sausd common core aligned curriculum map: third grade · pdf file ·...

SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA

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SAUSDGradeLevelCurriculumMap

ThesecurriculummapsaredesignedtoaddressCCSSLiteracyoutcomes.Theoverarchingfocusforallcurriculummapsisbuildingstudent’scontentknowledgeandliteracyskillsastheydevelopknowledgeabouttheworld.

1.Eachunitprovidesseveralweeksofinstruction.Eachunitalsoincludesformativeandsummativeassessments.

2.Takenasawhole,thiscurriculummapisdesignedtogiveteachersrecommendationsandsomeconcretestrategiestoaddresstheshiftsrequiredbyCCSS.

3.NotethatthecurriculummapaddressesallcomponentsofELAexceptforthe“greensection”ofOCR/LanguageArts.Teachersshouldcontinueteachingthe“theGreenSection”asitissequencedinOpenCourtReading.Research(NRP)hasshownthatsystematicphonicsinstructionproducessignificantbenefitsforstudentsinkindergartenthrough6thgradeandOpenCourtReadinggreensectionoffersasystematicscopeandsequenceofphonicsinstruction.

4.Theselectedtextsinthiscurriculummaprepresentonlyonetypeofthereadingthatstudentsmustdotobecomeproficientreaders.Aqualityinstructionalprogramwillinclude:

ComplexTextforCloseReading,bothinformationalandnarrative(asaddressedinthiscurriculummap)

DecodableTextsforStudentsstillbuildingphonicsskills(asaddressedinOCRGreenSection)

Readingatstudent’sindividualleveltobuildfluency,vocabulary,andcomprehension(asaddressedthroughworkshopstrategies,interventionorAcceleratedReader,etc.)

Components

a.CCCSSShifts:reviewsSAUSD’sapproachtotheCommonCoreLiteracyShiftswhichguidedthecurriculummap.

b.YearataGlance:providesaquicklookintoeachunitofstudy.Itincludesthebigidea,andessentialquestions,corecomplextextschosenthroughcloseanalysisandtheperformancetask.(seefurtherexplanationofthecriteriabelow).Theamountoftimespentforeachunitisalsoincluded.


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b.NarrativeOverview:describesthepurposefortheunit,theconnectionswithpreviousandsubsequentunits,standardsaddressed,andtheunitanchortext(s).

c.CurriculumMap:TheCurriculumMapispresentedbytrimester.Eachtrimesterincludes:

UnitTitle:TheseareeitherthetitleoftheOpenCourtUnititself,orwhenapplicable,theSAUSDCommonCoreUnitofStudy

Daterangeandnumberofweeks:Includestheapproximatedateswhentheunitwillbetaughtandtheestimatednumberofweeksclassroomswillspendontheunit.Theflexibilityofferedbyarangeofdatesallowsforteacherstouseformativeassessmentandberesponsivetotheneedsofstudents.Inthisvein,anestimatedrangeofdatesisconducivetosupportingstudentsindevelopingadeepunderstandingwhichpromotestransferofknowledgeandskillstoothercontexts.

PerformanceTask:Theperformancetaskisaculminatingactivitythatallowsstudentstoapplythebothcontentknowledgeandliteracyskillsgainedthroughouttheunit.Itisarelevantandreal‐lifeapplicationthatinvolvesreading,writing,andoftenpresentingistiedthebigideaandessentialquestionsfortheunit.Theperformancetaskmightbecollaborativeorindependentinnature.Teacherswillmakedecisionsaboutthestrategiesandscaffoldsneededtosupportstudentsinthetask.

BigIdeasandEssentialQuestions:Thebigideaforeachunitisastatementdescribingtheuniversalthemeoftheunit.Theessentialquestionsdrivetheinquiryaroundthebigidea.Thetextsandtasksarealignedtothebigideaandessentialquestionsthatstudentswillexplorethroughouttheunit.

ComplexTexts:WelookatourOpenCourtselectionsinanewway.Wewillspendmoretimeonkeyselectionsandhavetheoptiontousesomeotherselectionsinflexiblewaysbasedonstudentneeds.Inthecurriculummaps,textselectionsareidentifiedasanchor,standard,read‐aloud,oroptionalbasedontheircentralitytotheunit:

o AnchorText:Theseselectionsarecentraltotheunit.Theyarecomplexandcloselyalignedtothebigideaandessentialquestionsoftheunit.TheyprovidemultipleopportunitiesforteachingthequalitativeaspectsoftextandtheCCSSstandards.Teacherswillwanttospendanextendedperiodoftime(upto2weeks)inordertoteachtheseselectionsindepth.Witheachanchortext,studentswillcloselyreadforavarietyofpurposestodeeplyexplorethetext,engageincollaborativeconversationssurroundingthetext,andwritetheirowntextsusingtheselectionasasource.TheanchortextpresentsmanyopportunitiestoaddresstheCCSSliteracyshiftsasstudentsbuildknowledgeastheyread,write,andspeakaboutacomplextextusingacademiclanguage.


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o StandardTexts:Theseselections,whileanimportantpartoftheunit,won’trequirethesamedepthofreadingastheanchortexts.Teacherswillwanttospendaboutoneweekofinstructionontheseselections,toinclude:reading,askingandansweringtextdependentquestions,andparticipatingincollaborativeconversations.

o Read‐AloudTexts:Theseselectionslinktotheunitbigideaandessentialquestions,butbasedonqualitativeanalysisandtimeconstraints,itissuggestedthattheseselectionarereadaloudtostudentssoastoallowmoretimeforanchorandstandardtexts.Althoughteacherswillstillasktextdependentquestionsandhavestudentsinteractduringthereadaloud,thismightbeaccomplishedinonesittingandotherextendedactivitiesaren’trequired.Read‐aloudtextsalsoprovideopportunitiesforstudentstohaveaccesstotextsthatmightotherwisebeattheirfrustrationreadinglevelwhilesimultaneouslydevelopinglisteningskills.

o OptionalTexts:Thoughmanyoftheseselectionshavemerit,theyareoptionalinordertomakemoretimeforanchorandstandardtexts.Teachersmaychoosetoskipthesetextsorusetheminotherflexibleways.

ContentStandards:WhenthereareconnectionstoHistorySocial/ScienceorSciencestandards,thosestandardsareindicatedhere.Thoughtheunitconceptsconnecttothesestandards,additionalinstructionmightbeneededtofullyaddressthecontentstandards

CCSSStandards:TheCommonCoreStandardsaddressedineachunitforreading,writing,speakingandlistening,andlanguageareidentified.Thesestandardsshouldbeaddressedthroughquestioningandstudenttasks.Standardsare“bundled”andnottaughtinisolationsotheyrepresentauthenticexperiences.

o Note:thedistinctionbetweenstandards“acrossunits”vs.“centraltothisunit”.Standardslabeled“acrossunits”arefoundationaltotheCCSSshifts,andthereforearetaughtearlyandreinforcedthroughtheyear.Standardscentralforthisunitarethefocusforthatspecificunit.

Cross‐ContentRealWorldConnection:Toproviderelevancetostudents,asidentifiedintheshiftsandSAUSDTheoreticalFramework,thecross‐content,realworldconnectionstotheunitareindicated.Theemphasisoflearningistheapplicationofknowledgetorealworldexperiences.Thisgivespurposetolearning,whichismotivatingtostudents.


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CommonCoreShiftsforEnglishLanguageArts

Buildingknowledgethroughcontent‐richnonfiction

SAUSD’sapproachemphasizeseffectiveliteracyinstructionthroughtheuseofcompellingtopicsthatengagestudentsininformationalandliterarytexts.Thetextsaresequencedaroundatopicleadingtothebigideaandessentialquestionsinordertoprovideaclearandexplicitpurposeforinstruction.

Curriculumincludesarichvarietyoftexts,includingliterature,nonfiction,media,primarysources,visuals. Curriculumisbasedinpartonwhatresourcesteacherslikelyalreadyhave,butalsoincludesadditionalauthentictexts

neededtocraftacoherentlearningprogressionwithinandamonggradelevels.

Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational

SAUSD’sapproachemphasizesworkingwithevidence,includingstudentsself‐assessing,learningtoaskstrongtext‐dependentstrategicquestionsastheyread.Itemphasizesperformancetasksthatrequirestudentstocitetextualevidence,toreviseandreflectontheirownwritingaswellastheirpeers’writing.Itemphasizesstudentsbuildingexpertiseaboutatopicandoftensharingthatexpertisewithclassmatesorawideraudience.

Throughoutinstruction,studentsareaskedtoreturntothetextthroughsequenced,rich,andrigorousevidencebasedquestioning,discussions,andvaried,engagingtasks.

Studentswriteroutinely,includingabalanceofon‐demandandprocesswriting.Studentswilldrawevidencefromtextstoproduceclearandcoherentwritingthatinforms,explains,ormakesanargumentinvariouswrittenforms.

Allend‐of‐unitperformancetasksdirectlybuildonthereadingstudentshavebeendoingintheunit.Manyaredesignedtobuildstudents’engagementbyaskingthemtodoamorereal‐worldtask.

Performancetasksmayincludenarratives,butemphasizeinformativeandargumentativewriting.Regularpracticewithcomplextextanditsacademiclanguage

SAUSD’sapproachemphasizesactivereadingofcomplextextsbyallstudents.Studentswillreadaprogressionofcomplextextsandfocusonbuildingacademiclanguageandsyntaxincontext.

Textsarechosentoreflectavarietyoffactors:Lexilelevel,complexityofthetopic/concept,theappropriatenessofthetextgiventhespecificliteracystandardortask.

Textscultivatestudents’interests,arerelevanttotheirculture,andengagetheminreading,writing,andspeaking. Curriculumdirectlyaddresssupportsformeetingtheneedsofawiderangeoflearnersinorderforeverystudentto

becomeamoreproficientandindependentreader. CurriculumemphasizesacademicanddomainspecificvocabularyaswellasotherwordsELLsorotherstruggling

readersmightnotknow Curriculumstronglyemphasizeteachingstudentshowtofigureoutwordsincontext. Studentsareexpectedtodoregularindependentreadingtobuildonconceptsandideasineachunit.Researchshows

thatstudentsmustreadahighvolumeoftextattheirreadinglevelinordertobuildastrongvocabulary.


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Title Time Performance Task Big Idea Essential Questions Core Texts Unit 1: Friendship

7

Weeks

Beginning September

to End‐

October

Students will watch a video, “Friends Sharing the Secret of Friendship” (United Streaming http://app.discoveryeducation.com/search?Ntt=friendship) and take notes from the video.

Using information from the video and the OCR stories, the students will create a “Friend Wanted Poster” that shows the characteristics that they value in a true friend.

The students will prepare a short speech to “pitch” their poster to their classmates.

Friendship consists of joys and challenges.

How do trust and loyalty relate to friendship?

What are the characteristics of a true friend?

How does friendship require risk‐taking and courage?

Gloria Who Might Be My Best Friend (Standard)

Angel Child, Dragon Child (Standard)

The Tree House (Optional) Rugby and Rosie (Standard) Teammates (Anchor) The Legend of Damon and

Pythias (Standard) Unit Poetry optional/read

aloud

Unit 2: Habitats Common Core Unit and City Wildlife

4 Weeks for CCSS Unit

and 3 Weeks for other selections

End‐

October To End Winter Break

1. Students will research Orange County wildlife in collaborative groups and create a public service announcement to inform the public about the animal. 2. Students will write an informative essay based on a news article about bears in an urban area and an informational text about bears.

Changes Affect Living Things

1. How do changes in the environment affect living things? 2. How do humans impact the habitats of living things? 3. What do humans do to protect living things? 4. How do we use ideas presented in the text to support informative/explanatory writing?

City Critters (Standard) Make Way for Ducklings

(Standard) Can We Save the Peregrine

Falcon (science textbook) Urban Roosts (anchor) Two Days in May

(Standard) Secret Place (standard)

Year at‐a‐Glance


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Unit 3: Imagination Common Core Unit

4 Weeks Mid‐

January to

Mid‐February

• Students will read two articles and answer questions to demonstrate comprehension of the text (include a Thinking Map). Students will then write an informational/explanatory essay to demonstrate your understanding of the role imagination played in scientists’/ inventors’ lives.

Imagination can be the start of something new.

How does imagination enrich our lives?

Does imagination ever play a harmful or negative role?

How can imagination help you accomplish great things?

How is imagination powerful?

Through Grandpa’s Eyes (Standard)

The Cat Who Became a Poet (Optional)

A Cloak for a Dreamer (Read Aloud)

Picasso (Anchor) Article: “George

Washington Carver” Article: Leonardo da Vinci The Emperor’s New Clothes

(Read Aloud) Roxaboxen (Optional)

Unit 4: Money

5

Weeks

Mid‐ February

to End‐ March

• Students will do a close read of “Meet Jason Upshaw”, “Meet Madam C. J. Walker” and “Meet S. Truett Cathy (Social Studies TE p.130) highlighting and taking notes in the margin focusing on how money and resources impacted their lives.

Choose appropriate Thinking Maps to demonstrate your thinking. Choose two people to write about. You will explain how each person used their money and/or resources to impact lives. Write a 4‐paragraph essay with an introduction, two body paragraphs, and a conclusion.

Money and resources can impact your life.

1. How can money cause problems? 2. What are the challenges of saving and managing money and/or resources? 3. How can money be used to accomplish your dreams and/or goals? 4. What is the difference between a want and a need?

Social Studies Unit 5 Lesson 1

A New Coat for Anna (Anchor using Social Studies Unit 5 Lesson 2)

Social Studies Unit 5 Lesson 3 with Alexander, Who Used to Be Rich (Read Aloud)

The Go‐Around Dollar (Standard)

Kids Did It! In Business (Optional)

The Cobbler’s Song (Read Aloud)

Four Dollars and Fifty Cents (Read Aloud)

Uncle Jed’s Barbershop (Standard w/ Social Studies Unit 5 Lesson 4)


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Unit 5: Storytelling

6‐7

Weeks

Early‐April to

End May

Students will create five interview questions to use when interviewing a family member about a story in the family’s history.

Students will create a symbolic representation to use in retelling this family story to the class and teacher.

Stories form an integral part of our daily lives.

1. Why do we tell stories? 2. How do people of different cultures pass down stories? 3. How has storytelling changed over time? 4. What can we learn about each other from storytelling?

A Story, A Story (Standard) Storm in the Night

(Optional) Carving the Pole (Standard) The Keeping Quilt (Anchor) Johnny Appleseed (Read

Aloud) Aunt Flossie’s Hat

(Standard) Oral History (Standard)

Unit 6: Common Core Unit

3 Weeks End‐May

To Mid June

1. Collaborative groups analyze a photograph and collectively write a realistic fictional narrative based on evidence from expository texts and video. 2. Independently, students will write their own realistic fiction narrative based on an assigned photo and gathering evidence from multiple sources.

Hardships can build strength of character

Essential Questions: 1. How does an individual’s reaction to hardships affect how they deal with a situation? 2. What does a person’s reaction to hardship say about them? 3. How can hardships make you stronger? Can they make you weaker?

Leah’s Pony Searching For a Better Life

(SS Grade 4, U4, L5) Video “Surviving the Dust

Bowl”


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NarrativeOverview Grade: 3Unit1 Friendship:InthisOpenCourtReadingunit,studentsexplorerelationshipsoutsideofthefamily.Theywilllearnaboutthejoysand

pitfallsoffriendship,characteristicsofagoodfriend,whocanbefriendsandhowtomakefriends.Fromabasicunderstandingtheywilldeepentheirknowledgeofthisnewrelationship.Throughthisunit,studentswillexploretheBigIdea“Friendshipconsistsofjoysandchallenges”whilealsoconsideringtheessentialquestions,1.Howdotrustandloyaltyrelatetofriendship?2.Whatarethecharacteristicsofatruefriend?3.Howdoesfriendshiprequirerisk‐takingandcourage?

KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4RL,RL.3.5,RL.3.7,RL.3.10;RI.3.1,RI.3.2,RI.3.7,RI.3.8,RI.3.10,RF3.3,RF3.4;W.3.2,W.3.3,W.3.4;W.3.8,W.3.10,SL.3.1,SL.3.2,SL.3.4,SL.3.6;L.3.1a–3.1f,L.3.2a,3.2e‐g,L.3.4aBuildsonPriorKnowledge:ThestudentsattheThirdGradelevelhaveexperientialknowledgeoffriendshipandrelationshipswiththeirpeersandtheywillbuilduponthatknowledgethroughreadingnarrativeandexpositorytext.Also,thestoriesinthisunitwillconnecttotheirunderstandingoftheKindnessfromGradeTwo.AnchorTexts:Teammates

Unit2 CityWildlifeCCSS‐Habitats: Inthisunit,studentswillexplorecitywildlife.Theywillreadaboutanimalsthatmaketheirhomesinthecity.Theywilllearnabouthowanimalssurviveinurbanenvironmentsandhowtheyadapttosurvivelifeinurbanhabitats.Theywillreadbothfictionandexpositorytext.Throughoutthisunit,studentswillexploretheBigIdea“ChangesAffectLivingThings”whileconsideringthefollowingessentialquestions:1.Howdochangesintheenvironmentaffectlivingthings?2.Howdohumansimpactthehabitatsoflivingthings?3.Whatdohumansdotoprotectlivingthings?4.Howdoweuseideaspresentedinthetexttosupportinformative/explanatorywriting?

KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4RL,RL.3.7,RL.3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.8,RI.3.10,RF3.3,RF3.4;W.3.2,W.3.4W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.4,SL.3.6;L.3.1a,L.3.1h,L.3.2a‐f,L.3.4aBuildsonPriorKnowledge:Studentslearnedinsecondgradeaboutanimalhomes.MoststudentsattheThirdGradelevelunderstandthatwildanimalsliveinnaturalsettings.Thisunitwillservetohelpstudentsbuildonthatknowledgeandtounderstandthatwildanimalscanbefoundinurbansettings.

AnchorTexts:UrbanRoost


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Unit3 Imagination:ThroughtheOpenCourt Unit“Imagination”,studentsexploreandexpandtheirknowledgeandappreciationfortheirown

andother’simaginations.Theywilldiscoverthatbesidespretending,thereareotheraspectstoimaginationwhichcanleadtonewavenues.Studentswillrealizethatdivergentandcreativethinkingthroughtheuseofimaginationcannotonlybeenjoyable,butalsopracticalandbeneficial.Inthisunitofstudy,studentswillexplorethebigidea“Imaginationcanbethestartofsomethingnew”whilealsoconsideringtheessentialquestions:1.Howdoesimaginationenrichourlives?2.Doesimaginationeverplayaharmfulornegativerole?3.Howcanimaginationhelpyouaccomplishgreatthings?4.Howisimaginationpowerful?

KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.10,RI.3.1,RI.3.2,RI.3.4,RI.3.5,RI.3.6,RI.3.7,RI.3.10;RF.3.3,RF.3.4;W.3.1,W.3.2,W.3.4,W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.3,SL.3.4,SL.3.6;L.3.1a,d‐g,SL.3.2e‐g,SL.3.3a,SL.3.4bBuildsonPriorKnowledge:Studentswillbuildupontheirknowledgeofimaginationtounderstandthatimaginationcanbemorethanpretendingormakebelieve.Studentswillunderstandthatpeopleusetheirimaginationinart,writing,andscience.Studentswilllearnaboutpeoplewhousedtheirimaginationtodiscoversomethingnew.AnchorTexts:Picasso

Unit4 Money:InthisOpenCourtReadingunit,studentswillexplorevariouswaysmoneyisusedasameasureofvalueandameansofexchange.

Theywillponderdifferentformsofmoney,howmoneyworks,andtheroleofmoneyinpeople’slivesandbusinesses.Theywillalsolearnhowmoneychoicescanchangetheirlives.Theywilltransferthisknowledgetotheuse,overuse,orabuseofresources.Theywilldeterminewhatconstituteswantsorneeds,andtheirroleasacontributortotheirfuture.

KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.6,RL.3.7,RL3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.5,RI.3.7,RI.3.8,RI.3.10;RF.3.3,RF.3.4;W.3.2,W.3.4,W.3.5,W.3.6,W.3.7,W.3.8;SL.3.1,SL.3.5,SL.3.6;L.3.1h,L.3.1i,L.3.1k,L.3.2e‐f,L.3.3a,L.3.4a,L.3.4cBuildsonPriorKnowledge:Studentswillbuildupontheirknowledgeofcurrencyandmoneyastheylearnabouttheforms,origins,andpurposesofmoneyinpeople’slives.AnchorTexts:ANewCoatforAnna

Unit5 StoryTelling:InthisOpenCourtReadingunit,Studentswilllearnaboutculturesandtraditions inwhichoralstorytellingplaysan

importantrole.Studentswillgainanappreciationofhowstorytellinghasalwaysbeenandwillcontinuetobe,animportantaspectoftheirlives.Studentswillexperiencehowotherchildrenhavelearnedtoappreciatethestoriesthathavebeenhandeddownthroughgenerations.Studentswillalsolearnhowtobestorytellersandtherewardsthatcomewithit.Studentswillparticipateinthestorytellingprocess.


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KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.5,RL.3.9,RL3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.10;RF.3.3,RF.3.4; W.3.2,W.3.3,W.3.4,W.3.5,W.3.8;SL.3.1,SL.3.3,SL.3.4,SL.3.6;L.3.1h‐i,L.3.2a,L.3.2c,L.3.2g,L.3.3,L.3.4,L.3.5BuildsonPriorKnowledge:Studentsstudiedthetheme“SharingStoriesinSecondGradeandthisunitwillbuilduponthatknowledge.Thisunitlessonswillfocusonhowandwhypeopletellstories.AnchorTexts:TheKeepingQuilt

Unit6 CountryLife:CommonCoreUnit:

InthisOpenCourtReadingunit,studentswillcomparecountrylifewithcitylife.Theywillanalyzethecharactertraitsoffolkslivinginthecountryandcomparethemtotheirownlifestyle.Bycomparingthesevalues,studentswillgainanunderstandingoftheuniquechallengesfacingcountrydwellers.Theywillalsocomparechangesovertimeandhowtheyimpactedthedevelopmentandimportanceofournation’sfarmland.StudentswillbeexposedtothehistoryoftheDustBowl,andhowitimpactedthelivesofmanypeopleatthattime.TheywillexploretheBigIdeathathardshipcanbuildstrengthofcharacterastheyworktounderstand

KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.7;RI.3.1,RI.3.2,RI.3.3,RI.3.4,RI.3.7,RI.3.9;W.3.1,W.3.2,W.3.4,W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.3,SL.3.6;L.3.4,L.3.5,L.3.6

BuildsonPriorKnowledge:Studentslearnedabouttheroleofmoneyandresourcesinpeople’slivesinUnit4.ThestoriesinthisunitwillbuilduponthatknowledgetohelpstudentsunderstandthecausesandeffectsoffinancialhardshipduringtheDustBowl.

AnchorTexts:Leah’sPony


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FirstTrimester

UNIT1Friendship6‐7Weeks

BeginningSeptembertoEnd‐October

UNIT2CityWildlifeandCCSSUnit

4WeeksEnd‐OctoberToWinterBreak

DistrictAssessments RenaissanceLearning9/16– 9/27 WritingProficiency#1(11/4– 11/8)ELAandMathBenchmark#1(11/13‐11/20)

TITLE Friendship Habitats,CityWildlifeCCSS‐

ENDOFUNITPERFORMANCETASK

1.Studentswillwatchavideo titled,“FriendsSharingtheSecretofFriendship”(UnitedStreaminghttp://app.discoveryeducation.com/search?Ntt=friendship)andtakenotesfromthevideo.2.UsinginformationfromthevideoandyourOCRstories,createa“FriendWantedPoster”thatshowsthecharacteristicsthatyouvalueinatruefriend.Prepareashortspeechto“pitch”yourpostertoyourclassmate.

1.StudentswillresearchOrangeCountywildlifeincollaborativegroupsandcreateapublicserviceannouncementtoinformthepublicabouttheanimal.2.Studentswillwriteaninformativeessaybasedonanewsarticleaboutbearsinanurbanareaandaninformationaltextaboutbears

BIGIDEASANDESSENTIALQUESTION

BigIdea:Friendshipconsistsofjoysandchallenges.

EssentialQuestions:1. Howdotrustandloyaltyrelatetofriendship?2. Whatarethecharacteristicsofatruefriend?3. Howdoesfriendshiprequirerisk‐takingand

courage?

BigIdea:Changesaffectlivingthings

EssentialQuestions:1.Howdochangesintheenvironmentaffectlivingthings?2.Howdoanimalsadapttochangesintheirenvironment?3.Howdohumansimpactthehabitatsoflivingthings?4.Whatdohumansdotoprotectlivingthings?5.Howdoweuseideaspresentedinthetexttosupportinformativeandexplanatorywriting?

COMPLEXTEXTS

GloriaWhoMightBeMyBestFriend(Standard) AngelChild,DragonChild(Standard) TheTreeHouse(Optional) RugbyandRosie(Standard) Teammates(anchor) TheLegendofDamonandPythias(Standard) UnitPoetry(optional/readaloud)

CanWeSavethePeregrineFalcon(fromsciencetextbook) UrbanRoosts TwoDaysinMay

CONTENTSTANDARDS

SocialStudies3.4.6 DescribethelivesofAmericanheroeswhotookriskstosecureourfreedoms.

Science3.3cStudentsknowlivingthingscausechangesintheenvironmentinwhichtheylive:someofthesechangesaredetrimentaltotheorganismorotherorganisms,andsomearebeneficial.Science3.3d.Studentsknowwhentheenvironmentchanges,someplants


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andanimalssurviveandreproduce;othersdieormovetonewlocations.

READINGSTANDARDSACROSSUNITS

CitingEvidenceandAnalyzingContent:RL.3.1&RI.3.1.(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RL.3.4&RI.3.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)

READINGSTANDARDSCENTRALTOTHISUNIT

RL.3.1Askandanswerquestions.RL.3.4Determinemeaningofliteralandnonliterallanguage.RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.5Describehoweachpartofatextbuildsonearlierevents. RL.3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.1Askandanswerquestions.RI.3.7Useillustrationsandwordstocomprehendtext.RI.3.8Describelogicalconnectionbetweenpartsofatext.

RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.1Askandanswerquestions.RI.3.4AcademicandcontentspecificwordsRI.3.8Describelogicalconnectionbetweenpartsofatext.

READINGFOUNDATIONALSTANDARDSINEACHUNIT

RF.3.3(phonics/decoding,multisyllabicwords),RF3.4(fluency)

WRITINGSTANDARDSACROSSUNITS

WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)W.3.8Gatherinfo,takenotes,sortevidence

WRITINGSTANDARDSCENTRALTOTHISUNIT

W.3.2Writetoinformorexplain.W.3.3Writenarrativepieces.W.3.8Gatherinformation,takenotes,sortevidence.

W.3.2Writetoinformorexplain.W.3.7Conductresearchtoinvestigatedifferentaspectsoftopic.

SPEAKINGandLISTENINGSTANDARDSACROSSUNITS

ConductingDiscussions:SL.3.1(engagecollaboratively)ReportFindings:SL.3.6(useformalEnglishwhenappropriate)


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SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT

SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaanddetailsoftextpresentedinvariousformats.SL.3.4Reportonatopicorexperience.

SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaanddetailsoftextpresentedinvariousformats.SL.3.4Reportonatopicorexperience.

LANGAGESTANDARDSINEACHUNIT

Studyandapplygrammar:L.3.1(grammarandusage),L.3.2(conventions),L.3.3(spokenvs.written)Studyandapplyvocabulary:L.3.4(wordmeaning),L.3.6(academic&domain‐specificvocabulary)

LANGUAGESTANDARDSCENTRALTOTHISUNIT

L.3.1a–fPartsofspeech,nouns,andverbsL.3.2aCapitalizationrulesL.3.2eSpellinghighfrequencywords&suffixesL.3.2fUsespellingpatternstospell.L.3.2gConsultreferencematerials.L.3.4aContextclues

L.3.1apartsofspeech,nouns,andverbsL.3.1hUsecoordinatingandsubordinatingconjunctions.L.3.2aCapitalizationrulesL.3.2bUsecommasinaddresses.L.3.2cCommasandquotationmarksL.3.2eSpellinghighfrequencywords&suffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.4aMeaningfromaffix

ELDSTANDARDSCENTRALTOTHISUNIT

Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1B7Describelanguagewritersusetosupportanidea.Part1C9Plananddeliveroralpresentations.Part1C10bParaphrasetextswithcompletesentencesandkeywordsfromnotes.Part2B3‐4Usenounphrasesandverbs.

Part1A1CollaborativediscussionsPart1A2CollaborativewritingPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C9Plananddeliveroralpresentations.Part1C10Writelongerinformationaltexts.Part1C11Supportwithevidencefromthetext.Part2C6Combineclausestojoinideas.

CROSS‐CONTENT/REALWORLDCONNECTIONS

ThisunitintegratesSocialStudiesandliteracystandardsasthestudentsread,write,andspeakabouttheconceptoffriendship.ListeningandSpeakingskillsareembeddedthroughouttheunitandthetheme.Discussionsinthisunitwillhelptoestablisheffectivecollaborativegroupworkroutinesandinitiatediscussionsoffriendshipandpeerrelationships.

ThisunitintegratesScienceandliteracyasstudentsread,write,andspeakaboutanimaladaptationsandchanginghabitats.StudentswillfocusonOrangeCountyanimalsintheculminatingproject.


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SecondTrimester

UNIT34Weeks

Mid‐JanuarytoMid‐February

Unit45Weeks

Mid‐FebruarytoEnd‐March

DistrictAssessments

RenaissanceLearning(1/27‐2/7) WritingProficiency#2(2/24‐2/28),ADEPT(3/3‐3/12),ELA&MathBenchmark#2(3/13‐3/20)

TITLE Imagination Money


1.Studentswillreadtwoarticles,takenotes, andanswerquestionstodemonstratecomprehensionofthetext.

2.Studentswillwriteaninformational/explanatoryessaytodemonstratetheirunderstandingoftheroleimaginationplayedinscientists’/inventors’lives.

1.Studentswilldoaclosereadof“MeetJasonUpshaw”,“MeetMadamC.J.Walker”and“MeetS.TruettCathy(SocialStudiesTEp.130)highlightingandtakingnotesinthemarginfocusingonhowmoneyandresourcesimpactedtheirlives.

2.ChooseappropriateThinkingMapstodemonstrateyourthinking.Choosetwopeopletowriteabout.Youwillexplainhoweachpersonusedtheirmoneyand/orresourcestoimpactlives.Writea4‐paragraphessaywithanintroduction,twobodyparagraphs,andaconclusion.


BigIdea:Imaginationcanbethestartofsomethingnew.

EssentialQuestions: Howdoesimaginationenrichourlives? Doesimaginationeverplayaharmfulornegativerole? Howcanimaginationhelpyouaccomplishgreat

things? Howisimaginationpowerful?

BigIdea:Moneyandresourcescanimpactyourlife.

EssentialQuestions:ycauseproblems?hallengesofsavingandmanagingmoneyand/orresources?ybeusedtoaccomplishyourdreamsand/orgoals?erencebetweenawantandaneed?

COMPLEXTEXTS

ThroughGrandpa’sEyes(Standard) Picasso(Anchor) Article:“GeorgeWashingtonCarver” Article:LeonardodaVinci TheCatWhoBecameaPoet(Optional) ACloakforaDreamer(ReadAloud) TheEmperor’sNewClothes(ReadAloud) Roxaboxen(Optional)

SocialStudiesUnit5Lesson1 ANewCoatforAnna(AnchorusingSocialStudiesUnit5Lesson2) SocialStudiesUnit5Lesson3withAlexander,WhoUsedtoBeRich

(ReadAloud) TheGo‐AroundDollar(Standard) KidsDidIt!InBusiness(Optional) TheCobbler’sSong(ReadAloud) FourDollarsandFiftyCents(ReadAloud) UncleJed’sBarbershop(Standardw/SocialStudiesUnit5Lesson4)


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CONTENTSTANDARDS

PhysicalScience2.c.Studentsknowthecoloroflightstrikinganobjectaffectsthewaytheobjectisseen.PhysicalScience2.d.Studentsknowanobjectisseenwhenlighttravelingfromtheobjectenterstheeye.

SocialStudies3.5 1.Describethewaysinwhichlocalproducershaveusedandareusingnaturalresources,humanresources,andcapitalresourcestoproducegoodsandservicesinthepastandthepresent.SocialStudies3.53.Understandthatindividualeconomicchoicesinvolvetrade‐offsandtheevaluationofbenefitsandcosts.


CitingEvidenceandAnalyzingContent:RL.3.1.(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RL.3.4&RI.3.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)


RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.4Determinemeaningliteralandnonliterallanguage.RI.3.4Determinemeaningofacademicandcontentspecificwords.RI.3.5TextfeaturesRI.3.7Useillustrationsandwordstocomprehendtext.RI.3.6Ownpointofviewvs.author’spointofview

RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL3.3Describethecharacter’sactionsandtheircontributiontothetext.RL3.6Ownpointofviewvs.theauthorRI.3.4Determinemeaningofacademicandcontentspecificwords.RI.3.5TextfeaturesRI.3.7Useillustrationsandwords.RI.3.8Describelogicalconnectionbetweenpartsofatext.RI.3.9Compare/contrasttwotextsonsametopic.


RF.3.3(phonics/decoding,multisyllabicwords),RF.3.4(fluency)


WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)


W.3.1Writeopinionpieces.W.3.2Writeinformative/explanatorytext.W.3.8Gatherinformation/takenotes.

W.3.2Writeinformative/explanatorytext.W.3.6.Usetechnologytoproduceandpublish. W.3.7Conductresearchtoinvestigatedifferentaspectsoftopic. W.3.8.Gatherinfo,takenotes,sortevidence.


Collaborativediscussions:SL.3.1(engagecollaboratively)Reportfindings:SL.3.6(useformalEnglishwhenappropriate)


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SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaandsupportingdetailsofatextpresentedinvariousformats.SL.3.3Askandanswerquestionsfromaspeaker.SL.3.4Reportonatopic/experience.

SL.3.1Engageincollaborativediscussions.SL.3.5Createaudiorecordingsoffluidreading.

LANGAGESTANDARDSINEACHUNIT



L.3.1aPartsofspeechL.3.1d.irregularverbsL.3.1e.Form/useverbtenseL.3.1fSubjectverbagreementL.3.1g.Comparative/superlativeadjectivesandadverbsL.3.2eSpellingforhigh‐frequencyandsuffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.2gUsereferencematerials.L.3.3aChoosewordsforeffect.L.3.4bMeaningfromaffix

L.3.1h.Coordinating/subordinatingconjunctionsL.3.1i.Simple,compound,complexsentencesL.3.1k.ReciprocalpronounsL.3.2eSpellingforhigh‐frequencyandsuffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.3aChoosewordsforeffectiveness.L.3.4cUserootwordstodeterminemeaning.


Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C9Plananddeliveroralpresentations.Part1C10aWriteliteraryandinformationaltexts.Part1C11Supportopinionswithevidence.Part2A1TexttypesandfeaturesPart2B5Expandsentenceswithadverbials.

Part1.A1Collaborativediscussions.Part1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10aWriteliteraryandinformationaltexts.Part1C11Supportopinionswithevidence.Part2A1TexttypesandfeaturesPart2C7Condenseclausestocreateprecisesentences.


ArtandSciencelessonsareintegratedintothethemeofImagination.Studentswillreadaboutfamousartists,createaPicassoinspiredpieceofart,andresearchafamousartist/inventor.InScience,studentswilllearnabouthowthehumaneyeseeslight.

SocialStudieslessonsareintegratedintotheunitasstudentsread,write,anddiscussthetopicofmoney.Studentswilldevelopandpracticeresearchskillsastheyresearch,planandwritetheiressaysforthefinalproject.Studentswillreadinformationalarticlestolearnaboutrealpeoplewhoearned,saved,andusedtheirresourcestoproducegoodsandservices.


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ThirdTrimester

UNIT56‐7Weeks

Early‐ApriltoEnd‐May

UNIT63Weeks

End‐MayToMidJuneDistrictAssessments RenaissanceLearning(5/22– 5/30) WritingProficiency#3(6/2‐6/5),ADEPT(6/5‐6/13)

TITLEStoryTelling

CCSSSUnit


1. Studentswillcreatefiveinterviewquestionstousewheninterviewingafamilymemberaboutastoryinthefamily’shistory.

2. Studentswillcreateasymbolicrepresentationtouseinretellingthisfamilystorytotheclassandteacher.

1.Collaborativegroupsanalyzeaphotographandcollectivelywritearealisticfictionalnarrativebasedonevidencefromexpositorytextsandvideo.

2.Independently,studentswillwritetheirownrealisticfictionnarrativebasedonanassignedphotoandgatheringevidencefrommultiplesources.


BigIdea:Storiesformanintegralpartofourdailylives.

EssentialQuestions:1. Whydowetellstories?2. Howdopeopleofdifferentculturespassdown

stories?3. Howhasstorytellingchangedovertime?4. Whatcanwelearnabouteachotherfrom

storytelling?

BigIdea:Hardshipscanbuildstrengthofcharacter

EssentialQuestions:1.Howdoesanindividual’sreactiontohardshipsaffecthowtheydealwithasituation?2.Whatdoesaperson’sreactiontohardshipsayaboutthem?3.Howcanhardshipsmakeyoustronger?Cantheymakeyouweaker?

COMPLEXTEXTS

AStory,AStory(Standard) StormintheNight(Optional) CarvingthePole(Standard) TheKeepingQuilt(Anchor) JohnnyAppleseed(ReadAloud) AuntFlossie’sHat(Standard) OralHistory(Standard)

Leah’sPony SearchingForaBetterLife(SSGrade4,U4,L5) Video“SurvivingtheDustBowl”

CONTENTSTANDARDS

Notapplicable SocialStudies3.3 Studentsdrawfromhistoricalandcommunityresourcestoorganizethesequenceoflocalhistoricaleventsanddescribehoweachperiodofsettlementleftitsmarkontheland.1.Researchtheexplorerswhovisitedhere,thenewcomerswhosettledhere,andthepeoplewhocontinuetocometotheregion,includingtheirculturalandreligioustraditionsandcontributions.


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H‐SS4.4StudentsexplainhowCaliforniabecameanagriculturalandindustrialpower,tracingthetransformationoftheCaliforniaeconomyanditspoliticalandculturaldevelopmentsincethe1850’s.5.DiscusstheeffectsoftheGreatDepression,theDustBowl,andWorldWarIIonCalifornia.


CitingEvidenceandAnalyzingContent:RL.3.1&RI.3.1(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RI.3.4(academicanddomain‐specificvocabulary)Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)


RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL.3.3Character’sactionsRL3.5Describehoweachpartofatextbuildsonearlierevents.RL3.9Compare/contraststoriesbythesameauthor.

RL.3.1&RI.3.1Askand answerquestionsaboutthetext.RL3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.3Describeevents,procedures,ideasorconceptsovertimeintext.RI.3.7Useillustrationsandwordstocomprehendtext.RI.3.9Compare/contrasttwotextsonthesametopic.

F


RF3.3(phonics/decoding,multisyllabicwords),RF.4(fluency)


WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)


W.3.2Writetoinform/explain.W.3.3Writeanarrative.W.3.8Gatherinfo,takenotes,andsortevidence.

W.3.1Writeopinionpieces.W.3.2Writetoinform/explain.W.3.3Writeanarrative.W.3.8Gatherinformation,takenotes,andsortevidence.


ConductionDiscussions:SL.3.1(engagecollaboratively)ReportFindings:SL.3.6(useformalEnglishwhenappropriate)


SL.3.1Engageincollaborativediscussions.SL3.3Askquestions,linkcommentsduringdiscussions.SL.3.4Reportonatopicorexperience.

SL.3.1Engageincollaborativediscussions.SL3.2Determinemainideaanddetailsoftextpresentedinvariousformats.SL3.3Askquestions,linkcommentsduringdiscussions.


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LANGAGESTANDARDSACROSSUNITS



L.3.1hCoordinating/subordinatingconjunctionsL.3.1iSimple,compound,complexsentences3.2aCapitalizationrules3.2cCommasandquotationmarks3.2gConsultreferencematerials.L.3.3Choosewordsforeffect.L.3.5Understandingofwordrelationships/nuances.

L.3.4Clarifymeaningofunknown/multi‐meaningwords.L.3.5Understandwordrelationships/nuances.L.3.6Accurateuseofgrade‐levelwords


Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10Writeliteraryandinformationaltext.Part2C12WordchoicePart2A1Understandtextstructure.Part2A2Understandtextcohesion.

Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10Writeliteraryandinformationaltext.Part2C12WordchoicePart2A1Understandtextstructure.Part2A2Understandtextcohesion.Part2C6Combineclausestoconnectideas.


Studentswilldevelopresearch,listening,andspeakingskillsastheyplanandconductaninterviewwithafamilymember.

StudentswilllearnabouttheeffectsoftheDustBowlonCalifornia’spopulation.

sausd common core aligned curriculum map: third grade · pdf file ·...

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