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Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
1
1st/2nd Six Weeks TN Standards Outcomes Content
Weeks 1-‐3
What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is
sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?
Reading Complex
Texts
Literature (RL) and
Informational Text (RI)
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 (e.g.,
their traits, motivations, or feelings) 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 (e.g.,
create mood, emphasize aspects of a
character or setting).
RL 3.10 By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
I can…
determine the sequence of events in a story.
describe a character in detail
determine the meaning of unknown
words using information from the
text.
use supporting details from the story to form a summary.
cite evidence from the text to support
my key points.
gather information from a nonfiction
text.
use text evidence to draw
conclusions.
examine how photographs,
illustrations, and captions contribute
to a text.
examine the effect of an author’s choice of words.
Reading selections from Journeys
A Fine, Fine School
-‐paired selection “One Room
Schoolhouses”
The Trial of Cardigan Jones
-‐paired selection “You be the Jury”
Destiney’s Gift
-‐paired selection “Kids Making a
Difference
Comprehension Skills
Story structure
Drawing Conclusions
Understanding characters
Citing evidence from text
Comprehension Strategies
Summarize
Infer/predict
Analyze/evaluate
Suggested performance assessments
Written summary of a “fresh read” text or
texts, drawing on specific details from the
text (RL1, RL 2, RI 1)
Flow map of a “fresh read” text) (RL 3)
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
2
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.
RI3.10 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.
Teacher-‐made or district common assessments in testing format
Anecdotal evidence from classroom
discussions (all)
Read Works Texts for Close Reads
http://www.readworks.org/sites/default/files
/passages/830_a_school_for_heroes.pdf
http://www.readworks.org/sites/default/files/p
assages
/700_maggie_and_the_mission.pdf
Language Vocabulary (L3, L4, L5, L6) L3e
Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
L4-‐‐ Determine or clarify the meaning of
unknown and multiple-‐meaning word and
phrases based on grade 3 reading and
content, choosing flexibly from a range of
strategies.
a. Use sentence-‐level context as a clue to
the meaning of a word or phrase.
d. Use glossaries or beginning dictionaries,
both print and digital, to determine or
clarify the precise meaning of key words
and phrases.
I can…
choose words and phrases to convey
ideas precisely.
use context as a clue to the meaning
of a word or phrase.
use reference materials to find the
pronunciation and determine or
clarify the precise meaning of words.
Vocabulary content focus
Context clues
Dictionary/glossary
Antonyms
Suggested performance assessments
Teacher observation
Teacher-‐made or district common
assessments in testing format
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10) W 2S Write informative/explanatory texts
I can…
write to explain.
Routine Writing
Citing evidence
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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to examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions,
and details.
d. Provide a concluding statement or
section.
W 3-‐Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
a. Establish a situation and introduce a
narrator and/or characters; organize an
event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions,
thoughts, and feelings to develop
experiences and events or show the
response of characters to situations.
c. Use temporal words and phrases to
signal event order.
d. Provide a sense of closure. W4-‐‐ With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
write to tell a story or describe an experience.
write dialogue.
stay on one topic when I write.
select details that support a topic
sentence.
rearrange sentences to form a sequential, coherent paragraph.
choose/write a supporting sentence
that best fits the context and flow of
ideas in a paragraph.
identify and remove sentences irrelevant to a paragraph’s theme or
flow.
Answering text-‐dependent questions
Journals/learning logs
Writing Tasks
Explanatory
Students write a letter to a character from
one of the stories explaining another way
they could solve their problem. They should
draw connections from the text to support
their key points.
Narrative (choose)
Students rewrite one of the stories from
another character’s point of view citing
events from the story.
Students can write about an event that
significantly changed their lives. Students
can compare their experience with the
experience from the story
Students write about a time they felt like
Destiney felt, in Destiney’s Gift, when she
found out Mrs. Wade was closing the store.
Research Project Writing (W 7, 8, 9,)
CC RL/RI 1-‐10) No research project this three-‐week
period.
For Reading and Language (L1, 2) L.3.1-‐‐ Demonstrate command of the
I can…
identify the subject and predicate in a
Language Conventions
Simple Sentences Writing in Each
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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Module conventions of standard English grammar
and usage when writing or speaking.
i. Produce simple, compound, and complex
sentences.
L3.2 Demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
simple sentence.
identify and use the four types of
sentences: exclamatory,
interrogative, declarative, imperative.
combine simple sentences into
compound sentences.
identify and correctly use commas in
a friendly letter.
edit my own writing for errors in language conventions.
Kinds of Sentences (exclamatory, interrogative, declarative, imperative)
Compound Sentences
Performance Assessments
Use of language conventions in daily/weekly
writing
Daily proofreading practice (TE)
Teacher–made or district assessments in
test-‐like format
Speaking and Listening SL 3.1-‐Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse
partners on grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. 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.
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one
at a time about the topics and texts under
discussion).
SL 3.6 Speak in complete sentences to
provide detail or clarification.
I can…
use accountable talk procedures to take turns.
use accountable talk procedures to
show active listening skills while
working in a group.
use accountable talk procedures to
engage effectively in a discussion
about literature and informational
text.
identify behaviors that are
appropriate for group activities.
Performance Assessments
Participating in and conducting discussions, read alouds, and q/a sessions
Speaking in complete sentences
Language (L2e, f, g) I can… Word study and spelling:
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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L3.2 demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
e. Use conventional spelling for high-‐‐
frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-‐based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
use letter-‐sound knowledge (short and long vowels) to decode and spell
words.
use learned phonics patterns (VCCV,
VCe, vowel pairs) to decode and spell
words.
use syllabication patterns to decode
and spell words.
use knowledge of roots and affixes to read unfamiliar words.
use context to confirm or self-‐correct
word recognition and understanding.
Short vowels a,e,i,o,u
VCCV pattern
Long Vowels a,e,i,o,u
VCe pattern
Common vowel pairs (ai, ay, ee, ea)
Performance Assessments
Spelling of grade-‐appropriate words in
daily/weekly writing
Reading
Foundational
Skills
RF 3, 4
RF 3-‐Know and apply grade-‐level phonics
and word analysis skills in decoding words.
c. Decode multisyllable words
RF 4-‐Read with sufficient accuracy and
fluency to support comprehension.
a. Read on-‐level text with purpose and
understanding.
b. Read on-‐level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-‐correct
word recognition and understanding,
rereading as necessary.
I can…
identify correctly or incorrectly
spelled words in context.
read with fluency from a variety of
texts (poetry, drama, current events, novels)
read grade level text with fluency,
accuracy, expression and
comprehension.
apply phonics and word analysis skills
effectively when reading and writing.
Phonics and Word Study
Short vowels a,e,i,o,u
VCCV pattern
Long Vowels a,e,i,o,u
VCe pattern
Common vowel pairs (ai, ay, ee, ea)
Performance Assessments
Use of learned phonics patterns to decode
unfamiliar words
Oral reading fluency checks/running records
Fluency: Current goal of 61-‐81 WCPM with
expression and understanding
Weeks 4-‐6 What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary?
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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Why is sequence important when analyzing the plot of a story? Why use context clues when determining the meaning of words in a story/ passage?
Reading Complex
Texts
Literature (RL)
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 (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute
RL 3.4 Determine the meaning of words
and phrases as they are used in a text,
distinguishing literal from nonliteral
language.
RL 3.6 Distinguish their own point of view
from that of the narrator or those of the
characters.
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.
I can…
provide a recounting of key plot
details in a text.
describe how all the parts of a story
fit together.
analyze character traits of specific characters.
demonstrate the ability to determine
the literal and nonliteral meanings of
words and phrases as they are used in
a text.
provide explicit references to the text
as the basis for the answers.
Extended text: (trade book)
Focus on reading literature
The Stories Julian Tells and/or Amos and
Boris (T-‐469 in Journeys)
Comprehension Skills
Structure of a novel
Story elements (plot, character, setting,
point of view)
Summarizing
Citing evidence
Suggested Performance Assessments:
Close reading of selected pages from The Stories Julian Tells
For Amos and Borisn “Write about
Reading” Performance Task p. T478 in
Journeys
LanguageS Vocabulary (L3, L4, L5, L6)
L3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
I can…
choose words and phrases to convey ideas precisely.
choose punctuation for effect.
Vocabulary content focus
Context clues
Dictionary/glossary
Figurative language (Julian)
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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L4 Determine the meaning of general
academic and domain-‐specific words and
phrases in a text relevant to a grade 3 topic
or subject area.
L5 Demonstrate understanding of word
relationships and nuances in word
meanings.
a. Distinguish the literal and nonliteral
meanings of words
L6 Acquire and use accurately grade
appropriate conversational, general
academic, and domain specific words and
phrases, including those that signal spatial and temporal relationships.
use context as a clue to the meaning of a word or phrase.
examine how authors use words to
paint pictures
use common, grade-‐appropriate
Greek and Latin affixes and roots as
clues to the meaning of a word (e.g.,
telegraph, photograph, autograph).
consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation and determine or
clarify the precise meaning of key
Suggested performance assessments
Teacher observation
Teacher-‐made or district common
assessments in testing format
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10)
W 1-‐‐ Write opinion pieces on topics or
texts, supporting a point of view with
reasons.
a. Introduce the topic or text they are
writing about, state an opinion, and create
an organizational structure that lists
reasons.
b. Provide reasons that support the
opinion.
c. Use linking words and phrases (e.g.,
because, therefore, since, for example) to
connect opinion and reasons.
d. Provide a concluding statement or
section.
W 2-‐‐ Write informative/explanatory texts
to examine a topic and convey ideas and
I can…
form an opinion using evidence from
text to support my opinion.
write a summary that includes key
details.
select details that support a topic
sentence.
rearrange sentences to form a
sequential, coherent paragraph.
Choose/write supporting sentence(s) that best fit the context and flow of
ideas in a paragraph.
identify and remove sentences
irrelevant to a paragraph’s theme or
flow.
Routine Writing
Two-‐column notes
Chapter/story summaries
Constructed responses
Subject area journal entries
Graphic Organizers
Writing Tasks
Analysis
Write a paper summarizing the key events in a selected section from the book. Take
care to describe how the actions of each
character contributed to the sequence of
events.
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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information clearly.
a. Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions,
and details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or
section.
W4-‐‐ With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
Opinion
Think about the personalities of Julian and
Gloria. Page through the book and give
examples of personal characteristics of each.
Now write a paragraph explaining which
character you would rather spend time with,
Julian or Gloria. Cite evidence from the story to support your opinion.
Or
Informative/Explanatory
Think about Amos and Boris’ friendship.
Page through the story and give examples of
what each one does to be a good friend.
Now choose one of the characters and write
a paragraph that explains what makes him a
good friend.
Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)
No research project this three-‐week
period
For Reading and
Writing in Each
Module
Language (L1, 2) L.3.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular sentences.
i. Produce simple, compound, and complex
sentences.
L3.2 Demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
I can…
identify the correct pronoun to use in
place of a noun
identify and write the correct
contraction in a sentence
locate the preposition in a sentence
use prepositions correctly in writing
use capital letters correctly when writing the title of a book
Language Conventions
Singular and plural pronouns, subject and
object pronouns, possessive pronouns
Contractions
Prepositions
Capital letters in titles
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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d. Form and use possessives.
Speaking and Listening
SL.3.1- Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse
partners on grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. 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.
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one
at a time about the topics and texts under
discussion).
c. Ask questions to check understanding of
information presented, stay on topic, and
link their comments to the remarks of
others.
d. Explain their own ideas and
understanding in light of the discussion.
SL3.2 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 3.6 Speak in complete sentences when
appropriate to task and situation in order
I can…
use accountable talk procedures to take turns.
use accountable talk procedures to
show active listening skills while
working in a group.
use accountable talk procedures to engage effectively in a discussion
about literature and informational
text.
identify behaviors that are appropriate for group activities.
Performance Assessments
Participating in and conducting discussions, read alouds, and q/a sessions
Speaking in complete sentences
Present on a piece of the text and defend thoughts and ideas
Curriculum Map English/Language Arts Grade 3 First Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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to provide requested detail or clarification.
Language (L2e, f, g)
L3.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
e. Use conventional spelling for high
frequency and other words and for adding
suffixes to base words.
f. Use spelling patterns and generalizations
(e.g., word families, position-‐based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
I can…
spell words with short vowels a, e, i, o, and u.
spell words with the VCCV pattern
spell words with long vowels a, e, i, o, and u.
spell high-‐frequency words correctly.
use phonics patterns to spell
unfamiliar words.
Word Study and Spelling
Short vowels a,e,i,o,u
VCCV pattern
Long Vowels a,e,i,o,u
Performance Assessments:
Reading and spelling of grade-‐appropriate
words in daily/weekly writing
Reading
Foundational
Skills
RF 3, 4
RF 3 Know and apply grade-‐level phonics
and word analysis skills in decoding words.
c. Decode multisyllable words.
RF 4 Read with sufficient accuracy and
fluency to support comprehension.
a. Read on-‐level text with purpose and
understanding.
b. Read on-‐level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-‐correct
word recognition and understanding,
rereading as necessary.
I can…
use phonics patterns to decode
unfamiliar words.
use knowledge of syllable types to
decode unfamiliar words.
use word parts (roots, prefixes, and suffixes) to decode unfamiliar words.
use context to confirm or self-‐correct
pronunciation of words.
read grade level text with fluency,
accuracy, expression and
comprehension.
read with fluency from a variety of
texts (poetry, drama, current events,
novels).
Phonics and Word Study
Short vowels a,e,i,o,u
VCCV pattern
Long Vowels a,e,i,o,u
VCe pattern
Common vowel pairs (ai, ay, ee, ea)
Performance Assessments
Oral reading fluency checks/running records
Spelling of grade appropriate words in daily/weekly writing
Fluency: Goal 61-‐81 WCPM with expression and
understanding
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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Weeks 7-‐9
What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is
sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?
How can you use a graphic organizer to organize information?
Reading Complex
Texts
Literature (RL) and
Informational Text (RI)
RL 3.1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as a 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.
RL3.3 Describe characters in a story (e.g.,
their traits, motivations, or feelings) and
explain how their actions contribute to the
sequence of events.
RL 3.4 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
I can…
explain how characters’ differences
contribute to the sequence of the
story.
compare and contrast characters in
a story by discussing their character
traits.
define a word based on the context
clues found in the text.
identify supporting details from the
text to form a summary.
cite evidence from the text to
support my key points.
make predictions about upcoming
events in the story using context
clues.
determine the literal and nonliteral
meanings of words and phrases in a
text.
Reading selections from Journeys
Pop’s Bridge -‐paired selection “Bridges”
Roberto Clemente
-‐paired selection “Baseball Poems”
Comprehension Skills
Compare and contrast
Story Structure
Literal and nonliteral meanings
Comprehension Strategies
Infer and predict
Visualize
Suggested performance assessments
Written summary of a “fresh read” text or texts, drawing on specific details from
the text (RL1, RL 2, RI 1)
Teachere made or district common
assessments in TNReady format
ReadWorks selections for close reads http://www.readworks.org/sites/default/files
/passages/700_in_your_head.pdf
http://www.readworks.org/sites/default
/files/passages/
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
12
grades 2–3 text complexity band
independently and proficiently.
RI 1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as a basis for
the answers.
RI 2 Determine the main idea of a text;
recount the key details and explain how
they support the main idea.
RI 7 Use information gained from
illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
RI9 Compare and contrast the most
important points and key details presented
in two texts on the same topic.
RI 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.
630_famous_african_americans_jackie_robinson.
LanguageS Vocabulary (RL 4, RI 4, L3, L4,
L5, L6)
L3 Use knowledge of language and its
conventions when writing, speaking,
reading, or listening.
a. Choose words and phrases for effect. L4
Determine or clarify the meaning of
unknown and multiple-‐meaning word and
I can…
choose words and phrases to convey ideas precisely.
use context as a clue to the meaning
of a word or phrase.
define and create words using the prefix mis-‐‐ appropriately
find base words in multisyllable
Vocabulary content focus
Word families
Prefix mis-‐‐
Finding base word
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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phrases based on grade 3 reading and
content, choosing flexibly from a range of
strategies.
a. Use sentence-‐level context as a clue to
the meaning of a word or phrase.
b. Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
c. Use a known root word as a clue to the
meaning of an unknown word with the
same root (e.g., company, companion).
L6 Acquire and use accurately grade
appropriate conversational, general
academic, and domain specific words and
phrases, including those that signal spatial
and temporal relationships.
words
recognize and use multisyllable words with the same base
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10) W
2e Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions,
and details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or
I can…
write a comparison/contrast paper
edit and revise my own writing
support my topic sentence with details from the text
write a paragraph based a topic of
choice
choose key details from the text to
support the main idea
identify sentences that do not support the topic of a text
Routine Writing
Citing evidence
Answering texte dependent questions
Journals/learning logs
Graphic organizer (Venn
Diagram,Thinking Maps)
Writing Task: Comparison and Contrast paper
Robert and Charlie’s dads have similar and
different traits, motivations, and feelings.
Write a paper in which you describe how the
two dads are alike and different by looking
for looking for text evidence. Explain their
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section.
W4-‐‐ With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
W5-‐‐ With guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, and
editing.
W10-‐‐ Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-‐specific tasks, purposes, and
audiences.
actions and look for what Robert and Charlie
say about them.
Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)
W7 Conduct short research projects that
build knowledge about a topic
W8 Recall information from experiences or
gather information from print and digital
sources; take brief notes on sources and
sort evidence into provided categories.
RI 1 Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
RI 7 Use information gained from
illustrations (e.g., maps, photographs) and
the words in a text to demonstrate
understanding of the text (e.g., where,
I can…
select a topic for an extended
writing piece (factual report).
use a graphic organizer to group
ideas and information.
gather information from a variety of
sources.
synthesize information from a
variety of sources.
edit and revise own writing.
use technology to prepare and present writing.
use all the steps of the writing
process.
present my findings orally to the class.
Connect to Social Studies: Features of
Geography
Students have been studying geographical
features in Social Studies. Students will conduct
research on two geographical features. They will
use graphic organizers to organize information.
Students will then create a model of their two
landforms with either clay, dough, or on a poster
board. They will include a paragraph that
compares and contrasts the two landforms. The
students will present their reports to the class.
See the TNDOE unit on Oceans and Continents
for ideas:
http://www.tncore.org/english_language_arts/cu
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when, why, and how key events occur).
RI 9 Compare and contrast the most
important points and key details presented
in two texts on the same topic.
rricular_resources/k-‐3/readingunits.aspx
Assessment: Teacher-‐made rubric
For Reading and
Writing in Each
Module
Language (L1, 2)
L 3.1 Demonstrate command of the
connections of standard English grammar
and usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general
and their functions in particular sentences.
L3.2 Demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
I can...
identify the noun or subject in a
sentence.
use correct capitalization when
using common and proper nouns.
use subject verb agreement when
writing a sentence by identifying
singular and plural nouns.
use the correct spelling patterns
when writing plural nouns in a
sentence.
Language Arts
Common and proper nouns
Singular and plural nouns
Plural suffixes
Performance Assessments
Use of language conventions in daily/weekly writing
Daily proofreading practice (TE)
Teacher–made or district assessments in test-‐‐
like format
Speaking and Listening
SL 3.1-‐Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse
partners on grade 3 topics and texts,
building on others’ ideas and expressing
their own clearly.
a. 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.
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one
at a time about the topics and texts under
I can…
use accountable talk procedures to take turns.
use accountable talk procedures to
show active listening skills while
working in a group.
use accountable talk procedures to
engage effectively in a discussion
about literature and informational
text.
identify behaviors that are appropriate for group activities.
prepare and present an oral report.
Performance Assessments
Participating in and conducting discussions, read alouds, and q/a sessions
Oral reports
Speaking in complete sentences
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discussion).
c. Ask questions to check understanding of
information presented, stay on topic, and
link their comments to the remarks of
others.
d. Explain their own ideas and
understanding in light of the discussion.
SL3. 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 (L2e, f, g)
L 3.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
e. Use conventional spelling for high-‐‐
frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-‐based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
I can…
use letter sounds, blends, and word
attack skills to decode and spell
unknown words.
use knowledge of common vowel
teams (oa, ow, ie, igh) to decode
and spell unknown words.
use knowledge of prefixes and
suffixes (mis-‐, -‐s, -‐es) to decode and
spell unknown words.
identify correctly or incorrectly
spelled words in context.
Word study and spelling
Long o spelled oa, ow
Long i spelled i, ie, igh
Prefix mis-‐‐
Suffixes –s and –es
Performance Assessments
Spelling of grade-‐appropriate words in
daily/weekly writing
Reading
Foundational
RF 3, 4 RF 3-‐Know and apply grade-‐level phonics
I can…
read and spell words with short and
Phonics and Word Study
Short vowels a,e,i,o,u
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Skills and word analysis skills in decoding words.
c. Decode multisyllable words
RF 4-‐Read with sufficient accuracy and
fluency to support comprehension.
a. Read on-‐level text with purpose and
understanding.
b. Read on-‐level prose and poetry orally
with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-‐correct
word recognition and understanding,
rereading as necessary.
long vowel sounds.
read and spell words with the VCCV pattern.
Read and spell words with the VCe
pattern.
Read and spell words with common vowel pairs (ai, ay, ee, ea)
read with fluency from a variety of
texts (poetry, drama, current events,
novels).
read grade level text with fluency,
accuracy, expression and
comprehension.
VCCV pattern
Long Vowels a,e,i,o,u
VCe pattern
Common vowel pairs) ai, ay, ee, ea
Fluency: Current goal of 61-‐81 WCPM with
expression and understanding
Performance Assessments
Use of learned phonics patterns to decode
unfamiliar words
Oral reading fluency checks/running records