english language arts curriculum grade 3 · • rubrics • science notebook • tests and quizzes...

ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3

Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert

2/24/2012 Middletown Public Schools 1




STANDARDS Book Chapter BENCHMARKS

Middletown Public Schools INSTRUCTIONAL

STRATEGIES RESOURCES ASSESSMENT

EVIDENCE 1. READING –

LITERATURE

1.1 Key Ideas and

Details

Students

1.1.1 Ask and answer questions to demonstrate understanding of a

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

answers. (RL.3.1) • Make basic inferences about problem, conflict, or

solution (e.g., cause-effect relationships). R–3–5.3

(state assessment)

• Make logical predictions. R–3–5.1 (state assessment)

• Generate questions before, during, and after reading

to enhance recall, expand understanding and/or gain

new information. R–3–4.3

1.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or

moral and explain how it is conveyed through key details in the

text. (RL.3.2)

• Identify or describe character(s), setting,

problem/solution, major events, or plot, as appropriate

to text. R–3–4.1 (state assessment)

• Paraphrase or summarize key ideas/plot, with events

sequenced, as appropriate to text. R–3–4.2 (state

assessment)

• Identify the author’s basic message. R–3–5.5 (state

assessment)

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

feelings) and explain how their actions contribute to the

sequence of events. (RL.3.3)

The teacher

Models the following reading strategies

• using prior knowledge

• sampling a page for readability

• summarizing

• predicting and making text based

inferences

• determining importance

• generating literal, clarifying, and

inferential questions

• constructing sensory images (making

pictures in one’s mind)

• making connections (text to self, text

to text, and text to world)

• taking notes

• locating, using and analyzing text

features e.g. transition words,

subheadings, bold/italicized

• using text structure clues, e.g.

chronological, cause/effect,

compare/contrast, proposition and

support, description, classification,

logical sequential

• using metacognition strategies for

understanding text

Facilitates comprehension strategies

• making connections

• questioning

• visualizing

• inferring


• synthesizing information

• self-monitoring or fix-up

• predicting

• summarizing

Models the use of graphic organizers:

• sequence organizers (chains, cycle),

• concept development (mind map),

• compare/contrast organizers (Venn

diagrams, comparison charts),

• organizers (word web, concept map),

• evaluation organizers (charts, scales),

Textbook -

Core Books Lexile rates

450–790

LITERATURE, REQUIRED

• Because of Winn Dixie, Di

Camillo

• Dexter the Tough (690)

• Donavan’s Double Trouble

(550)

LITERATURE, SUGGESTED

Literary text

• Poetry, plays, fairytales,

fantasy, fables, realistic

fiction, folktales, historical

fiction, mysteries

INFORMATIONAL

• Time for Kids • Weekly Reader • Science trade books

o Weather patterns,

formation of clouds,

o Sun, moon, stars,

rotation of the Earth

o Solar system

o Human body systems

o Weather and clouds

Informational text

• Reports, encyclopedias,

children’s magazines,

content trade books,

student newspapers,

textbooks, biographies,

Internet websites, etc.

Supplementary books/material

• 7 Keys to Comprehension:

How to Help Your Kids Read

It and Get It, Zimmermann,

Hutchins

• Mosaic of Thought, Keene,

REQUIRED

COMMON

ASSESSMENTS • NECAP Benchmark Problems

• NWEA

• DRA 2/Running Records

• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE

ASSESSMENTS • AIMSweb

• Anecdotal records

• Exhibits

• Interviews

• Graphic organizers

• Journals

• Multiple Intelligences

assessments e.g. role playing

– bodily kinesthetic, graphic

organizing – visual,

collaboration- interpersonal

• Oral presentations

• Performance/problem-

based/common tasks

• Rubrics

• Science notebook

• Tests and quizzes

• Writing genres







EVIDENCE • Describe main characters’ physical characteristics or

personality traits; or provide examples of thoughts,

words or actions that reveal characters’ personality

traits. R–3–5.2 (state assessment)

• Identify or describe character(s), setting,

problem/solution, major events, or plot, as appropriate

to text. R–3–4.1 (state assessment)

• Identify possible motives of characters. R–3–5.6

• Recognize explicitly stated causes or effects. R–3–5.7

INSTRUCTIONAL STRATEGIES: Venn Diagram, flow charts,

time lines, cause and effect charts, graphic organizers, story

plot maps, character webs, K-W-L, T- charts, prediction maps,

silent reading

ASSESSMENTS: reading response, book talks

REQUIRED ASSESSMENTS – REMOVED FOR PUBLIC VIEW

• categorize/classify organizers

(categories, tree)

• relational organizers (fish bone, pie

chart)

Employs best practice reading strategies

• read aloud

• think aloud

• shared reading

• guided reading

• self-selected reading

Models readers’/writers’ workshop

Facilitates

• literature circles

• readers’ theater

Zimmerman

• Literature circles, Daniels

• Reading Essentials, Routman

• Strategies that Work, Non

Fiction Matters, Harvey

• Formative Assessment and

Standards-Based Grading,,

Classroom Strategies That

Work, Marzano

• Rhode Island PreK-12 Literacy Policy

• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

• Common Core Curriculum

Maps

www.commoncore.org/maps

• Grade Level and Grade Span Expectations for English Language Arts

Technology

• Computers

• LCD projectors

• Smartboards

• explorelearning.com

(Gizmo™)

• www.commoncore.org/maps • www.corestandards.org

• www.ride.ri.gov

o Informative

o Narrative

o Opinions

o Research

o Responding to literary

and informational

text

1. READING –

LITERATURE

1.2 Craft and

Structure

Students

1.2.1 Determine the meaning of words and phrases as they are used in

a text, distinguishing literal from nonliteral language. (RL.3.4)

• Recognize the use of literary elements and devices

(i.e., imagery, exaggeration) to interpret intended

meanings. R–3–6.1

The teacher




• summarizing


inferences






Textbook -


450–790



Camillo



(550)


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/







EVIDENCE 1.2.2 Refer to parts of stories, dramas, and poems when writing or

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

stanza; describe how each successive part builds on earlier

sections. (RL.3.5)

• Analyze and interpret elements of literary texts,

citing evidence where appropriate. R–3–5

• Identify the characteristics of a variety of types of

text, e.g.

o literary texts: poetry, plays, fairytales, fantasy,

fables, tall tales, or realistic fiction). R–3–4.4

• Identify literary devices as appropriate to genre:

o rhyme

o alliteration

o dialogue

o description. R–3–4.5

• Participate in discussions about text, ideas, and

student writing by offering comments and supporting

evidence, recommending books and other materials, and

responding to the comments and recommendations of

peers, librarians, teachers, and others. R–3–17.2

1.2.3 Distinguish their own point of view from that of the narrator or

those of the characters. (RL.3.6)

• Identify who is telling the story. R–3–5.4

INSTRUCTIONAL STRATEGIES: literature circles, readers’

theater, direct instruction, author study, graphic organizers for

cause and effect, guided reading, think-alouds, and silent reading

ASSESSMENTS: reading response, reading logs, DRA 2/running

records, AIMSweb, retelling, and book talks



• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates


Literary text




fiction, mysteries





Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • readers’ theater

1. READING –

LITERATURE

1.3 Integration of

Knowledge and

Ideas

Students

1.3.1 Explain how specific aspects of a text’s illustrations contribute

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

emphasize aspects of a character or setting). (RL.3.7)

1.3.2 Compare and contrast the themes, settings, and plots of stories

written by the same author about the same or similar characters

(e.g., in books from a series). (RL.3.9)

• Compare stories or other texts to related personal

experience, prior knowledge, or to other books. R–3–

16.1

• Read multiple texts for depth of understanding an

author or genre. R–3–14.3

• Recognize the use of literary elements and devices

(i.e., imagery, exaggeration) to interpret intended

meanings. R–3–6.1

INSTRUCTIONAL STRATEGIES: literature circles,

author study, graphic organizers for cause and effect,

guided reading, silent reading, oral presentations

ASSESSMENT: reading response, DRA 2/ running records,

and book talks

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries





Hutchins


Zimmerman








Work, Marzano




Maps


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres







EVIDENCE (categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

LITERATURE

1.4 Range of Reading

and Level of Text

Complexity

Students

1.4.1 By the end of the year, read and comprehend literature,

including stories, dramas, and poetry, at the high end of the

grades 2–3 text complexity band (Lexile rates 450–790) independently and proficiently. (RL.3.10)

• Read with frequency, including in-school, out-of-school,

and summer reading. R–3–14.1

• Demonstrate the habit of reading widely and

extensively. R–3–14

• Read from a wide range of genres/kinds of text and a

variety of authors (e.g., literary, informational, and

practical texts). R–3–14.2

o Reference materials: Dictionaries,

glossaries, children’s magazines, content

trade books, children’s newspapers,

textbooks, etc.

o Practical texts: Procedures/instructions,

announcements, invitations, book orders, etc.

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries





Hutchins


Zimmerman





REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals










EVIDENCE



• Self-select reading materials aligned with reading

ability and personal interests. R–3–17.1

• Use comprehension strategies (flexibly and as needed)

before, during, and after reading literary and

informational text that might include:

o using prior knowledge

o predicting and making text-based inferences

o determining importance

o generating literal and clarifying questions

o constructing sensory images (e.g., making

pictures in one’s mind); making connections

(text to self, text to text, and text to world)

o locating and using text features (e.g.

transition words, subheadings, bold/italicized

print, and parts of the book). R-3-13

• Use a range of self-monitoring and self-correction

approaches e.g.,

o predicting upcoming text o monitoring, adjusting and confirming, through

use of print, syntax/language structure,

semantics/meaning, or other context cues.

R–3–12.1

INSTRUCTIONAL STRATEGIES: K-W-L, sticky

notes, margin notes, think- alouds, sampling a page for

readability, graphic organizers, self selected reading,

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates






Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov





based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE author study, literature circles, literature discussion,

read- alouds, guided reading, and silent reading

ASSESSMENTS: reading response, DRA 2/RUNNING

RECORDS/running records, book talks, AIMS Web,

reading logs, assessment notebooks, and summaries

1. READING –

INFORMA-

TIONAL TEXT

1.5 Key Ideas and

Details

Students

1.5.1 Ask and answer questions to demonstrate understanding of a

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

answers. (RI.3.1)

• Make basic inferences, drawing basic conclusions, or

forming judgments/opinions about central ideas that

are relevant. R–3–8.3 (state assessment)

• Make inferences about causes or effects. R–3–8.5

(state assessment)

• Organize information to show understanding (e.g.,

representing main/central ideas or details within text

through charting or mapping). R–3–7.3 (state

assessment)

• Generate questions before, during, and after reading

to enhance recall, expand understanding and/or gain

new information. R–3–7.4

1.5.2 Determine the main idea of a text; recount the key details and

explain how they support the main idea. (RI.3.2)

• Use information from the text to answer questions

related to explicitly stated main/central ideas or

details. R–3–7.2 (state assessment)

• Use information from the text to answer questions

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing



Textbook -


450–790

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics







EVIDENCE related to explicitly stated main/central ideas or

details. R–3–7.3 (state assessment)

1.5.3 Describe the relationship between a series of historical events,

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

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

cause/effect. (RI.3.3)

• Connect information within a text. R–3–8.1 (state

assessment)

• Make inferences about causes or effects. R–3–8.5

(state assessment)

• Recognize explicitly stated causes or effects. R–3–5.7

INSTRUCTIONAL STRATEGIES: flexible grouping,

graphic organizers, jig-sawing, cubing, modeling, silent

reading, and SQ3R

ASSESSMENTS: written and oral reports, reading

response, DRA2, science notebooks, and rubrics







(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates






Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.6 Craft and

Structure

Students

1.6.1 Determine the meaning of general academic and domain-specific

words or phrases in a text relevant to a grade 3 topic or

subject area. (RI.3.4)

• Select appropriate words to use in context, including

content specific vocabulary (e.g., predator/prey, or

words with multiple meanings). R–3–3.2 (state

assessment)

• Obtain information from text features (e.g., table of

contents, glossary, basic transition words, bold or

italicized text, headings, graphic organizers, charts,

The teacher




• summarizing


inferences








• taking notes





Textbook -


450–790

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text



REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE









EVIDENCE graphs, or illustrations). R-3-7.1 (state assessment)

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

hyperlinks) to locate information relevant to a given topic

efficiently. (RI.3.5)

• Identify the characteristics of a variety of types of

text, e.g.

o references: dictionaries, glossaries,

children’s magazines, content trade books,

textbooks, children’s newspapers; and

o practical/functional texts: book orders,

procedures, instructions, announcements,

invitations). R–3.7.5

• Use sources provided. R–3.15.1

1.6.3 Distinguish their own point of view from that of the author of a

text. (RI.3.6)

• Recognize generalizations about text (e.g., identifying

appropriate titles, assertions, or controlling ideas). R–

3–8.2 (state assessment)

• Make basic inferences, drawing basic conclusions, or

forming judgments/opinions about central ideas that

are relevant. R–3–8.3 (state assessment)

• Distinguish fact from opinion. R–3–8.4 (state

assessment)

INSTRUCTIONAL STRATEGIES: charts, diagrams,

outlines, graphic organizers, silent reading, and note taking

ASSESSMENTS: written and oral reports, science

notebooks, and rubrics




logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING – Students The teacher

Textbook -

REQUIRED







EVIDENCE INFORMA-

TIONAL TEXT

1.7 Integration of

Knowledge and

Ideas

1.7.1 Use information gained from illustrations (e.g., maps,

photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, and how key

events occur). (RI.3.7)

• Evaluate information presented in terms of relevance.

R–3–15.2

• Gather information and use a given structure (e.g.,

chart, diagram. outline) to organize it. R–3–15.3

• Use evidence to support conclusions. R–3–15.4

1.7.2 Describe the logical connection between particular sentences

and paragraphs in a text e.g.

• Comparison

• Cause/effect

• First/second/third

• In a sequence (RI.3.8)


assessment)

• Distinguish fact from opinion. R–3–8.4 (state

assessment)

1.7.3 Compare and contrast the most important points and key details

presented in two texts on the same topic. (RI.3.9)


assessment)

• Recognize generalizations about text (e.g., identifying

appropriate titles, assertions, or controlling ideas). R–

3–8.2 (state assessment)





• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)



450–790

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps


COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research







EVIDENCE author or genre. R–3–14.3

INSTRUCTIONAL STRATEGIES: non-fiction texts,

teacher modeling, graphic organizers, and science

notebooks/inquiry

ASSESSMENTS: science notebooks, response to

informational texts, NECAP-Released Items, DRA2/running

records, and rubrics

• read aloud

• think aloud

• shared reading

• guided reading



Facilitates




Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov


and informational

text

1. READING –

INFORMA-

TIONAL TEXT

1.8 Range of Reading

Level of Text

Complexity

Students

1.8.1 By the end of the year, read and comprehend informational

texts, including history/social studies, science, and technical

texts, at the high end of the grades 2–3 text complexity band (Lexile rates 450–790) independently and proficiently. (RI.3.10)

• Read with frequency, including in-school, out-of-school,

and summer reading. R–3–14.1

• Read from a wide range of genres/kinds of text and a

variety of authors (e.g., literary, informational, and

practical texts). R–3–14.2



• Self-select reading materials aligned with reading

ability and personal interests. R–3–17.1

• Obtain information from text features (e.g., table of

contents, glossary, basic transition words, bold or

italicized text, headings, graphic organizers, charts,

graphs, or illustrations). R–3–7.1 (state assessment)

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring


Textbook -


450–790

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals












EVIDENCE

INSTRUCTIONAL STRATEGIES: book talks, literature

discussions, guided reading, and author study

ASSESSMENTS: reading logs, reading response, and

summaries



• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates









Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

1. READING

STANDARDS:

1.9 Foundational

Phonics and

Word

Recognition

Students

1.9.1 Know and apply grade-level phonics and word analysis skills in

decoding words. (RF.3.3)

• Identify and know the meaning of the most common

prefixes and derivational suffixes. (RF.3.3a)

• Decode words with common Latin suffixes. (RF.3.3b)

• Decode multi-syllable words. (RF.3.3c)

The teacher




• summarizing


inferences








Textbook -


450–790



Camillo



(550)


Literary text

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE







EVIDENCE

• Read grade-appropriate irregularly spelled words. (RF.3.3d)

• Identify multi-syllabic words, by using knowledge of

sounds, syllable types, or word patterns (including

prefixes, suffixes, or variant spellings for consonants

or vowels, e.g., bought). R–3–1.1 (state assessment)

• Read regularly spelled multi-syllabic words by using

knowledge of sounds, syllable types, or word patterns.

R–3–1.2

• Read grade-level appropriate words (in connected text)

with automaticity. R–3–1.3

• Use strategies to unlock meaning, e.g.

o knowledge of word structure, including

prefixes/suffixes and base words, such as

“un-covered”

o context clues

o other resources, such as dictionaries,

glossaries

o prior knowledge. R–3–2.1 (state

assessment)

• Identify synonyms, antonyms, or homonyms/

homophones; or categorizing words. R–3–3.1 (state

assessment)

INSTRUCTIONAL STRATEGIES: pre-teach vocabulary,

multiple exposures to the same text, silent reading, concept

maps, word building, word sorts, chunking, multi-sensory activities, repeated reading, paired reading, word games,

and daily language

ASSESSMENTS: informal reading inventories,

DRA2/running records, AIMS Web, and readers’ response

• taking notes








logical sequential


understanding text



• questioning

• visualizing

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates






fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano






• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

1. READING

STANDARDS

1.10 Foundational

Skills Fluency

Students

1.10.1 Read with sufficient accuracy and fluency to support

comprehension. (RF.3.4)

• Read on-level text with purpose and understanding.

(RF.3.4a)

• Read on-level prose and poetry orally with accuracy,

appropriate rate, and expression on successive readings.

(RF.3.4b)

• Use context to confirm or self-correct word recognition

and understanding, rereading as necessary. (RF.3.4c)

• Read grade-appropriate, high-frequency words

(including irregularly spelled words). R-3-1.4

• Accuracy: reading material appropriate for grade 3

with at least 90-94% accuracy. R–3–11.1

• Fluency: reading with oral fluency rates of at least 90-

120 words correct minute. R–3–11.2

The teacher




• summarizing


inferences








• taking notes








logical sequential


understanding text



• questioning

• visualizing

Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals










EVIDENCE • Fluency: reading familiar text with phrasing and

expression, and with attention to text features, such

as punctuation, italics, and dialogue. R–3–11.3

INSTRUCTIONAL STRATEGIES: choral reading, readers’

theater, poetry, paired reading, recorded books, guided

reading, cued phrases (Dolch/common phrases), read-alouds,

silent reading, and repeated reading

ASSESSMENTS: DRA2/running records, informal reading

inventory (Rigby, Flynt, Cooter, etc.), AIMSweb, reader’s

response, and assessment notebooks

• inferring




• predicting

• summarizing









(categories, tree)


chart)


• read aloud

• think aloud

• shared reading

• guided reading



Facilitates



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov





based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE

2. WRITING

2.1 Text Types and

Purposes

Students

2.1.1 Write opinion pieces on topics or texts, supporting a point of

view with reasons. (W.3.1)

• Introduce a topic or text clearly, state an opinion, and

create an organizational structure that lists reasons.

(W.3.1a)

• Provide reasons that support the opinion. (W.3.1b)

• Use linking words and phrases (e.g., because, therefore,

since, for example) to connect opinion and reasons. (W.3.1c)

• Provide a concluding statement or section. (W.3.1d)

• Use a given organizational structure for grouping facts

and ideas (e.g., template, frame, graphic organizer).

W–3–6.1

• Select appropriate facts to set context/background.

W–3–6.2

• Use basic transition words, when appropriate. W–3–6.3

a

• Use numbering or words to arrange the steps in a

logical manner. W–3–6.3 b

• Provide a concluding statement. W–3–6.4

• Provide a list of resources (e.g. materials to be used in a task). W–3–6.5

• Establish a topic. W–3–7.1

The teacher

Models the rituals and routines of

Writers' Workshop using the 10/40/10

model

• focus lesson (10 minutes)

• guided practice (40)

• share (10)

Models characteristics of good writing,

e.g.

• organization

• idea

• voice

• sentence fluency

• convention

• word choice

Models the writing process

• prewriting/planning

• drafting

• revising

• editing

• publishing









(categories, tree)


chart)

Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative







EVIDENCE • State a focus/controlling idea on a topic. W–3–7.2

• Include details/information relevant to topic and/or

focus. W–3–8.1

• Include sufficient details for appropriate depth of

information: naming, describing, explaining, comparing,

use of visual images. W–3–8.2

2.1.2 Write informative/explanatory texts to examine a topic and

convey ideas and information clearly. (W.3.2)

• Introduce a topic and group related information together;

include illustrations when useful to aiding comprehension.

(W.3.2a)

• Develop the topic with facts, definitions, and details.

(W.3.2b)

• Use linking words and phrases (e.g., also, another, and, more,

but) to connect ideas within categories of information.

(W.3.2c)

• Provide a concluding statement or section. (W.3.2d)

• Use a given organizational structure for grouping facts

and ideas (e.g., template, frame, graphic organizer).

W–3–6.1

• Select appropriate facts to set context/background.

W–3–6.2

• Use basic transition words, when appropriate.

• Use numbering or words to arrange the steps in a

logical manner. W–3–6.3b

• Provide a concluding statement. W–3–6.4








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE

• Provide a list of resources (e.g. materials to be used in

a task). W–3–6.5

• Establish a topic. W–3–7.1

• State a focus/controlling idea on a topic. W–3–7.2

• Include details/information relevant to topic and/or

focus. W–3–8.1

• Include sufficient details for appropriate depth of

information: naming, describing, explaining, comparing,

use of visual images. W–3–8.2

• Connect writing with science:

o weather patterns

o formation of clouds

o sun, moon, stars

o rotation of the Earth

o solar system.

INSTRUCTIONAL STRATEGIES: graphic organizers, K-W-L

charts, note-taking/note cards, paraphrasing modeling of

research skills, report writing process, and teacher/peer

conferencing

ASSESSMENTS: written reports, rubric, student writing, and

folders/portfolio

2.1.3 Write narratives to develop real or imagined experiences or

events using effective technique, descriptive details, and clear

event sequences. (W.3.3)

• Establish a situation and introduce a narrator and/or

characters; organize an event sequence that unfolds

naturally. (W.3.3a)







EVIDENCE

• Use dialogue and descriptions of actions, thoughts, and

feelings to develop experiences and events or show the

response of characters to situations. (W.3.3b)

• Use temporal words and phrases to signal event order.

(W.3.3c)

• Provide a sense of closure. (W.3.3d)

• Create a clear, understandable story line with a

beginning, middle, and end. W–3–4.1


• Use details. W–3–5.1

• Create character(s) through description of physical

attributes. W–3–5.3

• Write about observations and experiences. W–3–5.5

• Extend and elaborate on ideas with purpose. W–3–5.6

INSTRUCTIONAL STRATEGIES: teacher modeling, peer

conferencing, graphic organizers, Writers’ Workshop

ASSESSMENTS: rubrics, writing portfolio, and student

work across content areas

2. WRITING

2.2 Production and

Distribution of

Writing

Students

2.2.1 With guidance and support from adults, produce writing in which

the development and organization are appropriate to task and

purpose. (W.3.4)

2.2.2 With guidance and support from peers and adults, develop and

The teacher



model



• share (10)

Textbook -


450–790



Camillo


REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks







EVIDENCE strengthen writing as needed by

• Planning/prewriting

• Revising/drafting

• Editing/revising

(editing for conventions should demonstrate command of

Language standards). (W.3.5)

2.2.3 With guidance and support from adults, use technology to

produce and publish writing (using keyboarding skills) as well as

to interact and collaborate with others. (W.3.6)

2.2.4 Use the writing process

• Prewriting

o establish a purpose and central/controlling idea or

focus

o generate ideas – mapping, webbing, note taking,

interviewing, researching, etc.

o organize ideas – consider other models of good writing,

appropriate text structures to match purpose, various

ways to organize information, etc.

• Drafting

o written draft(s) for an intended audience

o develop topic, elaborate, explore sentence variety and

language use

• Revising (content/ideas)

o reflect, add, delete, define/redefine content by self,

teacher, peer

o consider voice, tone, style, intended audience,

coherence, transitions, pacing

o compare with rubric criteria and benchmark

papers/models

• Editing (conventions and mechanics)

o check for correctness with self, teacher, peer

o compare with rubric criteria and benchmark

papers/models

o use resources to support editing


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)


(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano


• Common Core State

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE o read aloud with self, teacher, peer

• Publishing

o share final draft with intended audience – orally, in

print, electronically, etc.

• Use pre-writing, drafting, revising, editing, and critiquing to

produce final drafts of written products. W-3-10

INSTRUCTIONAL STRATEGIES: model the writing

process, think aloud, Writer’s Workshop, graphic

organizers, teacher and peer conferencing and editing,

rubric, checklists, and editing checklists

ASSESSMENTS: rubrics, writers’ notebooks, and student

writing folder portfolio

Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects


Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

2 WRITING

2.3 Research to Build

and Present

Knowledge

Students

2.3 1 Conduct short research projects that build knowledge about a

topic. (W.3.7)

o Research science topic, e.g., weather, cloud formation,

rotation of the Earth, solar system.

2.3.2 Recall information from experiences or gather information from

print and digital sources; take brief notes on sources and sort

evidence into provided categories. (W.3.8)

2.3.3 Draw evidence from literary or informational texts to support

analysis, reflection, and research. (not required in grade 3

Common Core) (W.4.9)

• Apply grade 3 Reading standards to literature, e.g.

“Describe in depth a character, setting, or event in a story

or drama, drawing on specific details in the text (e.g., a

character’s thoughts, words, or actions).”

The teacher



model



• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing

Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews








EVIDENCE • Use pre-writing, drafting, revising, editing, and

critiquing to produce final drafts of written products.

W-3-2.1

• Select ideas that support the development of a

summary. W-3-2.2

• Connect what has been read (plot/ideas/concepts) to

prior knowledge, which might include other texts. W-

3-2.3

• State a focus (purpose), when responding to a given

question. W-3-3.1

• Make inferences about content, events, characters, or

setting. W-3-3.2

• Use details or references to text to support focus

(Note: support may include prior knowledge). W-3-3.3

• Organize ideas, using basic transition words (e.g., first,

next, then, finally) and having a concluding statement.

W-3-3.4

INSTRUCTIONAL STRATEGIES: restating the question,

graphic organizers, and note-taking

ASSESSMENTS: rubrics and writing portfolio









(categories, tree)


chart)


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards

• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • explorelearning.com

(Gizmo™)


• www.ride.ri.gov

2 WRITING

2.4 Range of

Writing

Students

2.4.1 Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting

or a day or two) for a range of discipline-specific tasks, purposes,

and audiences. (W.3.10)

• Write with frequency, including in-school, out-of-

school, and during the summer. W–3–11.1

• Share thoughts, observations, or impressions. W–3–

11.2

• Generate topics for writing. W–3–11.3

INSTRUCTIONAL STRATEGIES: journal writing, free

writes, poetry, quick writes, science notebooks, letters and

personal notes, readers’ response, writers’ notebook,

graphic organizers, literature circle responses, rubrics, and

math problem solving

ASSESSMENTS: rubrics, writing across the curriculum,

and reading response

The teacher



model



• share (10)


e.g.

• organization

• idea

• voice


• convention

• word choice



• drafting

• revising

• editing

• publishing









(categories, tree)


chart)

Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,




REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics







EVIDENCE • 7 Keys to Comprehension:



Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text

3. SPEAKING and

LISTENING

3.1 Comprehension

and Collaboration

Students

3.1.1 Engage effectively in a range of collaborative discussions (one-

on-one, in groups, and teacher led) with diverse partners on

grade 3 topics, texts, and issues, building on others’ ideas and

The teacher







Textbook -


450–790



Camillo

REQUIRED

COMMON


• NWEA


• Writing Prompts







EVIDENCE expressing their own clearly. (SL.3.1)

• Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation and

other information known about the topic to explore ideas

under discussion. (SL.3.1a)

• Follow agreed-upon rules for discussions (e.g., gaining the

floor in respectful ways, listening to others with care,

speaking one at a time about the topics and texts under

discussion). (SL.3.1b)

• Ask questions to check understanding of information

presented, stay on topic, and link their comments to the

remarks of others. (SL.3.1c)

• Explain their own ideas and understanding in light of the

discussion. (SL.3.1d)

• Follow multi-step verbal instructions and directions to

answer questions, perform tasks, or solve problems.

OC–3–1.1

• Converse and ask questions about content (e.g., stories,

songs, or poems). OC–3–1.2

• Participate in large group discussions to show

understanding of how other group members think. OC–

3–1.4

• Understand how alternative nonverbal actions reinforce a verbal message (e.g., use of gestures). OC–

3–1.5 a

• Attend to speaker and waiting for appropriate turn to

speak. OC–3–1.5 b

3.1.2 Determine the main ideas and supporting details of a text read



(categories, tree)


chart)

Employs ELA best practices e.g.

• balanced literacy


• think/read/write aloud

• conferencing




(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano


• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE aloud or information presented in diverse media and formats,

including visually, quantitatively, and orally. (SL.3.2)

• Use various linguistic elements and structures to

convey meaning. OC–3–2.2

• Tell stories, giving information using details and

provide a conclusion. OC–3–2.3

3.1.3 Ask and answer questions about information from a speaker,

offering appropriate elaboration and detail. (SL.3.3)

• Provide appropriate feedback to audience. OC–3–2.4

INSTRUCTIONAL STRATEGIES: modeling and cubing

ASSESSMENTS: DRA2 running records



Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

3 SPEAKING AND

LISTENING

3.2 Presentation of

Knowledge and

Ideas

Students

3.2.1 Report on a topic or text, tell a story, or recount an experience

with appropriate facts and relevant, descriptive details, speaking

clearly at an understandable pace. (SL.3.4)

• Use standards for good speaking in different kinds of

small groups and cultural settings. OC–3–2.1

• Use strategies to engage audience (e.g., eye-contact

and adjustment of rate and volume). OC–3–2.5

3.2.2 Create engaging audio recordings of stories or poems that

demonstrate fluid reading at an understandable pace; add visual

displays when appropriate to emphasize or enhance certain facts

or details. (SL.3.5)

• Use strategies to engage audience (e.g., eye-contact

and adjustment of rate and volume). OC–3–2.5

The teacher









(categories, tree)


chart)





• conferencing


Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews








EVIDENCE 3.2.3 Speak in complete sentences when appropriate to task and

situation in order to provide requested detail or clarification.

(SL.3.6)

• Use standards for good speaking in different kinds of

small groups and cultural settings. OC–3–2.1

• Use various linguistic elements and structures to

convey meaning. OC–3–2.2

• Tell stories, giving information using details and

providing a conclusion. OC–3–2.3

INSTRUCTIONAL STRATEGIES: teacher modeling,

strategies of effective oral communication and

teacher/peer conferencing

ASSESSMENTS: oral reports and oral communication


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards

• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE • explorelearning.com

(Gizmo™)


• www.ride.ri.gov

4. LANGUAGE

4.1 Conventions of

Standard English

Students

4.1.1 Apply background knowledge of:

• Collective nouns (e.g., group). • Occurring irregular plural nouns (e.g., feet, children, teeth,

mice, fish). • Reflexive pronouns (e.g., myself, ourselves). • Past tense of frequently occurring irregular verbs (e.g., sat,

hid, told).

• Adjectives and adverbs, and choose between them

depending on what is to be modified.

• Simple and compound sentences.

4.1.2 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking. (L.3.1)

• Explain the function of

o nouns – naming words

o pronouns – take the place of nouns

o verbs – action and state of being words

o adjectives – describing words

o adverbs – describes verbs, tells how e.g. walk

slowly (L.3.1a)

in general and their functions in particular sentences.

• Form and use

o regular plural nouns, e.g.

� book and books � box and boxes

� pony and ponies

o irregular plural nouns, e.g.

� child and children

The teacher









(categories, tree)


chart)





• conferencing


Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,





REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics








EVIDENCE

� man and men, woman and women

� geese and goose (L.3.1b)

• Use abstract nouns - things you cannot touch e.g.,

o childhood

o freedom

o education (L.3.1c)

• Form and use.

o regular verbs

� walk, talk, play

o irregular verbs

� run/ran, read/read,

� all forms of be

� go, going

� bring, brought

� make and made (L.3.1d)

• Form and use the simple verb tenses e.g.,

o I walked, I walk, I will walk (L.3.1e)

• Ensure subject-verb and pronoun-antecedent agreement.

o he plays, they play

o I am, he is, they are o must link a pronoun to a noun (L.3.1f)

• Form and use

o comparative and superlative adjectives

� tall, taller, tallest

� big, bigger, biggest

� old, older, oldest

o adverbs

� quickly, more quickly, most quickly

� carefully, more carefully, and most carefully



Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov


• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE Choose between them depending on what is to be modified

(L.3.1g)

• Use

o coordinating conjunctions – joins two clauses of

equal importance, e.g. and, but, so, for, nor, and

yet

o subordinating conjunctions – joins two clauses of

unequal importance, e.g. after, as, because,

before, if, than, that, though, unless, when, where

(L.3.1)h

• Produce

o simple sentences, e.g. I walk

o compound sentences – two independent clauses,

e.g. I walk and I play

o complex sentences – has a dependent and

independent clause, e.g. Because mom’s car broke,

I walk to school with my sister (L.3.1)

• Write a variety of complete simple sentences. W–3–

1.1

• Recognize indentations for new paragraphs. W–3–1.2

• Recognize complete sentences. W–3–1.5

• Apply directionality as appropriate to text. W–3–1.6

4.1.2 Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing. (L.3.2)

• Capitalize appropriate words in titles. (L.3.2a)

• Use commas in addresses. (L.3.2b)

• Use commas and quotation marks in dialogue. (L.3.2c)







EVIDENCE • Form and use possessives. (L.3.2d)

• Use conventional spelling for high-frequency and other

studied words and for adding suffixes to base words (e.g.,

sitting, smiled, cries, happiness). (L.3.2e)

• Use spelling patterns and generalizations (e.g., word

families, position-based spellings, syllable patterns, ending

rules, meaningful word parts) in writing words. (L.3.2f)

• Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings.

(L.3.2g)

• Use capital letters for the beginning of sentences and

names. W–3–9.2

• Use end punctuation correctly in simple sentences (i.e.,

period, question mark, exclamation point). W–3–9.4

• Correctly spell grade-appropriate, high-frequency words and use within-word patterns to correct spelling.

W–3–9.5

INSTRUCTIONAL STRATEGIES: Daily Language Review,

Writers’ Workshop, peer and teacher editing,

teacher/student conferencing, modeling, word sorts, word

bank, portable word walls, graphic organizers, checklists,

and rubrics

ASSESSMENTS: rubrics, readers response, writer’s

notebooks, daily language review, free writes, student work

samples across content areas, and writing portfolio

4 LANGUAGE

4.2 Knowledge of

Students

4.2.1 Use knowledge of language and its conventions when writing,

The teacher




Textbook -


450–790

REQUIRED

COMMON








EVIDENCE Language

speaking, reading, or listening. (L.3.3)

• Choose words and phrases for effect. (L.3.3a)

• Recognize and observe differences between the

conventions of spoken and written standard English.

(L.3.3b)

• Write with frequency, including in-school, out-of-

school, and during the summer. W–3–1.1

INSTRUCTIONAL STRATEGIES: Daily Language Review,

graphic organizers, Venn diagrams, and teacher modeling

ASSESSMENTS: writing portfolio






(categories, tree)


chart)





• conferencing




Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL


o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE Work, Marzano




Maps



Technology

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

4 LANGUAGE

4.3 Vocabulary

Acquisition and Use

Students

4.3.1 Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (L.3.4)

• Use sentence-level context as a clue to the meaning of a

word or phrase. (L.3.4a)

• Determine the meaning of the new word formed when a

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

agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). (L.3.4b)

• Use a known root word as a clue to the meaning of an

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

The teacher









(categories, tree)


chart)





• conferencing


Textbook -


450–790



Camillo



(550)


Literary text




fiction, mysteries

INFORMATIONAL

• Time for Kids

REQUIRED

COMMON


• NWEA


• Writing Prompts

• Common Tasks

SUGGESTED

FORMATIVE/

SUMMATIVE



• Exhibits







EVIDENCE companion). (L.3.4c)

• Use glossaries or beginning dictionaries, both print and

digital, to determine or clarify the precise meaning of key

words and phrases. (L.3.4d)

• Use strategies to unlock meaning (e.g., knowledge of

word structure, including:

o prefixes/suffixes and base words, such as “un-

covered”

o context clues o other resources, such as dictionaries, glossaries;

or prior knowledge). R–3–2.1 (state assessment)

• Select appropriate words to use in context, including

content specific vocabulary (e.g., predator/prey, or

words with multiple meanings). R–3–3.2 (state

assessment)

4.3.2 Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings. (L.3.5)

• Distinguish the literal and nonliteral meanings of words and

phrases in context (e.g., take steps). (L.3.5a)

• Identify real-life connections between words and their use

(e.g., describe people who are friendly or helpful). (L.3.5b)

• Distinguish shades of meaning among related words that

describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5c)

• Use strategies to unlock meaning , e.g. knowledge of

word structure, including:

o prefixes/suffixes and base words, such as “un-

covered”

o context clues

o other resources, such as dictionaries, glossaries;

or prior knowledge. R–3–2.1 (state assessment)

• Weekly Reader • Science trade books

o Weather patterns,


o Sun, moon, stars,


o Solar system



Informational text




student newspapers,







Hutchins


Zimmerman








Work, Marzano




Maps



Technology

• Interviews


• Journals








based/common tasks

• Rubrics



• Writing genres

o Informative

o Narrative

o Opinions

o Research


and informational

text







EVIDENCE

• Identify synonyms, antonyms, or homonyms/

homophones; or categorizing words. R–3–3.1 (state

assessment)

• Identify literary devices as appropriate to genre:

o rhyme

o alliteration

o dialogue

o description. R–3.4.5

• Identify possible motives of characters solar system.

R–3–6.1

4.3.3 Acquire and use accurately grade-appropriate conversational,

general academic, and domain specific words and phrases,

including those that signal spatial and temporal relationships

(e.g., After dinner that night we went looking for them).

(L.3.6)


ASSESSMENTS: DRA2/running records and AIMSweb

• Computers

• LCD projectors

• Smartboards


(Gizmo™)


• www.ride.ri.gov

english language arts curriculum grade 3 · • rubrics • science notebook • tests and quizzes...

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