language arts pacing guide third grade third quarter · pdf fileweekly comprehension test...

Language Arts Pacing Guide

Third Grade Third Quarter (Week 19); Spelling Unit 18

ELA Unit 4: Lesson 17: Domain: Earth Science; Lesson Topic: Fossils Essential Question: What can fossils tell us about the past?

Anchor Text: The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING INFORMATIONAL TEXT (RI): Skill: Conclusions

Skill: Point of View

Strategy: Visualize

Weekly Comprehension Test

Running Records (conferencing)

DRA

Reader’s Notebook

Exit Slips

RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-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.3.6-Distinguish their own point of view from that of the author of a text. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): Review Units 13-17 o Review ch, sh,

tch, th, wr, ck o Review Complex

Consonants: Soft g, Soft c

o Review Digraphs; Blends

o Review The Schwa Sound

o Review Words Writers Use

Spelling Words

High Frequency Words

Vocabulary (Word Wall) Words

Observations

Word Wall Activities

Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 120. Students should complete Pg 120 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 121. Students should complete Pg 121 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 122-123. Students should complete Pg 122-123 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 124-125. Students should complete Pg 124-125 for possible grade. Friday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 126-127. Students should complete Pg 126-127 for possible grade

Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Opinion Writing: Opinion Paragraph

Focus Trait:Voice

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Skill: Conclusions


Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1e-Form and use the simple verb tenses. L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.2a-Capitalize appropriate words in titles. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through

Adjectives that Compare

Vocabulary Strategy: Suffix -ly

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test

Weekly Vocabulary Test

Writing Rubrics

Writing Samples

DOL

conversations, reading and being read to, and responding to texts.

Language Arts Pacing Guide Third Grade

Third Quarter (Week 20); Spelling Unit 19

ELA Unit 4: Lesson 18: Domain: Life Science; Lesson Topic: Trees Essential Question: What are some differences among types of trees?

Anchor Text: A Tree is Growing (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Text and Graphic Features

Skill: Domain-Specific Vocabulary

Strategy: Question



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.5-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.3.10-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 independently and proficiently.

READING INFORMATIONAL TEXT (RI):

RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-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.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5-Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.6-Distinguish their own point of view from that of the author of a text. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): /o/: aw, o

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 128. Students should complete Pg 128 for possible grade.

Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on

successive readings.

Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 129. Students should complete Pg 129 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 130. Students should complete Pg 130 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 131. Students should complete Pg 131 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Opinion Writing: Problem-and-Solution Paragraph

Focus Trait: Word Choice

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Strategy: Question Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.5-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested

detail or clarification.

LANGUAGE (L):

L.3.1c-Use abstract nouns. L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.1i-Produce simple, compound, and complex sentences. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.3a-Choose words and phrases for effect. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Using the Verb be and Helping Verbs

Vocabulary Strategy: Word Roots

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL



ELA Unit 4: Lesson 19: Domain: Community; Lesson Topic: Social Relationships Essential Question: How do members of a community help each other?

Anchor Text: Two Bear Cubs (Myth/Play) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Story Structure

Skill: Story Message

Strategy: Summarize



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5-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.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): r-Controlled Vowel /or/: or, ore, ar, oar

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 134. Students should complete Pg 134 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 135. Students should complete Pg 135 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 136. Students should complete Pg 136 for grade. Thursday: Review Word List; Review

Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Spelling Strategy; Discuss & Go Over Pg 137. Students should complete Pg 137 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Opinion Writing: Prewrite a Persuasive Essay

Focus Trait: Ideas

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Strategy: Summarize Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L.3.2g-Consult reference materials, including beginning

More Irregular Verbs

Vocabulary Strategy: Prefixes pre-, re-, bi-

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


dictionaries, as needed to check and correct spellings. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Writing Rubrics

Writing Samples

DOL


Third Quarter (Week 22) Spelling Unit 21

ELA Unit 4: Lesson 20: Domain: Earth Science; Lesson Topic: Climate Essential Question: What are the coldest places on Earth like?

Anchor Text: Life on the Ice (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Main Ideas and Details

Skill: Literal and Nonliteral Meanings

Strategy: Infer/Predict



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5-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.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. RL.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-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.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): r-Controlled Vowel /ur/: or, ur, ear, ir

Observations

Word Wall Activities Phonics & Word Recognition:

RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Spelling Words



Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 140. Students should complete Pg 140 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 141. Students should complete Pg 141 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 142. Students should complete Pg 142 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 143. Students should complete Pg 143 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Opinion Writing: Draft a Persuasive Essay

Focus Trait: Organization

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6-With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and

shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Strategy: Summarize Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

LANGUAGE (L):

L.3.1a-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5a-Distinguish the literal and nonliteral meanings of words and phrases in context. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

What Is an Adverb

Vocabulary Strategy: Dictionary/Glossary

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL


Third Quarter (Week 23); Spelling Unit 22

ELA Unit 5: Lesson 21: Domain: American History; Lesson Topic: Pioneer Life Essential Question: What was life on the prairie like for the pioneers?

Anchor Text: Sarah, Plain and Tall (Historical Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Story Structure


Strategy: Monitor/Clarify



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): r-Controlled Vowel /ar/: air, ear, are, ere, eir

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 146. Students should complete Pg 146 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 147. Students should complete Pg 147 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 148. Students should complete Pg 148 for grade.

Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding.

Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 149. Students should complete Pg 149 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Narrative Writing: Fictional Narrative Paragraph

Focus Trait: Ideas

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c-Use temporal words and phrases to signal event order. W.3.3d-Provide a sense of closure. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Skill: Point of View

Strategy: Monitor/Clarify

Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6-Speak in complete sentences when appropriate

to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1i-Produce simple, compound, and complex sentences. L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Adverbs that Compare

Vocabulary Strategy: Prefix non-

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL



ELA Unit 5: Lesson 22: Domain: Life Science; Lesson Topic: Animal Migration Essential Question: Why do animals migrate to other places?

Anchor Text: The Journey: Stories of Migration (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Compare and Contrast

Skill: Author’s Word Choice

Strategy: Visualize



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-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.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): Single Syllable Homophones

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 152. Students should complete Pg 152 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 153. Students should complete Pg 153 for grade.

Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency RF.3.4a-Read grade-level text with purpose and understanding.

Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 154. Students should complete Pg 154 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 155. Students should complete Pg 155 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Narrative Writing: Descriptive Paragraph


Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Skill: Compare and Contrast

Skill: Author’s Word Choice

Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.5-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1i-Produce simple, compound, and complex sentences. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3a-Choose words and phrases for effect. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.5b-Identify real-life connections between words and their use. L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Making Comparisons

Vocabulary Strategy: Word Roots

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL



ELA Unit 5: Lesson 23: Domain: Communication; Lesson Topic: Sending Messages Essential Question: How can people communicate over long distances?

Anchor Text: The Journey of Oliver K. Woodman (Fantasy) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Sequence of Events

Skill: Formal and Informal Language

Strategy: Analyze/Evaluate



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5-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.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.5-Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): Review Units 19-23 o Review /o/: aw, o o Review r-

Controlled Vowel /or/: or, ore, oar, ar

o Review r-Controlled Vowel /ur/: or, ur, ear, ir

o Review r-Controlled Vowel /ar/: air, ear, are, ere, eir

o Review Single-

Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 158. Students should complete Pg 158 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 159. Students should complete Pg 159 for grade.

Phonics & Word Recognition: RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. RF.3.3c-Decode multi-syllable words. RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Syllable Homophones

Spelling Words



Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 160-161. Students should complete Pg 160-161 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 162-163. Students should complete Pg 162-163 for possible grade. Friday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 164-165. Students should complete Pg 164-165 for possible grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Narrative Writing: Dialogue

Focus Trait: Voice

Sentence Writing

Journaling

Writing Samples

W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Skill: Formal and Informal Language

Strategy: Analyze/Evaluate

Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1d-Form and use regular and irregular verbs. L.3.1i-Produce simple, compound, and complex sentences. L.3.2c-Use commas and quotation marks in dialogue. L.3.2d-Form and use possessives. L.3.2e-Use conventional spelling for high-frequency and

Possessive Nouns and Pronouns

Vocabulary Strategy: Suffixes –er, -est

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

other studied words and for adding suffixes to base words. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3b-Recognize and observe differences between the conventions of spoken and written standard English. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL



ELA Unit 5: Lesson 24: Domain: Earth Science; Lesson Topic: Volcanoes Essential Question: What changes do volcanoes cause? Anchor Text: Dog-of-the-Sea-Waves (Realistic Fiction)

ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Author’s Purpose

Skill: Analyze Illustrations

Strategy: Question



DRA

Reader’s Notebook

Exit Slips

RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): Double Consonants in Middle of Words

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 166. Students should complete Pg 166 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 167. Students should complete Pg 167 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 168. Students should

Phonics & Word Recognition: RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

complete Pg 168 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 169. Students should complete Pg 169 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Narrative Writing: Prewrite a Fictional Narrative

Focus Trait: Ideas

Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.2a-Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b-Develop the topic with facts, definitions, and details. W.3.2d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3d-Provide a sense of closure. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Strategy: Question

Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their

comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1a-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1h-Use coordinating and subordinating conjunctions. L.3.1i-Produce simple, compound, and complex sentences. L.3.2d-Form and use possessives. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Complex Sentences

Vocabulary Strategy: Shades of Meaning

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL



ELA Unit 5: Lesson 25: Domain: Earth Science; Lesson Topic: Mountains Essential Question: Why do mountain climbers need to be well prepared?

Anchor Text: Mountains: Surviving on Mt. Everest (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments

READING LITERATURE (RI): Skill: Text and Graphic Features

Skill: Main Ideas and Details

Strategy: Infer/Predict



DRA

Reader’s Notebook

Exit Slips

RL.3.2-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.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5-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.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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 independently and proficiently.


RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-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.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5-Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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 independently and proficiently.

FOUNDATIONAL SKILLS (RF): Double Consonants + y

Spelling Words



Observations


Writing Samples

Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss

Phonics & Word Recognition: RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and

understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

& Go Over Pg 172. Students should complete Pg 172 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 173. Students should complete Pg 173 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 174. Students should complete Pg 174 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 175. Students should complete Pg 175 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade.


ISEL/DRA

Sentence Writing

Journaling

DOL

WRITING STANDARDS (W): Narrative Writing: Draft a Fictional Narrative


Sentence Writing

Journaling

Writing Samples

W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c-Use temporal words and phrases to signal event order. W.3.3d-Provide a sense of closure. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6-With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences.

SPEAKING & LISTENING (SL): Strategy: Infer/Predict

Conferences

Class Discussions

Observations SL.3.1a-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.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-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.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

LANGUAGE (L):

L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1h-Use coordinating and subordinating conjunctions. L.3.1i-Produce simple, compound, and complex sentences. L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3a-Choose words and phrases for effect L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. L.3.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Words that Compare

Vocabulary Strategy Analogies

Conferences

Class Discussions

Observations

Student Writing

Reader’s Notebook

Weekly Grammar Test


Writing Rubrics

Writing Samples

DOL

language arts pacing guide third grade third quarter · pdf fileweekly comprehension test...

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