english language arts curriculum grade 3 · • rubrics • science notebook • tests and quizzes...
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ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 1
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 2
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1. READING –
LITERATURE
1.1 Key Ideas and
Details
Students
1.1.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the
answers. (RL.3.1) • Make basic inferences about problem, conflict, or
solution (e.g., cause-effect relationships). R–3–5.3
(state assessment)
• Make logical predictions. R–3–5.1 (state assessment)
• Generate questions before, during, and after reading
to enhance recall, expand understanding and/or gain
new information. R–3–4.3
1.1.2 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.3.2)
• Identify or describe character(s), setting,
problem/solution, major events, or plot, as appropriate
to text. R–3–4.1 (state assessment)
• Paraphrase or summarize key ideas/plot, with events
sequenced, as appropriate to text. R–3–4.2 (state
assessment)
• Identify the author’s basic message. R–3–5.5 (state
assessment)
1.1.3 Describe characters in a story (e.g., their traits, motivations, or
feelings) and explain how their actions contribute to the
sequence of events. (RL.3.3)
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 3
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Describe main characters’ physical characteristics or
personality traits; or provide examples of thoughts,
words or actions that reveal characters’ personality
traits. R–3–5.2 (state assessment)
• Identify or describe character(s), setting,
problem/solution, major events, or plot, as appropriate
to text. R–3–4.1 (state assessment)
• Identify possible motives of characters. R–3–5.6
• Recognize explicitly stated causes or effects. R–3–5.7
INSTRUCTIONAL STRATEGIES: Venn Diagram, flow charts,
time lines, cause and effect charts, graphic organizers, story
plot maps, character webs, K-W-L, T- charts, prediction maps,
silent reading
ASSESSMENTS: reading response, book talks
REQUIRED ASSESSMENTS – REMOVED FOR PUBLIC VIEW
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
LITERATURE
1.2 Craft and
Structure
Students
1.2.1 Determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language. (RL.3.4)
• Recognize the use of literary elements and devices
(i.e., imagery, exaggeration) to interpret intended
meanings. R–3–6.1
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 4
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 1.2.2 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.3.5)
• Analyze and interpret elements of literary texts,
citing evidence where appropriate. R–3–5
• Identify the characteristics of a variety of types of
text, e.g.
o literary texts: poetry, plays, fairytales, fantasy,
fables, tall tales, or realistic fiction). R–3–4.4
• Identify literary devices as appropriate to genre:
o rhyme
o alliteration
o dialogue
o description. R–3–4.5
• Participate in discussions about text, ideas, and
student writing by offering comments and supporting
evidence, recommending books and other materials, and
responding to the comments and recommendations of
peers, librarians, teachers, and others. R–3–17.2
1.2.3 Distinguish their own point of view from that of the narrator or
those of the characters. (RL.3.6)
• Identify who is telling the story. R–3–5.4
INSTRUCTIONAL STRATEGIES: literature circles, readers’
theater, direct instruction, author study, graphic organizers for
cause and effect, guided reading, think-alouds, and silent reading
ASSESSMENTS: reading response, reading logs, DRA 2/running
records, AIMSweb, retelling, and book talks
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 5
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • readers’ theater
1. READING –
LITERATURE
1.3 Integration of
Knowledge and
Ideas
Students
1.3.1 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.3.7)
1.3.2 Compare and contrast the themes, settings, and plots of stories
written by the same author about the same or similar characters
(e.g., in books from a series). (RL.3.9)
• Compare stories or other texts to related personal
experience, prior knowledge, or to other books. R–3–
16.1
• Read multiple texts for depth of understanding an
author or genre. R–3–14.3
• Recognize the use of literary elements and devices
(i.e., imagery, exaggeration) to interpret intended
meanings. R–3–6.1
INSTRUCTIONAL STRATEGIES: literature circles,
author study, graphic organizers for cause and effect,
guided reading, silent reading, oral presentations
ASSESSMENT: reading response, DRA 2/ running records,
and book talks
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 6
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE (categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
LITERATURE
1.4 Range of Reading
and Level of Text
Complexity
Students
1.4.1 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 (Lexile rates 450–790) independently and proficiently. (RL.3.10)
• Read with frequency, including in-school, out-of-school,
and summer reading. R–3–14.1
• Demonstrate the habit of reading widely and
extensively. R–3–14
• Read from a wide range of genres/kinds of text and a
variety of authors (e.g., literary, informational, and
practical texts). R–3–14.2
o Reference materials: Dictionaries,
glossaries, children’s magazines, content
trade books, children’s newspapers,
textbooks, etc.
o Practical texts: Procedures/instructions,
announcements, invitations, book orders, etc.
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 7
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Read multiple texts for depth of understanding an
author or genre. R–3–14.3
• Self-select reading materials aligned with reading
ability and personal interests. R–3–17.1
• Use comprehension strategies (flexibly and as needed)
before, during, and after reading literary and
informational text that might include:
o using prior knowledge
o predicting and making text-based inferences
o determining importance
o generating literal and clarifying questions
o constructing sensory images (e.g., making
pictures in one’s mind); making connections
(text to self, text to text, and text to world)
o locating and using text features (e.g.
transition words, subheadings, bold/italicized
print, and parts of the book). R-3-13
• Use a range of self-monitoring and self-correction
approaches e.g.,
o predicting upcoming text o monitoring, adjusting and confirming, through
use of print, syntax/language structure,
semantics/meaning, or other context cues.
R–3–12.1
INSTRUCTIONAL STRATEGIES: K-W-L, sticky
notes, margin notes, think- alouds, sampling a page for
readability, graphic organizers, self selected reading,
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 8
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE author study, literature circles, literature discussion,
read- alouds, guided reading, and silent reading
ASSESSMENTS: reading response, DRA 2/RUNNING
RECORDS/running records, book talks, AIMS Web,
reading logs, assessment notebooks, and summaries
1. READING –
INFORMA-
TIONAL TEXT
1.5 Key Ideas and
Details
Students
1.5.1 Ask and answer questions to demonstrate understanding of a
text, referring explicitly to the text as the basis for the
answers. (RI.3.1)
• Make basic inferences, drawing basic conclusions, or
forming judgments/opinions about central ideas that
are relevant. R–3–8.3 (state assessment)
• Make inferences about causes or effects. R–3–8.5
(state assessment)
• Organize information to show understanding (e.g.,
representing main/central ideas or details within text
through charting or mapping). R–3–7.3 (state
assessment)
• Generate questions before, during, and after reading
to enhance recall, expand understanding and/or gain
new information. R–3–7.4
1.5.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea. (RI.3.2)
• Use information from the text to answer questions
related to explicitly stated main/central ideas or
details. R–3–7.2 (state assessment)
• Use information from the text to answer questions
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
Textbook -
Core Books Lexile rates
450–790
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 9
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE related to explicitly stated main/central ideas or
details. R–3–7.3 (state assessment)
1.5.3 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.3.3)
• Connect information within a text. R–3–8.1 (state
assessment)
• Make inferences about causes or effects. R–3–8.5
(state assessment)
• Recognize explicitly stated causes or effects. R–3–5.7
INSTRUCTIONAL STRATEGIES: flexible grouping,
graphic organizers, jig-sawing, cubing, modeling, silent
reading, and SQ3R
ASSESSMENTS: written and oral reports, reading
response, DRA2, science notebooks, and rubrics
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING –
INFORMA-
TIONAL TEXT
1.6 Craft and
Structure
Students
1.6.1 Determine the meaning of general academic and domain-specific
words or phrases in a text relevant to a grade 3 topic or
subject area. (RI.3.4)
• Select appropriate words to use in context, including
content specific vocabulary (e.g., predator/prey, or
words with multiple meanings). R–3–3.2 (state
assessment)
• Obtain information from text features (e.g., table of
contents, glossary, basic transition words, bold or
italicized text, headings, graphic organizers, charts,
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
Textbook -
Core Books Lexile rates
450–790
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 10
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE graphs, or illustrations). R-3-7.1 (state assessment)
1.6.2 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic
efficiently. (RI.3.5)
• Identify the characteristics of a variety of types of
text, e.g.
o references: dictionaries, glossaries,
children’s magazines, content trade books,
textbooks, children’s newspapers; and
o practical/functional texts: book orders,
procedures, instructions, announcements,
invitations). R–3.7.5
• Use sources provided. R–3.15.1
1.6.3 Distinguish their own point of view from that of the author of a
text. (RI.3.6)
• Recognize generalizations about text (e.g., identifying
appropriate titles, assertions, or controlling ideas). R–
3–8.2 (state assessment)
• Make basic inferences, drawing basic conclusions, or
forming judgments/opinions about central ideas that
are relevant. R–3–8.3 (state assessment)
• Distinguish fact from opinion. R–3–8.4 (state
assessment)
INSTRUCTIONAL STRATEGIES: charts, diagrams,
outlines, graphic organizers, silent reading, and note taking
ASSESSMENTS: written and oral reports, science
notebooks, and rubrics
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING – Students The teacher
Textbook -
REQUIRED
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 11
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE INFORMA-
TIONAL TEXT
1.7 Integration of
Knowledge and
Ideas
1.7.1 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). (RI.3.7)
• Evaluate information presented in terms of relevance.
R–3–15.2
• Gather information and use a given structure (e.g.,
chart, diagram. outline) to organize it. R–3–15.3
• Use evidence to support conclusions. R–3–15.4
1.7.2 Describe the logical connection between particular sentences
and paragraphs in a text e.g.
• Comparison
• Cause/effect
• First/second/third
• In a sequence (RI.3.8)
• Connect information within a text. R–3–8.1 (state
assessment)
• Distinguish fact from opinion. R–3–8.4 (state
assessment)
1.7.3 Compare and contrast the most important points and key details
presented in two texts on the same topic. (RI.3.9)
• Connect information within a text. R–3–8.1 (state
assessment)
• Recognize generalizations about text (e.g., identifying
appropriate titles, assertions, or controlling ideas). R–
3–8.2 (state assessment)
• Read multiple texts for depth of understanding an
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
Core Books Lexile rates
450–790
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 12
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE author or genre. R–3–14.3
INSTRUCTIONAL STRATEGIES: non-fiction texts,
teacher modeling, graphic organizers, and science
notebooks/inquiry
ASSESSMENTS: science notebooks, response to
informational texts, NECAP-Released Items, DRA2/running
records, and rubrics
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Responding to literary
and informational
text
1. READING –
INFORMA-
TIONAL TEXT
1.8 Range of Reading
Level of Text
Complexity
Students
1.8.1 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 (Lexile rates 450–790) independently and proficiently. (RI.3.10)
• Read with frequency, including in-school, out-of-school,
and summer reading. R–3–14.1
• Read from a wide range of genres/kinds of text and a
variety of authors (e.g., literary, informational, and
practical texts). R–3–14.2
• Read multiple texts for depth of understanding an
author or genre. R–3–14.3
• Self-select reading materials aligned with reading
ability and personal interests. R–3–17.1
• Obtain information from text features (e.g., table of
contents, glossary, basic transition words, bold or
italicized text, headings, graphic organizers, charts,
graphs, or illustrations). R–3–7.1 (state assessment)
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
Textbook -
Core Books Lexile rates
450–790
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 13
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
INSTRUCTIONAL STRATEGIES: book talks, literature
discussions, guided reading, and author study
ASSESSMENTS: reading logs, reading response, and
summaries
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
1. READING
STANDARDS:
1.9 Foundational
Phonics and
Word
Recognition
Students
1.9.1 Know and apply grade-level phonics and word analysis skills in
decoding words. (RF.3.3)
• Identify and know the meaning of the most common
prefixes and derivational suffixes. (RF.3.3a)
• Decode words with common Latin suffixes. (RF.3.3b)
• Decode multi-syllable words. (RF.3.3c)
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 14
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Read grade-appropriate irregularly spelled words. (RF.3.3d)
• Identify multi-syllabic words, by using knowledge of
sounds, syllable types, or word patterns (including
prefixes, suffixes, or variant spellings for consonants
or vowels, e.g., bought). R–3–1.1 (state assessment)
• Read regularly spelled multi-syllabic words by using
knowledge of sounds, syllable types, or word patterns.
R–3–1.2
• Read grade-level appropriate words (in connected text)
with automaticity. R–3–1.3
• Use strategies to unlock meaning, e.g.
o knowledge of word structure, including
prefixes/suffixes and base words, such as
“un-covered”
o context clues
o other resources, such as dictionaries,
glossaries
o prior knowledge. R–3–2.1 (state
assessment)
• Identify synonyms, antonyms, or homonyms/
homophones; or categorizing words. R–3–3.1 (state
assessment)
INSTRUCTIONAL STRATEGIES: pre-teach vocabulary,
multiple exposures to the same text, silent reading, concept
maps, word building, word sorts, chunking, multi-sensory activities, repeated reading, paired reading, word games,
and daily language
ASSESSMENTS: informal reading inventories,
DRA2/running records, AIMS Web, and readers’ response
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 15
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
1. READING
STANDARDS
1.10 Foundational
Skills Fluency
Students
1.10.1 Read with sufficient accuracy and fluency to support
comprehension. (RF.3.4)
• Read on-level text with purpose and understanding.
(RF.3.4a)
• Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
(RF.3.4b)
• Use context to confirm or self-correct word recognition
and understanding, rereading as necessary. (RF.3.4c)
• Read grade-appropriate, high-frequency words
(including irregularly spelled words). R-3-1.4
• Accuracy: reading material appropriate for grade 3
with at least 90-94% accuracy. R–3–11.1
• Fluency: reading with oral fluency rates of at least 90-
120 words correct minute. R–3–11.2
The teacher
Models the following reading strategies
• using prior knowledge
• sampling a page for readability
• summarizing
• predicting and making text based
inferences
• determining importance
• generating literal, clarifying, and
inferential questions
• constructing sensory images (making
pictures in one’s mind)
• making connections (text to self, text
to text, and text to world)
• taking notes
• locating, using and analyzing text
features e.g. transition words,
subheadings, bold/italicized
• using text structure clues, e.g.
chronological, cause/effect,
compare/contrast, proposition and
support, description, classification,
logical sequential
• using metacognition strategies for
understanding text
Facilitates comprehension strategies
• making connections
• questioning
• visualizing
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 16
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Fluency: reading familiar text with phrasing and
expression, and with attention to text features, such
as punctuation, italics, and dialogue. R–3–11.3
INSTRUCTIONAL STRATEGIES: choral reading, readers’
theater, poetry, paired reading, recorded books, guided
reading, cued phrases (Dolch/common phrases), read-alouds,
silent reading, and repeated reading
ASSESSMENTS: DRA2/running records, informal reading
inventory (Rigby, Flynt, Cooter, etc.), AIMSweb, reader’s
response, and assessment notebooks
• inferring
• determining importance
• synthesizing information
• self-monitoring or fix-up
• predicting
• summarizing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs best practice reading strategies
• read aloud
• think aloud
• shared reading
• guided reading
• self-selected reading
Models readers’/writers’ workshop
Facilitates
• literature circles
• readers’ theater
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 17
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
2. WRITING
2.1 Text Types and
Purposes
Students
2.1.1 Write opinion pieces on topics or texts, supporting a point of
view with reasons. (W.3.1)
• Introduce a topic or text clearly, state an opinion, and
create an organizational structure that lists reasons.
(W.3.1a)
• Provide reasons that support the opinion. (W.3.1b)
• Use linking words and phrases (e.g., because, therefore,
since, for example) to connect opinion and reasons. (W.3.1c)
• Provide a concluding statement or section. (W.3.1d)
• Use a given organizational structure for grouping facts
and ideas (e.g., template, frame, graphic organizer).
W–3–6.1
• Select appropriate facts to set context/background.
W–3–6.2
• Use basic transition words, when appropriate. W–3–6.3
a
• Use numbering or words to arrange the steps in a
logical manner. W–3–6.3 b
• Provide a concluding statement. W–3–6.4
• Provide a list of resources (e.g. materials to be used in a task). W–3–6.5
• Establish a topic. W–3–7.1
The teacher
Models the rituals and routines of
Writers' Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 18
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • State a focus/controlling idea on a topic. W–3–7.2
• Include details/information relevant to topic and/or
focus. W–3–8.1
• Include sufficient details for appropriate depth of
information: naming, describing, explaining, comparing,
use of visual images. W–3–8.2
2.1.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly. (W.3.2)
• Introduce a topic and group related information together;
include illustrations when useful to aiding comprehension.
(W.3.2a)
• Develop the topic with facts, definitions, and details.
(W.3.2b)
• Use linking words and phrases (e.g., also, another, and, more,
but) to connect ideas within categories of information.
(W.3.2c)
• Provide a concluding statement or section. (W.3.2d)
• Use a given organizational structure for grouping facts
and ideas (e.g., template, frame, graphic organizer).
W–3–6.1
• Select appropriate facts to set context/background.
W–3–6.2
• Use basic transition words, when appropriate.
• Use numbering or words to arrange the steps in a
logical manner. W–3–6.3b
• Provide a concluding statement. W–3–6.4
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 19
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Provide a list of resources (e.g. materials to be used in
a task). W–3–6.5
• Establish a topic. W–3–7.1
• State a focus/controlling idea on a topic. W–3–7.2
• Include details/information relevant to topic and/or
focus. W–3–8.1
• Include sufficient details for appropriate depth of
information: naming, describing, explaining, comparing,
use of visual images. W–3–8.2
• Connect writing with science:
o weather patterns
o formation of clouds
o sun, moon, stars
o rotation of the Earth
o solar system.
INSTRUCTIONAL STRATEGIES: graphic organizers, K-W-L
charts, note-taking/note cards, paraphrasing modeling of
research skills, report writing process, and teacher/peer
conferencing
ASSESSMENTS: written reports, rubric, student writing, and
folders/portfolio
2.1.3 Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences. (W.3.3)
• Establish a situation and introduce a narrator and/or
characters; organize an event sequence that unfolds
naturally. (W.3.3a)
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 20
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Use dialogue and descriptions of actions, thoughts, and
feelings to develop experiences and events or show the
response of characters to situations. (W.3.3b)
• Use temporal words and phrases to signal event order.
(W.3.3c)
• Provide a sense of closure. (W.3.3d)
• Create a clear, understandable story line with a
beginning, middle, and end. W–3–4.1
• Use basic transition words, when appropriate. W–3–4.3
• Use details. W–3–5.1
• Create character(s) through description of physical
attributes. W–3–5.3
• Write about observations and experiences. W–3–5.5
• Extend and elaborate on ideas with purpose. W–3–5.6
INSTRUCTIONAL STRATEGIES: teacher modeling, peer
conferencing, graphic organizers, Writers’ Workshop
ASSESSMENTS: rubrics, writing portfolio, and student
work across content areas
2. WRITING
2.2 Production and
Distribution of
Writing
Students
2.2.1 With guidance and support from adults, produce writing in which
the development and organization are appropriate to task and
purpose. (W.3.4)
2.2.2 With guidance and support from peers and adults, develop and
The teacher
Models the rituals and routines of
Writers' Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 21
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE strengthen writing as needed by
• Planning/prewriting
• Revising/drafting
• Editing/revising
(editing for conventions should demonstrate command of
Language standards). (W.3.5)
2.2.3 With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well as
to interact and collaborate with others. (W.3.6)
2.2.4 Use the writing process
• Prewriting
o establish a purpose and central/controlling idea or
focus
o generate ideas – mapping, webbing, note taking,
interviewing, researching, etc.
o organize ideas – consider other models of good writing,
appropriate text structures to match purpose, various
ways to organize information, etc.
• Drafting
o written draft(s) for an intended audience
o develop topic, elaborate, explore sentence variety and
language use
• Revising (content/ideas)
o reflect, add, delete, define/redefine content by self,
teacher, peer
o consider voice, tone, style, intended audience,
coherence, transitions, pacing
o compare with rubric criteria and benchmark
papers/models
• Editing (conventions and mechanics)
o check for correctness with self, teacher, peer
o compare with rubric criteria and benchmark
papers/models
o use resources to support editing
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 22
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE o read aloud with self, teacher, peer
• Publishing
o share final draft with intended audience – orally, in
print, electronically, etc.
• Use pre-writing, drafting, revising, editing, and critiquing to
produce final drafts of written products. W-3-10
INSTRUCTIONAL STRATEGIES: model the writing
process, think aloud, Writer’s Workshop, graphic
organizers, teacher and peer conferencing and editing,
rubric, checklists, and editing checklists
ASSESSMENTS: rubrics, writers’ notebooks, and student
writing folder portfolio
Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
2 WRITING
2.3 Research to Build
and Present
Knowledge
Students
2.3 1 Conduct short research projects that build knowledge about a
topic. (W.3.7)
o Research science topic, e.g., weather, cloud formation,
rotation of the Earth, solar system.
2.3.2 Recall information from experiences or gather information from
print and digital sources; take brief notes on sources and sort
evidence into provided categories. (W.3.8)
2.3.3 Draw evidence from literary or informational texts to support
analysis, reflection, and research. (not required in grade 3
Common Core) (W.4.9)
• Apply grade 3 Reading standards to literature, e.g.
“Describe in depth a character, setting, or event in a story
or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).”
The teacher
Models the rituals and routines of
Writers' Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 23
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Use pre-writing, drafting, revising, editing, and
critiquing to produce final drafts of written products.
W-3-2.1
• Select ideas that support the development of a
summary. W-3-2.2
• Connect what has been read (plot/ideas/concepts) to
prior knowledge, which might include other texts. W-
3-2.3
• State a focus (purpose), when responding to a given
question. W-3-3.1
• Make inferences about content, events, characters, or
setting. W-3-3.2
• Use details or references to text to support focus
(Note: support may include prior knowledge). W-3-3.3
• Organize ideas, using basic transition words (e.g., first,
next, then, finally) and having a concluding statement.
W-3-3.4
INSTRUCTIONAL STRATEGIES: restating the question,
graphic organizers, and note-taking
ASSESSMENTS: rubrics and writing portfolio
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 24
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
2 WRITING
2.4 Range of
Writing
Students
2.4.1 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. (W.3.10)
• Write with frequency, including in-school, out-of-
school, and during the summer. W–3–11.1
• Share thoughts, observations, or impressions. W–3–
11.2
• Generate topics for writing. W–3–11.3
INSTRUCTIONAL STRATEGIES: journal writing, free
writes, poetry, quick writes, science notebooks, letters and
personal notes, readers’ response, writers’ notebook,
graphic organizers, literature circle responses, rubrics, and
math problem solving
ASSESSMENTS: rubrics, writing across the curriculum,
and reading response
The teacher
Models the rituals and routines of
Writers' Workshop using the 10/40/10
model
• focus lesson (10 minutes)
• guided practice (40)
• share (10)
Models characteristics of good writing,
e.g.
• organization
• idea
• voice
• sentence fluency
• convention
• word choice
Models the writing process
• prewriting/planning
• drafting
• revising
• editing
• publishing
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 25
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
3. SPEAKING and
LISTENING
3.1 Comprehension
and Collaboration
Students
3.1.1 Engage effectively in a range of collaborative discussions (one-
on-one, in groups, and teacher led) with diverse partners on
grade 3 topics, texts, and issues, building on others’ ideas and
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 26
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE expressing their own clearly. (SL.3.1)
• 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.3.1a)
• 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.3.1b)
• Ask questions to check understanding of information
presented, stay on topic, and link their comments to the
remarks of others. (SL.3.1c)
• Explain their own ideas and understanding in light of the
discussion. (SL.3.1d)
• Follow multi-step verbal instructions and directions to
answer questions, perform tasks, or solve problems.
OC–3–1.1
• Converse and ask questions about content (e.g., stories,
songs, or poems). OC–3–1.2
• Participate in large group discussions to show
understanding of how other group members think. OC–
3–1.4
• Understand how alternative nonverbal actions reinforce a verbal message (e.g., use of gestures). OC–
3–1.5 a
• Attend to speaker and waiting for appropriate turn to
speak. OC–3–1.5 b
3.1.2 Determine the main ideas and supporting details of a text read
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 27
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally. (SL.3.2)
• Use various linguistic elements and structures to
convey meaning. OC–3–2.2
• Tell stories, giving information using details and
provide a conclusion. OC–3–2.3
3.1.3 Ask and answer questions about information from a speaker,
offering appropriate elaboration and detail. (SL.3.3)
• Provide appropriate feedback to audience. OC–3–2.4
INSTRUCTIONAL STRATEGIES: modeling and cubing
ASSESSMENTS: DRA2 running records
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
3 SPEAKING AND
LISTENING
3.2 Presentation of
Knowledge and
Ideas
Students
3.2.1 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.3.4)
• Use standards for good speaking in different kinds of
small groups and cultural settings. OC–3–2.1
• Use strategies to engage audience (e.g., eye-contact
and adjustment of rate and volume). OC–3–2.5
3.2.2 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.3.5)
• Use strategies to engage audience (e.g., eye-contact
and adjustment of rate and volume). OC–3–2.5
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 28
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE 3.2.3 Speak in complete sentences when appropriate to task and
situation in order to provide requested detail or clarification.
(SL.3.6)
• Use standards for good speaking in different kinds of
small groups and cultural settings. OC–3–2.1
• Use various linguistic elements and structures to
convey meaning. OC–3–2.2
• Tell stories, giving information using details and
providing a conclusion. OC–3–2.3
INSTRUCTIONAL STRATEGIES: teacher modeling,
strategies of effective oral communication and
teacher/peer conferencing
ASSESSMENTS: oral reports and oral communication
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 29
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
4. LANGUAGE
4.1 Conventions of
Standard English
Students
4.1.1 Apply background knowledge of:
• Collective nouns (e.g., group). • Occurring irregular plural nouns (e.g., feet, children, teeth,
mice, fish). • Reflexive pronouns (e.g., myself, ourselves). • Past tense of frequently occurring irregular verbs (e.g., sat,
hid, told).
• Adjectives and adverbs, and choose between them
depending on what is to be modified.
• Simple and compound sentences.
4.1.2 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. (L.3.1)
• Explain the function of
o nouns – naming words
o pronouns – take the place of nouns
o verbs – action and state of being words
o adjectives – describing words
o adverbs – describes verbs, tells how e.g. walk
slowly (L.3.1a)
in general and their functions in particular sentences.
• Form and use
o regular plural nouns, e.g.
� book and books � box and boxes
� pony and ponies
o irregular plural nouns, e.g.
� child and children
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 30
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
� man and men, woman and women
� geese and goose (L.3.1b)
• Use abstract nouns - things you cannot touch e.g.,
o childhood
o freedom
o education (L.3.1c)
• Form and use.
o regular verbs
� walk, talk, play
o irregular verbs
� run/ran, read/read,
� all forms of be
� go, going
� bring, brought
� make and made (L.3.1d)
• Form and use the simple verb tenses e.g.,
o I walked, I walk, I will walk (L.3.1e)
• Ensure subject-verb and pronoun-antecedent agreement.
o he plays, they play
o I am, he is, they are o must link a pronoun to a noun (L.3.1f)
• Form and use
o comparative and superlative adjectives
� tall, taller, tallest
� big, bigger, biggest
� old, older, oldest
o adverbs
� quickly, more quickly, most quickly
� carefully, more carefully, and most carefully
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 31
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Choose between them depending on what is to be modified
(L.3.1g)
• Use
o coordinating conjunctions – joins two clauses of
equal importance, e.g. and, but, so, for, nor, and
yet
o subordinating conjunctions – joins two clauses of
unequal importance, e.g. after, as, because,
before, if, than, that, though, unless, when, where
(L.3.1)h
• Produce
o simple sentences, e.g. I walk
o compound sentences – two independent clauses,
e.g. I walk and I play
o complex sentences – has a dependent and
independent clause, e.g. Because mom’s car broke,
I walk to school with my sister (L.3.1)
• Write a variety of complete simple sentences. W–3–
1.1
• Recognize indentations for new paragraphs. W–3–1.2
• Recognize complete sentences. W–3–1.5
• Apply directionality as appropriate to text. W–3–1.6
4.1.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing. (L.3.2)
• Capitalize appropriate words in titles. (L.3.2a)
• Use commas in addresses. (L.3.2b)
• Use commas and quotation marks in dialogue. (L.3.2c)
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 32
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE • Form and use possessives. (L.3.2d)
• Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words (e.g.,
sitting, smiled, cries, happiness). (L.3.2e)
• Use spelling patterns and generalizations (e.g., word
families, position-based spellings, syllable patterns, ending
rules, meaningful word parts) in writing words. (L.3.2f)
• Consult reference materials, including beginning
dictionaries, as needed to check and correct spellings.
(L.3.2g)
• Use capital letters for the beginning of sentences and
names. W–3–9.2
• Use end punctuation correctly in simple sentences (i.e.,
period, question mark, exclamation point). W–3–9.4
• Correctly spell grade-appropriate, high-frequency words and use within-word patterns to correct spelling.
W–3–9.5
INSTRUCTIONAL STRATEGIES: Daily Language Review,
Writers’ Workshop, peer and teacher editing,
teacher/student conferencing, modeling, word sorts, word
bank, portable word walls, graphic organizers, checklists,
and rubrics
ASSESSMENTS: rubrics, readers response, writer’s
notebooks, daily language review, free writes, student work
samples across content areas, and writing portfolio
4 LANGUAGE
4.2 Knowledge of
Students
4.2.1 Use knowledge of language and its conventions when writing,
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
Textbook -
Core Books Lexile rates
450–790
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 33
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Language
speaking, reading, or listening. (L.3.3)
• Choose words and phrases for effect. (L.3.3a)
• Recognize and observe differences between the
conventions of spoken and written standard English.
(L.3.3b)
• Write with frequency, including in-school, out-of-
school, and during the summer. W–3–1.1
INSTRUCTIONAL STRATEGIES: Daily Language Review,
graphic organizers, Venn diagrams, and teacher modeling
ASSESSMENTS: writing portfolio
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids • Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 34
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov
4 LANGUAGE
4.3 Vocabulary
Acquisition and Use
Students
4.3.1 Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (L.3.4)
• Use sentence-level context as a clue to the meaning of a
word or phrase. (L.3.4a)
• 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). (L.3.4b)
• Use a known root word as a clue to the meaning of an
unknown word with the same root (e.g., company,
The teacher
Models the use of graphic organizers:
• sequence organizers (chains, cycle),
• concept development (mind map),
• compare/contrast organizers (Venn
diagrams, comparison charts),
• organizers (word web, concept map),
• evaluation organizers (charts, scales),
• categorize/classify organizers
(categories, tree)
• relational organizers (fish bone, pie
chart)
Employs ELA best practices e.g.
• balanced literacy
• literature circles
• think/read/write aloud
• conferencing
• readers’ theater
Textbook -
Core Books Lexile rates
450–790
LITERATURE, REQUIRED
• Because of Winn Dixie, Di
Camillo
• Dexter the Tough (690)
• Donavan’s Double Trouble
(550)
LITERATURE, SUGGESTED
Literary text
• Poetry, plays, fairytales,
fantasy, fables, realistic
fiction, folktales, historical
fiction, mysteries
INFORMATIONAL
• Time for Kids
REQUIRED
COMMON
ASSESSMENTS • NECAP Benchmark Problems
• NWEA
• DRA 2/Running Records
• Writing Prompts
• Common Tasks
SUGGESTED
FORMATIVE/
SUMMATIVE
ASSESSMENTS • AIMSweb
• Anecdotal records
• Exhibits
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 35
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE companion). (L.3.4c)
• Use glossaries or beginning dictionaries, both print and
digital, to determine or clarify the precise meaning of key
words and phrases. (L.3.4d)
• Use strategies to unlock meaning (e.g., knowledge of
word structure, including:
o prefixes/suffixes and base words, such as “un-
covered”
o context clues o other resources, such as dictionaries, glossaries;
or prior knowledge). R–3–2.1 (state assessment)
• Select appropriate words to use in context, including
content specific vocabulary (e.g., predator/prey, or
words with multiple meanings). R–3–3.2 (state
assessment)
4.3.2 Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings. (L.3.5)
• Distinguish the literal and nonliteral meanings of words and
phrases in context (e.g., take steps). (L.3.5a)
• Identify real-life connections between words and their use
(e.g., describe people who are friendly or helpful). (L.3.5b)
• Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (L.3.5c)
• Use strategies to unlock meaning , e.g. knowledge of
word structure, including:
o prefixes/suffixes and base words, such as “un-
covered”
o context clues
o other resources, such as dictionaries, glossaries;
or prior knowledge. R–3–2.1 (state assessment)
• Weekly Reader • Science trade books
o Weather patterns,
formation of clouds,
o Sun, moon, stars,
rotation of the Earth
o Solar system
o Human body systems
o Weather and clouds
Informational text
• Reports, encyclopedias,
children’s magazines,
content trade books,
student newspapers,
textbooks, biographies,
Internet websites, etc.
Supplementary books/material
• 7 Keys to Comprehension:
How to Help Your Kids Read
It and Get It, Zimmermann,
Hutchins
• Mosaic of Thought, Keene,
Zimmerman
• Literature circles, Daniels
• Reading Essentials, Routman
• Strategies that Work, Non
Fiction Matters, Harvey
• Formative Assessment and
Standards-Based Grading,,
Classroom Strategies That
Work, Marzano
• Rhode Island PreK-12 Literacy Policy
• Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
• Common Core Curriculum
Maps
www.commoncore.org/maps
• Grade Level and Grade Span Expectations for English Language Arts
Technology
• Interviews
• Graphic organizers
• Journals
• Multiple Intelligences
assessments e.g. role playing
– bodily kinesthetic, graphic
organizing – visual,
collaboration- interpersonal
• Oral presentations
• Performance/problem-
based/common tasks
• Rubrics
• Science notebook
• Tests and quizzes
• Writing genres
o Informative
o Narrative
o Opinions
o Research
o Responding to literary
and informational
text
ENGLISH LANGUAGE ARTS CURRICULUM GRADE 3
Curriculum Writers: Mary Alice Chrabascz, Mary Elizabeth Colaneri, Shannon Dugan, Kerri James, Laurie Oliveira, Cathy Palkovic, Kim Pearce, and Karen Weikert
2/24/2012 Middletown Public Schools 36
STANDARDS Book Chapter BENCHMARKS
Middletown Public Schools INSTRUCTIONAL
STRATEGIES RESOURCES ASSESSMENT
EVIDENCE
• Identify synonyms, antonyms, or homonyms/
homophones; or categorizing words. R–3–3.1 (state
assessment)
• Identify literary devices as appropriate to genre:
o rhyme
o alliteration
o dialogue
o description. R–3.4.5
• Identify possible motives of characters solar system.
R–3–6.1
4.3.3 Acquire and use accurately grade-appropriate conversational,
general academic, and domain specific words and phrases,
including those that signal spatial and temporal relationships
(e.g., After dinner that night we went looking for them).
(L.3.6)
• Use basic transition words, when appropriate. W–3–4.3
ASSESSMENTS: DRA2/running records and AIMSweb
• Computers
• LCD projectors
• Smartboards
• explorelearning.com
(Gizmo™)
• www.commoncore.org/maps • www.corestandards.org
• www.ride.ri.gov