harnettliteracy.wikispaces.comharnettliteracy.wikispaces.com/file/view/grade3qtr... · web...

Anchor Standards

ELA Harnett County Schools GRADE 3

*Theme Selection: CYCLES. Units of study (i.e. Project/Problem-based Learning) integrating multiple content areas are encouraged

PRIMARY- Anchor Standards receiving major focus during the quarter. Secondary- Anchor Standards receiving minor focus during the quarter.

*Theme: *for sample thematic units see www.commoncore.org/maps

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

What activities are used to develop skills and knowledge? (Unpacking Tools)

Connections

(i.e. Math Practices, Content Integration, Technology)

Resources

What materials, texts, videos, internet, software, or human resources support instruction?

Evidence

What products and/or performances are collected to establish that content/skills have been learned?

Reading Literature

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.

3. RL.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

How do readers ensure they understand or comprehend?

How can I analyze the text to comprehend what I read?

How can I use parts of a text to support my thinking?

How can knowing the different characteristics of literature and informational text help me know what questions to ask about the text?

Students may recall facts such as how, who, what, where, or when.

Students may highlight, underline, or point to the answer found in the text.

Students may develop questions that can be answered explicitly from the text. This could be working with a team or partner to write questions to exchange and find the answer.

Summarize and evaluate text through literature circles.

Create questions based on Blooms Revised Taxonomy question stems. Provide answers to support the questions that are written. Exchange questions with other groups.

www.commoncore.org/maps

Interactive Read Alouds: Grades 2-3 by Linda Hoyt

Comprehension Strategies Kit 1 by Linda Gambrel

(Fiction/ Nonfiction)

Fountas and Pinnell

Reading Benchmark Assessment Kits

Responses to student-created questions

Completed graphic organizers

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

3. RL.4

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

What strategies can I use to determine meanings of words and to remember their meanings?


Students highlight and discuss figurative language as it is encountered in text.

Students illustrate the literal and figurative meanings of figurative language (e.g., he lost his head, running on empty, frog in my throat).

Students may research the origins of selected idioms to reinforce understanding.

Read several books that use idioms in the story (e.g., the Amelia Bedelia series) or a book that uses idioms as the text. Then assign the students this prompt: Choose an idiomatic saying. Draw a picture of the literal and figurative meaning of the saying. Write a short paragraph to explain to someone like Amelia Bedelia why it is important to know what the saying really means.

3.RI.5, 3.L.4, 3.L.5

Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell

Guiding Readers and Writers Grade 3-6 Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnell

Readers Workshop

o Shared reading

o Read aloud

o Think aloud

o Making word activities

o Guided Reading

o Choral Reading

o Read with a partner or peer

o Independent Reading

o Book talk

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

3. RL.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.

What elements are needed for good story writing?

How does knowledge of literary elements help us elaborate our writing?

Teachers create a focus wall that includes terms of various literature structures as a resource.

Students will be able to use information recorded on a graphic organizer to write or to speak about the text.

Students create a literature structure journal as a resource.

Use a poem such as Eating While Reading, Gary Soto, to illustrate how each line builds meaning to the next. Have students read multiple poems aloud to each other, explaining their understanding of the poem, line-by-line, and stanza-by-stanza.

Teacher selected text/literature in a variety of genres



Teacher observation

Anecdotal records

Checklists

Rubrics

Written summary

Written retell

Portfolio

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Reading Informational Text

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.

3. RI.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


How can I analyze the text to comprehend what I read?

How can I use parts of a text to support my thinking?

Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall.

Teacher models (through thinking aloud) use context clues to determine a word or phrase:

Look at the illustration or graph.

Use background knowledge regarding the subject.

Look at the sentence before and after to help build meaning.

Use morphology, affixes, and Greek & Latin roots to help arrive at meaning.

Students keep word journals or records for easy reference.

Read informational text related to science, social studies and healthy living.

3.OA.8 - Math word problems

www.commoncore.org/maps




Fountas and Pinnell




GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

3. RI.4

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 3 topic or subject area.

What strategies can we use when analyzing text for information or to answer a question?

What references or resources can we use to enhance our vocabulary?

Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall.

Teacher models (through thinking aloud) use context clues to determine a word or phrase:

Look at the illustration or graph.

Use background knowledge regarding the subject.

Look at the sentence before and after to help build meaning.

Use morphology, affixes, and Greek & Latin roots to help arrive at meaning.

Students keep word journals or records for easy reference.





Fountas and Pinnell




GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

3. RI.7

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


Students use primary source materials (e.g., photos, artifact illustrations, maps) to locate information on a social studies topic studied.

Social Studies and Science content studied

Readers Workshop:

o Shared reading

o Read aloud

o Think aloud


o Guided Reading

o Choral Reading



o Book talk

Fountas and Pinnell


Reading and writing conference logs

Reading journals

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. RI.8

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


Teachers teach different informational text structures (e.g., cause & effect, sequential/ chronological, descriptive, comparison) individually.

Teachers model using different graphic organizers with text.

Introduce the book Coming to America: The Story of Immigration, Betsy Maestro and Suzannah Ryan, as telling the story of immigration.

3. RI.4, 3.SL.1, 3.L.5.





Fountas and Pinnell


Reading and writing conference logs

Reading journals

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Tell students that America is unique because so many people have come from so many different backgrounds. To understand how all of these people groups came to the same place, challenge students to think about the sequence of events in Americas history. Define chronological order and relate it to something like your daily schedule or school calendar. As you read the book aloud, have students jot down important events on Post-Its, keeping them in chronological order. Ask them also to be thinking about why we might need to have rules to guide our government.

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Reading Foundations

3.RF.3

Know and apply grade-level phonics and word analysis skills in decoding words.

c. Decode multi-syllable words.

What strategies do I need to use to decode words and determine their meanings?

What is a syllable pattern and how can they help us read unfamiliar words?

Students create different meanings of text(s) by implementing different prefixes and suffixes.

Students sort multi-syllabic words into syllable types.

Fcrr.org

Words Their Way by Donald Bear, et al

Bringing Words to Life: Robust Vocabulary Instruction by I. Beck, M. McKeon, and L. Kucan

Daily Grammar Practice pages

Fountas and Pinnell


3.RF.4

Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

How can reading accurately and fluently help me comprehend?

Fluency is a bridge to comprehension and is result of accurately decoding words automatically in order to not lose the meaning of the text. It is achieved through multiple opportunities to practice. Students read grade-level material with appropriate rate (speed), accuracy (precision) and prosody (expression).

Classroom libraries (leveled and content)

Writing center

Reading center

Listening Centers

Readers Workshop:

o Shared reading

o Read aloud

o Think aloud


o Guided Reading

o Choral Reading



o Book talk

Teacher selected text/literature in a variety of genres.

Fountas and Pinnell


GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Teachers offer different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text for student reading.

Rehearse and present a poems (suggestion: Langston Hughes) through poetry caf or authors celebration.

Plan and produce readers theater performance.

Divide the class into eight groups to perform a cumulative choral reading of the Preamble to the Constitution. Have the first group read to the comma, the second group read to the next comma, etc. Continue adding voices/phrases until the whole class is reading the Preamble. Students will quickly and naturally memorize the Preamble and can perform it independently as an oral recitation.

3.RF.3

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

As you and the students read poems, ask them choose words that they like to collect in their journals. Read aloud a poem such as Daffodils (William Wordsworth) several times, modeling fluent reading. Choose an evocative word from the poem, because, for example, of the way it sounds or what it means. Every time the class reads a poem, either together or individually, give the students a few minutes to choose one or two words that they like and then use them in sentences.

Writing

4. Produce clear and coherent writing in which the development organization, and style are appropriate to task, purpose, and audience.

3. W.4

With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

What makes a good writer?

How can I develop and organize my writing?

Implement writers workshop to assist students in taking their writing pieces through the writing process.

In this standard students will be using strategies to organize ideas for specific tasks and purposes.


Strategies that Work: Teaching Comprehension for Understanding and Engagement by Stephanie

Editors checklist with peer feedback

Teacher led conference notes

Rubric based evaluation of student final drafts

Writing samples

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Students will generate ideas through a variety of activities such as brainstorming, developing graphic, organizers, drawing, and discussing. Students will be aware of the purpose of writing for the intended audience.

Teachers model the writing process in creating functional writing (e.g., thank you notes or messages to guest speakers, volunteers).

Students participate in group writing of functional text (e.g., letters, thank you notes) during community service projects.

Students will place historical events from content studied in social studies in chronological order.

Harvey and Anne Goudvis

Make It Real: Strategies for Success with Informational Texts by Linda Hoyt

Lucy Calkins- Writers Workshop Series

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3. W.5

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

How can I apply the various parts of the writing process to strengthen my writing?

How can I strengthen my writing by sharing and conferring with peers or an adult?

What makes a good writer?

Brainstorm ideas with a Thinking Map to plan narratives and informational pieces.

Model and use guided writing and conferring to enable students to strengthen their writing.

Teachers model refining a rough draft for clarity and effectiveness: Evaluate the draft for use of ideas, content, organization, voice, word choice, and sentence fluency. Add details to the draft to more effectively accomplish the purpose. Rearrange the words, sentences, and paragraphs to clarify the meaning of the draft. Use a combination of sentence structures such as simple and compound sentences to improve the fluency. Modify word choice appropriate to the application in order to enhance the writing.

3. SL.1, 3.SL.4, 3RI.3, 3.W.8, 3.W.2,



Student samples in various content areas

Writing Journals

Research projects

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Apply tools or strategies such as peer review, checklists, and rubrics to refine the draft. Use resources and reference materials to select precise vocabulary. Students proofread the draft a correct it for appropriate conventions: Identify punctuation, spelling, and grammar and usage errors in the draft. Use resources such as dictionaries and word lists to correct conventions. Apply proofreading marks to indicate changes.

Have students choose an age-appropriate biography to read from a series, such as the TIME for Kids series of biographies. Instruct the students to take notes based on the key questions (as described in the previous activity) while reading the biographies.

3. L.1, 3.L.2, 3.L.3. 3.W.10

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Then partner the students to share information and create a short series of PowerPoint slides to answer each of the questions (who, where, when, why, what, and how) as well as to highlight three to five key events in the persons life. Have students combine several questions on one slide such as Where? and When?. Limit each pair to a total of 5 slides, with the last slide showing the key events in the inventors life. Combine the slides into one presentation, and present it to an audience such as the students parents or another classroom.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

3. W.6

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

How do we present information effectively to an audience?

Discuss purposes, audiences, and contexts for various pieces of writing.

Produce final drafts using various media and technology.

3.TT.1.3 Use technology tools to present information

3.W.7, 3.W.8

Peer and self-evaluations

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Teachers provide models of published writings as examples of expectations.

Teachers have students select possible topics from the NC Social Studies and Science Essential Standards.

Students may work with a partner or small groups to collaborate and critique their work.

Students have read a variety of trickster tales from various cultures. You could, for example, choose to focus on the Plains Native American culture after reading the Iktomi tales by Paul Goble by assigning a short class research project on it. In small groups, have students brainstorm questions that can be answered about the culture. Assign each small group a question to answer. Use the internet, encyclopedias, and informational books to answer questions.

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

When the students have finished their projects, create a class book or multimedia presentation to show what they have learned about the culture. When you are finished, ask Why did the Plains Indians create trickster stories to tell to their children? This activity can be repeated with any of the cultures from which trickster stories came.

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) for a range of tasks, purposes, and audiences.

3. W.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) for a range of discipline-specific tasks, purposes, and audiences.

What is the relationship between writers and readers?

How do the elements of writing help us to write for specific purposes (persuasive, expository, narrative, descriptive, journals, literary response)?

Discipline-specific tasks may be narratives, opinion pieces, informative/ explanatory, journals, friendly and formal letters, logs, diaries, functional text, instructions, recipes, procedures, posters, etc.

Examples of time management strategies:

Teachers model different purposes for writing (e.g., an assignment, a test, note-taking, journal entry) and the need to be organized.




Rubric based evaluation of student final drafts

Student writing samples in various content areas

Writing Journals

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Teachers provide a frame-work to assist students in using time management skills.

Teachers set time allotments, when appropriate, for students to produce a writing product.

Speaking and Listening

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

3. SL.2

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

How does good listening help us to identify relevant information?

Read aloud two books with similar topics, such as: A Drop of Water: A Book of Science and Wonder by Walter Wick, and A Drop Around the World by Barbara Shaw McKinney. As you read the books, discuss the following questions:

What is the main idea of the book? Of each section?

What are the key points used to create the main idea?

How are the two books similar?

How are they different?

What are the text features used by the authors/illustrators to teach more about a drop of water?

3. SL.1, 3.RI.2, 3RI.9, 3RI.6

Teaching for Comprehending and

Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell

Guiding Readers and Writers Grade 3-6 Teaching

Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnell

Strategies that Work: Teaching Comprehension for Understanding and Engagement by Stephanie Harvey and Anne Goudvis

Teacher observation

Anecdotal records

Checklists

Rubrics

Written summary

Written retell

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Do these books have the same purpose?

Does one of the books teach more than the other?

How could one of the books be improved?

5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

3. SL.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.


As a class, create a set of audio recordings of the book My Fathers Dragon by Ruth Stiles Gannett and Ruth Chrisman Gannett. Using the illustrations from the chapter summaries, assign each student a chapter to rehearse reading aloud. With a video camera or tape recorder, have students record themselves reading a chapter in their best reading voice, interpreting the parts of each character.

3.RL.10, 3.RF.4






Rubric based evaluation of performance

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

3. SL.6

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

How can speaking in complete sentences help me effectively communicate?


Explain thinking in complete sentences through oral presentations of learning.

Choose an interesting sea animal from the books you have read together as a class. Ask the students to come up with five adjectives each to describe the animal. Generate a list of adjectives from the list of student ideas. Then have students come up with movements the animal makes and five adverbs to go with the movements. Create short sentences using the adjectives and adverbs (e.g., Huge whales glide gracefully.). After students write several of the sentences on a chart, have them practice making new sentences with comparative or superlative adjectives and adverbs (e.g., This huge whale glides more gracefully than that one.)

3. L.1, 3.SL.3.






Rubric based evaluation of performance

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Language

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

3.L.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

i. Produce simple, compound, and complex sentences.

How can using correct grammar and conventions help improve my writing and speaking?

Implement Writers Workshop with conferring.

Teachers identify conventions and spelling patterns in context as it appear in writing, speaking and literature.

Teachers provide text with convention errors. Students will identify and correct errors.

Students need regular exposure to appropriate conventions through direct instruction. The students should have a variety of opportunities to participate in capitalization, punctuation, and spelling activities which increase in complexity through the year. Teachers can demonstrate the use of the conventions through modeling, identifying use in literature, and providing opportunities for correcting samples.

Students identify given conventions and spelling patterns in context.


Great Grammar Adventure

NCDPI

Student writing samples

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

Many Luscious Lollipops by Ruth Heller teaches about adjectives through several language lessons.

Read this book to the class, covering a few pages a day so that students may incorporate what they learn each day into conversation and writing. Use the adjectives and adverbs (which are covered in another Heller book, Up, Up and Away) to build interesting sentences about the sea and in students own narratives. Be sure students can explain the function of each part of speech (adjectives and adverbs) and its use in literature, speech, and writing.

3.L.2, 3.L.5

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

3.L.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

What makes writing easy to follow?

What ways can a writers message be impacted by punctuation and grammatical correctness or incorrectness?

Implement Writers Workshop with conferring.

During short transition times, apply oral language to practice answering questions with Standard American English.

Words Their Way Word Study for Phonics, Vocabulary and

Spelling Instruction by Donald R. Bear, Marcia Invernizzi, Shane R. Templeton, and

Francine Johnston

Great Grammar Adventure

NCDPI

Writing journals

Baseline writing pieces

Teacher observation

Anecdotal records

Checklists

Rubrics

writing conference logs

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

d. Form and use possessives.

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,sitting, smiled, cries, happiness).

f. Use spelling patterns and generalizations (e.g.,word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Students need regular exposure to appropriate conventions through direct instruction. The students should have a variety of opportunities to participate in capitalization, punctuation, and spelling activities which increase in complexity through the year. Teachers can demonstrate the use of the conventions through modeling, identifying use in literature, and providing opportunities for correcting samples.

Teachers identify conventions and spelling patterns in context as it appear in writing, speaking and literature.

Teachers provide text with convention errors. Students will identify and correct errors.

Students identify given conventions and spelling patterns in context.

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

As students read the book My Fathers Dragon by Ruth Stiles Gannett and Ruth Chrisman Gannett, continue the focus from unit 5 on how each chapter builds on the last to tell the story. As students finish each chapter, have them write down a short summary of what happened and illustrate it with a drawing. Have the students turn this into a mini-book of the larger book. As students write their summaries in this activity, you could teach a strategy for writing succinct summaries such as Somebody-Wanted-But-So.

3. RL.10, 3.RF.4c, 3.L.1, 3.L.3.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

3. L.4

Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

What resources can help me determine the meaning of unknown words or phrases?

What references or resources can we use to enhance our vocabulary?


Students will create a web showing new words formed from a known root. (struct: construct, construction, destruction, etc).

Students will use illustrations or graphics to determine the meaning of unknown word.

Words Their Way Word Study for Phonics, Vocabulary and

Spelling Instruction by Donald R. Bear, Marcia Invernizzi, Shane R. Templeton, and

Francine Johnston

Bringing Words to Life: Robust Vocabulary Instruction by I. Beck, M. McKeon, and L.

Kucan

Teacher observation

Anecdotal records

Checklists

Rubrics

Written summary

Written retell

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

Continued..

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

b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g.,agreeable/ disagreeable, comfortable/ uncomfortable, care/careless, heat/preheat).

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g.,company, companion).

Students will use context, information within a sentence or adjacent sentences, to determine meanings of unknown words.

Divide students into groups of three or four and give them one of the key words (people, Preamble, or presidency). Ask them to write the word on a poster in large bold print. Then have them use their semantic maps to create symbols, pictures, and words (synonyms) that illustrate the rich meaning of each word. Hang the posters around the room for later reference.

3.L.1, 3.L.1, 3L.4,3.RF.3.,3.L.6

GRADE 3 QUARTER 3

Anchor Standards

Standard

Essential Questions

Sample

Activities

Connections

Resources

Evidence

5. Demonstrate understanding of word relationships and nuances in word meanings.

3.L.5

Demonstrate understanding of word relationships and nuances in word meanings.

a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).

How do elements of literature engage and hold the attention of readers?

How does knowledge of literary devices (alliteration, simile, metaphor, personification, onomatopoeia) help us understand what we are reading?

Teacher will list related words (synonyms) on separate cards and have student or groups of students place them in a continuum from one intensity to another (e.g., nervous, anxious, hesitant).

Teacher will introduce words with both literal and non-literal meanings, as well as familiarize students with idiomatic language.

Bringing Words to Life: Robust Vocabulary Instruction by I. Beck, M. McKeon, and L. Kucan

Teacher observation

Anecdotal records

Checklists

Rubrics

Written summary

Written retell

1August, 2013

harnettliteracy.wikispaces.comharnettliteracy.wikispaces.com/file/view/grade3qtr... · web...

Documents