Course: _3rd _ Grade _3rd Nine Weeks Instructional Guide

Unit/Theme: Determination (Week 1) Estimated Time: 5 days

Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

State Performance Indicators

SPI 0301.5.3 Compare and contrast two characters, ideas, or stories.

SPI 0301.3.7 Choose the most specific word to complete a simple sentence.

Prerequisite Skills

Unit Vocabulary - magnificent, masterpiece, ingredient, recipes, tasty, schedule, sequence, ingredients, profits, kettle, soup, menu, salt, peeper, kitchen, meal , stove

Academic Vocabulary – story elements, passage, text, analyze, explain, compare , contrast

Checks for UnderstandingState Performance Indicators

Assessments Activities Resources

☺0301.8.9 Compare and contrast different versions/representations of similar stories, English Language Artslegends, lessons, or events reflecting different cultures.

0301.5.3 Compare and

OgoingOngoing Informal Assessments

Students will retell the story orally . orally.

Thinking Map- Double Bubble two stories

Weekly Writing Prompt OptionsWrite a step-by-step recipe for a food you know how to cook.

Write a description of the best meal you ever

Treasures Book B

“Cook-A-Doodle-Doo!”T.E. pp. 10-45 LanguageLanguage Arts TE pp.398-

contrast two characters, ideas, or stories.

☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).

321 Summarizer

Daily Quick Check Observations

Weekly Comprehension Check

Weekly Fluency Passages

tasted. Explain why it was so good.

Proofread Morning Message for correct capitalization and punctuation.

Marzano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games

Read Aloud: “ When the Rain Came Up From China”

400

Books:Many Luscious Lollipops: A Book AboutAdjectivesIf You Were an AdjectiveHairy, Scary, Ordinary: What is an Adjective?

Treasures Interactive Read-Aloud Anthology and Plays

Unit/Theme: Determination ( Week 2) Estimated Time: 5 days

Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling

State Performance Indicators

SPI 0301.3.7 Choose the most specific word to complete a simple sentence.SPI 5.3 Compare and contrast two characters, ideas, or stories.

SPI 0301.3.7 Choose the most specific word to complete a simple sentence.

Prerequisite Skills

Unit Vocabulary - schedule, sequence, ingredients, profits, goods, services,

Checks for UnderstandingState Performance Indicators Assessments Activities Resources

☺0301.8.9 Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.

☺Compare and contrast different versions/representations of similar stories, English Language Arts0301.5.3 Compare and contrast

two characters, ideas, or stories. ☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).

5.3 Compare and contrast two characters, ideas, or stories ☺1.1 Know and use appropriately the meaning, forms and functions of adjectives (vividdescriptive words, comparative/superlative, articles)

Student writing will be evaluated using the TCAP 6-Point Rubric(TE 45B)

Complete Thinking Map ( Flow Map)

Students will participate in Writer’s Workshop.

Write an explanatory paragraph to inform the audience about something you like to do.

Students can work with a partner to present their topics. Eactopics. Eachh presentation should include a technology component.

Treasures “Welcome to the Bakery” TE 40-43

Course: _3rd_ Grade _3rd Nine Weeks( __days) Instructional Guide

Unit/Theme: Getting Along ( Week 3) Estimated Time: 5 days

Grade Level ExpectationsGLE 3.1.13 Experience various literary and media genres.GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of contexts.GLE 0301.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.

State Performance Indicators

SPI 0301.3.7 Choose the most specific word to complete a simple sentence.SPI 5.3 Compare and contrast two characters, ideas, or stories.

SPI 0301.3.7 Choose the most specific word to complete a simple sentence.

Prerequisite Skills

Unit Vocabulary - beamed, argued, possessions, fabric, purchased, quarreling, resolve, respect,

Academic Vocabulary - conflict, multi-meaning words, antonyms, synonyms, fact, opinion, simile, metaphor

Checks for UnderstandingState Performance Indicators

Assessments Activities Resources

☺0301.8.9 Compare and contrast different versions/representations of similar stories, legends, lessons, or events reflecting different cultures.

0301.5.3 Compare and contrast two characters, ideas, or stories.

☺0301.1.1 Know and use

OgoingOngoing Informal Assessments

Treasures TCAP Weekly Assessment

Treasures Fluency Assessment

Weekly Writing Prompt Options Imagine you were one of the seven brothers in the story. Write what you would have suggested doing with the spools of thread. Justify your suggestions in your story.

Reading Comprehension Strategy Lesson Drawing Conclusion

Treasures Book B“Seven Spools of Thread”T.E. pp. 46-77

Language Arts TE pp.402-406

appropriately the meaning, forms and functions of adjectives (vivid descriptive words, comparative/superlative, articles).☺Compare and contrast

different versions/representations of similar stories, English Language Arts

5.3 Compare and contrast two characters, ideas, or stories

☺1.1 Know and use appropriately the meaning, forms and functions of adjectives (vividdescriptive words, comparative/superlative, articles)

Turn and Talk

321 Summarizer

Exit Ticket

Quick Write and Quick Draw

Making Inferences

Center ActivityStudents will read Our Class Newsletter and work with a partner to construct a class newsletter using Microsoft Publisher

Design a flyer with directions telling how to make something.

Morning Meeting Greeting- Adjective GreetingSharing- Ways to show respect for othersActivity- I Have You HaveMessage-Students will identify adjectives in morning message

Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games

Strategy Lesson Power Points

Drawing Conclusions - Mrs. Caro's Class

http://buildingblocksofed.com/ppt.html

Academic Vocabulary

www. tn .gov/ education/ci/doc

www.graves.k12.ky.us

Unit/Theme: Protecting Our National Resources Week 4

Estimated Time: 5 days

Grade Level Expectations

Compare and ContrastGLE 3.1.13 Experience various literary and media genres.GLE 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.

Compare & contrast different versions/representations of similar stories, legends, lessons or events reflecting different culturesEnglish Language ArtsGLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.

GLE 3.1.09 Use active comprehension strategies to derive meaning while reading and check for understanding after reading.SPI 3.1.18. select questions used to focus or clarify thinking while reading.

English Language ArtsGLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.State Performance Indicators

SPI 3.1.18. Select questions used to focus or clarify thinking while reading. 0301. 5.3 Compare & contrast 2 characters, ideas, or stories

SPI 5.3 Compare and contrast two characters, ideas, or stories.

State Performance Indicators

SPI 3.1.18. select questions used to focus or clarify thinking while reading.

SPI 5.3 Compare and contrast two characters, ideas, or stories.

Prerequisite Skills

Unit Vocabulary - native, shouldn’t, research, sprout, clumps,

Checks for UnderstandingState Performance Indicators Assessments Activities Resources

0301.8.9 Compare & and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures.

0301. 5.3 Compare & and contrast 2 two characters, ideas, or stories.

Ongoing Informal Assessments

321 Summarizer

Daily Quick Check Observations

Weekly Comprehension

Thinking Maps- Double Bubble two similar stories from different cultures.Use Power Point presentation to introduce the meaning of the words compare and contrast.

The site listed below contains a full lesson on using a power pointPowerPoint on thinking maps to introduce compare and contrast.

http://www.uscupstate.edu/academics/education/

Treasures Book B“Washington Weed Whackers”T.E. pp. 78-89

Check

Weekly Fluency Passages

aam/lessons/emily_tallon/New%20Folder/lessonplans/lesson%20plan.htm

Have students play the Vocabulary Charades to review unit and academic vocabulary.

Building Academic VocabularyTeacher’s Manual,Page 57-58.

Course: _3rd _ Grade _3rd Nine Weeks( __days) Instructional Guide

Unit/Theme: Getting Involved ( Week 5) Estimated Time: 5 daysGrade Level Expectations

GLE 0301.1.1 Demonstrate knowledge of English usage.e,GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. 0301.1.4 Understand and use correctly standard marks ofpunctuation 0301.1.5 Use commas in direct address, dates, locationsState Performance Indicators

SPI 0301.1.9 Identify the correct use of commasand addresses, and items in a series.GLE 0301.1.1 Demonstrate knowledge of English usage,GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

State Performance Indicators

SPI 0301.1.9 Identify the correct use of commas

Prerequisite Skills

Unit Vocabulary-

Checks for UnderstandingState Performance Indicators

Assessments Activities Resources

0301.8.9 Compare and contrast

different versions/representations of

similar stories, legends, lessons or events reflecting different cultures.

0301.5.3 Compare and contrast two characters, ideas, or stories.

☺Compare and contrast different versions/representations of

Ongoing Informal Assessments

321 Summarizer

Daily Quick Check Observations

Weekly Comprehension Check

Weekly Writing Prompt Options Write a letter to the author .author.

Morning Message Marazano’s Six Steps to Vocabulary Instruction

Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding

Treasures Book B

“Here’s My Dollar!”T.E. pp. 90-111

Language Arts TE pp.176, 248,408

similar stories, English Language Arts 5.3 Compare and contrast two

characters, ideas, or stories ☺0301.1.1 Know and use appropriately the meaning, forms and functions of adjectives (vivid descriptive descriptive words, comparative/superlative, articles) 0301.1.4 Understand and use correctly standard marks of punctuation. 0301.1.5 Use commas in direct address, dates, locations and addresses, and items in a series.

0301.1.4 Understand and use correctly standard marks ofpunctuation 0301.1.5 Use commas in direct address, dates, locationsand addresses, and items in a series.

Weekly Fluency Passages Step 5 – Vocabulary Discussion Step 6- Vocabulary Games

Unit/Theme: A Place of My Own Estimated Time: 5 days Week 23

Grade Level ExpectationsGLE

Make and Confirm PredictionsGLE 1.08 Develop and use pre-reading strategies.Language Arts TE pp.176, 248,408GLE 0301.5.2 Use learned logic skills to make inferences and draw conclusions.

5.5 Draw conclusions based on evidence required during reading.

GLE 0301.8.1 Use active comprehension strategies before, during, and after reading. 0301.8.2 Check for understanding after reading and draw conclusions based on evidence gained while reading.

GLE 0301.1.2 Demonstrate knowledge of strategies andresourceand resourcess to determine the definition, pronunciation, andusage of words and phrases

State Performance Indicators

SPI 0301.1.17 Select appropriate synonyms andantonyms within contextPrerequisite Skills

Unit Vocabulary - Teach words in context.

Checks for UnderstandingState Performance Indicators Assessments Activities Resources

0301.6.1 Make predictions using text features English Language Arts

5.5 Draw conclusions based on evidence required during reading

0301.5.5 Draw conclusions based on evidence required during reading.

Use effective questioning techniques to check for understanding.

Stage 1: Prepare the Question

Stage 2: Present the Question

Use a PowerPoint presentation to review using context clues. www.clintweb.net/ctw/ context _ clues .ppt

Use strategies in the PowerPoint to assist in locating words in context from the unit story.

Language Arts TE pp.176, 248, 408

Treasures Book B“My Very Own Room”T.E. pp. 112-145

Quality Questioning: Research-based practice to engage

Stage 3: Prompt Student Responses

Stage 4:Process Student Responses

Stage 5: Reflect on Questioning Practice

every learner (p.5) by J.A.Walsh and B.D. Sattes, 2006

Checking for Understanding: Formative Assessment Techniques for Your Classroom, D. Fisher and N. Frey, 2007

Course: _3rd_ Grade 3rd Nine Weeks Instructional Guide Week 23 Unit/Theme: Poetry Unit Estimated Time: 5 days

Grade Level Expectations

Genre Study- Poems and Plays

GLE 1.13 Experience various literary and media genres.GLE 1.8.2 Experience various literary genres.GLE 3.1.05 Develop and use decoding strategies.

3.1.04 Develop and maintain phonemic awareness.English Language ArtsGLE 1.8.2 Experience various literary genres.

State Performance Indicators

SPI 3.1. 5. Recognize root words and their various inflections (e.g., walks, walking, walked).SPI 3.1.1. Identify and/or select rhyming words.SPI 3.1.10. Identify different forms of text as poems, plays, or stories.

.

GLE 3.1.05 Develop and use decoding strategies.

State Performance Indicators

SPI 3.1. 5. recognize root words and their variousinflectionsInflections (e.g., walks, walking, walked).SPI 3.1.1. Identify and/or select rhyming words.SPI 3.1. 10. identifyIdentify different forms of text as poems, plays, or stories.

Prerequisite Skills

Unit Vocabulary- Academic Vocabulary

Checks for UnderstandingState Performance Indicators

Assessments Activities Resources

☺ 0301.8.6 Recognize varying forms of text (poems, plays, novels).

0301.8.10 Explore the use of language in literary text.

0301.8.11 Identify and produce rhyming words

0301.8.10Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor).

☺ 0301.8.7 Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, biographies, folktales, and poetry) and media (photographs, the arts, films, video) genres.

3.1.04 Develop and maintain phonemic awareness.

Ongoing Informal Assessments

321 Summarizer

Daily Quick Check Observations

Weekly Comprehension Check

Weekly Fluency Passages

Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games

Genre: PoetryReview features of poetry:

Tells about a strong feeling or describesSomething

Written in lines Sometimes uses rhyme and/or rhythm and

often includes imagery and sensory language

Use Reader’s Theatre to develop fluency Help students select poems, Practice reading them with a group of

readers throughout the week, Perform the poems at the end of the

week

Treasures Book B

“My Very Own Room”T.E. pp. 112-145

http://library.thinkquest.org/J0112392/index.html

From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency I the Elementary School’ T.V. Rasinski,

N.D. Padak, 2008

Unit/Theme: Challenges Week Estimated Time: 5 days

Grade Level Expectations

GLE SequencingGLE 1.09 Use active comprehension strategies

English Language ArtsGLE 0301.5.3 Apply learned logic skills to selections read, as well as to classroom situationsGLE 0301.8.3 Learn basic characteristics of literary genres.Capitalization in QuotationsGLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases

State Performance IndicatorsState Performance Indicators

☺SPI 1.14. Determine sequence of events in a story.

Prerequisite Skills

Unit Vocabulary - sidewalks, grumbled, traders, blossomed, wailed, lonesome

Checks for UnderstandingState Performance Indicators Assessments Activities Resources

0301.5.6 Indicate sequences of events in text.

0301.1.3 Know and apply correctly the rules for capitalization (first word in a direct quotation).

√ 0301.1..3 Know and apply correctly the rules for

capitalization (first word in a direct quotation)

√ 0301.1..3 Know and apply correctly the

Daily Quick Check Observations

Weekly Comprehension Check

Weekly Fluency Passages

Textual Analysis is an effective way to use with reading passages.  It is a nine step process students take to think through and understand a text.

Before Reading

Step 1 - Read the title and any excerpts. Step 2 - Look at the pictures and captions. Step 3 - Read the first two sentences. Step 4 - Stop and brainstorm what you

Treasures Book B“Boom Town”T.E. pp. 150-183

Readworks.orghttp://www.readworks.org/tutorials/reading-passages

rules forcapitalization (first word in a direct quotation)

know and what the text may be about.

During Reading

Step 5 - Read and label the questions. Step 6 - Read the passage.

After Reading

Step 7 - Answer the questions. Step 8 - Prove your answers. Step 9 - Check your work.

Course: _3rd_ Grade _33rd Nine Weeks( 5 __days) Instructional Guide

Unit/Theme: Making A Difference Estimated Time: 5 days

Grade Level Expectations

Cause and Effect1.09 Use active comprehension strategies…

English Language ArtsGLE 1.5.2 Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases5.2 Distinguish cause from effectState Performance Indicators

SPI 1.12. Identify stated cause and effect relationships in text.SPI 5.3 Identify stated cause-effect relationships in text.SPI 0301.1.15 Recognize root words and their (e.g., walks, walking, walked).SPI 0301.1.16 Determine word meanings using prefixes and suffixes & context clues.

GLE 0301.1.2 Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases

√ 0301.1.10 Apply correct orthographic patterns(consonant doubling, changing “y” to “i”,dropping the final silent “e” before adding prefix).√ 0301.1.20 Use a variety of previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar wordsState Performance Indicators

SPI 1.12. Identify stated cause and effect relationships in text. SPI 5.3 Identify stated cause-effect relationships in text SPI 0301.1.15 Recognize root words and their (e.g., walks, walking, walked).SPI 0301.1.16 Determine word meanings using prefixes and suffixes & context clues.

Prerequisite Skills

Unit Vocabulary - gift, yearned, tend, produce, sturdy, schoolhouse, kindhearted

Academic Vocabulary –

Checks for UnderstandingState Performance Indicators

Assessments Activities Resources

3.1.09 Recognizing cause and effect relationships in text. 0301.5.2 Distinguish cause from effect. 0301.1.10 Apply correct orthographic patterns (consonant doubling, changing “y” to “i”, dropping the final silent “e” before adding prefix). 0301.1.20 Use a variety of

previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar words.

Ongoing Informal Assessments

321 Summarizer

Daily Quick Check Observations

Weekly Comprehension Check

Weekly Fluency Passages

PowerPoint can be used to introduce cause and effecthttp://jc-schools.net/ppt.html

Use signal words (if, then, because, since, so, before, after) to show cause-and-effect relationships.

Three ways to differentiate the unit lesson:

Modify the student independent practice.  Examples: 

Add sentence starters to open response questions.

Change how students are required to demonstrate mastery - multiple choice, open response, illustration, and dramatic performance.

Provide word banks to written response questions.

Provide texts on students' reading level when-ever reading a text is a requirement for the student independent practice.

Modify how you teach the lesson.  Examples:

Add or revise visual scaffolding during the lesson, such as charts or graphic organizers.

Teach the lessons in small groups. Vary the allotted lesson time by breaking up

the lesson into two days, focusing on more modeling examples in day one.

Treasures Book B“Beatrice’s Goat”T.E. pp. 184-217Suggested Essential Literature title: Freckle Juice by: Judy Blume

Language Arts TE pp.190, 274

Jc-schools.net

Allow students to preview the text used for the lesson before the lesson.

Modify the content used to teach the lesson.  Examples:

Choose a text for the lesson that is at the reading level of your students.

Add supporting learning objectives to the lesson to help students master the original learning outcome. 

Weekly Writing Prompt Options

Marazano’s Six Steps to Vocabulary Instruction Step 1- Introduce Vocabulary Step 2- Restate the Meaning Step 3- Visuals and Vocabulary Building Step 4- Activities for Deeper Understanding Step 5 – Vocabulary Discussion Step 6- Vocabulary Games

Unit/Theme: Estimated Time: 5 days

Checks for UnderstandingState Performance Indicators Assessments Activities Resources

recognizing cause and effect relationships in text5.2 Distinguish cause from effect5.2 Distinguish cause from effect√ 0301.1.10 Apply correct orthographic patterns(consonant doubling, changing “y” to “i”,dropping the final silent “e” before adding prefix).√ 0301.1.20 Use a variety of previously learned strategies (roots and affixes, context, reference resources) to determine the meanings of unfamiliar words