grade 3 q 3 12… · web view... plan your week using the scs lesson plan ... a consistent verb...

Recurring standards—these standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, and L 6. See the Preface for additional information about recurring standards.

English Language Arts 3rd Nine Weeks Grade 3

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready

Shelby County Schools2015/2016

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● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and


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expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.


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A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.


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How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To


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achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.


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(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


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The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.


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http://www.tncore.org/english_language_arts.aspx

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.


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http://achievethecore.org/page/642/text-complexity-collection

Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text


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Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction


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Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


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Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the


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curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text:

○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Shelby County Schools

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● Plan your weekly and daily objectives, using the learning target statements to help.● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.


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● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Resources to Help Prepare Students for the TNReady Assessments

The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:


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The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will

address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score


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http://tn.gov/education/article/tnready-blueprints

http://tn.gov/assets/entities/education/attachments/tnready_10_things_to_know.pdf

http://tnclassroomchronicles.org/using-mica-prepare-students-tnready/

http://tennessee.gov/education/article/tnready-practice-tools

https://micatime.com/



students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.

Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks.

Using the WIDA MPIs


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http://tn.gov/assets/entities/education/attachments/tnready_ela_writing_types.pdf



WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKS

Week 1-Lesson 13Reading Selections:


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“Yonder Mountain: A Cherokee Legend” (Lexile 680) “The Trail of Tears” (Lexile 470) “My Life” (Lexile Level 650) http://www.readworks.org/passages/my-life Big Idea: Stories help us learn about other cultures.

Reading Literature and Informational TextRL. 3.2- Recount stories, including fables, folktales, and myths

Strategies and SkillsComprehension Skill

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 13


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http://www.readworks.org/passages/my-life




from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in text.RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RI .3.7- Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate

Compare and Contrast Story Message (theme)

Comprehension Strategy Analyze/Evaluate

Journeys Progress Monitoring, Lesson 13 Journeys Reader’s Notebook, Lesson 13 Anecdotal evidence from classroom discussions

Performance Task - Optional Compare Texts, Text to Text, p. T239: How were the


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understanding of the text (e.g. where, when, why, and how key events occur). RI. 3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.

Learning Targets (I Can…) Compare and contrast characters in a story. Identify the message or lesson of a story, citing details to

support the message. Determine the mood of a character or setting from a text

illustration.

journeys of the Cherokee men in “Yonder Mountain” similar to the journey of the Cherokee described in “The Trail of Tears?” How were they different? With a partner, compare and contrast the reasons each group had for traveling, and discuss the challenges they faced.

Text-Dependent Questions


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Gather information from a nonfiction text. Analyze a map.

Why does Chief Sky choose Soaring Eagle as the next chief? (key details)

How does the illustration on p. 475 help you determine what the word “yonder” means? (vocabulary)

How does the map on p. 495 help you understand the difficulty of the journey the Cherokee had to endure? (craft and purpose)


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What does Chief Sky mean when he says that they need a leader who has “seen beyond the mountain’ and how does this help you understand the big idea of this text? (inference)

Literacy Station Activities Comprehension Station-Venn diagram comparing and

contrasting characters or events, illustrate the text, write a summary of a passage, Journeys flip chart, write answers to


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text-dependent questions Comprehension activity from

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension part 3, C.021-Compare and Contrast

Activities on compare/contrast: http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000005


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http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000005


http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm





https://pals.virginia.edu/pdfs/activities/comprehension/ venn_diagram.pdf (Venn diagram)

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL. 3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in text.

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging


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https://pals.virginia.edu/pdfs/activities/comprehension/venn_diagram.pdf





Writ

ing

Label events from a fable, folktale or myth with words, phrases and simple sentences using an illustrated word bank.

Create an illustrated graphic organizer describing the sequence of events and moral of a fable, folktale or myth using a word bank.

Create an illustrated graphic organizer with simple and expanded sentences describing the sequence of events and moral of the fable, folktale or myth.

Express ideas in detailed responses describing the sequence of events and moral of the fable, folktale or myth.

Express ideas describing the sequence of events and moral of the fable, folktale or myth using a broad range of sentence patterns and grammatical structures.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:


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North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF 3.3-Know and apply grade-level phonics and word analysis skills in decoding words.

RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy,

Strategies and Skills Contractions

Learning Targets (I Can…) Read and spell words with contractions.

Phonics and fluency Contractions with n’t, ‘d, ‘ve Reading Rate Fluency: Current goal of 82-107 WCPM with expression and

understanding


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appropriate rate, and expression on successive readings. RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Read grade level text with fluency, accuracy, expression and comprehension.

Apply phonics and word analysis skills effectively when reading and writing.

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Teacher-made or district common assessments


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Literacy Station Activities Phonics/word study station-word building with contractions,

building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-partner reading for pace and expression; performance reading

See Florida Center for Reading Research, Student Center Shelby County Schools

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Activities, http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Fluency Part 3, F.014-Phrase Speed Practice

See Internet4 classrooms for fluency passages and activities:http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_language_arts.ht


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http://www.internet4classrooms.com/common_core/read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_language_arts.htm







m

Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a – Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists

Strategies and SkillsSkills Opinion Writing Linking Words Topic Sentence

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement


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reasons.W.3.1b-Provide reasons that support the opinion. W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.W.3.1d- Provide a concluding statement or section.

Concluding Statement

Strategy Timed pre-assessment in response to state writing test

sample Modeled response to text

Writing Tasks Pre-assessment writing task: Practice Opinion Writing Test

on MIST Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice

MIST test


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POW + TREELL mnemonic and graphic organizer http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Learning Targets (I Can…)

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr3.pdf


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http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr3.pdf


http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx





Form an opinion based on something I have read. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic

sentence. Writing my paragraphs with a clear concluding statement.

Speaking and Listening Strategies and Skills Performance Assessments


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SL.3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under

Accountable Talk Appropriate Behaviors TNCore Accountable Talk resource:

http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Participating in and conducting discussions, read alouds, and q/a sessions

Speaking in complete sentences


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discussion).SL.3.1c- Ask questions to check for understanding, stay on topic, and link comments to others’ remarks.SL.3.1d- Explain own ideas and understanding in light of the discussion.

Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening

skills while working in a group. Use accountable talk procedures to engage effectively in a

discussion about literature and informational text.


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LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1f- Ensure subject-verb and pronoun-antecedent agreement L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Homophones and Homographs Subject-Verb Agreement

Strategies

Vocabulary Homophones and Homographs

Vocabulary for Explicit Instruction Spot (to see), put to the test, no longer, in need, compare,

contrast, legend


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L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4d- Use glossaries or dictionaries, both print and digital, to determine or clarify meanings of words or phrases.L.3.5b- Identify real-life connections between words and their use.L.3.6- Acquire and use conversational, general academic, and

Learning Grammar through Writing Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

https://wvde.state.wv.us/strategybank/ VocabularyStrategies.html

http://achievethecore.org/content/upload/ Liben_Vocabulary_Article.pdf

http://achievethecore.org/page/61/which-words-do-i-teach- and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)

Language Arts


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http://achievethecore.org/page/61/which-words-do-i-teach-and-how-detail-pg


http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf


https://wvde.state.wv.us/strategybank/VocabularyStrategies.html


http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction





domain specific words and phrases. https://wvde.state.wv.us/strategybank/ VocabularyGraphicOrganizers.html

Learning Targets (I Can…) Use context as a clue to the meaning of a word or phrase. Discuss the multiple meanings of specific words.

Subject- Verb Agreement

Literacy Station Activities Vocabulary Station-word sorts, homophone/homograph

booklet, illustrate vocabulary words Vocabulary in context activity:


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https://wvde.state.wv.us/strategybank/VocabularyGraphicOrganizers.html





https://pals.virginia.edu/pdfs/activities/comprehension/paired_questions.pdf

Performance Assessments Teacher observation Teacher-made or district common assessments in testing


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format Edit writing for errors in grammar and mechanics

Week 2-Lesson 14Reading Selections: “Aero and Office Mike” (Lexile 800) “Kids and Critters: A Nature Newsletter (Lexile 740)


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Survivor Kid: A Practical Guide to Wilderness Survival (Donyall Dickey, Complex Text, RI.3.1)Big Idea: It can be beneficial to have animals interact with people.

Reading Literature and Informational TextRI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for an answer. RI .3.2- Determine the main idea of a text; recount the key

Strategies and SkillsComprehension Skill Author’s Purpose Point of View

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 14 Journeys Progress Monitoring, Lesson 14 Journeys Reader’s Notebook, Lesson 14


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details and explain how they support the main idea. RI. 3.6- Distinguish their own point of view from that of the author of the text.

Comprehension Strategy Summarize

Learning Targets (I Can…) Use text details to determine an author’s purpose for

Anecdotal evidence from classroom discussions

Performance Task – Optional Develop a list questions to ask your classmates about one of

the stories we have read. Be sure that your questions can only be answered by using evidence from the text. See


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writing. Distinguish an author’s point of view (opinion of context). Summarize important parts of a selection. Discuss the effect of an author’s choice of words.

Donyall Dickey’s Graphic Organizer for RI.3.1 to assist.

Sample MICA Items on RI.3.2 and RI.3.6https://micatime.com/ Create an exam using Question IDs 44758 and 44750


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https://micatime.com/Exam/Create




Text-Dependent Questions How are dogs’ noses different from human noses? (key

details) What does the word “fellow” mean on p. 521? (vocabulary) Judging from the heading on p. 511, what is Aero probably

doing in the photo? (craft and structure, inference)


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Do you think the author of Aero and Office Mike thinks it is beneficial to have animals interact with people? What about the author or Survivor Kid? Support your opinion with evidence from the text. (opinion)

Literacy Station Activities


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Comprehension station-Write a paragraph explaining the author’s point of view, use retelling cards to retell the story, Journeys flip chart, comprehension activity from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 3, C.023 –Persuade, Inform, and Entertain Sort

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for an answer.



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Read

ing

Answer simple questions about an illustrated text by marking the answer in the book with a sticky note.

Answer questions about an illustrated text by finding the answer in a book and marking with a sticky note.

Answer questions about an illustrated text by finding the answer in a book and marking with a sticky note using a sentence stem to defend answer.

Answer questions about a text by finding the answer in a book and marking with a sticky note. Defend answer with extended sentences.

Answer questions about a text by finding the answer in a book and marking with a sticky note. Defend answer with multi-sentence discourse.



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Reading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.

Strategies and Skills Vowel + /r/ Sounds See TNCore Summer Training Participant Manual, Grade

3, pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics,

Phonics and Fluency Words with –ar, -or, -are Accuracy Fluency: Current goal of 82-107 WCPM with expression and

understanding


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RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.

http://tncore.org/english_language_arts/instructional_resources/k-3/ela_k-3_training.aspx , click on “Participant Manual”

http://hickmank12.org/west-virginia-reading-first-explicit- phonics-lessons/ -Phonics Skill 8, weeks 1, 2, & 3

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records



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http://hickmank12.org/west-virginia-reading-first-explicit-phonics-lessons/


http://tncore.org/english_language_arts/instructional_resources/k-3/ela_k-3_training.aspx





Learning Targets (I Can…) Identify correctly or incorrectly spelled words in context. Read and spell words with r-controlled vowels. Read grade level text with fluency, accuracy, expression

and comprehension. Apply learned phonics and word analysis skills effectively

Phonics/word study station-word building with r-controlled vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-timed reading to practice pace and expression, performance reading

See Florida Center for Reading Research, Student Center


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when reading and writing. Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Phonics Part 3, P.022-Word Stars

See Internet4 classrooms for fluency passages and activities http://www.internet4classrooms.com/common_core/

read_sufficient_accuracy_fluency_support_comprehension_reading_foundational_skills_third_3rd_grade_english_languag


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e_arts.htm

Writing/ResearchW.3.1a – Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasonsW.3.1b-Provide reasons that support the opinion.

Strategies and SkillsSkills Opinion Writing Linking Words Topic Sentence

Routine Writing Forming a text-based opinion Citing evidence to support opinion Using linking words Including topic sentence and concluding statement


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W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.W.3.1d- Provide a concluding statement or section


Strategy Timed pre-assessment in response to state writing test

sample Modeled response to text

Writing Tasks Pre-assessment writing task: Practice Opinion Writing Test

on MIST Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice

MIST test


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Peer editing pre-assessment for clear evidence in text Self editing pre-assessment and self-reflection POW + TREELL mnemonic and graphic organizer

http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Use scoring rubric from TNReady http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr3.pdf


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Learning Targets (I Can…) Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support

my opinion. Use linking words to connect my opinion to my reasons.


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Write my paragraphs always containing a clear topic sentence.

Writing my paragraphs with a clear concluding statement.

Speaking and ListeningSL.3.1a- Come to discussions prepared, having read or studied

Strategies and Skills Accountable Talk

Performance Assessments Participating in and conducting discussions, read alouds, and


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required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b- Follow agreed-upon rules for discussions (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).

Appropriate Behaviors TNCore Accountable Talk resource:



q/a sessions Speaking in complete sentences


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SL.3.1c- Ask questions to check for understanding for information presented, stay on topic, and link their comments to others to the remarks of others.SL.3.1d- Explain own ideas and understanding in light of the discussion.

Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening



Language Strategies and Skills Vocabulary


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L.3.1f- Ensure subject-verb and pronoun-antecedent agreement L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4b- Determine the meaning of a new word with a known affix and a known word.L.3.4d- Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words

Skills Dictionary/Glossary Pronoun-Verb Agreement

Strategy Learning Grammar through Writing

Prefixes in-, im-

Vocabulary for Explicit Instruction Partner, patrol, badge, signal, command, over and over http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf


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and phrases. Editing Routine for explicit vocabulary instruction, TNCore K-3




Language Arts Pronoun-Verb Agreement


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKS https://wvde.state.wv.us/strategybank/

VocabularyGraphicOrganizers.html

Learning Targets (I Can…) Identify the meanings of words by recognizing the

meanings of prefixes. Discuss the qualities of the pronoun and the verb in a

Literacy Station Activities Vocabulary station-illustrate vocabulary words, write student-

friendly definitions for vocabulary words, construct/deconstruct words with prefixes


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sentence, when a pronoun is the subject Identify when pronoun (subject) and verbs agree while

reading. Ensure that I am using the correct pronoun-verb

agreement when I write.


format

Week 3-Lesson 15


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Reading Selections: “Ramona Quimby,” Age 8 (Lexile Level 790) “Imagine a recipe” (Lexile Level 710) “Moosewood Restaurant” (Lexile Level 850) http://www.readworks.org/passages/moosewood-restaurant Big Idea: Cooking involves art and science.

Reading Literature and Informational Text Strategies and Skills Performance AssessmentsShelby County Schools

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http://www.readworks.org/passages/moosewood-restaurant




RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Comprehension Skill Understanding Characters Formal and Informal Language

Comprehension Strategy Infer/Predict

Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook, Lesson 15 Anecdotal evidence from classroom discussions

Performance Task – Optional


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Related Science StandardsGLE 0307.9.2 Investigate different types of mixtures.

Learning Targets (I Can…) Describe a character’s traits, motivations, and feelings and

tell how their actions affected the events in the story. Use details to make predictions about a story. Describe the steps in a process.

Use a Venn diagram to compare the process Beezus and Ramona used to create their recipes with the chef’s methods from “Imagine a Recipe.” See this site for a Venn diagram template: https://pals.virginia.edu/pdfs/activities/comprehension/venn_diagram.pdf

Discuss how cooking involves making mixtures.


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Text-Dependent Questions How would you describe Ramona? (key details) What does the word “squeamish” mean on p. 546?

(vocabulary) Based on your readings this week, do you think cooking is


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more like art or more like science? (opinion)

Literacy Station Activities Comprehension Station-character analysis graphic organizer

(TE p. T405), write a summary of a passage, write responses to text-dependent questions, Journeys flip charts, comprehension activity from


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http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Comprehension Part 1, C.001-Character Characteristics

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.



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Writ

ing

Describe the traits and feelings of characters from a story using words or phrases from a word bank with a partner.

Describe the traits, motivations and/or feelings of characters from a story using phrases or simple sentences from a word bank.

Describe the traits, motivations and/or feelings of characters from a story using compound and some complex sentences with specific content language using sentence frames.

Describe the traits, motivations and/or feelings of characters from a story using a variety of complex sentences with specific and some technical content-area language using sentence frames.

Describe the traits, motivations and/or feelings of characters from a story using compound, complex phrases, clauses and sentences with technical and abstract content-area language.



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Strategies and Skills Vowel + /r/ Sound in nurse See TNCore Summer Training Participant Manual, Grade 3,

pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics,

Phonics and fluency Words with –er, -ir, -ur, -or Expression Fluency: Current goal of 82-107 WCPM with expression and

understanding


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http://hickmank12.org/west-virginia-reading-first-explicit- phonics-lessons/ Skill 8, weeks 1, 2, & 3


Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running recordsLiteracy Station Activities Phonics/word study station-word building with r-controlled


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Identify correctly or incorrectly spelled words in context. Read and spell words with –er, -ir, -ur, -or. Read with fluency from a variety of texts (poetry, drama,

current events, and novels). Read grade level text with fluency, accuracy, expression and

comprehension.

vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet mastered


See Florida Center for Reading Research, Student Center Activities, for additional station ideas.


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Apply phonics and word analysis skills effectively when reading and writing.

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Phonics Part 3, P.023- “R” Caterpillars and Fluency Part 3 F.015-Phrase Progression




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e_arts.htm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Strategies and SkillsSkills Informative/Explanatory Writing Linking Words Topic Sentence

Routine Writing Writing to explain or inform Using linking words Including topic sentence and concluding statement


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b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.


Strategy Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection

Writing Tasks You have read two stories about cooking. Write an essay in

which you compare and contrast the methods Ramona and Beezus used to develop their recipes with the methods used by professional chefs. Remember to cite evidence from both texts to create your key points.

Use scoring rubric from TNReady:


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POW + TIDE mnemonic and graphic organizer http://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Write to explain or inform.

http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr3.pdf

Sample MICA Itemhttps://micatime.com/ Create an assessment using Question ID: 44004


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http://www.tncore.org/training/2014summer-training-materials.aspx





Use Linking words to connect my key points. Write my paragraphs always containing a clear topic

sentence. Writing my paragraphs with a clear concluding statement.

Speaking and ListeningSL.3.1d- Explain own ideas and understanding in light of the

Strategies and Skills Accountable Talk



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discussion.SL.3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL.3.4- Report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace.

Appropriate Behaviors TNCore Accountable Talk resource:





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Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening





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L.3.1e- Form and use the simple (e.g., I walked, I walk, I will walk (verb tenses)L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3b- Recognize and observe differences between the conventions of spoken and written standard English.L.3.4d- Use glossaries or dictionaries, both print and digital, to

Skills Synonyms (shades of meaning) Simple Verb Tenses


Using a Thesaurus

Vocabulary for Explicit Instruction Still, cross, at stake, sop, skittish http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf


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determine or clarify meanings of words or phrases. Editing Routine for explicit vocabulary instruction, TNCore K-3




Language Arts Simple Verb Tenses (past, present, future)


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Learning Targets (I Can…) Locate an entry in a thesaurus and select synonyms. Use synonyms in writing to enhance text.


friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm Vocabulary Part 4, V.021-Word Wake-Up


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http://www.fcrr.org/curriculum/studentCenterActivities23.shtm






Explain the differences between the simple verb tenses. Ensure that I am writing with a consistent verb tense. Discuss how an author’s use of informal language

contributes to the development of a character

Activity for synonyms: http://www.bbc.co.uk/bitesize/ks1/literacy/similar_meanings/play/

Performance Assessments Teacher observation


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http://www.bbc.co.uk/bitesize/ks1/literacy/similar_meanings/play/

http://www.bbc.co.uk/bitesize/ks1/literacy/similar_meanings/play/




Teacher-made or district common assessments in testing format

Week 4—Lesson 16 Reading Selections: “Judy Moody Saves the World!” (Lexile level 510) “My Smelly Pet” (Lexile Level 620)


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“Trouble in the Amazon” (Lexile Level 800) http://www.readworks.org/passages/trouble-amazon Big Idea: Caring for the environment is important.

Reading Literature and Informational TextRL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in

Strategies and SkillsComprehension Skill Story Structure Theme (literature)

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 16 Journeys Progress Monitoring, Lesson 16 Journeys Reader’s Notebook, Lesson 16


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http://www.readworks.org/passages/trouble-amazon




the text.RL.3.5- Refer to parts of stories, dramas, and poems /describe how each part builds on earlier sections.RL.3.9- Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books in a series).RI.3.2-Determine the main idea of a text; recount the key details

Main Idea (informational text)

Comprehension Strategy Monitor/Clarify


Anecdotal evidence from classroom discussions

Performance Task – Optional Compare Texts-Text to Text (p.49, SE) - The two “Judy

Moody” stories are written by the same author about the same character. With a partner, discuss the characters, the setting, the plot, and the theme of each story. Then list three


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSand explain how they support the main idea.

Related Science StandardGLE 0307.7.4 Design a simple investigation to demonstrate how earth materials can be conserved or recycled.

Analyze story structure. Use text details to identify the theme of a story. Explore an author’s series of books about a character. Describe traits of characters in reference to events in a

story. Make predictions about upcoming events in the story

similarities and three differences.

Text-Dependent Questions After reading the article “Trouble in the Amazon,” name one

way in which trees are helpful to people. (key details) Judy has a cat named “Mouse” and a brother named “Stink.”

Why do you think the author chose these names? (author’s


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using context clues. purpose) On p. 22 (SE) the word “you’re” is in italics. Why do you think

the author did that? (author’s purpose) You have read two stories about Judy Moody. Based on

what you have read, what type of stories do you think this author likes to write? (opinion, intertextual connections)


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Literacy Station Activities Comprehension Station-story structure graphic organizer,

write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Comprehension Part 1, C.003-Story Line-up and


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Comprehension Part 2, C.013-Keys to the Main Idea Graphic organizers activity:

https://pals.virginia.edu/pdfs/activities/comprehension/comp_graphic_organizers.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.9- Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books in a series).


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Read

ing

Match illustrations, key words or phrases that describe themes, settings and plots of stories to other stories written by the same author that have been retold or read aloud with a partner.

Categorize phrases or short sentences that describe themes, settings and plots of stories, according to which book or books by a particular author they describe.

Categorize short and expanded sentences with specific content language that describe themes, settings and plots of stories, according to which book by a particular author they describe.

Compare and contrast complex sentences with specific and technical terms that describe themes, settings and plots of stories written by the same author that have been retold or read aloud with a partner using graphic organizers.

Compare and contrast multiple complex sentences with specific and technical terms that describe themes, settings and plots of stories to other stories written bythe same author that have been retold or read aloud with a partner using graphic organizers.


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For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs

Reading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.

Strategies and Skills Vowel + /r/ Sounds in air and fear Strategies for teaching vowel + r syllable types: See TNCore Summer Training Participant Manual, Grade

Phonics and fluency Word with: air, ear, Intonation Fluency: Current goal of 82-107 WCPM with expression and


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3, pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics, http://tncore.org/english_language_arts/instructional_resources/k-3/ela_k-3_training.aspx , click on “Participant Manual”


understanding



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Read and spell words with r-controlled vowels. Read words and sentences to improve fluency. Read with fluency from a variety of texts (poetry, drama,

current events, and novels). Read grade level text with fluency, accuracy, expression

and comprehension.

Literacy Station Activities Phonics/word study station-word building with r-controlled

vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet mastered



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Read text with intonation knowing when to make voice rise and fall.

See Florida Center for Reading Research, Student Center Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Fluency Part 3, F.016-Chunk-King




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e_arts.htm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Strategies and SkillsSkills Informative/Explanatory Writing Linking Words Topic Sentence

Routine Writing Writing to explain or inform Citing evidence to support key points Using linking words Including topic sentence and concluding statement


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b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Concluding StatementStrategy Modeled response to text Peer editing for clear evidence in text Self editing and self-reflection POW + TIDE mnemonic and graphic organizer

Writing Tasks In “Judy Moody Saves the World,” Judy Moody reduces the

use of rain forest products. Write a paper explaining why this is a good thing to do. Use details from the story in your text and the article “Trouble in the Amazon” to support your key details.


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Learning Targets (I Can…) Write to explain or inform. Use Linking words to connect my key points.

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr3.pdf


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Write my paragraphs always containing a clear topic sentence.

Writing my paragraphs with a clear concluding statement.

Speaking and ListeningSL .3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.

Strategies and Skills Accountable Talk Appropriate Behaviors


q/a sessions


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SL .3.4- Report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace.

TNCore Accountable Talk resource: http://tncore.org/sites/www/Uploads/files/ELA_/EL_Accountable_Talk_Academic_Discussion.pdf

Learning Targets (I Can…) Use accountable talk procedures to take turns.

Speaking in complete sentences


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Use accountable talk procedures to show active listening skills while working in a group.

Use accountable talk procedures to engage effectively in a discussion about literature and informational text.

LanguageL.3.1- Demonstrate command of the conventions of standard

Strategies and SkillsSkills

Vocabulary Context Clues


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English grammar and usage when writing or speaking. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.

Context Clues Literal and Nonliteral Meanings Adjectives and Articles


Vocabulary for Direct Instruction Recycle, fink, jitterbugs, double cool, sloth, tree hater, Open

Sesame, beeswax



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Editing Routine for explicit vocabulary instruction, TNCore K-3



Vocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words

Activities for context clues: http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_word_language_third_3rd_grade_english_language_arts.htm

https://pals.virginia.edu/pdfs/activities/comprehension/


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http://www.internet4classrooms.com/common_core/determine_clarify_meaning_unknown_multiple_meaning_word_language_third_3rd_grade_english_language_arts.htm











Learning Targets (I Can…) Use context clues to understand the meanings of unknown

words Determine the literal or nonliteral meanings of words and

paired_questions.pdf

Language Arts Adjectives and Articles


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phrases in a text Discuss the qualities of an adjective and an article Identify adjectives and articles while reading Ensure that I adding detail and accuracy to my writing

through using adjectives and articles Edit writing for capitalization errors and spelling errors.


format


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Week 5—Lesson 17 Reading Selections: “The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands” (Lexile Level 720) “Finding Fossils for Fun” (Lexile Level 490) “Fossils & Dinosaurs - Fossils” (Lexile Level 680) http://www.readworks.org/passages/fossils-dinosaurs-fossils Big Idea: Fossils tell us about animals that lived long ago.


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http://www.readworks.org/passages/fossils-dinosaurs-fossils




Reading Literature and Informational TextRI .3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.6- Distinguish their own point of view from that of the author of a text.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

Strategies and SkillsComprehension Skill Conclusions Point of View

Comprehension Strategy

Performance Assessments Journeys Grab-and-Go Assessments, Lesson 17 Journeys Progress Monitoring, Lesson 17 Journeys Reader’s Notebook, Lesson 17 Anecdotal evidence from classroom discussions


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understanding of the text (e.g., where, when, why, and how key events occur).

Related Science StandardsGLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct.

Visualize

Learning Targets (I Can…) Use evidence from text to draw conclusions. Distinguish my point of view from the author’s. Interpret information in photos, captions, and charts.

Performance Task – Optional The author of “The Albertosaurus Mystery: Phillip Currie’s

Hunt in the Badlands,” describes how hard Phillip Currie worked to find Barnum Brown’s bone bed. This indicates that her point of view is that Currie is determined. Is your point of view the same? Why or why not? Write a paragraph or deliver a short speech explaining your point of view and


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Compare facts from multiple texts. telling why it is the same as or different from the author’s.

Text-Dependent Questions What does the illustration on p. 67 tell you about the relative

sizes of T-Rex, Albertosaurus, and man? (key details) All three texts this week use the word “remains.” What does

the word mean in all of them? (vocabulary, intertextual Shelby County Schools

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connections) Did modern science methods make it possible for Phillip

Currie to propose scientific theories that Barnum Brown was not able to propose? Cite evidence from the text to support your opinion. (opinion)



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Comprehension Station-drawing conclusions graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip charts

Activities for visualizing: http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000003

Information hunt: https://pals.virginia.edu/pdfs/activities/comprehension/inform


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https://pals.virginia.edu/pdfs/activities/comprehension/information_hunt.pdf






ation_hunt.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.6- Distinguish their own point of view from that of the author of a text.



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Read

ing

Sort illustrated written statements by the author into “agree” or “disagree” on a T-Chart.

Sort written statements by the author into “agree” or “disagree” on a T-Chart.

Identify statements about what the author believes (in a text at your independent reading level) and identify beliefs you agree with.

Identify statements about what the author believes (in a text at your independent reading level) and identify beliefs you agree with and categorize evidence to show expanded, related ideas.

Draw conclusions about what the author believes (in a text at your independent reading level) and identify beliefs you agree with, using the categorized evidence to show expanded, related ideas.



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Reading Foundational SkillsRF.3.3c- Decode multisyllable words.RF.3.4a- Read on-level text with purpose and understanding.

Strategies and Skills Words with /j/ and /s/ sounds See TNCore Summer Training Participant Manual, Grade

3, pp. 82-97 for additional information about teaching syllable types and more advanced phonics,

Phonics and fluency Words with /j/ and /s/ Stress

Performance assessmentsShelby County Schools

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Learning Targets (I Can…) Read and spell words with /j/ and /s/ sounds.

Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Fluency: Current goal of 82-107 WCPM with expression and

understanding



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Use knowledge of syllable patterns to read unfamiliar words.

Read words with appropriate stress to improve fluency. Read with fluency from a variety of texts (poetry, drama,


Phonics/word study station-word building with /j/ ad /s/ words, word sorts with /j/ and /s/ words, word building with multi-syllabic words, review activities with phonics skills not yet mastered


See Florida Center for Reading Research, Student Center


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and comprehension. Activities, Phonics Part 3, P.013-Giraffes, Goats, and Centipedes

http://www.fcrr.org/Curriculum/ studentCenterActivities23.shtm -




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e_arts.htm

Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supportinga point of view with reasons.a. Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists

Strategies and SkillsSkills Opinion and Informative/Explanatory Writing Linking Words Topic Sentence

Routine Writing Forming a text-based response Citing evidence to support ideas and opinions Using linking words Including topic sentence and concluding statement


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reasons.b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.W.3.2-Write informative/explanatory texts to examine a topic


Strategy Timed practice tests in response to state writing test

samples Peer editing for clear evidence in text

Writing Tasks Final opportunities to practice informative/explanatory and

opinion writing in MIST Use scoring rubrics for TNReady:

http://www.tennessee.gov/assets/entities/education/attachm


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and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Self editing and self-reflection POW + TIDE mnemonic and graphic organizer



ents/tnready_rubric_opinion-argue_gr3.pdf


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d. Provide a concluding statement or section. Organize my paper with an introduction, body, and conclusion

Cite evidence from the texts to support my opinion and/or key points

Use Linking words to connect my ideas Edit for language and conventions


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Speaking and ListeningSL .3.1a- Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL .3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,

Strategies and Skills Accountable Talk Appropriate Behaviors TNCore Accountable Talk resource:





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speaking one at a time about the topics and texts under discussion).SL. 3.1d- Explain own ideas and understanding in light of the discussion.




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LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1g- Form and use comparative and superlative adjectives

Strategies and SkillsSkills Words with the suffix –ly Comparative Adjectives

Vocabulary Suffix –ly

Vocabulary for Explicit InstructionShelby County Schools

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and adverbs, and choose between them depending on what is being modified L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determines the meaning of a new word with a known

Strategy Learning Grammar through Writing Routine for explicit vocabulary instruction, TNCore K-3


https://wvde.state.wv.us/strategybank/

Almost, remains, needle in a haystack, except, ever, soon, however, at least, rediscovered, yet, so (Readworks passage)




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affix and a known word.L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root.

VocabularyStrategies.html https://wvde.state.wv.us/strategybank/


Learning Targets (I Can…) Identify, create, and use words with –ly.


friendly definitions for vocabulary words Activity that includes the suffix –ly,

http://www.oswego.org/ocsd-web/match/dragflip.asp?filename=kderittesuffix


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Use context as a clue to the meaning of a word or phrase. Explain how to use comparative adjectives to compare the

degrees to which two things are related. Explain when to use “more” and the suffix “-er” based on

the base word’s syllable. Use comparative adjectives correctly when writing.

Language Arts Comparative Adjectives



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Week 6 (Unit 4 Extended Reading)


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Reading Selection: Boy, Were We Wrong About Dinosaurs! (Journeys Supplemental Trade Book, pp. T472-T480) (Lexile: 900) “Dinosaurs Among Us” (Lexile Level 710) http://go.galegroup.com/ps/i.do?id=GALE|A172686618&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=c4ce19cb44950514fb7aaad82a3Big Idea: New discoveries cause us to change our ideas about dinosaurs.

Reading Literature and Informational TextRI.3.3- Describe the relationship between a series of historical

Strategies and SkillsComprehension Skill

Performance Assessments Anecdotal evidence from classroom discussions


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http://go.galegroup.com/ps/i.do?id=GALE%7CA172686618&v=2.1&u=tel_s_tsla&it=r&p=ITKE&sw=w&asid=c4ce19cb44950514fb7aaad82a3




events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence).

Describing relationships (compare/contrast)

Comprehension Strategy Questioning


Written responses to text-dependent questions

Performance Task – Optional Create a Venn diagram comparing and contrasting old ideas

about dinosaurs with current thinking.


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Related Science StandardsGLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct.

Create mental pictures to assist with comprehension. Identify and describe the sequence of events in a story. Discuss how events must happen in sequential order to

make sense. Use questioning to analyze a text and show deeper

comprehension.

Sample MICA Items on RI.3.3 and RI.3.8https://micatime.com/ Create an assessment using Question IDs 43330 and 43374

Text-Dependent Questions How has scientific thinking about the tail of the dinosaur


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Use the parts of a book when reading an extended text. changed? (key details) What phrase did the author repeat throughout the book, and

how does this repetition emphasize the main idea of the book? (author’s purpose)

What does the author mean on p. 4 when she says, “…our own past guesses about dinosaurs were just as wrong as those of ancient China?” How does the illustration support


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the text on p. 4? (author’s purpose) How did the author use old Chinese ideas to link the

beginning of the text to the end of the text, and why do you think she did this? (author’s purpose, opinion)

Literacy Station Activities Comprehension Station- write a summary of an event,


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compare and contrast information from two texts, Journeys flip charts

Activities on compare/contrast: http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000005

Information hunt: https://pals.virginia.edu/pdfs/activities/comprehension/inform


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSation_hunt.pdf

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence).



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Read

ing

Pair illustrated features or photographs of places or objects with icons in informational texts with a peer or a teacher.

Connect illustrated features or photographs with descriptive words or phrases in informational text with a teacher or a peer.

Compare/contrast illustrated features of places or objects using graphic organizers and phrases or short sentences in informational text working with a partner

Categorize illustrated features of places or objects using graphic organizers or sentences in informational text with a small group

Summarize features of places or objects from multiple compound sentences in informational text using graphic organizers.



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Strategies and Skills Compound words Istation lessons on compound words: https://secure.istation.com/TeacherResource/Resource/

21305?pk=EN&sterm=Phonics (must log in from the

Phonics and fluency Compound Words Self-Correct Fluency: Current goal of 82-107 WCPM with expression and

understanding


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https://secure.istation.com/TeacherResource/Resource/21305?pk=EN&sterm=Phonics

https://secure.istation.com/TeacherResource/Resource/21305?pk=EN&sterm=Phonics





Istation site for the link to work)

Learning Targets (I Can…) Read and spell compound words. Use compound words correctly in writing. Define compound words within text.

Literacy Station Activities Phonics/word study station-word building with compound

words, word sorts with compound words, word building with multi-syllabic words, review activities with phonics skills not yet mastered, Journeys flip chart

Fluency station (optional)-timed reading to practice pace and Shelby County Schools

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Read with fluency from a variety of texts (poetry, drama, current events, and novels).


expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Phonics Part 5, P.037-Compound Concentration; Fluency Part 3, F.017-Chunk-a-Lot

See Internet4 classrooms for fluency passages and activities


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Performance assessments


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Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records

Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supportinga point of view with reasons.a. Introduce the topic or text they are writing about, state and

Strategies and SkillsSkills Opinion writing Synthesizing from multiple sources

TNReady testing begins

Routine Writing Take notes from reading


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opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.

POW + TREELL mnemonic and graphic organizer http://tncore.org/training/2014fall-training-materials/2014ftts-literacy3-5.aspx (Username: tneducation; password: fastestimproving)

Strategy

Summarize information from a variety of texts

Writing Tasks (Choose one) You have read several texts about fossils and dinosaurs over

the past two weeks. Write a paper in which you tell whether you think it is important for scientists to keep looking for fossils of prehistoric animals. Cite evidence from the texts


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W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Taking notes Citing evidence

Learning Targets (I Can…) Write to state an opinion. Cite evidence from a variety of texts.

you have read to support your opinion. Be prepared to present your opinion orally to the class.

Or Some of the articles you read indicated that dinosaurs might

still be alive. Do you believe this? Cite evidence from the texts to support your opinion.


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Organize my paper with an introduction, body, and conclusion.

Use scoring rubric from TNReady http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_opinion-argue_gr3.pdf

Speaking and ListeningSL .3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under



q/a sessions


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discussion.SL. 3.1b- 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. 3.1c- asks questions to check for understanding, stay on topic, and link comments to others’ remarks.



Speaking in complete sentences Oral report on opinion paper about fossils and dinosaurs


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SL. 3.1d- Explain own ideas and understanding in light of the discussion.



LanguageL.3.1c- Use abstract nouns (e.g., childhood)L.3.2- Demonstrate command of the conventions of standard

Strategies and SkillsSkills Suffixes

Vocabulary Suffix –er, -est


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English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determines the meaning of a new word with a known affix and a known word.L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root.

Contractions

Strategy Learning grammar through writing Editing writing for errors in conventions. https://wvde.state.wv.us/strategybank/

Vocabulary for Explicit Instruction Enormous, ancient, waddle, clumsily, tendons, bask, comet,

asteroid, acid rain, tertiary, cretaceous http://achievethecore.org/content/upload/

Liben_Vocabulary_Article.pdf http://achievethecore.org/page/61/which-words-do-i-teach-

and-how-detail-pg (Supplemental Resources, click


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Learning Targets (I Can…) Use context as a clue to the meaning of a word or phrase.

Vocabulary Quadrant)


friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm


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Define and create words using the suffixes –er, -est.

Recognize the meaning of the changes a suffix makes to a word.

Find base words in multi-syllable words. Recognize and use multi-syllable words with the same

V.10-Affix MatchLanguage Arts Contractions



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base. Discuss how to write contractions. Identify contractions while reading. Ensure that I am using contractions correctly when I write.


Use of contractions in writing Pre and Post-Assessment: Teacher-made or district

assessments in a test-like format

Week 7 –Extended Text


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Reading Selection (for the next three weeks) The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 1 & 2Big Idea: It is important to take responsibility for your own actions.

Reading Literature and Informational TextRL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson,

Strategies and SkillsComprehension Skill Structure of a novel

Performance Assessments Anecdotal evidence from classroom discussions Written responses to text-dependent questions


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSor moral and explain how it is conveyed through key details in the text.RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Story elements (plot, character, setting, point of view) Theme Literal and Nonliteral Language


Character chart or plot diagram

Performance Task Close reading of pages 1-10 from The Stories Julian Tells

Sample MICA Item for RL.3.4


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSRL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.Related Science StandardsGLE 0307.9.1 Design a simple experiment to determine how the physical properties of matter can change over time and under different conditions.

Learning Targets (I Can…) Provide a recounting of key plot details in a text. Describe how all the parts of a story fit together. Analyze character traits of specific characters. Demonstrate the ability to determine the literal and

nonliteral meanings of words and phrases as they are

https://micatime.com/ Create an assessment using Question ID 44460

Text-Dependent Questions See SCS Close Reading Lesson for Chapter 1 On p. 23, Julian said, “I was thinking of going someplace

else.” Why did he say that? (key details)


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSused in a text.

Provide explicit references to the text as the basis for the answers.

Annotate text while I am reading.

Why did the author italicize the word “ordinary” on p. 19? (author’s purpose)

Why do you think Julian and Huey’s father told Huey that catalog cats are invisible? (opinion)

How does whipping change the eggs? (inference)



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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKS Comprehension Station-Venn diagram comparing and

contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activity from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part I, C.002 –Narrative Text Structure

Activities for summarizing http://www.ohiorc.org/Literacy_K5/strategy/strategy_each.aspx?id=000002


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Additional Resources See SCS elementary literacy website for a PDF file of the

text and other supporting documents: (password: readandwrite)

http://scsliteracy.weebly.com/ Unit plan using The Stories Julian Tells


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http://scsliteracy.weebly.com/



TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKShttp://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/unit-plan---ela---grade-3-sample---the-stories-julian-tells.pdf?sfvrsn=2

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.



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http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/unit-plan---ela---grade-3-sample---the-stories-julian-tells.pdf?sfvrsn=2






List

enin

g

Point to pictures that define words in a story when listening to a teacher or peer say the word.

Draw an illustration of a word or phrase in text in response to a teacher’s oral description of the word’s meaning.

Match nonliteral and literal language in a text read aloud to illustrations, using sentence level context to determine meaning.

Identify nonliteral and literal language in a text read aloud using paragraph level context to determine meaning.

Interpret nonliteral and literal language in a text read aloud, using paragraph level context to determine meaning.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: Shelby County Schools

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Strategies and Skills Inflectional suffixes Different sounds of –ed See TNCore Summer Training Participant Manual, Grade

3, pp. 121-124 for additional information about teaching

Phonics and fluency Words with –ed and –ing (inflectional endings) Dialogue Fluency: Current goal of 82-107 WCPM with expression and

understanding


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the sounds of –ed http://tncore.org/english_language_arts/instructional_resources/k-3/ela_k-3_training.aspx , click on “Participant Manual”


Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Fluency: Current goal of 61-81 WCPM with expression and

understanding


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Read and spell words with –ed and -ing. Define and use words with –ed and -ing correctly in

writing.

Learning Targets (I Can…) Read and spell words with vowels sounds in spoon and

Literacy Station Activities Phonics/word study station-word building with inflectional

endings, word sorts with inflectional endings, word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-timed reading to practice pace and Shelby County Schools

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wood. Read with fluency from a variety of texts (poetry, drama,


and comprehension.

expression, performance reading See Florida Center for Reading Research, Student Center

Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - Phonics Part 5, P.039-Covering the Bases and/or P.040-Parting Words



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Writing/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Strategies and Skills Writing to learn

TNReady testing continues


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W.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding comprehension. W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Informative/explanatory writing

Skills Note-taking Annotating

Routine Writing Take notes when reading or annotate the text Complete a story sequence chart or character map while

reading an extended text.

Writing Tasks


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W.3.2d- Provide a concluding statement or section. Strategy Summarizing POW + TIDE mnemonic and graphic organizer



Analysis Write a paper summarizing the key events in the passage

selected for the close reading. Take care to describe how the actions of each character contributed to the sequence of events. (See SCS Close Reading Lesson, www.scselementaryliteracy.weebly.com, for additional information.)



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Take notes when I read. Write a summary of a text or part of a text. Organize my paper in a logical fashion./


Speaking and ListeningSL. 3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under



q/a sessions


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discussion.SL. 3.1b- 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. 3.3- Asks and answer questions about information from a speaker, offering elaboration and detail.


Learning Targets (I Can…) Use accountable talk procedures to take turns.

Speaking in complete sentences Oral reports


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SL .3.6- Speak in complete sentences to provide detail or clarification.

Use accountable talk procedures to show active listening skills while working in a group.

Use accountable talk procedures to engage effectively in a discussion about literature and informational text.

Prepare and present oral reports.



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L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1 e-Form and use the simple (e.g., I walked; I walk;I will walk) verb tenses.L.3.2 - Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling when writing.

Skills Multiple-Meaning words Review: common and proper nouns, simple verb tenses Spelling: words with -ed

Strategy

Multiple-Meaning Words

Vocabulary for Explicit Instruction Window-panes, yolks, raft, guarded, loosened, craters,

catalog, ordinary, specially, backbone, quiver, request, varieties, invisible

http://achievethecore.org/content/upload/ Shelby County Schools

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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSL.3.2e- Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.

Learning Grammar through Writing https://wvde.state.wv.us/strategybank/




and-how-detail-pg (Supplemental Resources, click Vocabulary Quadrant)



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Learning Targets (I Can…) Use context as a clue to the meaning of a word or phrase. Use multiple-meaning words correctly in writing. Identify common and proper noun while reading Revise writing to change common nouns to proper nouns

to make writing more exact.

friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtmVocabulary Part 5, V.032-Multiple Meaning Match

Vocabulary station activity: https://pals.virginia.edu/pdfs/activities/comprehension/brainstorm_reflect_reform.pdf


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https://pals.virginia.edu/pdfs/activities/comprehension/brainstorm_reflect_reform.pdf






Correctly spell words with the –ed suffixLanguage Arts Common Nouns Proper Nouns Capitalizing Proper Nouns and Titles


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format

Week 8 – Extended TextReading Selection:


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The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 3 & 4 Grow Your Own Carrots (Donyall Dickey, Complex Text RI. 3.3)Big Idea: It is important to take responsibility for your own actions.

Reading Literature and Informational TextRL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson,

Strategies and SkillsComprehension Skill Structure of a novel

Performance Assessments Anecdotal evidence from classroom discussions Written responses to text-dependent questions


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSor moral and explain how it is conveyed through key details in the text.RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Story elements (plot, character, setting, point of view) Theme Literal and Nonliteral Language


Continue with character chart and/or story map

Performance Task Discuss how Julian grows in his understanding of

responsibility during chapter 4 and explain why the fact that Julian is the narrator of the story helps you know this.

OrShelby County Schools

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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSRL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

Character analysis-Donyall Dickey’s graphic organizer for RL.3.3

Learning Targets (I Can…) Determine a cause and effect relationship. Recognize cause and effect relationships within context.

Compare the process Julian and Huey used to plant and grow their garden with the steps described in Grow Your Own Carrots.

Text-Dependent Questions How long did it take the boys to plant their garden? (key

details) Why did Julian eat the leaves from the fig tree? (key details)


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Cite evidence from the text to support my key points. Make predictions about upcoming events in the story using

context clues.

When Julian says, “The seeds were dreaming…” do you think he really meant it? If not, why do you think the author used that phrase? (author’s purpose)

Why do you think the author had the narrator (Julian) repeat the phrase about the fig tree not saying a word? (opinion)



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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKS Comprehension Station-Venn diagram comparing and

contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 1 C.005-Story Element Sort



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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKStext and other supporting documents: http://scsliteracy.weebly.com/

Unit plan using The Stories Julian Tells http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/unit-plan---ela---grade-3-sample---the-stories-julian-tells.pdf?sfvrsn=2

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSRL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.



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Read

ing

Sort illustrated written statements by a character into “agree” or “disagree” on a T-Chart with a partner.

Sort written statements by a character into “agree” or “disagree” on a T-Chart with a partner.

Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with, using a teacher model from another text.

Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with and categorize evidence to show expanded related ideas.

Draw conclusions about what a character believes (in a book at your independent reading level) using categorized evidence to show expanded related ideas.



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Strategies and Skills Different sounds of –ed See TNCore Summer Training Participant Manual, Grade

3, pp. 121-124 for additional information about teaching the sounds of –ed

Phonics and fluency Words with endings –ed and -ing Expression Fluency: Current goal of 82-107 WCPM with expression and

understanding


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Learning Targets (I Can…) Read and spell words with –ed and -ing.




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Define and use words with –ed and -ing correctly in writing.

Read with fluency from a variety of texts (poetry, drama, current events, and novels).


Phonics/word study station-word building with inflectional endings, word sorts with inflectional endings, word building with multi-syllabic words, review activities with phonics skills not yet mastered




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Writing/ResearchW.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding


TNReady testing continuesRoutine Writing


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comprehension. W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d- Provide a concluding statement or section.

Writing to explain Citing evidence

Strategy Synthesizing information from multiple places POW + TIDE mnemonic and graphic organizer

Take notes when reading or annotate the text Complete a story sequence chart or character map while


Writing Tasks Students write an essay explaining how Julian’s feelings


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W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


Learning Targets (I Can…) Write to explain. Cite evidence from different places in the text to support

about eating the fig leaves changed over the course of chapter 4. They should cite evidence from the text to support key points. Remind them to reflect on the “big idea” for this novel study as they respond.

Use scoring rubric from TNReady: http://www.tennessee.gov/assets/entities/education/attachments/tnready_rubric_info-expl_gr3.pdf


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my key points. Organize my paper with an introduction, body, and

conclusion.

Speaking and ListeningSL. 3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other



q/a sessions


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information known about the topic to explore ideas under discussion.SL. 3.1b- 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. 3.3- Ask and answer questions about information from a



Speaking in complete sentences Oral reports


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speaker, offering elaboration and detail.SL. 3.6- Speak in complete sentences to provide detail or clarification.


discussion about literature and informational text. Prepare and present oral reports.

LanguageL.3.1b- Form and use regular and irregular plural nouns.


Vocabulary Context clues


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TN DOE CURRICULUM STANDARDS LEARNING OUTCOMES CONTENT & TASKSL.3.1 e-Form and use the simple (e.g., I walked; I walk;I will walk) verb tenses.L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2e- Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

Context clues Review: simple verb tenses Spelling: words with -ed


Vocabulary for Explicit Instruction Genuine, Ancients, harvest, swirling, rustling, garage,

strange, figs, measure, fertilizer, compare http://achievethecore.org/content/upload/



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L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.


https://wvde.state.wv.us/strategybank/ VocabularyGraphicOrganizers.html




friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research


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Revise writing for incorrectly used verb tenses. Use context clues to determine the meanings of unfamiliar

words.

http://www.fcrr.org/curriculum/studentCenterActivities23.shtmVocabularynPart 5, V.031-What-a-Word



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Language Arts Simple verb tenses



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format

Week 9 – Extended TextReading Selection: The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 5 & 6Big Idea: It is important to take responsibility for your own actions.


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Reading Literature and Informational TextRL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute

Strategies and SkillsComprehension Skill Structure of a novel Story elements (plot, character, setting, point of view) Theme Literal and Nonliteral Language

Performance Assessments Anecdotal evidence from classroom discussions Written responses to text-dependent questions Complete character chart and/or story map

Performance Task - Optional


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to the sequence of events.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Comprehension Strategy Summarize Theme-Donyall Dickey’s Graphic Organizer for RL.3.2


Close reading of selected pages from The Stories Julian Tells (teacher’s choice)

Summarize the theme of The Stories Julian Tells.

Text-Dependent Questions Why did Julian change his mind about having his tooth

pulled? (key details)


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Identify the theme by using text details. Recognize the elements of fiction and non-fiction texts. Analyze story structure. Discuss the differences between literal and nonliteral

meanings of words and phrases in a text. Cite evidence from the text to support my key points.

On p. 48, the word “no” is in all capital letters. Why do you think the author did that? (author’s purpose)

What does the word “pigtails” mean on p. 60? How do you know? (vocabulary)

Why do you think Julian’s dad brought out the pliers and the thread? (opinion)


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Literacy Station Activities Comprehension Station-Venn diagram comparing and

contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Comprehension Part 1, C.008-Retell Ring and/or C.009-Retell-a-Story


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text and other supporting documents: http://scsliteracy.weebly.com/

Unit plan using The Stories Julian Tells http://www.louisianabelieves.com/docs/default-source/teache


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r-toolbox-resources/unit-plan---ela---grade-3-sample---the-stories-julian-tells.pdf?sfvrsn=2

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.



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Writ

ing

Label events from a story with words, phrases and simple sentences using an illustrated word bank.

Create an illustrated graphic organizer describing the sequence of events and theme of a story using a word bank.

Create an illustrated graphic organizer with simple and expanded sentences describing the sequence of events and theme of the story.

Express ideas in detailed responses describing the sequence of events and theme of a story.

Express ideas describing the sequence of events and theme of a story using a broad range of sentence patterns and grammatical structures.



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Reading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF .3.4a- Read on-level text with purpose and understanding.RF .3.4b- Read orally with accuracy, appropriate rate, and expression.

Strategies and Skills Multi-syllable words See TNCore Summer Training Participant Manual, Grade

3, pp. 82-97 for additional information about teaching syllable types and more advanced phonics,

Phonics and fluency Multi-syllable words Accuracy Fluency: Current goal of 82-107 WCPM with expression and

understanding


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http://hickmank12.org/west-virginia-reading-first-explicit- phonics-lessons/ Phonics skill 10

Istation lesson on multisyllable words: https://secure.istation.com/TeacherResource/Resource/21




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https://secure.istation.com/TeacherResource/Resource/21270?pk=EN&sterm=Phonics&qfk=typ_Lesson%7C








270?pk=EN&sterm=Phonics&qfk=typ_Lesson|

Learning Targets (I Can…) Read and spell multi-syllable words. Read with fluency from a variety of texts (poetry, drama,

current events, and novels).

Phonics/word study station-word building with multi-syllabic words, review activities with phonics skills not yet mastered


See Florida Center for Reading Research, Student Center Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.sht


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m - Phonics Part 4, P.030-Syllable Scoops or P.031-Syllable Snakes

See Internet4 classrooms for multisyllable wordshttp://www.internet4classrooms.com/common_core/know_apply_grade_level_phonics_word_analysis_reading_foundational_skills_third_3rd_grade_english_language_arts.htm


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http://www.internet4classrooms.com/common_core/know_apply_grade_level_phonics_word_analysis_reading_foundational_skills_third_3rd_grade_english_language_arts.htm








Writing/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding comprehension.

Strategies and SkillsSkills Informative/explanatory writing Taking notes Annotating text

TNReady testing continuesRoutine Writing Take notes when reading or annotate the text Complete a story sequence chart or character map while



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W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d- Provide a concluding statement or section. W.3.7 - Conduct short research projects that build knowledge about a topic.

Strategy Synthesizing POW + TIDE mnemonic and graphic organizer


Writing Tasks Throughout our study of this book, we have discussed the

importance of taking responsibility for your own actions. Write a paper in which you explain whether Julian does or does not take responsibility for his own actions. Cite evidence from the entire text to support your key points.



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W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Learning Targets (I Can…) Write to explain. Cite evidence from different parts of the text to support my

key points. Organize my paper with an introduction, body, and

conclusion.



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Speaking and ListeningSL .3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL .3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,

Strategies and Skills Accountable Talk Appropriate Behaviors TNCore Accountable Talk resource:



q/a sessions Speaking in complete sentences Oral reports


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speaking one at a time about the topics and texts under discussion).SL .3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL .3.6- Speak in complete sentences to provide detail or clarification.




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discussion about literature and informational text. Prepare and present oral reports.

LanguageL.3.2 c-Use commas and quotation marks in dialogueL.3.3b- Recognize and observe differences between the

Strategies and Skills Dialogue Context clues

Vocabulary Context clues


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conventions of spoken and written standard EnglishL.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.

Skills Using commas and quotations for dialogue Determining meaning from context.

Strategy

Vocabulary for Explicit Instruction Pliers, painful, carefully, spool, prehistoric, cavemen,

mastodon, saber-toothed tiger, cartwheels, squawked, collection, jerk


http://achievethecore.org/page/61/which-words-do-i-teach-


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Punctuating dialogue Editing writing for correct use of commas and quotation

marks https://wvde.state.wv.us/strategybank/





friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research


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Learning Targets (I Can…) Explain that dialogue is “talk written down.” Use commas and quotation marks when writing dialogue. Use context as a clue to the meaning of a word or phrase.

http://www.fcrr.org/curriculum/studentCenterActivities23.shtmVocabulary Part 5, V.033-Meaning Exchange



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Language Arts Dialogue

Performance Assessments for both Teacher observation Teacher-made or district common assessments in testing


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format


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grade 3 q 3 12… · web view... plan your week using the scs lesson plan ... a consistent verb...

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