key principles in effective reading instruction

HooverCitySchoolsCurriculumGuideEnglishLanguageArtsGrade31

CurriculumguidesarelivingdocumentsdevelopedbyHooverCitySchools’educatorstoprovideeffectiveframeworksforteachingtheAlabamaCollegeandCareerReadyStandardsforeachgrade.Theymayberevisedfromyeartoyeartobetterpromotestudentlearning.YearataGlanceCorrelationofCurriculumtoAlabamaCCRSResourcesListofTextsKeyPrinciplesinEffectiveReadingInstructionReadersinteractwithbooksthroughspeaking,listening,writing,andmakingmeaningoftexts,bothinprintanddigitalformats.Readersuseself‐monitoringstrategieswhentheyinteractwithtext.Readersinteractwithavarietyoftextsacrossgenresbyreadingalargequantityoftexts.Readersstrengthentheircompetenceandfluencythroughdailyreadingofcontinuoustext.Readsunderstandhowtextsandgenresareorganized.Readerslearnnewwordsthroughexperienceswithtext.Readersreaddifferenttextsfordifferentpurposes.Readersinteractwithotherreadersthroughconversationandwriting.Readersreflectonandrespondtotheirwriting.


YearataGlanceReading ReadingFoundations Writing Language,Vocabulary,

SpeakingandListeningAUGUST Establishthereadingcommunity.MakingMeaningandPrimaryComprehensionToolkitsupportthesegoals.Establishroutinesforthefollowing: Expectationsforreaders’workshop

including:focusoncomprehensionstrategiesthroughthereadaloudexperiences(useMMUnit1mini‐lessons),personalizeinstructiontomeettheneedsofeachstudent;IndividualDailyReading(IDR)withindividualizedbook;

Takingcareofbooks;choosingtherightbook

Turnandtalkprocedures WaystorespondtoreadingMakingMeaningUnit1TheReadingLife—NarrativeNonfictionandFictionELA1,2,3,4,7,9,10,11,12,13,19,21,31(eachday’slessonshouldtake20‐30minutes,followedbyIDRandsmallgroupinstruction)Plantointentionallyteachthefollowingstandards:ELA1,2,4sincethosestandardsarenotexplicitlyaddressedinMakingMeaning.SuggestedTexts:MissNelsonIsMissing;OfficerBuckleandGloria;MissNelsonIsBack;Mr.Tanen’sTies;TheManWhoWalkedbetweentheTowers;OwenandMzee:TheTrueStoryofaRemarkableFriendship;YouForgotYour

PhonicsandWordRecognition ELA20 Decodemulti‐syllablewords

(ELA20c) Readgradeappropriate

irregularlyspelledwords(ELA20d)

FluencyELA21 Aspartoftheestablishingthe

readingcommunitydiscussion,reviewfluency(phrasing,pausing,stress,rate,andtheriseandfallinpitchofthevoiceinspeechtoconveymeaning)

Readon‐leveltextwithaccuracyandfluencytosupportcomprehension

Collectondemandwritingsamplesfromstudentinthethreegradelevelgenres:narrative,informational,andopiniontohelpestablishastudent’sgrowthonthewritingcontinuum.ELA22,23,24,25,2627,28Establishthewritingcommunity.BothUnit1ofMakingMeaningandLesson1ofthePrimaryComprehensionToolkitsupportyourinstructionasyouestablishtheclassroom’swritingcommunity.Buildacaringcommunitywherestudentsworkinpairs,groups,andasaclasstolistentoanddiscusswriting,brainstormideasforwriting,andsharetheirwriting.NarrativeWriting:CraftingTrueStoriesBend1:WritingPersonalNarrativeswithIndependence.ELA29,24,30,25,26,30,31,33,34,36 Startingthewritingworkshop:

visualizingpossibilities. Findingideasandwritingupa

storm. Drawingonarepertoireof

Strategies:WritingwithIndependence.

Writersuseastoryteller’s

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Withconventions,Grade3studentsarebecomingmoreadeptatendingpunctuation,commausage,


Skirt,AmeliaBloomer!ComprehensionToolkit:MonitoringComprehensionLesson1:Listentothevoiceinyourheadandleavetracksofyourthinking.SuggestedTexts:Amelia’sRoad;FlyAwayHomeormostanyinformationaltext.Alsorecommended:WhalesbySimon;SeaTurtlesbyRhodesELA10,11,12,13,14,15,16,17Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select

some“justright”booksforindependentreadingonappropriatereadinglevels.

Students,withteachersupport,selecthighlyengagingbooksofinterest.

Tier1SmallGroupInstructionduringLiteracyBlock(differentiatedasappropriateforallstudents)

SharedreadingexperiencewithtextELA1,2,3,4,5,10,11,12,13,14

GuidedreadingELA9,19,21 Teacher‐studentreading

conferences.ELA9,19,29,30,31,32,34,

BuildingvocabularyELA41,42,43

HCSGoal:Instructionaltextreadinglevelgoal:LevelM/NELA9,19

voice:theytellstoriesnotsummaries.

TakingStock:Pausingtoask,“HowamIdoing?”

Editingaswego:Makingsureotherscanreadourwriting

Writelegiblyincursive(ALStd.38)

appropriateuseofcapitalization,andareusingspellingpatternsandgeneralizationsinwriting—allsupportedbythismonth’swritingactivities.SpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc).ELA31,32,33,34,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42.


SEPTEMBERMakingMeaningUnit2:Visualizing—NarrativeNonfictionandFiction.Intentionallyfocusonthefollowingstandardsasstudentsreadanddiscusstexts.ELA21a,c;16,19,1,2,3,4,6,7,9,31Suggestedtexts:HaveYouSeenBugs?CherriesandCherryPitsTheSpookyTailofPrewittPeacockAuntFlossie’sHats(andCrabCakesLater)TheGirlWhoLovedWildHorsesKnotsonaCountingRopeADay’sWorkThePaperBagPrincessBoundlessGraceSIsforStory:Writer’sAlphabetPamandtheGreatOneChildTimeComprehensionToolkitLesson2:NoticeWhenYouLoseYourWay.Monitoringyourinnervoicetofocusyourthinking.Suggestedtexts:anydifficulttext.NationalGeographicExplorerandTimeforKidsareavailableonlineasarereadingpassagesofvarioustextcomplexitiesonreadworks.org.ELA10,11,12,13,14,15Lesson3:Read,Write,andTalk.Thinkyourwaythroughatext.Suggestedtext:Testing,Testing(CTKSourcebook)ELA10,11,12,13,14Lesson4:FollowtheTextSignposts.Usenonfictionfeaturestoguidelearning.Suggestedtexts:TheLifeandTimesofthePeanutoranynonfictiontextwithmanytextfeatures.ELA10,11,12,13,14,16,17Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandto

PhonicsandWordRecognitionKnowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.ELA20Understandtheconceptofpluralandpluralforms:adding–s(dogs,cats)adding–es(whenwordsendinx,ch,sh,s,ss,tch,zz);changing–yto–Iandaddinges;changingspelling(foot/feet).ELA20aFluencyReadwithsufficientaccuracyandfluencytosupportcomprehension.ELA21Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.ELA21CSomestudentsmayneedthefollowingTier1support:F&PWordStudyLessonsSomestudentsmayneedthefollowingreviews:(ELA20)

lclusters—bl,cl,fl,gl,pl,sl,splrclusters—br,dr,cr,pr,tr,fr,thr,spr,shrsclusters—sl,sn,sp,st,sw,sc,sk,sm,scr,squ,spr,spl,shr,schIdentifyingwordswithendingconsonantclusters:‐ch,‐ng–sh,‐th

ELA20

Recognizingphonogramswith

BendII:BecomingaStorytelleronthePage Rehearsing:storytellingand

leads.ELA26,30 Writingdiscoverydrafts.ELA

33a,30 Revisingbystudyingwhat

otherauthorshavedoneELA24b,c,26,24

StorytellersdeveloptheheartofthestoryELA26

Paragraphingtosupportsequencing,dialogue,andelaboration.ELA25,26

BendIII:WritingwithNewIndependenceonaSecondPiece Becomingone’sownjob

captain:startingasecondpiece,workingwithindependence.ELA26

Lettertoteachers:Revisionhappensthroughoutthewritingprocess.ELA25

Drafting:Writingfrominsideamemory.ELA24a‐c,25

Commasandquotationmarks:punctuatingdialogue.ELA26,24b,c,d


LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents‐‐‐‐specificallywhenlearningdialoguepunctuationandparagraphingthismonthduringwritingactivities.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Formanduseregularandirregularpluralnouns.ELA37cProducesimpleandcompound


meetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select








HCSInstructionalTextreadinglevelgoal:LevelNELA9,19

shortvowelsounds Recognizingwordpatterns

withendingconsonantclusters Recognizinghighfrequency

wordswith3ormoreletters

sentencesusingsubject–verbagreement.ELA37iSpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,3,33,34,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


OCTOBERMakingMeaningUnit3MakingInferences—FictionIntentionallyfocusonthefollowingstandardsasstudentsreadanddiscusstexts.ELA1,2,3,4,5,6,7,9,10SuggestedTexts:ThePaperBagPrincess;ThyFriend,Obadiah;TheLostLake;Julius,theBabyoftheWorld;HomeatLast;SophieandLou;BoundlessGrace;Allison;IHateEnglish;ComprehensionToolkitLesson7:QuestiontheText.Learntoaskquestionsasyouread.ELA10,11,12,13,14,15,16Suggestedtexts:TheWolfGirls:AnUnsolvedMysteryfromHistorybyYolen;CharlieAnderson(Abercrombie);Moonwalking(ToolkitTexts2/3);fromReadworks.org:ABitaboutButtons;AFireSafetyChecklist;AmazingAnimalHelpersComprehensionToolkitLesson8:ReadtoDiscoverAnswers(RI1)SuggestedTexts:FirstontheMoon(Sourcebook);MakingArtofJunk(ToolkitTexts2/3)ELA1,2,3,4,5,6,7,8,Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select



Tier1SmallGroupInstructionduring

PhonicsandWordRecognitionKnowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.ELA20Recognizeandusesyllables:opensyllable,closedsyllable,syllableswithavowelandasilente,syllableswithvowelcombinations Breakwordsintosyllablesto

readorwritethem Demonstrateknowledgeof

flexiblewaystosolvewords(noticingwordparts,noticingendsandprefixes)

Recognizebasewordsandremoveprefixesandsuffixestobreakthemdownandsolvethem

FluencyReadon‐leveltextwithaccuracyandfluencytosupportcomprehension.ELA21Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.ELA31CSomestudentsmayneedthefollowingTier1support:ELA20F&PWordStudyLessonsLS3:Recognizingwordswithendingconsonantdigraphsrecognizingwordswithbeginningandendingconsonantdigraphs.LS5:recognizingandusingyasa

FinishingtheNarrativeUnitBendIV:FixingUpandFancyingUpOurBestWork:RevisionandEditing Writersreviseinbig,important

ways.ELA24a,b,c,25 Revisingendings:learningfrom

publishedwritingELA24Sd Usingeditingchecklists.ELA25 Lettertoteachers:publishing:a

writingcommunitycelebrates.ELA26

TheArtofInformationWritingBend1:OrganizingInformation Teachingothersasawayto

primethepump.ELA23a,b Poweroforganizingand

reorgranizingELA23a,b,25,26

NewstructuresleadtonewthinkingELA23a,b,25,30

Lettertoteachers:layingthebricksofinformationELA23,25,30

Organizationmattersintextslargeandsmall.ELA23a,b,25,26


LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Useabstractnouns(ex:childhood,weather)ELA37Formanduseregularandirregularverbsinsimplepresent,past,andfutureverbtenses(Iwalked;Iwalk;Iwillwalk).


LiteracyBlock(differentiatedasappropriateforallstudents)





HCSInstructionalTextReadingLevelGoal:LevelNELA9,19

vowelsound.SP3:recognizingwordpatternswithlongvowelsoundsSP4:recognizingphonogramswithdoublevowelsHF2:recognizinghighfrequencywords2(fourormoreletters)

Producesimpleandcompoundsentencesusingsubject–verbagreementSpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42.


NOVEMBERMakingMeaningUnit7:WonderingandQuestioning—ExpositoryNonfiction.Suggestedtexts:FlashyFantasticRainForestFrogs;TheRightDogfortheJob;BuildinganIgloo;WhatIsaBat?WhatIsaFish?Amphibians(Theodorou);“WhatDoAnimalsPlay?”“FeelingtheHeat;”“BanningTag;”Also:NationalGeographicExplorer(nowonlineforfree)andScienceNewsforKids(sciencenewsforkids.org)Intentionallyfocusonthefollowingstandardsasstudentsreadanddiscusstextsforthisunit.ELA10,11,12,13,14,16,17,1,2,3,4,5,6,7,9ComprehensionToolkitLesson9:AskQuestionstoExpandThinking.Wonderaboutthetexttounderstandthebigideas.Suggestedtext:TheStoryofRubyBridges(CTKtradebook)ELA10,11,12,13,14,14,15,17Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select




Sharedreadingexperiencewithtext

PhonicsandWordRecognitionRecognizeandusesyllables(seeOctober)plussyllableswithavowelandr,syllablesinwordswithV‐Vpatterns,andsyllableswithdoubleconsonants.ELA20 Readandwrite3rdgradehigh

frequencywords Demonstrateknowledgeof

flexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes)

Decodemulti‐syllablewordsFluencyELA21 Readon‐leveltextwith

accuracyandfluencytosupportcomprehension

Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.

SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessonsLS6:Identifyingwordswithdifferentvowelsounds(e.g.,oo,ow,ea)SP5:recognizingwordpatternswithashortosound.SP6and7:Recognizingwordpatternswithuniquevowelsounds(oo,on,une,ood,ew,ue,oot,uit,

InformationWritingBendII:ReachingtoWriteWell Studyingmentortextsina

searchforelaborationstrategies.ELA23a,b,c,25

Makingconnectionswithinandacrosschapters.ELA23

Balancingfactsandideasfromthestart.ELA23,25

Researchingfactsandensuringtextaccuracy.ELA23,26

Lettertoteachers:reusingandrecyclingintherevisionprocess.ELA23,26

CreatingintroductionsthroughresearchingmentorauthorsELA23a,d

BendIII:MovingtowardPublication,MovingtowardReaders takingstockandsettinggoals

ELA23 puttingoneselfinreader’s

shoestoclearupconfusionELA23,25

usingtextfeaturesmakesiteasierforreaderstolearn.ELA23,25

lettertoteachers:fact‐checkingthroughrapidresearch.ELA23,28,29

punctuatingwithparagraphs.ELA29

Writelegiblyincursive(ALStd.38)InNovember,teachersmaywanttotaketheopportunitytohavetheirGrade3studentswritetheir

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Formanduseregularandirregularverbsinsimplepresent,past,andfutureverbtenses(Iwalked;Iwalk;Iwillwalk).ELA37Producesimpleandcompoundsentencesusingsubject–verbagreement.ELA37Usecoordinatingandsubordinatingconjunctions.ELA37Capitalizeappropriatewordsintitles.ELA38


ELA1,2,3,4,5,10,11,12,13,14 GuidedreadingELA9,19,21 Teacher‐studentreading



HCSInstructionalTextReadingLevelGoal:LevelNELA9,19

ool,ume,use,uge,ute,ub,uce,uke,une,oom,oup,ooze,ooth,uel,oose,uth)

“firefighter’spoem”fortheHooverCitywritingcontest.EntrieswillbedueinJanuary.

SpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc).ELA31,32,33,34,,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


DECEMBER MakingMeaningUnit4WonderingandQuestioning—FictionSuggestedTexts:TheGirlWhoLovedWildHorses;KnotsonaCountingRope;Babushka’sDoll;Emma’sRug;ADay’sWork;TheSpiritofTioFernando;AnAngelforSolomonSinger;MailingMay;MaryofMile18;FlyAwayHome;BraveIrene;Shrek!;CliffHangerELA1,3,4,9,20,39,40,2,5,6,7,8ComparingLiteratureUnitELA1,2,3,4,5,6,8,9(notinMMorCTK—butteachesaunitrequiredbytheALstandards)InthismonthofDecember,youcouldcompare2‐3differentstoriesaboutatimelytopicorcomparedifferentstoriesbythesameauthor.Youmaywanttohavestudentscreategraphicorganizerstoshowtheirthinkingforthisunit.ELA8:Compareandcontrastthethemes,settings,andplotsofstorieswrittenbythesameauthoraboutthesameorsimilarcharactersORcompareandcontrastbooksfromdifferentauthorswrittenaboutthesametopicortheme.Suggestedtexts:ComparingMissNelsonIsMissingwithMissNelsonIsBackORComparingKnotsonaCountingRopewithTheGirlWhoLovedWildHorsesUseotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select

PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans.ELA20Decodemulti‐syllablewords.ELA20Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes).ELA20FluencyELA21 Readon‐leveltextwith



Readon‐levelproseandpoetry

orallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessonsLS7:identifyingothervowelsounds(oo,oi,oy,ow,aw,au)

BendIVinInformationWritingTransferringLearningfromLongProjectstoShortOnes Plancontentareawritingabout

socialstudiesorscience.ELA23,25,26

RevisingfromselfassessmentsELA30

Craftingspeeches,articles,oronlinepublicationsusinginformationwritingskills.ELA23,25

Bringingallyouknowtoeveryproject.ELA23,26

Lettertoteachers:afinalcelebration:usingknowledgeaboutinformationalwritingtoteachyoungerstudents.ELA23,27

InDecember,teachersmaywanttotaketheopportunitytohavetheirGrade3studentswritetheir“firefighter’spoem”fortheHooverCitywritingcontest.EntrieswillbedueinJanuary.ELA24,25,26,27,30Writelegiblyincursive(ALStd.38

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA31,32,33,34,45,46.Formanduseregularandirregularverbsinsimplepresent,past,andfutureverbtenses(Iwalked;Iwalk;Iwillwalk).ELA37Producesimpleandcompound,sentencesusingsubject–verbagreement.ELA37Usecoordinatingandsubordinatingconjunctions.ELA37Capitalizeappropriatewordsintitles.ELA38aSpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriate









HCSInstructionalTextReadingLevelGoal:LevelOELA9,19

LS8:recognizinglongvowelpatternsLS9:recognizingdoubleconsonantsinwordsSP8:recognizingwordpatternswithuniquevowelsoundsSP9:recognizingwordpatternswithvowelcombinationsHF3:recognizinghighfrequencywords(with5ormoreletters)WS7:formalpluralsthataddesWS8:formingpluralswithwordsendinginf,fe,orif.

topicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


JANUARYMakingMeaningUnit6:AnalyzingTextFeatureswithExpositoryNonfictionELA10,11,12,13,14,15,17,18,19,1,9,31a,b,d.SuggestedTexts:MorningMeansaroundtheWorld;Food(byHall);EveningMealsaroundtheWorld;Reptiles;Crocodiles;TheStatueofLiberty;“HopetoIt:FancyFootwork;”“Origami:TheArtofJapanesePaperFolding;”“HowtoMakeaPaperAirplane;”and“LincolnSchoolLunchCalendarfortheWeekofMay21‐25.”Additionalresourcesavailablefreeandonline:NationalGeographicExplorer;TimeforKidsComprehensionToolkitLesson10:Inferthemeaningofunfamiliarwords.Usecontextcluestounpackvocabulary.Suggestedtexts:WhereAreYouGoing,Mayoni?Anyinformationaltextwithavarietyofcontextcluesforvocabularycouldbeusedforthislesson,includingsomeofthetextsmentionedaboveinunit6ofMakingMeaning.ELA10,11,12,14,16Lesson11:TackletheMeaningofLanguage.Drawconclusionsfromtextevidence.Suggestedtexts:“Moon”and“Secrets”poemsfromtheCTKSourcebook.ELA4,5,1.Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select

PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans.ELA20

Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes)ELA20Decodemulti‐syllablewordsELA20FluencyReadon‐leveltextwithaccuracyandfluencytosupportcomprehension.ELA21Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.ELA21Readon‐levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.ELA21SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessons.ELA20,21LS10:recognizingconsonantletterswithdifferentsounds(c,g,th,ch)

PersuasiveWriting:ChangingtheWorld.Persuasivespeeches,petitions,andeditorials.BendI:LaunchingWorkonPersuasiveSpeeches Practicingpersuasion.

ELA22a,b Gatheringbrave,boldopinions

forpersuasivewriting.ELA22a,b

Drawingonarepertoireofstrategiesforgeneratingopinionwriting:writingwithindependenceELA22a,b,c,d,30

Consideringaudiencetosaymore.ELA22b

Editingasyougo:makingsureyouraudiencecanalwaysreadyourdraftsELA22a,b,c,d,26

BendII:RaisingtheLevelofPersuasiveWriting Gatheringallyouknowabout

youropinionELA22a,b Organizingandcategorizing

ELA22b,26 Byconsideringaudience,

writersselectanddiscardmaterial.ELA22a,b,26

Paragraphingtoorganizeourdrafts.ELA22a,b,c,26,30

Choosingwordsthatsoundrightandevokeemotion.ELA26

Lettertotheteachers:lookingbackandlookingforward—assessingandpreparingfor

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Producecomplexsentencesusingsubject–verbagreement.ELA37Usecoordinatingandsubordinatingconjunctionstoproducecomplexsentences.ELA37









HCSInstructionalTextReadingLevelGoal:LevelOELA9,19

LS11:NotingsilentlettersSP10:recognizingphonogramswithdoubleconsonantsSP11:noticingwordpatternsthatrepresentuniquevowelssoundsSP12:recognizingwordswithVCpatternsSP13:recognizingvowelpattern(VCe)HF4:recognizinghighfrequencywords4WS11:recognizingsyllablesinwordswithvowelcombinationsWS12:noticingandusingpasttensewithedWS13:formingnewwordsbyadding–erWSA6:usingalphabeticalorder

mini‐publication.ELA27.Writelegiblyincursive.ELA38

Formandusepossessives.ELA38SpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


FEBRUARYComprehensionToolkitLesson13:CrackOpenFeatures.Inferthemeaningofsubheadingsandtitles.Suggestedtexts:ChoosefromtheGrade3socialstudiestradebooks.ELA14,16,10,11Lesson14:ReadwithaQuestioninMind.Infertoansweryourquestions.ELA14,16,10,11,12,17Suggestedtexts:ADropofWater(byWick)and“OurExcitingSolarNeighborhood”(ToolkitTextsGrades2/3).Lesson15:WrapYourMindaroundBigIdeas.Usetextevidencetoinferthemes.ELA10,11,12,13,14,16,17,17,19.Suggestedtexts:anyinformationaltextwillwork.YoumightwanttouseFireflies(byBrinkloe)andADay’sWork(byBunting).MakingMeaningUnit8:DeterminingImportantIdeasinNonfictionandFiction.ELA1,2,3,4,5,6,7,9,10,11,12,13,14,15,16,17,18.Suggestedtexts:Fables(byLobel)includingthespecificfables,“TheCamelDances,”“TheMouseattheSeashore,”and“TheYoungRooster.”Otherrecommendations,TicoandtheGoldenWings;TheGoldCoin;Lifetime;ADay’sWork;TheLionandtheMouse:AnAesopFable(byWatts);LubaandtheWren;YourMove;TheWednesdaySurprise.Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21

PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans.ELA20

Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes).ELA20Decodemulti‐syllablewords.ELA20FluencyReadon‐leveltextwithaccuracyandfluencytosupportcomprehension.ELA21Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.ELA21Readon‐levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.ELA21SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessons.ELA20,21LS12:takingapartwordswithopensyllables

PersuasiveWritingBendIII:FromPersuasiveSpeechestoPetitions,Editorials,andPersuasiveLetters. Inquiryintopetitions.ELA22a,

b,c,d Becomingyourownjob

captain.ELAa,b,c,d Lettertoteachers:gatheringa

varietyofevidence—interviewsandsurveys.ELA26

Revisingyourintroductionsandconclusionstogetyouraudiencetocare.ELA22a,d

Takingstockagain:goalsettingwithmoreindependence.ELA26

BendIV:CauseGroups Tacklingacause.ELA26 Becominginformedabouta

cause.ELA26,28 Gettingourwritingreadyfor

readerS.ELA26 Publishingyouropinionpiece

ELA22a,b,c,d,27,34February’sMakingMeaningUnit8setsthestageforMarch’swritingoffairytales.Writelegiblyincursive(ALStd.38)

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Producecomplexsentencesusingsubject–verbagreementELA37,h,iUsecoordinatingandsubordinatingconjunctionsto


Students,withteachersupport,selectsome“justright”booksforindependentreadingonappropriatereadinglevels.







HCSInstructionalTextreadinglevelgoal:LevelO.ELA9,19.

LS13:takingapartwordswithclosedsyllablesLS14:recognizingwordswithr‐influencedvowelsoundsSP14:recognizingwordpatternswithdoubleconsonantsSP15:recognizingpatternswithr‐influencedvowelsWS14:usingcompoundwordpartstounderstandmeaningsWS15:readingtwosyllablewordswithavowelandrWSA8:recognizingandusingsyllables

producecomplexsentences. ELA37Formandusepossessives.ELA38dSpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


MARCHMakingMakingMeaningUnit5:Wondering/Questioning—NarrativeNonfiction(Biography)ELA10,11,12,13,15,16,17,17,1,2,3,4,5,6,7,8,9SuggestedTexts:BraveHarriet;KateShelleyandtheMidnightExpress;CesarChavez(bySchaefer);WilmaUnlimited;LouGehrig:TheLuckiestMan;Satchmo’sBlues;ComprehensionToolkitLesson16:SpotlightNewThinking.ELA28,29,30,23,10,11,12,13,14.LearntouseaF/Q/RChart.Suggestedtexts:TheFirstOlympics;BuriedAlive;APetIguana;ThePopularityofPets(CTKSourcebook).Studentsmayalsospotlightnewthinkingbycomparingsomeofthewritingunitmentorfairytaletexts.Indevelopingafairytaleadaptation,itmayhelpthemtohavechartedcharacteristicsofmentortextfairytalesbeforewritingtheirown.Lesson17:RecordImportantIdeas.ELA28,29,30,23,10,11,12,13,14.CreateanFQRwithhistoricalfiction.Suggestedtexts:NowletMeFly:TheStoryofaSlaveFamily(Johnson)—checkCTKSourcebookUseotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeetstandards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select


PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans(RF3a)

Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes)(RF3)Decodemulti‐syllablewords(RF3d).FluencyReadon‐leveltextwithaccuracyandfluencytosupportcomprehension(RF4a)Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.(RF4c)Readon‐levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.(RF4b)SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessonsLS15:IdentifyingsilentlettersinwordsLS16:recognizingwordswiththe

ThereadingunitattheendofFebruarysetsthestageforthiswritingunit.NarrativeUnit:OnceUponaTime.Adaptingandwritingfairytales.Bend1:WritingintheFootstepsoftheClassics.ELA24,26,30,1,2,3,4,5,6,8 Adaptingclassictales Writingstoryadaptationsthat

holdtogether Storytelling,planning,and

draftingadaptationoffairytales

Writerscanstory‐tellandactoutastheydraft

Weavingnarrationthroughstories

Mirror,mirror,onthewall:assessmentusingselfreflection

BendII:Followthepath:Adaptingtaleswithindependence.ELA24,26,30,1,2,3,4,5,6,8,31,32,33,34,36 Goalsandplansareabigdeal Tellingstoriesthatmake

readersshiver Revisingearlyandoften Whendialogueswampsyour

draftandaddingactions Paintingapicturewithwords:

revisingforlanguage Thelongandshortofit:editing

forsentencevarietyELA26,37,38,39

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Producecomplexsentencesusingsubject–verbagreement.ELA37Formandusepossessives.ELA38Formandusecomparativeandsuperlativeadjectivesandadverbs,andchoosebetweenthem,dependingonwhatistobemodified.ELA37gSpeakingandListening








HCSInstructionalTextreadinglevelgoal:LevelP/QELA9,19

finalk sound(c,k,ke,ck,que)LS17:learningaboutwordswithcapitallettersSP16:recognizingwordswith/a/patternHF5:checkingyourknowledgeofhighfrequencywords

Writelegiblyincursive (ALStd.38)

StudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc.ELA31,32,33,34,,35,36VocabularyVocabularyforMakingMeaningisavocabularysupplementthatcanbetaughttheweekafterthecorrespondingMakingMeaninglessonsandhasbeenmadeavailabletoHooverteachers.TheprogrammaybeusedtoreinforcevocabularystudentsencounterduringtheMakingMeaningcomprehensionlessons.Thesupplementalvocabularylessonsaredesignedtolast5‐10minutesperday.ELA42


APRILComprehensionToolkitLesson18:TargetKeyInformation.Codethetexttoholdthinking.Suggestedtexts:Japan;YouCanDoYoga(ToolkitTexts2/3).ELA11,10,12,19,28,29Lesson19:DetermineWhattoRemember.Separateinterestingdetailsfromimportantideas.Suggestedtexts:RacingforLife/TheTourdeFrance(CTKSourcebook).ELA11,10,12,19,28,29Lesson20:DistinguishYourThinkingfromtheAuthor’s.Contrastwhatyouthinkwiththeauthor’sperspective.Suggestedtexts:WesternRoundUp(Sourcebook).ELA15Lesson21:ConstructMainIdeasfromSupportingDetails.Createatopic/detail/responsechart.Suggestedtexts:AnimalHelpers;OntheMove(ToolkitTexts2/3)ELA11,12,17,29ToaddafictionunittoApril,uniquetoGrade3,teachersmaywanttocollaborateononeofthesetopics:GrandparentStories(tocompareandcontrastthemessageandcharactersin2‐4bookswiththesametheme,suchasimportanceofgrandparents).ELA1,2,3,4,5,6,7,8,9.Suggestedtextsinclude:Grandfather’sJourney(bySay);TeawithMilk(bySay);SongandDanceMan;SnowedinwithGrandmotherSilk;AnnieandtheOldOne;ThroughGrandpa’sEyes;KnotsonaCountingRope;TheMemoryString.Poemideasforthisunitinclude3byLangstonHughes:“Grandpa’sStories,”“AuntSue’sStories,”“MothertoSon,”andEloiseGreenfield’s“ByMyself,”andLewisCarroll’s“YouAreOld,FatherWilliam.”OR

PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes.ELA20(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans

Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes).ELA20Decodemulti‐syllablewords.ELA20FluencyELA21 Readon‐leveltextwith



Readon‐levelproseandpoetry

orallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

SomestudentsmayneedthefollowingTier1support:F&PWordStudyLessonsSP17recognizingfrequentlyappearingsyllablesinwordpatterns

BendIII:BlazingTrails—WritingOriginalFairyTales.ELA23,26,27,1,2,3,4,5,6,7,8,9 Collectingideasfororiginal

fairytales Lettertoteachers:from“Thisis

afairytaleabout”to“OnceuponaTime.”

Tetheringobjectstocharacters Usingdescriptivelanguage

whiledrafting Revisingthemagic Revisingforreaders Lettertoteachers:editingwith

aneyeoutforbrokenpatterns( Afairytalepublishing

celebrationChoice:WritingGrippingFictionalNarratives(IfThenCurriculumbookinCalkinsbox).ELA23,26,27,1,2,3,4,5,6,7,8,9 Revisingwithintention:

makingstoriescomealivebystorytellingwithdetailandthinkingabouttheinternaljourneyoftheircharacters

Creatingtensionbyincludingobstacles,complicatingproblems,andchallengingsituations.

Addingrevealingdialoguetouncoverimportantdetailsandcharactertraitsthereaderdoesn’tknowwithoutthedialogue

OR

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Producecomplexsentencesusingsubject–verbagreement.ELA37Formandusecomparativeandsuperlativeadjectivesandadverbs,andchoosebetweenthem,dependingonwhatistobe


CulturalTricksterTales(tocompareandcontrastthetrickster,thefool,theproblem,anymagic,theending/trickinvariouscultures’trickstertales).Trickstertalesdifferfromtraditionalfairytalesbecausetheyendwithatrickofsomesort.Suggestedtextsinclude:TopsandBottoms(byStevens);BrerRabbitandtheTarBabyGirl;LoveandRoastChicken:ATricksterTalefromtheAndesMountains;IktomiandtheBuzzard(byGoble);AnansiandtheMossCoveredRock;HowtheBearGotaShortTale;Raven(McDermott);andHowtheRavenBroughtLighttothePeople(byDixon).ELA1,2,3,4,5,6,7,8,9IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,select








HF6:connectinghighfrequencywordsWS16:formingpluralsforwordsendinginoWS17:formingpluralssummaryWS18:identifyingsyllablesinmulti‐syllablewordsHCSInstructionalTextreadinglevelgoal:LevelP.ELA9,19

WritingTricksterTales.ELA23,26,27,1,2,3,4,5,6,7,8,9IfGrade3teacherscollaboratetocompletetheCulturalTricksterTalesreadingunit,theymaywanttoaddacomplementarywritingunittothestudy.Thiswritingunitwouldencouragestorydevelopmentwithalltheelementsoftraditionaltrickstertalesandendwithapublishingevent.Asthestudents’technologyskillshavegrownthroughouttheyear,agoalmightbetopublishthetrickstertalesdigitally.Writelegiblyincursive(ALStd.38)

modified.ELA37Usecommasandquotationmarksindialogue.ELA38UsecommasinaddressesELA38SpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,,35,36


MAYChoicesinMay:ComprehensionToolkitLessonsORMysteryGenreUnitORFeastofWordsUnitComprehensionToolkitLessons:Lesson22:Read,Think,React.Paraphraseandrespondtoinformation.Suggestedtext:FlyingHigh(ToolkitTexts2/3).ELA10,11,12,13,14,16,17,29Lesson23:ThinkbeyondtheText.Movefromfactstoideas.Suggestedtext:Garana’sStory(CTKSourcebook)ELA10,11,12,13,14,16,17,29Lesson24:ReadtoGettheGist.Synthesizeyourthinkingasyougo.Suggestedtext:TheManyFacesofMasks(CTKSourcebook).ELA10,11,12,13,14,16,17,29Lesson26:Read,Write,andReflect.Createasummaryresponsetoextendthinking.Suggestedtext:AliensCoverUp?andSeeingAliens(CTKSourcebook)ELA10,11,12,13,14,16,17,29ToaddafictionunittoMay,uniquetoGrade3,teachersmaywanttocollaborateonlanguage‐richtopicssuchasthefollowing:ORExploringtheMysteryGenreUnit.ELA1,2,3,4,5,6,7,8,9ByGrade3,studentsareusuallyreadytoreadavarietyofmysteriesandusecriticalthinkingskillstosolvethedilemmas.Thisgenreusuallyincludescharacters(suspects,detectives,witnesses),interestingsettings,plotswithproblems/crimesandsecretsandoftensomethingthatismissing.Cluestohelp

PhonicsandWordRecognitionIdentifyandknowthemeaningofthemostcommonprefixesandderviationalsuffixes.ELA20(bytheendoftheyear).Suggestedprefixes,basedonfrequencyofuse:un,re,in,dis,non,over,mis,sub,pre,trans

Demonstrateknowledgeofflexiblewaystosolvewords(noticingwordparts,noticingendingsandprefixes)ELA20Decodemulti‐syllablewords.ELA20FluencyELA21 Readon‐leveltextwith

accuracyandfluencytosupport


Readon‐levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.

ReadinginMay……….(continuedfromcolumnonleft)Useotherexemplarytextsthroughoutthemonthtodigdeeperintoskillpracticeandtomeet

UnitChoicesforMayPoetry:AFeastofWords(CalkinsIfThenCurriculumbook)BendI:PoetsasWriters.ELA5,9,21,24 PoetsLiveWriterlyLives WritingaboutThingsWeSee WritingaboutThingsWeCare

aboutBendII:PoetsCareaboutLanguageandFormELA5,9,21,24BendIII:PoetsRevisetoPerfectTheirCraft.ELA5,9,21,24,25,26,27BendIV:PoetsBuildAnthologiesandEditPoemsbeforeSharingThem.ELA5,9,21,24,25,26,27ORExploringtheMysteryGenreIfstudentsparticipateintheExploringtheMysteryGenrereadingunit,teachersmaywanttoextendthatunitwithacomplementarywritingunit.Thiswouldallowthecriticallythinkingmysteryreaderstotransferthegenreunderstandingtotheirownwriting.ELA5,9,21,24,25,26,27Writelegiblyincursive(ALStd.38)

LanguageandGrammarLanguageskillscanbeintegratedthroughwriter’sworkshopandTier1smallgroupinstruction.Timewillnotallowforeverygrammaticalconceptandtermpriortothisgradeleveltobetaught,soitisvitaltoidentifywherestudentsneedthemostsupportandinstruction.Identifyingstudents'area(s)ofneedcanbedoneinformallyasyouconferencewithstudentsabouttheirwriting.Studentwritingsamplescanbeanalyzedforcommongrammaticalerrors.Theseerrorsthenbecomethefocusforskillmini‐lessons,onlineskillpractice,andbecomepartofstudent’swritingchecklistgoals.Whenteachingmoresophisticatedgrammar(e.g.,complexsentencesandsuperlativeadverbs),usingexcerptsfromtextsreadinclassisagreatplacetostart.Chooseexcerptsthatmodelparticulargrammarelementsandusetheseasmentortextsforstudents.BigIdeas:DuringGrade3,emphasisexpandstoincludesubject‐verbagreement,comparativeandsuperlativeadjectivesandadverbs,andmorecomplexsentences.ELA37,38,39Producecomplexsentencesusingsubject–verbagreementELA37h,iUsecoordinatingand


insolvingthemystery,andredherrings(distractions).Determiningimportance,visualizing,andinferencingskillsfindrelevancyforthe3rdgraders.Suggestedtextsinclude:DetectiveLaRue;TheMissingMittenMystery,NatetheGreat;TheWebFiles;A‐ZMysteries(byRoy),TheBoxcarChildren;CalendarClubMysteries;CamJansen;EncyclopediaBrown;JigsawJones;andtheMysticLighthouseMysteries.(Scholasticoffersasimilarunit,free,onlineathttp://www.scholastic.com/teachers/lesson‐plan/ingredients‐mystery).ORAFeastofWordsUnitStudentsinthisunitwouldhaveopportunitiestoreadfictionandpoetrythatdemonstratestheuseofidiomsandexhibitscarefuldiction.ELA16,20,40,4,5,7SuggestedTexts:AmeliaBedeliaThankYou,AmeliaBedeliaAmeliaBedelia,RocketScientistDogBreath!TheHorribleTroublewithHallyTosisMyMommasLikestoStayEvenMoreParts:IdiomsfromHeadtoToeSuggestedReadAlouds:TheSearchforDeliciousFrindleSuggestedPoems:“EatingwhileReading”(Soto)CandyCorn:Poems(Stevenson)Popcorn:Poems(Stevenson)SweetCorn:Poems(Stevenson)“CatchaLittleRhyme”(Merriam)“BarefootDays”(Field)“TheCity”(Hughes)“Skyscrapers”(Field)

standards.ThereisalistofadditionalfavoriteGrade3textsattheendofthisdocument.IDR(IndividualizedDailyReading)ELA5,9,21 Students,withteachersupport,

selectsome“justright”booksforindependentreadingonappropriatereadinglevels.




GuidedreadingELA9,19,21

Teacher‐studentreadingconferences.ELA9,19,29,30,31,32,34,


HCSInstructionalTextreadinglevelgoal:LevelP.ELA9,19

subordinatingconjunctions toproducecomplexsentences.ELA37h,iFormandusepossessives.ELA38dSpeakingandListeningStudentsinGrade3willengageinconversationsaboutgrade‐appropriatetopicsandtexts.Inordertodoso,studentswillneedampleopportunitiestotakepartinavarietyofrich,structuredconversations.Studentsactivelyengageaspartofawholeclass,insmallgroups,andwithapartner,sharingtherolesofparticipant,leader,andobserver.Studentsatthislevelshouldengageincollaborativeconversations(suchasbookgroups,literaturecircles,buddyreading),anddevelopskillsinactive(close)listeningandgroupdiscussion(lookingatthespeaker,turntaking,linkingideastothespeakers’idea,sharingthefloor,etc)ELA31,32,33,34,,35,36


AlabamaCollegeandCareerReadyStandardsEnglishLanguageArts,Grade3,2013

ReadingStandardsforLiteratureKeyIdeasandDetails1.)Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfor

theanswers.[RL.3.1]2.)Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethecentralmessage,

lesson,ormoralandexplainhowitisconveyedthroughkeydetailsinthetext.[RL.3.2]3.)Describecharactersinastory(e.g.,theirtraits,motivations,orfeelings)andexplainhowtheiractionscontribute

tothesequenceofevents.[RL.3.3]

CraftandStructure4.)Determinethemeaningofwordsandphrasesastheyareusedinatext,distinguishingliteralfromnonliteral

language.[RL.3.4]5.)Refertopartsofstories,dramas,andpoemswhenwritingorspeakingaboutatext,usingtermssuchaschapter,

scene,andstanza;describehoweachsuccessivepartbuildsonearliersections.[RL.3.5]6.)Distinguishtheirownpointofviewfromthatofthenarratororthoseofthecharacters.[RL.3.6]

IntegrationofKnowledgeandIdeas7.)Explainhowspecificaspectsofatext'sillustrationscontributetowhatisconveyedbythewordsinastory(e.g.,

createmood,emphasizeaspectsofacharacterorsetting).[RL.3.7]8.)Compareandcontrastthethemes,settings,andplotsofstorieswrittenbythesameauthoraboutthesameor

similarcharacters(e.g.,inbooksfromaseries).[RL.3.9]

RangeofReadingandLevelofTextComplexity9.)Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoetry,atthehighendof

theGrades2‐3textcomplexitybandindependentlyandproficiently.[RL.3.10]


ReadingStandardsforInformationalTextKeyIdeasandDetails10.)Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfor

theanswers.[RI.3.1]11.)Determinethemainideaofatext;recount thekeydetailsandexplainhowtheysupportthemainidea.[RI.3.2]12.)Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnical

proceduresinatext,usinglanguagethatpertainstotime,sequence,andcauseandeffect.[RI.3.3]

CraftandStructure13.)Determinethemeaningofgeneralacademicanddomain‐specificwordsandphrasesinatextrelevantto

aGrade3topicorsubjectarea.[RI.3.4]14.)Usetextfeaturesandsearchtools(e.g.,keywords,sidebars,hyperlinks)tolocateinformationrelevanttoa

giventopicefficiently.[RI.3.5]15.)Distinguishtheirownpointofviewfromthatoftheauthorofatext.[RI.3.6]

IntegrationofKnowledgeandIdeas16.)Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrate

understandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur).[RI.3.7]17.)Describethelogicalconnectionbetweenparticularsentencesandparagraphsinatext(e.g.,comparison;cause

andeffect;first,second,thirdinasequence).[RI.3.8]18.)Compareandcontrastthemostimportantpointsandkeydetailspresentedintwotextsonthesametopic.

[RI.3.9]

RangeofReadingandLevelofTextComplexity19.)Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,and

technicaltexts,atthehighendoftheGrades2‐3textcomplexitybandindependentlyandproficiently.[RI.3.10]


ReadingStandards:FoundationalSkillsPhonicsandWordRecognition20.)Knowandapplygrade‐levelphonicsandwordanalysisskillsindecodingwords.[RF.3.3]

a.Identifyandknowthemeaningofthemostcommonprefixesandderivationalsuffixes.[RF.3.3a]b.DecodewordswithcommonLatinsuffixes.[RF.3.3b]c.Decodemultisyllablewords.[RF.3.3c]d.Readgrade‐appropriateirregularlyspelledwords.[RF.3.3d]

Fluency21.)Readwithsufficientaccuracyandfluencytosupportcomprehension.[RF.3.4]

a.Readon‐leveltextwithpurposeandunderstanding.[RF.3.4a]b.Readon‐levelproseandpoetryorallywithaccuracy,appropriaterate,andexpressiononsuccessivereadings.[RF.3.4b]c.Usecontexttoconfirmorself‐correctwordrecognitionandunderstanding,rereadingasnecessary.[RF.3.4c]

WritingStandardsTextTypesandPurposes22.)Writeopinionpiecesontopicsortexts,supportingapointofviewwithreasons.[W.3.1]

a.Introducethetopicortexttheyarewritingabout,stateanopinion,andcreateanorganizationalstructurethatlistsreasons.[W.3.1a]b.Providereasonsthatsupporttheopinion.[W.3.1b]c.Uselinkingwordsandphrases(e.g.,because,therefore,since,forexample)toconnectopinionandreasons.[W.3.1c]d.Provideaconcludingstatementorsection.[W.3.1d]

23.)Writeinformativeorexplanatorytextstoexamineatopicandconveyideasandinformationclearly.[W.3.2]

a.Introduceatopicandgrouprelatedinformationtogether;includeillustrationswhenusefultoaiding


comprehension.[W.3.2a]b.Developthetopicwithfacts,definitions,anddetails.[W.3.2b]c.Uselinkingwordsandphrases(e.g.,also,another,and,more,but)toconnectideaswithincategoriesofinformation.[W.3.2c]d.Provideaconcludingstatementorsection.[W.3.2d]

24.)Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,descriptive

details,andcleareventsequences.[W.3.3]

a.Establishasituationandintroduceanarrator,characters,orboth;organizeaneventsequencethatunfoldsnaturally.[W.3.3a]b.Usedialogueanddescriptionsofactions,thoughts,andfeelingstodevelopexperiencesandeventsorshowtheresponseofcharacterstosituations.[W.3.3b]c.Usetemporalwordsandphrasestosignaleventorder.[W.3.3c]d.Provideasenseofclosure.[W.3.3d]

ProductionandDistributionofWriting25.)Withguidanceandsupportfromadults,producewritinginwhichthedevelopmentandorganizationare

appropriatetotaskandpurpose.(Grade‐specificexpectationsforwritingtypesaredefinedinstandards22‐24above.)[W.3.4]

26.)Withguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,

revising,andediting.(EditingforconventionsshoulddemonstratecommandofthefirstthreeLanguagestandardsinGradesK‐3.)[W.3.5]

27.)Withguidanceandsupportfromadults,usetechnologytoproduceandpublishwriting(usingkeyboarding

skills)aswellastointeractandcollaboratewithothers.[W.3.6]

ResearchtoBuildandPresentKnowledge28.)Conductshortresearchprojectsthatbuildknowledgeaboutatopic.[W.3.7]29.)Recallinformationfromexperiencesorgatherinformationfromprintanddigitalsources;takebriefnoteson

sourcesandsortevidenceintoprovidedcategories.[W.3.8]


RangeofWriting30.)Writeroutinelyoverextendedtimeframes,includingtime forresearch,reflection,andrevision,andshorter

timeframessuchasasinglesittingoradayortwoforarangeofdiscipline‐specifictasks,purposes,andaudiences.[W.3.10]

SpeakingandListeningStandardsComprehensionandCollaboration31.)Engageeffectivelyinarangeofcollaborativediscussions(one‐on‐one,ingroups,andteacher‐led)withdiverse

partnersonGrade3topicsandtexts,buildingonothers'ideasandexpressingtheirownclearly.[SL.3.1]a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationandotherinformationknownaboutthetopictoexploreideasunderdiscussion.[SL.3.1a]b.Followagreed‐uponrulesfordiscussions(e.g.,gainingthefloorinrespectfulways,listeningtootherswithcare,speakingoneatatimeaboutthetopicsandtextsunderdiscussion).[SL.3.1b]c.Askquestionstocheckunderstandingofinformationpresented,stayontopic,andlinktheircommentstotheremarksofothers.[SL.3.1c]d.Explaintheirownideasandunderstandinginlightofthediscussion.[SL.3.1d]

32.)Determinethemainideasandsupportingdetailsofatextreadaloudorinformationpresentedindiversemedia

andformats,includingvisually,quantitatively,andorally.[SL.3.2]33.)Askandanswerquestionsaboutinformationfromaspeaker,offeringappropriateelaborationanddetail.

[SL.3.3]

PresentationofKnowledgeandIdeas34.)Reportonatopicortext,tellastory,orrecountanexperiencewithappropriatefactsandrelevant,descriptive

details,speakingclearlyatanunderstandablepace.[SL.3.4]35.)Createengagingaudiorecordingsofstoriesorpoemsthatdemonstratefluidreadingatanunderstandablepace;

addvisualdisplayswhenappropriatetoemphasizeorenhancecertainfactsordetails.[SL.3.5]36.)Speakincompletesentenceswhenappropriatetotaskandsituationinordertoproviderequesteddetailor

clarification.(SeeGrade3Languagestandards37and39forspecificexpectations.)[SL.3.6]


LanguageStandardsSkillsandunderstandingsthatareparticularlylikelytorequirecontinuedattentioninhighergradesastheyareappliedtoincreasinglysophisticatedwritingandspeakingaremarkedwithanasterisk(*).ConventionsofStandardEnglish37.)DemonstratecommandoftheconventionsofStandardEnglishgrammarandusagewhenwritingorspeaking.

[L.3.1]

a.Explainthefunctionofnouns,pronouns,verbs,adjectives,andadverbsingeneralandtheirfunctionsinparticularsentences.[L.3.1a]b.Formanduseregularandirregularpluralnouns.[L.3.1b]c.Useabstractnouns(e.g.,childhood).[L.3.1c]d.Formanduseregularandirregularverbs.[L.3.1d]e.Formandusethesimple(e.g.,Iwalked;Iwalk;Iwillwalk)verbtenses.[L.3.1e]f.Ensuresubject‐verbandpronoun‐antecedentagreement.*[L.3.1f]g.Formandusecomparativeandsuperlativeadjectivesandadverbs,andchoosebetweenthemdependingonwhatistobemodified.[L.3.1g]h.Usecoordinatingandsubordinatingconjunctions.[L.3.1h]i.Producesimple,compound,andcomplexsentences.[L.3.1i]

38.)DemonstratecommandoftheconventionsofStandardEnglishcapitalization,punctuation,andspellingwhen

writing.[L.3.2]

a.Capitalizeappropriatewordsintitles.[L.3.2a]b.Usecommasinaddresses.[L.3.2b]c.Usecommasandquotationmarksindialogue.[L.3.2c]d.Formandusepossessives.[L.3.2d]e.Useconventionalspellingforhigh‐frequencyandotherstudiedwordsandforaddingsuffixestobasewords(e.g.,sitting,smiled,cries,happiness).[L.3.2e]


f.Usespellingpatternsandgeneralizations(e.g.,wordfamilies,position‐basedspellings,syllablepatterns,endingrules,meaningfulwordparts)inwritingwords.[L.3.2f]g.Writelegibilyincursive.(Alabama)h.Consultreferencematerials,includingbeginningdictionaries,asneededtocheckandcorrectspellings.[L.3.2g]

KnowledgeofLanguage39.)Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.[L.3.3]

a.Choosewordsandphrasesforeffect.*[L.3.3a]b.RecognizeandobservedifferencesbetweentheconventionsofspokenandwrittenStandardEnglish.[L.3.3b]

VocabularyAcquisitionandUse40.)Determineorclarifythemeaningofunknownandmultiple‐meaningwordsandphrasesbasedonGrade3

readingandcontent,choosingflexiblyfromarangeofstrategies.[L.3.4]

a.Usesentence‐levelcontextasacluetothemeaningofawordorphrase.[L.3.4a]b.Determinethemeaningofthenewwordformedwhenaknownaffixisaddedtoaknownword(e.g.,agreeable/disagreeable,comfortable/uncomfortable,care/careless,heat/preheat).[L.3.4b]c.Useaknownrootwordasacluetothemeaningofanunknownwordwiththesameroot(e.g.,company,companion).[L.3.4c]d.Useglossariesorbeginningdictionaries,bothprintanddigital,todetermineorclarifytheprecisemeaningofkeywordsandphrases.[L.3.4d]

41.)Demonstrateunderstandingofwordrelationshipsandnuancesinwordmeanings.[L.3.5]

a.Distinguishtheliteralandnonliteralmeaningsofwordsandphrasesincontext(e.g.,takesteps).[L.3.5a]b.Identifyreal‐lifeconnectionsbetweenwordsandtheiruse(e.g.,describepeoplewhoarefriendlyorhelpful).[L.3.5b]c.Distinguishshadesofmeaningamongrelatedwordsthatdescribestatesofmindordegreesofcertainty(e.g.,knew,believed,suspected,heard,wondered).[L.3.5c]


42.)Acquireanduseaccuratelygrade‐appropriateconversational,generalacademic,anddomain‐specificwords

andphrases,includingthosethatsignalspatialandtemporalrelationships(e.g.,Afterdinnerthatnightwewentlookingforthem).[L.3.6]

HelpfulResourcesforGrade3MakingMeaning,3,2ndEditionbyDevelopmentalStudiesCenterComprehensionToolkitbyStephanieHarveyandAnneGoudvisUnitsofStudyinInformation,Narrative,andOpinionWriting,Grade3byLucyCalkinsWordStudyLessons,Grade3byFountasandPinnellWordStudyTeacherResourceBinder,Grade3byFountasandPinnellPleaseaddnoteshereaboutadditionalresources/websites/apps/programsthatyoufind.Wecanaddthemtoournextrevisionofthiscurriculumguide.


FavoriteGrade3TextstoSupportInstruction(Hooverteachersandstudentshavemanyfavorites,belowareafew)SnowTreasurebyMcSwiganBlack‐EyedSusanbyArmstrongSybilLudington’sMidnightRidebyAmstelAbrahamLincolnComesHomebyBurleighISurvivedtheDestructionofPompeii,79A.D.byTarshisAHero’sQuestbyGrimstoneP.K.PinkertonandtheDeadlyDesperadosbyLawrenceTheAdventuresofSirGawaintheTruebyMorrisDeathoftheIronHorsebyGobleTheVillagethatVanishedbyGrifalconiSecretsatSeabyPeckRidingFreedombyRyanMoreStoriesJulianTellsbyCameronShoeshineGirlbyBullaKnotsonaCountryRopebyMartinRamonaQuimby,Age8byClearySophietheAwesomebyBergenTheLuckyBaseballBatbyChristopherCatwingsbyLeGuinJamesandtheGiantPeachbyDahlTheDaringEscapeoftheMisfitMenageriebyResnickTheBorrowersbyNortonFlightofthePhoenixbyLeFeversTheKing’sEqualbyPatersonAnansiTheSpider:ATalefromtheAshantibyMcDermottRaven:ATricksterTalefromthePacificNorthwestbyMcDermottPapagayo:TheMischiefMakerbyMcDermottSootfacebySanSouciRapunzelbyZelinskyCinderellabyPerraultSeedbySeedbyCodellFablesbyLobelTheTroublewithChickensbyCroninTheChameleonWoreChartreusebyHaleEncyclopediaBrownandtheBestCasesEverbySobolTheMysteryofPirate’sPointbyPanecCamJansen(Series)byAdlerTheLegendofDiamondLilbyCroninNatetheGreatandtheStolenBasebySlote(alsoaseries)

HooverCitySchoolsCurriculumGuideEnglishLanguageArtsGrade331SarahPlainandTallbyMacLachlanTheTaleofDespereauxbyDiCamilloCharlotte’sWebbyWhiteLonPoPo:ARed‐RidingHoodStoryfromChinabyYoungSadakoandtheThousandPaperCranesbyCoerrAmosandBorisbySteigChickenSundaybyPolaccoTheStormbyRylantTheTwelveDancingPrincessesbyMayerThe13ClocksbyThurberBuddy:TheFirstSeeingEyeDogbyMoorePirates!RaidersoftheHighSeasbyMaynard26FairmountAvenuebydePaolaBoy,WereWeWrongaboutDinosaurs!byKudlinskiWhoWasLeonardoDaVinci?byEdwardsAMedievalFeastbyAlikiLizards,Frogs,andPolliwogs:PoemsandPaintingsbyFlorianWhataDayItWasatSchool!byPrelutskyAlltheSmallPoemsand14MorebyWorthCountMeaRhymebyYolenComets,Stars,theMoon,andMars:SpacePoemsandPaintingsbyFlorian

key principles in effective reading instruction

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