwnationalgeographiccombookmarkfactory Online Ad LibsStory Builder httpwwweduplacecomtales
SUGGESTED LINKS amp RESOURCES
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-
BCSSSD 03282012 Curriculum Development Committee
Listening ndash Online Activities httpfogccsfedu~lfriedactivitylisteninghtml IW - FUN way to learn the ABCrsquos httpwwwbemboszoocom Surveys and Research httpwwwask500peoplecom LALELA Games and Interactive Activities ndash Teacher Account httpwwwwordiacom Visual Dictionary Web httpwwwvisuwordscom Build an argument or description by filling a virtual museum box with resources httpmuseumboxe2bnorg Speaking Set text to audio with fun characters and backgrounds httpwwwacapelatventalking-cards Create virtual brainstorms and mind maps httpsbubblus Create and View visualaudiointeractive timeline slideshows httpwwwcapzlescom Digital storytelling tool create his or her own 3D pop-up books httpwwwzooburstcom Interactive Spelling Activity ndash Fun httpwwwspinandspellcom Listening Celebrities reading popular stories online httpwwwstorylineonlinenet Find anyall icon images on the web wwwIconFindercom Type in any verb and see all of its forms voices and tenses httpconjugationcom Writing Learning to Type httpwwwnetrovercom~kingskidtypingintrohtml IW - Listening Online Letter Sounds - Interactive httpwwwnetrovercom~kingskidalphacenterhtm
- ELA 3 Sept
- ELA 3 Oct
- ELA 3 Nov
- ELA 3 Dec
- ELA 3 Jan
- ELA 3 Feb
- ELA 3 Mar
- ELA 3 April
- ELA 3 May
- ELA 3 June
-