neshaminy school district curriculum maps third grade ela · 2017-09-21 · 1 neshaminy school...
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Neshaminy School District Curriculum Maps Third Grade ELA
Resources Available to Teachers for Instruction: Good Habits Great Readers
Words Their Way
Vocabulary Workshop
Reading A to Z and Raz Kids (online)
Writing Fundamentals (Launching, Narrative, Informational, and Opinion Units)- mentor texts, shared read-alouds, and mini-lessons
The Fundamentals of Grammar and Conventions
Habits of Mind Research in effective thinking and intelligent behavior indicates that there are some identifiable characteristics of effective thinkers. These Habits of Mind are seldom performed in isolation, but rather, clusters of such habits are drawn forth and employed in various situations. Below are all 16 Habits of Mind, each with a tip, strategy or resource to understand and begin implementation in your classroom.
1. Persisting -sticking to a task until it iscompleted.
Identify characteristics of persistenceshown by individuals in well-knownevents
Imagine what might have occurred ifmore or less persistence was shown ina given scenario.
2. Managing Impulsivity -thinkingbefore acting.
Model the use of patience,including wait time duringdiscussion, or using helpfulsentence stems that reflectintentional choice.
3. Listening to Others-WithUnderstanding and Empathy –listening, understanding, andempathizing with someone else’s pointof view.
Model appropriate listening andhelp student identify the mostcommon “errors” in conversation.
4. Thinking Flexibly- consideringalternative points of view or dealing withseveral sources of informationsimultaneously.
Use RAFT assignments (Role,Audience, Format, Topic) wherestudents must consider a situation,letter, speech or poem from adifferent perspective.
Contents of Document: 1. Teacher Resources2. Habits of Mind3. Pa Core Standards and Common Core Standards Crosswalk
4. English Language Arts Curriculum Map
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5. Thinking About our Thinking(Metacognition) - mapping outthinking process.
Diagram the relationship between awant and a need.
Map out how characters from booksor thinkers in history might havearrived at certain starting or stoppingpoints in thought.
6. Striving for Accuracy and Precision -taking time to check over work.
Use “three before me,” a strategythat insists on any importantassignment being checked by atleast three other people beforebeing handed in.
7. Questioning and Posing Problems- knowing how to ask questions to fill inthe gaps and asking a range ofquestions.
Create a “parking lot” area in theclassroom—stocked with post-itnotes—where students can postquestions.
8. Applying Past Knowledge to NewSituations-being able to abstractmeaning from one experience and applyit in a new and novel situation.
Use questions stems like “What doyou remember about. . .?”, “Whenhave you ever seen anything likethis?”
9.Thinking and Communicating withClarity and Precision- communicatingaccurately in both written and oral form.
Remind students to avoid thevagueness and abstraction—andimprecision—of terms like always,never, all, everybody, teachers, etc.
10. Gathering Data through All Senses- knowing information gets into the brainthrough different sensory pathways.
Allow students to “cite” sourcesfrom sensory data in addition totraditional textual sources.
11. Creating, Imagining, andInnovating –examining alternativepossibilities from many angles.
Offer persistent sources ofinspiring thought, design, art ormultimedia through writingprompts, discussion points orsimply as a daily class closure.
12. Responding with Wonderment andAwe-having a passion for learning.
Don’t just allow opportunities forstudent choice in topics, formats, orlearning pathways—insist on it.
13. Taking Responsible Risks-acceptingconfusion, uncertainty, and the higherrisks of failure as part of the normalprocess.
Create an environment where failureis analyzed, not punished.
14. Finding Humor-initiating humormore often, placing greater value onhaving a sense of humor, appreciatingand understanding others’ humor.
Point out humor where it is notimmediately apparent, especially instories and examples from yourown life.
Teach students to distinguishbetween situations of human frailtyand fallibility that are in need ofcompassion and those that are trulyfunny.
15. Thinking Interdependently- realizing that all of us together aremore powerful, intellectually and /orphysically, than any one individual.
Cooperative learning groups
Using digital and social mediaprovides opportunity forinterdependence.
16. Learning Continuously –alwaysstriving for improvement.
Revisit old ideas, writing andprojects to identify areas fordevelopment, improvement orrevision.
Arthur L. Costa, Ed.D. and Bena Kallick, Ph.D. Teaching Tips created by Terry Heich, www.edutopia.org
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PA Common Core - Common Core - PA Academic Standards Crosswalk Grade 3 ELA
PA Common Core Standard Common Core State Standard
Foundational Skills
CC.1.1.3.D. - Know and apply grade level phonics and word
analysis skills in decoding words.
• Identify and know the meaning of the most common prefixes
and derivational suffixes.• Decode words with common Latin suffixes.• Decode multisyllable words.
Read grade-appropriate irregularly spelled words.
RF.3.3 (Phonics and Word Recognition) –
3. Know and apply grade-level phonics and word analysis skills in
decoding words.
a. Identify and know the meaning of the most common prefixesand derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.
d. Read grade-appropriate irregularly spelled words.
CC.1.1.3.E. - Read with accuracy and fluency to support
comprehension:• Read on-level text with purpose and understanding.
• Read on-level text orally with accuracy, appropriate rate, andexpression on successive readings.• Use context to confirm or self-correct word recognition andunderstanding, rereading as necessary.
RF.3.4 (Fluency) –
4. Read with sufficient accuracy and fluency to supportcomprehension.a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy,appropriate rate, and expression on successive readingsc. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Informational Text CC.1.2.3.A. - Determine the main idea of a text; recount the key
details and explain how they support the main idea.
RI.3.2 - Determine the main idea of a text; recount the key details
and explain how they support the main idea.
CC.1.2.3.B. - Ask and answer questions about the text and make
inferences from text; refer to text to support responses.
RI.3.1 - Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the answers.
CC.1.2.3.C. - Explain how a series of events, concepts, or steps in
a procedure is connected within a text, using
language that pertains to time, sequence, andcause/effect.
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.
CC.1.2.3.D. -Explain the point of view of the author. RI.3.6 -Distinguish their own point of view from that of the
author of a text. CC.1.2.3.E.- Use text features and search tools to locate and RI.3.5 - Use text features and search tools (e.g., key words,
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interpret information. sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
CC.1.2.3.F. -Determine the meaning of words and phrases as they
are used in grade level text, distinguishing literal from non-literalmeaning as well as shades of meaning among related words.
RI.3.4 -Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CC.1.2.3.G. -Use information gained from text features to
demonstrate understanding of a text.
RI.3.7 - Use information gained from illustrations (e.g.,
maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CC.1.2.3.H. -Describe how an author connects sentences and
paragraphs in a text to support particular points.
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).
CC.1.2.3.I. - Compare and contrast the most important points and
key details presented in two texts on thesame topic.
RI.3.9 - Compare and contrast the most important points
and key details presented in two texts on the same topic.
CC.1.2.3.J –Acquire and use accurately grade-appropriate
conversational, general academic, and domain-specific words and
phrases, including those that signal spatial and temporal relationships.
CC.1.2.3.K. -Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade level reading
and content; choosing flexiblyfrom a range of strategies and tools.
RI.3.4 -Determine the meaning of general academic and
domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CC.1.2.3.L. -Read and comprehend literary non-fiction and
informational text on grade level, readingindependently and proficiently.
RI.3.10- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Literature
CC.1.3.3.A -Ask and answer questions about the text and make
inferences from text; refer to text tosupport responses.
RL.3.1 -Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the answers.
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CC.1.3.3.B -Describe characters in a story and explain how their
actions contribute to the sequence ofevents.
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.
CC.1.3.3.C - Determine the central message, lesson, or moral in
literary text; explain how it is conveyed in text.
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.
CC.1.3.3.D - Explain the point of view of the author. RL.3.6 -Distinguish their own point of view from that of
the narrator or those of the characters.
CC.1.3.3.E. - Refer to parts of texts when writing or speaking
about a text using such terms as chapter, scene
and stanza and describe how each successive
part builds upon earlier sections.
RL.3.5 - Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such
as chapter, scene, and stanza; describe how each
successive part builds on earlier sections. CC.1.3.3.F - Determine the meaning of words and phrases as
they are used in grade level text, distinguishingliteral from non-literal meaning as well as shadesof meaning among related words.
RL.3.4 -Determine the meaning of words and phrases as
they are used in a text, distinguishing literal from non-literal language.
CC.1.3.3.G. - Explain how specific aspects of a text’s
illustrations contribute to what is conveyed by the
words in a story (e.g., create mood, emphasizeaspects of a character or setting).
RL.3.7 - Explain how specific aspects of a text’s illustrations
contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CC.1.3.3.H. - Compare and contrast the themes, settings, and
plots of stories written by the same author about the same or
similar characters.
RL.3.9 -Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
CC.1.3.3.I. -Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 3 reading
and content, choosing flexiblyfrom a range of strategies and tools.
L.3.4 -Determine or clarify the meaning of unknown and
multiple-meaning word and phrases based on grade
3 reading and content, choosing flexibly from arange of strategies.
CC.1.3.3.J. -Acquire and use accurately grade-appropriate
conversational, general academic, and domain specific words and
phrases, including those thatsignal spatial and temporal relationships.
L.3.6 - Acquire and use accurately grade-appropriate
conversational, general academic, and domainspecific words and phrases, including those thatsignal spatial and temporal relationships (e.g., Afterdinner that night we went looking for them).
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CC.1.3.3.K. -Read and comprehend literary fiction on grade level,
reading independently and proficiently.
RL.3.10 -By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 2–3 text complexity band independently and proficiently.
Writing
CC.1.4.3.A. - Write informative/ explanatory texts to examine atopic and convey ideas and information clearly.
W.3.2 - Write informative/explanatory texts to examine atopic and convey ideas and information clearly.
CC.1.4.3.B - Identify and introduce the topic. W.3.2a - Introduce a topic and group related information
together; include illustrations when useful to aiding
comprehension.
CC.1.4.3.C - Develop the topic with facts, definitions, details, andillustrations, as appropriate.
W.3.2b - Develop the topic with facts, definitions, and details.
CC.1.4.3.D - Create an organizational structure that includes
information grouped and connected logically with a concludingstatement or section.
W.3.2c / W.3.2d - Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas within categories ofinformation. Provide a concluding statement orsection.
CC.1.4.3.E -Demonstrate a grade appropriate command of the
conventions of standard English grammar and spelling.
L.4.1/L.3.2 -Demonstrate command of the conventions of
standard Englishgrammar and usage when writing or speaking.
Explain the function of nouns, pronouns, verbs, adjectives, andadverbs in general and their functions in particular sentences.Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).Form and use regular and irregular verbs.Form and use the simple (e.g., I walked; I walk; I will walk)
verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.*Form and use comparative and superlative adjectives andadverbs, and choose between them depending on what is tobe modified.Use coordinating and subordinating conjunctions.Produce simple, compound, and complex sentences.Demonstrate command of the conventions of standard English
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capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses.
Use commas and quotation marks in dialogue. Form and use possessives.
Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings
CC.1.4.3.F -Choose words and phrases for effect. L.3.3 - Use knowledge of language and its conventions
when writing, speaking, reading, or listening.Choose words and phrases for effect.*
CC.1.4.3.G- Write opinion pieces on familiar topics or texts. W.3.1 - Write opinion pieces on topics or texts,
supporting a point of view with reasons.CC.1.4.3.H -Introduce the topic and state an opinion on the- topic. W.3.1a - Introduce the topic or text they are writing
about, state an opinion, and create an
organizational structure that lists reasons.CC.1.4.3.I - Support an opinion with reasons. W.3.1b - Provide reasons that support the opinion.
CC.1.4.3.J - Create an organizational structure that includes
reasons linked in a logical order with a concluding statement or
section.
W.3.1c / W.3.1d -Use linking words and phrases (e.g., because,
therefore, since, for example) to connect opinion and reasons.
Provide a concluding statement or section.
CC.1.4.3.K -Use a variety of words and sentence types to appeal
to the audience.
L.4.3.a. -Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
• Choose words and phrases to convey ideasprecisely.
CC.1.4.3.L -Demonstrate a grade appropriate command of
the conventions of standard English grammarand spelling.
L.3.1 / L.3.2 - Demonstrate command of the conventions of
standard
English grammar and usage when writing or speaking.Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functionsin particular sentences.
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Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.
Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue.
Form and use possessives. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionary.
CC.1.4.3.M - Write narratives to develop real or imaginedexperiences or events.
W.3.3 - Write narratives to develop real or imagined
experiences or events using effective technique,
descriptive details, and clear event sequences.-
CC.1.4.3.N - Establish a situation and introduce a narrator and/or
characters.
W.3.3a -Establish a situation and introduce a narrator
and/or characters; organize an event sequencethat unfolds naturally.
CC.1.4.3.O -Use dialogue and descriptions of actions, thoughts, W.3.3b -Use dialogue and descriptions of actions,
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and feelings to develop experiences and events or show the response of
characters to situations.
thoughts, and feelings to develop experiences and events or show the response of characters to situations.
CC.1.4.3.P -Organize an event sequence that unfolds
naturally, using temporal words and phrases
to signal event order; provide a sense of
closure.
W.3.3a / W.3.3c / W.3.3d -Establish a situation and introduce a
narrator
and/or characters; organize an event sequencethat unfolds naturally. Use temporal words andphrases to signal event order. Provide a sense ofclosure.
CC.1.4.3.Q -Choose words and phrases for effect. L.3.3 -Use knowledge of language and its conventions
when writing, speaking, reading, or listening.
Choose words and phrases for effect.*Recognize and observe differences betweenthe conventions of spoken and written standardEnglish.
CC.1.4.3.R -Demonstrate a grade appropriate command of the
conventions of standard English grammar and spelling.
L.3.1 / L.3.2 -Demonstrate command of the conventions of
standard
English grammar and usage when writing or speaking.Explain the function of nouns, pronouns, verbs,adjectives, and adverbs in general and their functionsin particular sentences.Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).Form and use regular and irregular verbs.Form and use the simple (e.g., I walked; I walk; I
CC.1.4.3.S - Draw evidence from literary or informational texts
to support analysis, reflection, and research, applying grade
level readingstandards for literature and informational
texts.
(Begins at Grade 4)
CC.1.4.3.T -With guidance and support from peers and adults,
develop and strengthen writing as needed by planning, revising,
and editing.
W.3.5 -With guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, and editing.
CC.1.4.3.U-With guidance and support, use technology to
produce and publish writing (using
W.3.6 - With guidance and support from adults, use
technology to produce and publish writing (using
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keyboarding skills) as well as to interact and collaborate with others.
keyboarding skills) as well as to interact and collaborate with others.
CC.1.4.3.V -Conduct short research projects that build knowledge
about a topic.
W.3.7 -Conduct short research projects that build
knowledge about a topic.CC.1.4.3.W -Recall information from experiences or gather
information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
W.3.8 -Recall information from experiences or gather
information from print and digital sources; take
brief notes on sources and sort evidence intoprovided categories
CC.1.4.3.X -Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a
day or two) for a range of discipline-specifictasks, purposes and audiences
W.3.10 -Write routinely over extended time frames (time for
research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences.
Speaking & Listening
CC.1.5.3.A -Engage effectively in a range of collaborative
discussions on grade level topics and texts, building on others’
ideas and expressing their own clearly.
SL.3.1 -Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher
led) with diverse partners on grade 3 topics and
texts, building on others’ ideas and expressing their own clearly.
o Come to discussions prepared, having read orstudied required material; explicitly draw on thatpreparation and other information known aboutthe topic to explore ideas under discussion.
o Follow agreed-upon rules for discussions (e.g.,gaining the floor in respectful ways, listening toothers with care, speaking one at a time aboutthe topics and texts under discussion).o Ask questions to check understanding ofinformation presented, stay on topic, and linktheir comments to the remarks of others.o Explain their own ideas and understanding inlight of the discussion.
CC.1.5.3.B -Determine the main ideas and supporting details of a
text read aloud or information presented in diverse media
formats, including visually, quantitatively, and orally.
SL.3.2 -Determine the main ideas and supporting details of a text
read aloud or information presented in diverse media and formats, including visually,
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quantitatively, and orally.
CC.1.5.3.C -Ask and answer questions about information from a
speaker, offering appropriate detail.
SL.3.3 - Ask and answer questions about information from a
speaker, offering appropriate elaboration and detail.
CC.1.5.3.D - Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive
details, speakingclearly with adequate volume, appropriate
pacing, and clear pronunciation.
SL.3.4 - Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CC.1.5.3.E - Create engaging audio recordings of stories or
poems that demonstrate fluid reading at an understandable pace;
add visual displays when appropriate to emphasize or enhance
certain facts or details.
SL.3.5 - Create engaging audio recordings of stories or
poems that demonstrate fluid reading at an
understandable pace; add visual displays when
appropriate to emphasize or enhance certain facts or details.
CC.1.5.3.F - Speak in complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
SL.3.6 - Speak in complete sentences when appropriate to task
and situation in order to provide requested detail or clarification.
CC.1.5.3.G - Demonstrate command of the conventions of
standard English when speaking based on grade 3 level and
content.
L.3.1 - • Demonstrate command of the conventions of
standard English grammar and usage whenwriting or speaking.
o Use relative pronouns (who, whose, whom,which, that) and relative adverbs (where, when,why).
o Form and use the progressive (e.g., I waswalking; I am walking; I will be walking) verbtenses.o Use modal auxiliaries (e.g., can, may, must) toconvey various conditions.o Order adjectives within sentences according toconventional patterns (e.g., a small red bagrather than a red small bag).o Form and use prepositional phrases.
o Produce complete sentences, recognizing andcorrecting inappropriate fragments and run-ons.*Correctly use frequently confused words (e.g., to,too, two; there, their).
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CURRICULUM MAP COURSE/ SUBJECT: GRAMMAR GRADE: THIRD MONTH: THROUGHOUT SCHOOL YEAR
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.3.ECC.1.4.3.F
CC.1.4.3.K
CC.1.4.3.L
CC.1.4.3.O
CC.1.4.3.Q
CC.1.4.3.R
The Fundamentals of
Grammar and
Conventions
Sadlier Grammar
Workshop
Text Layout
Capitalization
Parts of Speech
Punctuations
Sentence Structure
Grammar &
Conventions
Notice and understand how text layout and illustrations engage readers,
convey meaning and emotion, create excitement, and impact the pace of a
story
Analyze how writers and illustrators use different font types and sizes and
dynamic layouts to make nonfiction engaging and informative
Add to knowledge of capitalization while focusing on using capital letters
when writing names of geographic places and months
Notice that prepositions make sentences more exciting and informative
Learn about prepositional phrases
Understand the uses of apostrophes
Notice different common contractions and discover words that are combined
to form them
Learn how authors use action verbs and state-of-being verbs to bring
sentences to life
Learn and practice using verbs in different tenses
Learn how vivid verbs make a sentence come alive
Learn how to properly punctuate dialogue
Pull together everything learned and produce an imaginary diary entry
Student Work
Teacher
Observation
Conference
District Writing
Assessment
NSD Scope &
Sequence for
Conventions
Writing
Fundamentals
Skills Checklist
Unit
Assessments:
Sadlier
Grammar
Workshop
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COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: SEPTEMEBER/OCTOBER/NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.3.DWords Their Way
Good Habits Great Readers
Vocabulary Workshop
Units 1-6
Phonics and Word
Recognition
(Word Analysis)
Know that affixes have meanings and can change the meanings of
words to which they are attached in printed multisyllabic words (
e.g., un,re,in,dis)
Know that suffixes have meaning and change the meanings of words
to which they are attached in printed multisyllabic words
(e.g. ly, ful, ness)
Know the common Latin suffixes ( e.g. able, ible, ation)
Identify and isolate the base word in a word containing a common
Latin suffix ( e.g. breakable-break)
Demonstrate an understanding of grade-level morphemes, syllable
types, and syllabication rules
Recognize that some multisyllabic words can be decoded following
syllabication rules ( e.g. replacement) while other multisyllabic words
can be decoded using grade-appropriate morphemic spelling patterns
( e.g. semi-circle)
Recognize grade-appropriate phonemic and morphemic spelling
patterns( e.g. eigh-weigh , eight; port-portable, support)
Word Their Way
Assessment
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STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.3.E Good Habits Great Readers
Fluency
Demonstrates accuracy and automaticity in oral reading
of grade level text in a variety of genres 97 wpm
Increase independent reading to 15 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for reading
text.
Participate in guided and shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in text read aloud by the teacher.
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres ( e.g. poetry, narratives in chapter
books, historical events) read aloud fluently
Decode on-level multisyllabic words with automaticity
Determine when on-level text is not understood.
Determine when a word is misread.
DRA
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COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS - INFORMATIONAL ASSESSMENT
CC.1.2.3.A
CC.1.2.3.B
CC.1.2.3.C
CC.1.2.3.D
CC.1.2.3.E
CC.1.2.3.F
CC.1.2.3.G
CC.1.2.3.H
CC.1.2.3.I
Good Habits Great Readers Unit 1: Great Readers See Themselves as Readers
Unit 2: Great Readers Make
Sense of Text
Unit 3 : Great Readers Use what
They Know
Vocabulary Workshop
Units 1-6
Key Ideas and Details
Craft and Structure
Integration of
Knowledge and
Ideas
Generate questions about an important idea from a text
Identify the main idea of a text using textual support
Determine the important ideas in a text using textual support
Discuss how the important ideas are connected to the main idea
Identify main idea and details to make predictions about passage
conclusion
Use main idea and details to summarize text
Generate questions about an important event using text evidence
Determine the meaning of new words using context clues or a
glossary
Utilize text features to help locate important information about
what you reading
Recognize how key words help you as you read a text
Understand how sidebars help you understand a text
Use text features ( chapters) to pause and summarize
Use diagrams and images to understand what you are reading
Connect the ideas in two paragraphs ( time order, comparison of
events/ideas. cause/effect )
Find the parts of a text that identify the next step/event/idea. Identify key words that help you know what comes next.
Teacher Anecdotal Records
Reading Conference
DRA-2
Retelling Rubric
MAP
16
CC.1.2.3.J
CC.1.2.3.K
CC.1.2.3.L
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which
are essential to their future success
Encounter appropriately complex texts at each grade level in
order to develop the mature language skills and the conceptual
knowledge need for success in school and life
Encounter texts with minimal clarifications using effective
scaffolding.
17
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS - FICTION ASSESSMENT
CC.1.3.3.A
CC.1.3.3.B
CC.1.3.3.C
CC.1.3.3.E
CC.1.3.3.F
CC.1.3.3.G
CC.1.3.3.H
Good Habits Great
Readers Unit 1: Great Readers See
Themselves as Readers
Unit 2: Great Readers Make
Sense of Text
Unit 3 : Great Readers Use what They Know
The First Twenty Days
Key Ideas and Details
Craft and Structure
Integrations of
Knowledge and Ideas
Classroom Management - Rituals and Procedures
Ask and answer questions about the characters in a story using text
support
Ask and answer questions about the setting in a story using text
support
Use background knowledge and previewing to make relevant
predictions
Use “ I wonder…” questions to extend thinking beyond text
Use “Does this make sense? questions to self-monitor while reading
Retell the important events in a story using text support
Describe the lesson learned in myths, fables and folktales using details from the text
Use context clues to determine the meaning of unknown words
Determine the meaning of a word based on context clues and deduce
why the author made that word choice.
Identify the parts of a story including chapter, stanzas, scenes and
how they are connected and organized ( time, order, topic)
Use text to world connections to increase understanding and
visualization during independent reading
Apply re-reading strategies, clues from passages, and illustrations to
clarify while reading
Recognize and use text structure, photographs, and author’s purpose
to make predictions
Explain how the illustrations tell about and help you understand the
mood of this book.
Use details from the text to describe the mood of a story
Unit Checklists
Teacher Anecdotal
Records
Reading Conference
Retelling Rubric
DRA-2
MAP
18
STANDARDS CONTENT SKILLS ASSESSMENT
CC.1.3.3.I
CC.1.3.3.J
CC.1.3.3.K
.
Vocabulary Workshop Units 1-6
Vocabulary Acquisition
& Use
Range of Reading and
Level of Text Complexity
Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which
are essential to their future success.
Encounter appropriately complex texts at grade level in order to
develop the mature language skills and conceptual knowledge
needed for success in school and life.
Encounter text with minimal clarifications through effective
scaffolding
19
COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.3.ACC.1.4.3.B
CC.1.4.3.C
CC.1.4.3.D
CC.1.4.3.E
CC.1.4.3.F
CC.1.4.3.G
CC.1.4.3.H
CC.1.4.3.I
CC.1.4.3.JCC.1.4.3.K
CC.1.4.3.L
CC.1.4.3.M
CC.1.4.3.N
CC.1.4.3.O
CC.1.4.3.P
CC.1.4.3.Q
CC.1.4.3.R
CC.1.4.3.T
CC.1.4.3.U
CC.1.4.3.V
CC.1.4.3.W
CC.1.4.3.X
Writing
Fundamentals- Unit 1 How Writers Work
Unit 2- Biography
(Opinion/Argument)
Informative/Explanatory
Opinion/Argumentative
Narrative
Conventions of
Language
Conducting Research
Establish routines and procedures for writer’s workshop
Form a community of writers who listen, share, and respond to each
other’s thoughts, stories, and ideas
Think about the writer and his or her process when reading mentor texts
Recognize how writing is a process that takes hard work and time to create
meaningful pieces
Write routinely over extended time frames and shorter time frames for a
range of purposes and audiences
Understand the ways to listen and be heard when working a writing
partnership
Discover ways to problem solve when experiencing writer’s block
Publish a piece of writing, with teacher guidance and support, that they
develop and strengthen using writing process- collecting, drafting,
revising, and editing
Learn about many influential and historical subjects and understand the
time in which they lived and what they accomplished
Form opinions of the various people studied based upon accomplishments
and attributes discussed
Support their own point of view with reasons, facts, and details
Understand the purpose and structure of a biography
Include a beginning that introduces their subject and expresses an opinion
or point of view
Conduct research to build knowledge on a subject and develop their
biography using information from various sources
Include facts and details to support opinion and inform readers
Create an organizational structure where related information is grouped
together and liking words and phrases connect ideas and show passage of
time
Provide a concluding statement or section
Follow writing process to publish a biography of a subject of their
choosing- planning, researching, drafting, revising, editing, and publishing
Writing
Fundamentals
Rubrics
Teacher Anecdotal
Records
Conferences
District Writing
Assessment
20
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: SEPTEMBER/OCTOBER/NOVEMBER
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.3.A
CC.1.5.3.B
CC.1.5.3.C
CC.1.5.3.D
CC.1.5.3.E
CC.1.5.3.F
CC.1.5.3.G
Good Habits Great Readers Units 1-3
Writing Fundamentals
Units 1-2
Jr. Great Books
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media formats, including visually,
quantitatively, and orally
Ask and answer questions about information from a speaker, offering
appropriate detail
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details; speak clearly with
adequate volume, appropriate pacing, and clear punctuation
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details
Demonstrate command of the conventions of standard English when
speaking, based on Grade 3 level and content
Teacher
Anecdotal
Records
Socratic
Discussion
21
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC1.1.3.D Words Their Way
Good Habits Great Readers
Vocabulary Workshop
Units 7-12
Phonics and Word
Recognition
(Word Analysis)
Know that affixes have meanings and can change the meanings
of words to which they are attached in printed multi-syllabic
words ( e.g., un,re,in,dis)
Know that suffixes have meaning and change the meanings of
words to which they are attached in printed multi=syllabic words(
e.g. ly,ful,ness)
Know the common Latin suffixes( e.g. able, ible, ation)
Identify and isolate the base word in a word containing a
common Latin suffix ( e.g. breakable-break)
Demonstrate an understanding of grade-level morphemes,
syllable types, and syllabication rules
Recognize that some multisyllabic words can be decoded
following syllabication rules ( e.g. replacement) while other
multisyllabic words can be decoded using grade-appropriate
morphemic spelling patterns ( e.g. semi-circle)
Recognize grade-appropriate phonemic and morphemic spelling
patterns( e.g. eigh-weigh , eight; port-portable, support)
Word Their Way
Assessment
Teacher Anecdotal Records
22
CC.1.1.3.E Good Habits Great Readers Fluency Demonstrates accuracy, automaticity in oral reading
of grade level text in a variety of genres 115 wpm
Increase independent reading to 20 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text.
Participate in guided and shared reading of different genres of
text.
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in text read aloud by the teacher.
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres ( e.g. poetry, narratives in
chapter books, historical events) read aloud fluently
Decode on-level multisyllabic words with automaticity
Determine when on-level text is not understood.
Determine when a word is misread.
DRA
23
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: DECEMBERJANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.3.A
CC.1.2.3.B
CC.1.2.3.C
CC.1.2.3.D
CC.1.2.3.E
CC.1.2.3.F
CC.1.2.3.G
CC.1.2.3.H
CC.1.2.3.I
Good Habits Great Readers Unit 5
Key Ideas and
Details
Craft and Structure
Integration of
Knowledge and Ideas
Generate questions about an important idea from a text
Identify the main idea of a text using textual support
Determine the important ideas in a text using textual support
Discuss how the important ideas are connected to the main idea
Identify main idea and details to make predictions about passage
conclusion
Use main idea and details to summarize text
Determine the sequence of events and the cause and effect
Identifies time-order sequence and signal words
Generate questions about an important event using text
evidence
Use scanning to identify text specific key words
Recognize how key words help you as you read a text
Determine the meaning of new words using context clues or a
glossary
Identify an introduction and interview as a text feature
Utilize text features to help locate important information about
what you reading (chapter titles, headings)
Understand how sidebars help you understand a text
Use a diagram in non-fiction text to gain information about a topic or how something works Use quotation marks to track dialogue in a passage
Use text features ( chapters) to pause and summarize
Use diagrams and images to understand what you are reading
Connect the ideas in two paragraphs ( time order, comparison of
events/ideas. cause/effect )
Find the parts of a text that identify the next step/event/idea.
Identify key words that help you know what comes next.
Show a steadily growing ability to discern more from and make
fuller use of text including making an increasing number of connections.
Unit 5: Great Readers Read
To Learn Checklist
Teacher Anecdotal Records
Reading Conference
DRA-2
MAP
Pearson Summary Rubric
24
CC.1.2.3.J
CC.1.2.3.K
CC.1.2.3.L
Vocabulary Workshop Units 7-12
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which
are essential to their future success
Encounter appropriately complex texts at each grade level in
order to develop the mature language skills and the conceptual
knowledge need for success in school and life
Encounter texts with minimal clarifications using effective
scaffolding.
25
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.3.A
CC.1.3.3.B
CC.1.3.3.C
CC.1.3.3.E
CC.1.3.3.F
Good Habits Great Readers Unit 4
Jr. Great Books
Key Ideas and
Details
Craft and Structure
Use text to self connections to make meaning during
independent reading
Ask and answer questions about the characters in a story using
text support
Ask and answer questions about the setting in a story using text
support
Use background knowledge and previewing to make relevant
predictions
Use “ I wonder…” questions to extend thinking beyond text
Use “Does this make sense?” questions to self-monitor while
reading
Describe character’s plan to solve the problem in sequential
steps Retell the important events in a story using text support
Describe the lesson learned in myths, fables and folktales using
details from the text
Identifies main character, setting and the problem in sequential
steps
Relate a character’s feeling in a story
Explain the actions of a character
Describe the influence of character actions on the beginning and ending events in a story Use context clues to determine the meaning of unknown words
Determine the meaning of a word based on context clues and
deduce why the author made that word choice.
Identify the parts of a story including chapter, stanzas, scenes
and how they are connected and organized ( time, order, topic)
Recognize alliterations, onomatopoeia and contrasting imagery
in poems and how this helps students visualize what they read
Use text to world connections to increase understanding and
visualization during independent reading
Reading Log
Unit 4: Readers Understand
How Stories Work Checklist
Teacher Anecdotal Records
Reading Conference
DRA-2
MAP
Pearson Summary Rubric
Socratic Discussions
Written Response to Reading
26
CC.1.3.3.G
CC.1.3.3.H
.
CC.1.3.3.I
CC.1.3.3.J
CC.1.3.3.K
Good Habits Great Readers
Unit 4
Vocabulary Workshop
Units 7-12
Integration of
Knowledge and Ideas
Vocabulary
Acquisition and Use
Range of Reading
and Level of Text
Complexity
Apply re-reading strategies, clues from passages, and
illustrations to clarify while reading
Recognize and use text structure, photographs, and author’s
purpose to make predictions
Make and confirm inferences using text clues and prior
knowledge Revise incorrect inferences by using what has been learned from
text
Explain how the illustrations tell about and help you understand
the mood of this book.
Use details from the text to describe the mood of a story.
Use text to text connections to increase understanding during
independent reading
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which
are essential to their future success.
Encounter appropriately complex texts at grade level in order to
develop the mature language skills and conceptual knowledge
needed for success in school and life.
Encounter text with minimal clarifications through effective scaffolding
27
COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.3.ACC.1.4.3.B
CC.1.4.3.C
CC.1.4.3.D
CC.1.4.3.E
CC.1.4.3.F
CC.1.4.3.G
CC.1.4.3.H
CC.1.4.3.I
CC.1.4.3.J
CC.1.4.3.K
CC.1.4.3.L
CC.1.4.3.M
CC.1.4.3.N
CC.1.4.3.O
CC.1.4.3.P
CC.1.4.3.Q
CC.1.4.3.R
CC.1.4.3.T
CC.1.4.3.V
CC.1.4.3.W
CC.1.4.3.X
Writing
Fundamentals- Unit 3- Nonfiction
(Information/Explanatory)
Information/Explanatory
Conducting Research
Conventions of
Language
Identify common nonfiction features and their purposes
Read nonfiction texts and comp template the author’s process and type of
research that went into creating a published piece
Utilize various nonfiction text structures when reading and writing
Explore different nonfiction topics through reading, asking questions,and having collaborative discussions
Select and focus on a nonfiction topic to examine and develop
Develop a topic with facts, definitions, and clear details
Include formatting and illustrations that organize and relate to the topic
Introduce a topic clearly and group related information into paragraphs
or sections using liking words and phrases
Provide a concluding sentence or section that relates to the information
presented and is modeled after a mentor text
Strengthen their writing as needed by planning, revising, and editing
Publish a nonfiction piece of writing in which development and
organization are appropriate to the writer’s purpose and audience
Writing Fundamentals
Rubrics
Teacher Anecdotal
Records
Conferences
District Writing
Assessment
28
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: DECEMBER/JANUARY/FEBRUARY Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.3.A
CC.1.5.3.B
CC.1.5.3.C
CC.1.5.3.D
CC.1.5.3.E
CC.1.5.3.F
CC.1.5.3.G
Good Habits Great Readers Units 4-5
Writing Fundamentals
Units 3
Jr. Great Books
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media formats, including visually,
quantitatively, and orally
Ask and answer questions about information from a speaker, offering
appropriate detail
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details; speak clearly
with adequate volume, appropriate pacing, and clear punctuation
Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details
Demonstrate command of the conventions of standard English when
speaking, based on Grade 3 level and content
Teacher Anecdotal
Records
Socratic
Discussion
29
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.3.D Words Their Way
Good Habits Great Readers
Vocabulary Workshop
Units 13-20
Phonics and Word
Recognition
(Word Analysis)
Know that affixes have meanings and can change the meanings
of words to which they are attached in printed multi-syllabic
words ( e.g., un,re,in,dis)
Know that suffixes have meaning and change the meanings of
words to which they are attached in printed multi=syllabic
words( e.g. ly,ful,ness)
Know the common Latin suffixes( e.g. able, ible, ation)
Identify and isolate the base word in a word containing a
common Latin suffix ( e.g. breakable-break)
Demonstrate an understanding of grade-level morphemes,
syllable types, and syllabication rules
Recognize that some multisyllabic words can be decoded
following syllabication rules ( e.g. replacement) while other
multisyllabic words can be decoded using grade-appropriate
morphemic spelling patterns ( e.g. semi-circle)
Recognize grade-appropriate phonemic and morphemic spelling
patterns( e.g. eigh-weigh , eight; port-portable, support)
Word Their Way Assessment
Teacher Anecdotal Records
30
CC.1.1.3.E Good Habits Great Readers Fluency Demonstrate accuracy and automaticity in oral reading
of grade level text in a variety of genres 119 wpm
Increase independent reading to 25 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text.
Participate in guided /shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in text read aloud by the teacher.
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres ( e.g. poetry, narratives in
chapter books, historical events) read aloud fluently
Decode on-level multisyllabic words with automaticity
Determine when on-level text is not understood.
Determine when a word is misread.
DRA
31
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.3.A
CC.1.2.3.B
CC.1.2.3.C
CC.1.2.3.D
CC.1.2.3.E
CC.1.2.3.F
CC.1.2.3.G
CC.1.2.3.H
CC.1.2.3.I
Good Habits Great Readers Unit 7
Key Ideas and
Details
Craft and Structure
Integration of
Knowledge and Ideas
Asks questions and evaluates information from non-fiction texts
to check for accuracy
Generate questions about an important idea from a text
Identify the main idea of a text using textual support
Determine the important ideas in a text using textual support
and graphic organizers
Discuss how the important ideas are connected to the main idea
Identify main idea and details to make predictions about passage
conclusion
Use main idea and details to summarize text
Determine the sequence of events and the cause and effect
Utilize text features to help locate important information about
what you reading
Use text features ( chapters) to pause and summarize
Recognize how key words help you as you read a text
Understand how sidebars help you understand a text
Uses photographs and background knowledge to visualize and
describe text including sensory information
Evaluates a non-fiction text by stating opinion and using text
based support
Distinguishes between facts and opinions
Identifies author’s point of view when forming opinions about
text.
Identifies what the author wants the reader to understand about
the topic
Determine what the author is telling you in a text and decide
whether you or agree or disagree with the author’s thinking
Teacher Anecdotal Records
(Teacher Conferences)
Pearson Summary Rubric
Unit 5: Great Readers Read
to Learn Checklist
32
CC.1.2.3.J
CC.1.2.3.K
CC.1.2.3.L
Vocabulary Workshop Units 13-20
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Students must show a steadily growing ability to discern more
from and make fuller use of text including making an increasing
number of connections among ideas and between texts,
considering a wider range of textual evidence, and becoming
more sensitive to inconsistencies, ambiguities, and poor
reasoning in texts.
Acquire the habits of reading independently and closely, which
are essential to their future success.
Encounter appropriately complex texts at grade level in order to
develop the mature language skills and conceptual knowledge
needed for success in school and life.
Encounter text with minimal clarifications through effective
scaffolding
33
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MARCH/APRIL
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.3.A
CC.1.3.3.B
CC.1.3.3.C
CC.1.3.3.E
CC.1.3.3.F
Good Habits Great Readers Units 6 & 7
Jr. Great Books
Key Ideas and Details
Craft and Structure
Ask and answer questions about the characters and the setting in
a story using text support
Use background knowledge and previewing to make relevant
predictions
Use “ I wonder…” questions to extend thinking beyond text
Use “Does this make sense” questions to self-monitor while
reading
Summarize the important events of a story using text support in
a graphic organizer
Describe the lesson learned in myths, fables and folktales using
details from the text
Identify character traits in the following ways:
Relate a character’s feeling in a story
Explain the actions of a character Describe the influence of character actions upon the beginning
and ending events in a story
Relate the influence of setting on character development
Use context clues to determine the meaning of unknown words
Determine the meaning of a word based on context clues and
deduce why the author made that word choice.
Identify the parts of a story including chapter, stanzas, scenes
and how they are connected and organized (time, order, topic)
Communicate the way a character is thinking in a story and
convey an opinion on their thinking. Note the similarities and
differences between them.
Use text to world connections to increase understanding and
visualization during independent reading
Identify genre and use characteristics of the genre to monitor
understanding
Unit 6: Great Readers
Monitors and Organize
Information Checklist
Unit 7: Great Readers Think
Critically About Books
Checklist
Teacher Anecdotal Records
Reading Conference
Pearson Summary Rubric
Socratic Discussions
Written Responses to Reading
34
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.3.3.G
CC.1.3.3.H
.
CC.1.3.3.I
CC.1.3.3.J
CC.1.3.3.K
Vocabulary Workshop
Units 13-20
Apply re-reading strategies, clues from passages, and illustrations
to clarify while reading
Recognize and use text structure, photographs, and author’s
purpose to make predictions
Explain how the illustrations tell about and help you understand
the mood of this book.
Identify the theme of a text and compares the theme of a text to
self Use details from the text to describe the mood of a story.
Compare the setting of two books and describe their similarities
and differences
Describe how different characters in a series solve the problems
in different ways.
Describe how the problems a character faces similar across a
series of stories
Compare characters to self and others in order to make personal
connections
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Acquire the habits of reading independently and closely, which
are essential to their future success
Encounter appropriately complex texts at each grade level in
order to develop the mature language skills and the conceptual
knowledge need for success in school and life
35
COURSE/ SUBJECT: WRITING GRADE: 3 MONTH: MARCH/APRIL
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.3.ECC.1.4.3.F
CC.1.4.3.K
CC.1.4.3.M
CC.1.4.3.N
CC.1.4.3.O
CC.1.4.3.P
CC.1.4.3.Q
CC.1.4.3.T
CC.1.4.3.VCC.1.4.3.W
CC.1.4.3.X
Writing Fundamentals
Narrative
Conventions of
Language
Record what they know about Polacco as a writer, illustrator, and person
Identify how Polacco uses her life experiences, curiosity, interests, and
observations about the world around her to generate ideas for her writing
Identify various narrative techniques
Begin to use techniques learned from Polacco as inspiration for writing and
drawing in their Writer’s Notebooks as evidenced in final piece
Write narratives to develop real or imagined experiences or events using
effective techniques, descriptive details, and clear event sequence
Writing
Fundamentals
Rubrics
Teacher Anecdotal
Records
Conferences
District Writing
Assessment
36
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: MARCH/APRIL
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.3.A
CC.1.5.3.B
CC.1.5.3.C
CC.1.5.3.D
CC.1.5.3.E
CC.1.5.3.F
CC.1.5.3.G
Good Habits Great Readers Units 6-7
Writing Fundamentals
Units 3
Jr. Great Books
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media formats, including visually,
quantitatively, and orally
Ask and answer questions about information from a speaker, offering
appropriate detail
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details; speak clearly
with adequate volume, appropriate pacing, and clear punctuation
Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details
Demonstrate command of the conventions of standard English when
speaking, based on Grade 3 level and content
Teacher Anecdotal
Records
Socratic
Discussion
37
COURSE/ SUBJECT: FOUNDATIONAL SKILLS GRADE: THIRD MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.1.3.DWords Their Way
Good Habits Great Readers
Vocabulary Workshop
Units 21-28
Phonics and Word
Recognition
(Word Analysis)
Know that affixes have meanings and can change the meanings
of words to which they are attached in printed multi-syllabic
words ( e.g., un,re,in,dis)
Know that suffixes have meaning and change the meanings of
words to which they are attached in printed multi=syllabic
words( e.g. ly,ful,ness)
Know the common Latin suffixes( e.g. able, ible, ation)
Identify and isolate the base word in a word containing a
common Latin suffix ( e.g. breakable-break)
Demonstrate an understanding of grade-level morphemes,
syllable types, and syllabication rules
Recognize that some multisyllabic words can be decoded
following syllabication rules ( e.g. replacement) while other
multisyllabic words can be decoded using grade-appropriate
morphemic spelling patterns ( e.g. semi-circle)
Recognize grade-appropriate phonemic and morphemic spelling
patterns( e.g. eigh-weigh , eight; port-portable, support)
Word Their Way Assessment
Teacher Anecdotal Records
38
CC.1.1.3.E Good Habits Great Readers Fluency Demonstrate accuracy and automaticity in oral reading
of grade level text in a variety of genres 123 wpm
Increase independent reading to 30 minutes
Increase sight words read fluently
Demonstrate an understanding of the different purposes for
reading text.
Participate in guided /shared reading of different genres of text.
Demonstrate an understanding of grade-appropriate vocabulary
Make and confirm predictions in text read aloud by the teacher.
Determine genre of text before reading
Determine purpose for reading on-level text
Actively listen to different genres ( e.g. poetry, narratives in chapter books, historical events) read aloud fluently
Decode on-level multisyllabic words with automaticity
Determine when on-level text is not understood.
Determine when a word is misread.
DRA
39
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.2.3.A
CC.1.2.3.B
CC.1.2.3.C
CC.1.2.3.D
CC.1.2.3.E
CC.1.2.3.F
CC.1.2.3.G
CC.1.2.3.H
CC.1.2.3.I
Good Habits Great Readers Unit 7
Key Ideas and
Details
Craft and Structure
Integration of
Knowledge and Ideas
Generate questions and evaluate information about an important idea from texts to check for accuracy
Identify the main idea of a text using textual support
Determine the important ideas in a text using textual support
Discuss how the important ideas are connected to the main idea
Identify main idea and details to make predictions about passage
conclusion
Use main idea and details to summarize text
Generate questions and evaluate information about an important
idea from the text to check for accuracy
Identify how ideas are the are the same and how they are
different
Determine the meaning of new words using context clues or a
glossary
Utilize text features to help locate important information about
what you reading
Recognize how key words help you as you read a text
Understand how sidebars help you understand a text
Use pictures to help understand and evaluate the information
from non-fiction texts
Use text features ( chapters) to pause and summarize
Identify what the author wants the reader to understand about a
topic or author’s purpose
Determine what the author is telling you in a text and decide
whether you agree or disagree with the author’s thinking.
Evaluate a non-fiction text by stating opinion and using text
support
Use diagrams and images to understand what you are reading
Connect the ideas in two paragraphs ( time order, comparison of
events/ideas. cause/effect )
Find the parts of a text that identify the next step/event/idea.
Identify key words that help you know what comes next.
Find the similarities and differences about important
Unit 5:Great Readers Read
to Learn Checklist
Unit 7 : Great Readers Think
Critically about Books
Checklist
Teacher Anecdotal Records
(Reading Conference)
DRA-2
MAP
Pearson Summary Rubric
40
CC.1.2.3.J
CC.1.2.3.K
CC.1.2.3.L
Vocabulary Workshop Units 29-36
Vocabulary
Acquisition & Use
Range of Reading
and Level of Text
Complexity
details/points presented in two texts on the same topic.
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and
content
Acquire and use grade-appropriate words and phrases
Read and understand a wide range of informational texts, within
the higher end of second to third grade text level efficiently, by
the end of the year.
Show a steadily growing ability to discern more from and make
fuller use of text including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which
are essential to their future success
Encounter appropriately complex texts at each grade level in
order to develop the mature language skills and the conceptual
knowledge need for success in school and life
Encounter texts with minimal clarifications using effective
scaffolding.
41
COURSE/ SUBJECT: READING WORKSHOP GRADE: THIRD MONTH: MAY/JUNE
Enduring Understanding: Comprehension requires and enhances critical thinking and is constructed through the intentional interactions between reader and text.
Essential Question: How do we think while reading in order to understand and respond?
Enduring Understanding: Effective use of vocabulary builds social and academic knowledge
Essential Question: How can the knowledge of language help us to communicate and understand?
Standards Core Materials Content Skills Assessment
CC.1.3.3.A
CC.1.3.3.B
CC.1.3.3.C
CC.1.3.3.E
CC.1.3.3.F
Good Habits Great Readers Unit 7
Jr. Great Books
Key Ideas and
Details
Craft and Structure
Ask and answer questions about the characters and setting in a story
using text support
Use “ I wonder…” questions to extend thinking beyond text
Use “ Does this make sense? ” questions to self-monitor while
reading
Retell the important events of a story using text support
Describe the lesson learned in myths, fables and folktales using
details from the text
Relate a character’s feeling in a story
Explain the actions of a character
Describe the influence of character actions and setting upon the
beginning and ending events in a story
Identifies problems in a story and proposes possible solutions using
key details to summarize the story
Use context clues to determine the meaning of unknown words
Determine the meaning of a word based on context clues and deduce
why the author made that word choice.
Identify the parts of a story including chapter, stanzas, scenes and
how they are connected and organized (time, order, topic)
Communicate the way a character is thinking in a story and convey
an opinion on their thinking. Note the similarities and differences
between them.
Distinguish between fact and opinion
Identifies author’s viewpoint when forming opinions about text
Unit 7:Great Readers
Think Critically About
Books Checklist
Teacher Anecdotal
Records
Reading Conference
DRA-2
MAP
Pearson Retelling
Rubric
Socratic
Discussions
Written
Responses to
Reading
42
CC.1.3.3.G
CC.1.3.3.H
.
CC.1.3.3.I
CC.1.3.3.J
CC.1.3.3.K
Good Habits Great Readers Unit 7
Vocabulary Workshop Units 29-36
Integration of
Knowledge and
Ideas
Range of Reading
and Level of Text
Complexity
Uses text to world connections to increase understanding and
visualization during independent reading
Apply re-reading strategies, clues from passages and illustrations to
clarify while reading
Recognize and use text structure, photographs, and author’s purpose
to make predictions
Explain how the illustrations tell about and help you understand the mood of this book. Use details from the text to describe the mood of a story.
Compare the setting of two books and describe their similarities and
differences
Describe how different characters in a series solve the problems in
different ways.
Describe how the problems a character faces similar across a series of
stories
Identify the theme of a text and compare theme of text to self
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grade-level reading and content Acquire and use grade-appropriate words and phrases
Students must show a steadily growing ability to discern more from
and make fuller use of text including making an increasing number of
connections among ideas and between texts, considering a wider
range of textual evidence, and becoming more sensitive to
inconsistencies, ambiguities, and poor reasoning in texts.
Acquire the habits of reading independently and closely, which are
essential to their future success.
Encounter appropriately complex texts at grade leveling order to
develop the mature language skills and conceptual knowledge needed
for success in school and life.
Encounter text with minimal clarifications through effective
scaffolding
Unit 7:Great Readers
Think Critically About
Books Checklist
Teacher Anecdotal
Records
(Reading Conference)
DRA-2
MAP
Pearson Retelling
Rubric
43
COURSE/ SUBJECT: WRITING GRADE: THIRD MONTH: MAY/JUNE
Enduring Understanding: Writing is a means of documenting thinking.
Essential Question: What role does writing play in our lives?
Enduring Understanding: Writing is a recursive process that conveys ideas, thoughts and feelings.
Essential Question: How do we develop into effective writers?
Enduring Understanding: Purpose, topic, and audience guide types of writing.
Essential Questions: To what extent does the writing process contribute to the quality of writing?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.4.3.ACC.1.4.3.B
CC.1.4.3.C
CC.1.4.3.D
CC.1.4.3.E
CC.1.4.3.F
CC.1.4.3.G
CC.1.4.3.H
CC.1.4.3.I
CC.1.4.3.JCC.1.4.3.K
CC.1.4.3.L
CC.1.4.3.M
CC.1.4.3.N
CC.1.4.3.O
CC.1.4.3.P
CC.1.4.3.Q
CC.1.4.3.R
CC.1.4.3.T
CC.1.4.3.U
CC.1.4.3.V
CC.1.4.3.W
CC.1.4.3.X
Writer’s Workshop- Third grade students should write opinion pieces that clearly state their
preferences and supply the reasoning for their thinking.
Demonstrate the ability to include both an introduction and a concluding
statement or section in their writing
Third grade students should write informative/explanatory pieces by
researching a topic, selecting relevant information and grouping like ideas.
Demonstrate the ability to include both an introduction and a concluding
statement or section in their writing
Third grade students write real and imaginative stories using description toshow characters’ thoughts and feelings as well as details of characters’
interaction through dialogue
With assistance, third grade students are expected to produce writing that is
clear and understandable to the reader.
Third graders are developing strategies to use digital tools for producing and
publishing their writing and collaborating with their peers
Third graders are expected to learn how to locate information from print and
digital sources as well as integrate information from their own experiences
Third graders are required to produce numerous pieces of writing over
various time frames to develop skills in research and reflect and revise as they
move through their work
Student Work
Teacher
Observation
Conferences
District Writing
Assessment
44
COURSE/ SUBJECT: SPEAKING & LISTENING GRADE: THIRD MONTH: MAY/JUNE
Enduring Understanding: Spoken language can be represented in print.
Essential Question: How can the knowledge of language help us to communicate and understand?
STANDARDS CORE MATERIALS CONTENT SKILLS ASSESSMENT
CC.1.5.3.A
CC.1.5.3.B
CC.1.5.3.C
CC.1.5.3.D
CC.1.5.3.E
CC.1.5.3.F
CC.1.5.3.G
Good Habits Great Readers Units 6-7
Writing Fundamentals
Units 4
Jr. Great Books
Comprehension and
Collaboration
Presentation of
Knowledge and Ideas
Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others’ ideas and expressing their own clearly
Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media formats, including visually,
quantitatively, and orally
Ask and answer questions about information from a speaker, offering
appropriate detail
Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details; speak clearly
with adequate volume, appropriate pacing, and clear punctuation
Speak in complete sentences when appropriate to task and situation in order
to provide requested detail or clarification
Create engaging audio recordings of stories or poems that demonstrate fluid
reading at an understandable pace; add visual displays when appropriate to
emphasize or enhance certain facts or details
Demonstrate command of the conventions of standard English when
speaking, based on Grade 3 level and content
Teacher Anecdotal
Records
Socratic Discussion