7th Grade – Reading, Writing, Communicating

THIRD GRADE

2011-2012 Curriculum Map

FOCAL POINT

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2011-2012 Curriculum Map

3rd Grade

Copyright, June 2011, Curriculum Focal Point LLC. All rights reserved.

A curriculum alignment tool developed for New Jersey School Districts

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3rd Grade Calendar – 2011-2012 Focal Point Calendars

The instructional calendars are a tool to help educators align the curriculum. They are a guide and are not intended to replace the knowledge and professional judgment of experienced teachers. Still, curriculum experts at Focal Point have outlined an instructional map that new and experienced teachers may use for their lesson planning throughout the year.

Most significantly, the calendars take the New Jersey Core Curriculum Content Standards (aligned with the new national core standards) and translate them into concise lesson objectives for students. The objectives describe what students need to know and be able to do. Students should be able to learn each objective in one or two class periods. Power standards?

In the past, there were far too many standards and benchmarks for teachers to teach all of them well. The most effective teachers figured out the key standards (sometimes called “power standards”) and which standards were assessed more often. They prioritized the standards.

While the national core standards focus on fewer and more in-depth evidence outcomes, the need for prioritization remains undiminished. Consequently, you will notice that we have prioritized the learning objectives to help teachers determine how much time they should be devoting to a particular objective.

The most important objectives are printed in red; the next most in blue; and the least critical in black. Green objectives are ones that the authors feel are important for students to learn in order to support the other learning objectives. Focal Point designers used previous content standards, past assessment analysis, and expert opinion to determine the priorities. However, it is important to note that without knowing how the new standards will be assessed and the areas of focus for the new assessments, it is difficult to establish definitive priorities. Therefore, the color-coding notwithstanding, we have designed the calendars so that students may learn all of the standards well.

Evidence outcomes

The new standards list the “evidence outcomes” of student learning. We use them as a starting point for what students have to learn and demonstrate.

Teachers who teach math or reading, writing, and communicating at all grade levels in New Jersey will find that the new standards are more rigorous and focused. Some of the evidence outcomes mirror the “old standards,” some are new. In the first column of each elementary and middle school calendar (the “crosswalk” column), we identify which outcomes are similar to the old standards and which ones are new. We provide this information by color-coding the bar. The green color in the crosswalk column of the calendar identifies a concept or skill that was present in the previous standards at that grade level. A yellow box represents a concept or skill that has changed or been modified. The pink color identifies a new standard for that grade level. Focal Point left unchanged the common core state standards designators in the evidence outcomes column (for example, CCSS: 7.NS.1). These designators identify the grade, domain, and standard. For more information on how to read the designator, go to www.corestandards.org. Review items Teachers should attempt to teach each objective to mastery in the designated month. Still, it is understood

that all learning requires practice and review. Practice at increasing levels of difficulty will also help students attain higher levels of proficiency and become “college and career ready.” In this regard, the Focal Point calendars suggest review items for every month (except the first month). These objectives should be reviewed if possible. Of course, a teacher may choose to substitute other objectives for review depending on the needs of her students. Demonstrations of Learning (DOLs)

Curriculum alignment tools such as instructional calendars should be tied to assessments. The standards and state-level or district-level common assessments provide the two “bookends” of alignment.

http://www.corestandards.org/�

At the classroom level, alignment bookends equate to lesson objectives and demonstrations of learning (DOLs). DOLs help the teacher keep the lesson focused and purposeful. They require students to demonstrate what they have learned during the course of one or two class periods.

For any given lesson objective, there are many different DOLs or ways in which a student may demonstrate that he has learned the standard. We provide several examples of DOLs to get teachers started. New assessments

New Jersey is a member of the Partnership for Assessment of Readiness for College and Career (PARCC). Over the

next few years, the State in conjunction with PARCC will administer the next generation of assessments that are tied to the new standards.

The use of instructional calendars tied to new standards will give educators a head start on a curriculum better designed to help students enter college or a Year 2020 workplace.

We believe that if you teach the new standards in depth your students will be poised for future academic success.

The Focal Point Team

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September 2011

Third Grade, 2011-2012 Calendar Page 1

September

READING, WRITING, COMMUNICATING Evidence Outcomes Possible Lesson Objectives Resources

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). (CCSS: RL.3.7)

• Explain how illustrations contribute to what is conveyed by words in a story (e.g. create mood, emphasize aspects of a character or setting)

Read grade-level text with purpose and understanding. (CCSS.3.4a)

• Explain the purpose for reading a text • Preview a text to activate prior knowledge and generate

questions • Express what is understood from text read

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)

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

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. (CCSS: L.3.2f)

• 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. (CCSS: L.3.2g)

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


Lesson Objective Possible Demonstration of Learning • Explain how illustrations contribute to what is conveyed by words in

a story (e.g. create mood, emphasize aspects of a character or setting).

• Given the same text with and without illustrations, students will write a short explanation of how illustrations contribute to the text of a story

• Explain the purpose for reading a text. • Given a text, students will explain the purpose for reading the text • Express what is understood from text read. • Given a paragraph and 8 statements, students will circle all

statements that reflect information that can be understood based on the reading

• Use spelling patterns and generalizations • Given words with open and closed syllable patterns, students write the correct spelling of the word

• Consult reference materials including beginning dictionaries to check and correct spellings

• Given a piece of writing, students use a dictionary noting the page of the word to check and correct spellings of five words within the writing piece


MATH Evidence Outcomes Possible Lesson Objectives Resources

Use place value understanding to round whole numbers to the nearest 10 or 100. (CCSS: 3.NBT.1)

• Explain rounding rules • Round whole numbers to nearest 10 • Round whole numbers to nearest 100

Fluently add or subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (CCSS: 3.NBT.2)

• Explain the process of composing and decomposing • Fluently add within 1000 • Fluently subtract within 1000

• Apply number sense strategies to check for reasonableness Assess the reasonableness of answers using

mental computation and estimation strategies including rounding.(CCSS: 3.OA.8)

Lesson Objective Possible Demonstration of Learning • Explain rounding rules • Given a number, students explain the step by step process for

rounding to a specific place • Round whole numbers to nearest 10 • Given a list of numbers and a list of rounded numbers students match

the original number to the rounded number to the nearest 10 (i.e. 29 to 30)

• Round whole numbers to nearest 100 • Given a number, students round to the nearest hundred (repeat three times)

• Fluently add within 1000 • Given an addition problem within 1000, students add • Fluently subtract within 1000 • Given a subtraction problem within 1000, students subtract

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October 2011


OCTOBER

READING, WRITING, COMMUNICATING Evidence Outcomes Possible Lesson Objectives Resources

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. (CCSS: RL.3.4)

• Determine the meaning of unfamiliar words and phrases as they are used in a text

• Distinguishing literal from non-literal language

Determine the main idea of a text; recount the key details and explain how they support the main idea. (CCSS: RI.3.2)

• Determine the main idea of a text • Recount key details and explain how they support the main

idea

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). (CCSS: RI.3.7)

• Utilize illustrations (in conjunction with words) to comprehend texts

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. (CCSS: W.3.2a)

• Outline a plan for an informative writing piece Determine if illustrations/visuals are needed to support

comprehension • Develop an introduction statement expressing what the

informative writing piece will be about

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (CCSS: L.3.1a)

• Explain the function of nouns and locate within a sentence • Explain the function of pronouns and locate within a

sentence • Explain the function of verbs and locate within a sentence • Explain the function of adjectives and locate within a

sentence • Explain the function of adverbs and locate within a

sentence

Form and use regular and irregular plural nouns. (CCSS: L.3.1b)

• Form and use regular and irregular plural nouns

Use abstract nouns (e.g., childhood). (CCSS: L.3.1c)

• Provide examples of and use abstract nouns


RWC REVIEW Evidence Outcomes Possible Lesson Objectives Resources

Use context to confirm or self-correct word recognition and understanding, rereading as necessary. (CCSS.3.4c)

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

Lesson Objective Possible Demonstration of Learning • Form and use regular and irregular plural nouns • Given ten words, students form the plural noun (regular and

irregular) • Determine the main idea of a text • Given a paragraph, students will state the main idea • Develop an introduction statement expressing what the informative

writing piece will be about • Given 2 writing topics, students will write a topic sentence for each

expressing what the writing piece will be about • Explain the function of nouns and locate within a sentence • Given 5 sentences, students will underline all nouns and provide a

statement expressing the function of nouns • Provide examples of and use abstract nouns • Students will give 4 examples of abstract nouns and use one in a

complete sentence



Multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations. (CCSS: 3.NBT.3)

• Model multiplication of one digit numbers by multiples of 10

• Draw a picture to represent multiplying a one-digit number by multiples of 10

• Solve multiplication problems with one digit numbers and multiples of 10

Interpret products of whole numbers. (CCSS: 3.OA.1)

• Model a multiplication problem with arrays • Draw a multiplication problem as an array • Solve a multiplication problem using groups of statements

Apply properties of operations as strategies to multiply and divide. (CCSS: 3.OA.5)

• Identify multiplication and division properties • Apply properties of operations as strategies to multiply and

divide

• Fluently solve all products of two one-digit numbers from memory

Recall from memory all products of two one-digit numbers. (CCSS: 3.OA.7)

MATH REVIEW Evidence Outcomes Possible Lesson Objectives Resources






mental computation and estimation strategies including rounding. (CCSS: 3.OA.8)


Lesson Objective Possible Demonstration of Learning • Solve multiplication problems with one digit numbers and multiples

of 10 • Given a one digit number, students multiply it by 20, 30, and 60

• Draw a multiplication problem as an array • Given a multiplication problem, students pictorially represent the problem as an array

• Solve a multiplication problem using groups of statements • Given a multiplication problem, students apply the groups of strategy to solve (repeat two times)

• Identify multiplication and division properties • Shown multiplication and division problems, students identify the multiplication and division properties demonstrated


• Given a one digit number, a list of multiples of tens, and a list of products, students match the multiple of ten to the product if the number were multiplied by the multiple

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November 2011


NOVEMBER READING, WRITING, COMMUNICATING

Evidence Outcomes Possible Lesson Objectives Resources

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS: RL.3.1)

• Refer explicitly to text when asking and answering questions (in both literature and informational text)

Decode multi-syllable words. (CCSS: RF.3.3c) • Decode multi-syllable words

Read grade-appropriate irregularly spelled words. (CCSS: RF.3.3d)

• Read grade-appropriate irregularly spelled words.

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)

• Use linking/transition words and phrases (e.g., also, another, and, more, but) to connect ideas

Provide a concluding statement or section. (CCSS: W.3.2d)

• Develop a concluding statement to summarize what information has been shared

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)

• Write to a specific topic including only relevant ideas/details

• Recognize where writing can be improved and revise to strengthen a piece of writing

• Recognize errors in writing and correctly edit for mistakes

Form and use regular and irregular verbs. (CCSS: L.3.1d)

• Form and use regular and irregular verbs

Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (CCSS: L.3.1e)

• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses

Ensure subject-verb and pronoun-antecedent agreement. (CCSS: L.3.1f)

• Locate the subject and verb within a sentence Use correct subject-verb agreement

• Locate the pronoun-antecedent within a sentence Use correct pronoun-antecedent agreement

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

• Use context clues within a sentences to understand the meaning of a word or phrase





comprehension • Develop and introduction statement expressing what the


Lesson Objective Possible Demonstration of Learning • Refer explicitly to text when asking and answering questions (in both

literature and informational text) • Students will develop a question about a text referring explicitly to

the text within the question and will respond to a question referring explicitly to the text within their response


• Given a paragraph without transitions, students will revise the writing to include transitions where appropriate

• Write to a specific topic including only relevant ideas/details • Given 3 short paragraphs written to the same prompt, students will select the paragraph that includes only relevant details supporting the specified topic

• Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses

• Given 4 verbs, students will correctly write past, present, and future tenses for each verb


• Given 5 sentences, students will identify the subject and verb in each and revise for subject-verb agreement when appropriate



• Replicate a pattern Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. (CCSS: 3.OA.9)

• Extend a pattern • Identify a pattern • Explain a pattern • Predict nth item in a pattern

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. (CCSS: 3.MD.3)

• Draw a picture graph to represent a data set • Draw a bar graph to represent a data set

Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3.MD.3)

• Interpret data from graph to answer questions • Solve one step problems using data information • Solve two step problems using data information

Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where a horizontal scale is marked off in appropriate units – whole numbers, halves, and quarters. (3.MD.4)

• Measure items in ½ and ¼ inch • Divide line plot into ½ and ¼ inch increments • Display data on line plot











Interpret products of whole numbers. (CCSS: 3.OA.1)


Apply properties of operations as strategies to multiply and divide. (CCSS: 3.OA.5)

• Identify multiplication and division properties • Apply properties of operations as strategies to multiply and

divide




mental computation and estimation strategies including rounding. (CCSS: 3.OA.8)

Lesson Objective Possible Demonstration of Learning • Extend a pattern • Given an arithmetic pattern, students extend the pattern five terms • Predict the nth item in a pattern • Shown a pattern, students give the 15th term in the pattern and explain

why this would be the 15th

• Draw a bar graph to represent a data set term

• Given a data set, students draw a bar graph to represent the data set • Solve two step problems using data information • Given a two-step problem, students use data in a bar graph to solve • Measure items in ½ or ¼ inch • Given five items, students measure each item to the nearest ½ inch


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December 2011


DECEMBER READING, WRITING, COMMUNICATING


Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (CCSS: RI.3.4)

• Determine the meaning of general academic and domain-specific words and phrases Utilize context clues to determine the meaning of

words and phrases Utilize pictures and captions to determine the

meaning of words and phrases

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (CCSS: RI.3.5)

• Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information

Identify and know the meaning of the most common prefixes and derivational suffixes. (CCSS: RF.3.3a)

• Learn the meaning of the most common prefixes and identify them in words

• Learn the meaning of the most common suffixes and identify them in words

Decode words with common Latin suffixes. (CCSS: RF.3.3b)

• Decode words with common Latin suffixes

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a)

• Plan a story including a problem, solution, and character(s) Develop a narrator and/or characters for a story

• Develop sequential ‘rising action’ events for a story describing actions, thoughts, and feelings

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS: W.3.3b)

• Use dialogue • Describe actions, thoughts, and feelings to develop events • Describe the response of characters to situations

Use temporal words and phrases to signal event order. (CCSS: W.3c)

• Select transition/temporal words in writing to signal event order

Provide a sense of closure. (CCSS: W.3.3d) • Develop a conclusion for a story that provides closure


Produce simple, compound, and complex sentences. (CCSS: L.3.1i)

• Produce complete simple, compound, and complex sentences

Use commas and quotation marks in dialogue. (CCSS: L.3.2c)

• Use commas and quotation marks in dialogue

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). (CCSS: L.3.4b)

• Learn common prefixes • Learn common suffixes • 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).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). (CCSS: L.3.4c)

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




idea

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. (CCSS: W.3c)





Lesson Objective Possible Demonstration of Learning • Learn the meaning of the most common prefixes and identify them in

words • Given a list of 10 words, students will circle all prefixes and provide

the meaning of each prefix used • Plan a story including a problem, solution, and character(s) • Given a narrative prompt, students will complete a graphic organizer

sketching a reasonable problem, solution, and one character • Describe the response of characters to situations • Given a scenario including an event and two characters, students will

select how each character responded to the same event given 4 choices

• Select transition/temporal words in writing to signal event order • Given a short story, students will fill in a blank with an appropriate transition word at the start of each paragraph

• Develop a conclusion for a story that provides closure • Given a short story, students will develop 2 possible conclusions that would provide closure



Explain that shapes in different categories may share attributes and that the shared attributes can define a larger category. (CCSS: 3.G.1)

• Compare quadrilaterals (rhombuses, rectangles, squares) • Sort shapes by attributes

Identify rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. (CCSS: 3.G.1)

• Identify common attributes of quadrilaterals • Identify rhombuses, rectangles, and squares as

quadrilaterals • Draw quadrilaterals that are not rhombuses, rectangles, or

squares

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (CCSS: 3.G.2)

• Divide shape into equal parts • Identify the value of a whole • Identify each part as a unit fraction of the whole

Tell and write time to the nearest minute .(CCSS: 3.MD.1)

• Tell time to nearest minute • Show time to nearest minute

Measure time intervals in minutes. (CCSS: 3.MD.1)

• Find elapsed time to nearest minute

Solve word problems involving addition and subtraction of time intervals in minutes using a number line diagram. (CCSS: 3.MD.1)

• Identify key question asked in word problem with time • Draw a number line to show minute intervals • Add and subtract elapsed time from word problems • Check for reasonableness in word problems with time







Interpret products of whole numbers (CCSS: 3.OA.1)




Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where a horizontal scale is marked off in appropriate units – whole numbers, halves, and quarters. (3.MD.4)

• Measure items in ½ and ¼ inch • Divide line plot into ½ and ¼ inch increments • Display data on line plot

Lesson Objective Possible Demonstration of Learning • Compare quadrilaterals (rhombuses, rectangles, squares) • Given two quadrilaterals, students complete a Venn diagram

identifying similarities and differences • Identify rhombuses, rectangles, and squares as quadrilaterals • Given a rectangle, students explain why it is also an equilateral • Draw quadrilaterals that are not rhombuses, rectangles, or squares • Students draw a quadrilateral that is not a rhombus, rectangle, or

square • Tell time to nearest minute • Shown four Judy clocks, students tell time on each to nearest minute • Add and subtract elapsed time in word problems • Given a word problem with time intervals, students subtract to find

the elapsed time

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January 2012


JANUARY READING, WRITING, COMMUNICATING


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. (CCSS: RL.3.2)

• Recount stories/ fables/folktales/ myths from diverse cultures

• Determine the central message/lesson/moral of a story and explain how it is conveyed through key details in the text

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.3.4b)

• Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression

Capitalize appropriate words in titles. (CCSS: L.3.2a)

• Capitalize titles correctly


Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a)

• Plan a story including a problem, solution, and character(s) Develop a narrator and/or characters for a story

• Develop sequential ‘rising action’ events for a story describing actions, thoughts, and feelings

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. (CCSS: W.3.3b)

• Use dialogue • Describe actions, thoughts, and feelings to develop events • Describe the response of characters to situations

Use temporal words and phrases to signal event order. (CCSS: W.3c)

• Select transition/temporal words in writing to signal event order

Provide a sense of closure. (CCSS: W.3.3d) • Develop a conclusion for a story that provides closure


Lesson Objective Possible Demonstration of Learning • Recount stories/fables/folktales/myths from diverse cultures • After exposure to a fable, students will recount the events and main

message of that fable • Determine the central message/lesson/moral of a story and explain

how it is conveyed through key details in the text • Given 4 choices, students will select the central message of a known

story and explain how key details support the main message • Read grade-level prose and poetry orally with accuracy, appropriate

rate, and expression • After listening to 3 poems, students will select the poem that was

read with accuracy, at an appropriate rate, and with expression • Capitalize titles correctly • Given 5 sentences with titles, students will edit each title for correct

capitalization • Use temporal words and phrase to signal event order • Given a paragraph, students insert temporal words to signal event

order



Recognize area as an attribute of plane figures and apply concepts of area measurement. (CCSS: 3.MD.5)

• Shade area of figures • Demonstrate a unit square to use to find area • Explain how to find area of a plane figure

Find the area of a rectangle with whole-number side lengths using a variety of methods. (CCSS: 3.MD.7a)

• Define area • Demonstrate finding area with manipulatives • Pictorially represent area problems • Find the area of a rectangle in multiple ways

Relate area to the operations of multiplication and addition and recognize area as additive. (CCSS: 3.MD.7)

• Divide a rectilinear figure into non-overlapping shapes • Solve for area of each non-overlapping part • Combine areas of each non-overlapping part to find total

area of rectilinear figure • Explain area as multiplication or repeated addition

Describe perimeter as an attribute of plane figures and distinguish between linear and area measures. (CCSS: 3.MD)

• Pictorially represent perimeter of plane figures • Explain the difference between perimeter and area

Find the perimeter given the side lengths. (CCSS: 3.MD.8)

• State formula for perimeter • Apply principles of polygons to find perimeter

Find an unknown side length given the perimeter. (CCSS: 3.MD.8)

• Apply principles of polygons to find lengths of all sides • Apply principles of polygons to find perimeter

Find rectangles with the same perimeter and different areas or with the same area and different perimeters. (CCSS: 3.MD.8)

• Create rectangles with the same perimeter but different areas

• Create rectangles with the same area and different perimeters





• Replicate a pattern Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. (CCSS: 3.OA.9)

• Extend a pattern • Identify a pattern • Explain a pattern • Predict nth item in a pattern

Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. (CCSS: 3.MD.3)

• Draw a picture graph to represent a data set • Draw a bar graph to represent a data set

Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs. (3.MD.3)

• Interpret data from graph to answer questions • Solve one step problems using data information • Solve two step problems using data information

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. (CCSS: 3.G.2)

• Divide shape into equal parts • Identify the value of a whole • Identify each part as a unit fraction of the whole

Tell and write time to the nearest minute. (CCSS: 3.MD.1)

• Tell time to nearest minute • Show time to nearest minute

Measure time intervals in minutes (CCSS: 3.MD.1)

• Find elapsed time to nearest minute

Solve word problems involving addition and subtraction of time intervals in minutes using a number line diagram. (CCSS: 3.MD.1)

• Identify key question asked in word problem with time • Draw a number line to show minute intervals • Add and subtract elapsed time from word problems • Check for reasonableness in word problems with time


Lesson Objective Possible Demonstration of Learning • Explain how to find area of a plane figure • Given a picture of a plane figure, students explain the step-by-step

process to find the area • Pictorially represent area problems • Given an area problem, students draw a picture to represent the

problem • Combine areas of each non-overlapping part to find the total area of a

rectilinear figure • Given a rectilinear figure, students divide the figure into non-

overlapping parts and combine the area of each non-overlapping part to find the total area of the rectilinear figure

• Apply principles of polygons to find lengths of all sides • Given a polygon with two side lengths labeled, students find lengths of the other two sides

• Create a rectangle with the same perimeter but different area • Given a rectangle with side lengths labeled, students create a second rectangle with the same perimeter but different area

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February 2012


FEBRUARY READING, WRITING, COMMUNICATING


Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)

• Describe characters in a story (e.g., their traits, motivations, or feelings)

• Explain how character’s actions contribute to the sequence of events in a story

Distinguish their own point of view from that of the narrator or those of the characters. (CCSS: RL.3.6)

• Develop a personal point of view • Distinguish their point of view from that of the narrator or

characters

Distinguish their own point of view from that of the author of a text. (CCSS: RI.3.6)

• Develop a personal point of view • Distinguish their own point of view from that of the author

of a text.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. (CCSS: W.3.1a)

• Develop an opinion for a topic or book and write a introduction to express that opinion and share the book/topic being addressed

• Outline a plan for an opinion writing piece

Provide reasons that support the opinion. (CCSS: W.3.1b)

• Provide reasons that support an expressed opinion

Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. (CCSS: W.3.1c)

• Use linking words (e.g., because, therefore, since, for example) to connect reasons of support for an expressed opinion


• Develop a concluding statement to reemphasize the opinion

Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. (CCSS: L.3.1g)

• Decide if an adjective or adverb is needed to correctly modify a word Recognize if an noun or verb is to be modified

• Learn, form and use comparative adjectives and adverbs (compare 2 nouns) and superlative adjectives and adverbs (compare 3 or more nouns)


Choose words and phrases for effect. (CCSS: L.3.3a)

• Use precise words and phrases in speaking and writing • Use interesting words and phrases in speaking and writing

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. (CCSS: L.3.4d)

• Use glossaries, both print and digital, to determine or clarify the meaning of words and phrases

• Use beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). (CCSS: L.3.5c)

• Distinguish shades of meaning among closely related words States of mind (e.g. eager, anxious, nervous, timid,

shy ) Degrees of certainty (e.g. knew, believed, suspected,

heard, wondered).




idea

Lesson Objective Possible Demonstration of Learning • Describe characters in a story (e.g., their traits, motivations, or

feelings) • Students will select a character from a known story and will complete

a graphic organizer describing the character’s internal characteristics • Distinguish their point of view from that of the narrator or characters • Students will complete the following statement: “Although the

narrator believes/thinks ________ I believe/think____.” • Outline a plan for an opinion writing piece • Students will write their opinion of a know story and outline at least 3

reasons to support their opinion • Provide reasons that support an expressed opinion • Given an opinion and several possible supporting reasons, students

will identify which reasons clearly support the given opinion • Use precise words and phrases in speaking and writing • Given a paragraph with general terms underlined, students will

replace underlined general terms with precise language to better explain the topic



Interpret whole-number quotients of whole numbers. (CCSS: 3.OA.2)

• Model a division problem making equal shares • Draw a division problem creating equal shares • Solve a division problem using equal shares

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. (CCSS: 3.OA.4)

• Solve for unknowns using fact families

• Use fact families to solve division problems Interpret division as an unknown-factor

problem. (CCSS: 3.OA.6) • Explain the relationships between multiplication and division




Recognize area as an attribute of plane figures and apply concepts of area measurement. (CCSS: 3.MD.5)

• Shade area of figures • Demonstrate a unit square to use to find area • Explain how to find area of a plane figure

Find the area of a rectangle with whole-number side lengths using a variety of methods. (CCSS: 3.MD.7a)

• Define area • Demonstrate finding area with manipulatives • Pictorially represent area problems • Find the area of a rectangle in multiple ways

Relate area to the operations of multiplication and addition and recognize area as additive. (CCSS: 3.MD.7)

• Divide a rectilinear figure into non-overlapping shapes • Solve for area of each non-overlapping part • Combine areas of each non-overlapping part to find total

area of rectilinear figure • Explain area as multiplication or repeated addition


Describe perimeter as an attribute of plane figures and distinguish between linear and area measures. (CCSS: 3.MD)

• Pictorially represent perimeter of plane figures • Explain the difference between perimeter and area

Find the perimeter given the side lengths. (CCSS: 3.MD.8)

• State formula for perimeter • Apply principles of polygons to find perimeter

Find an unknown side length given the perimeter. (CCSS: 3.MD.8)

• Apply principles of polygons to find lengths of all sides • Apply principles of polygons to find perimeter

Find rectangles with the same perimeter and different areas or with the same area and different perimeters. (CCSS: 3.MD.8)

• Create rectangles with the same perimeter but different areas

• Create rectangles with the same area and different perimeters

Lesson Objective Possible Demonstration of Learning • Draw a division problem creating equal shares • Given a division problem, students draw a picture to represent equal

shares • Solve a division problem using equal shares • Given a division problem, students solve using equal shares (repeat

two times) • Solve for unknown using fact families • Given a multiplication and division fact family triangle, students

solve for missing part • Use fact families to solve division problems • Given a division problem, students solve and identify fact family

used • Explain the relationships between multiplication and division • Given a fact family, students explain the relationship between

multiplication and division


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March 2012


MARCH READING, WRITING, COMMUNICATING


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). (CCSS: 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).

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). (CCSS: RI.3.8)

• Describe how sentences and paragraphs in a text are related (e.g. compare/contrast, cause/effect, first/second/third in a sequence)

Compare and contrast the most important points and key details presented in two texts on the same topic. (CCSS: RI.3.9)

• Compare and contrast the most important points/key details presented in two texts on the same topic

Use coordinating and subordinating conjunctions. (CCSS: L.3.1h)

• Recognize and use coordinating conjunctions (e.g. and, but, or, nor, so)

• Recognize and use subordinating conjunctions (e.g. because, since, while, though)

Use commas in addresses. (CCSS: L.3.2b) • Use commas in addresses Form and use possessives. (CCSS: L.3.2d) • Form and use possessives

Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). (CCSS: L.3.5a)

• Distinguish the literal and non-literal meanings of words and phrases in context (e.g. take steps)




idea




comprehension • Develop and introduction statement expressing what the




Lesson Objective Possible Demonstration of Learning • 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).

• Considering two stories in a series, students will complete a Venn Diagram comparing and contrasting the plots of each story

• Describe the logical connection between sentences in a text • Given three five sentence paragraphs with sentences missing, students select the sentence that completes the paragraph in a logical order

• Recognize and use coordinating conjunctions (e.g. and, but, or, nor, so)

• Given a paragraph, students will identify coordinating conjunctions and will revise for correct usage if appropriate

• Use commas in addresses • Given 3 addresses, students will correctly punctuate each • Form and use possessives • Given 4 nouns, students will form possessives and create 4 sentences

using each possessive



Describe a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; describe a fraction a/b as the quantity formed by a parts of size 1/b. (CCSS: 3.NF.1)

• Explain the denominator of a fraction as the total number of parts

• Explain the numerator of a fraction as the select number of parts

Describe a fraction as a number on the number line; represent fractions on a number line diagram. (CCSS: 3.NF.2)

• Divide a number line into equal parts • Determine the total number of equal parts in a divided

number line • Identify each equal part in ascending order (i.e. 1/8, 2/8,

3/8, etc.)

Identify two fractions as equivalent if they are the same size, or the same point on a number line. (CCSS: 3.NF.3a)

• Model equivalent fractions • Draw equivalent fractions • Identify equivalent fractions

Identify and generate simple equivalent fractions. Explain why the fractions are equivalent. (CCSS: 3.NF.3b)

• Identify equivalent fractions • Explain why fractions are equivalent

Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. (CCSS: 3.3.NF.3c)

• Model whole numbers as fractions • Draw whole numbers as fractions • Write whole numbers as fractions • Recognize fractions that are equivalent to whole numbers

Compare two fractions with the same numerator or the same denominator by reasoning about their size. (CCSS: 3.NF.3d)

• Compare two fractions with models • Compare two fractions with drawings • Compare two written fractions by reasoning about their size

Explain why comparisons are valid only when the two fractions refer to the same whole. (CCSS: 3.NF.3d)

• Compare two fractions with like denominators • Compare two fractions with unlike denominators • Explain why fraction comparisons must include like

denominators

Record the results of comparisons with the symbols >, =, < and justify the conclusions using a visual fraction model. (CCSS: 3.NF.3d)

• Solve an inequality comparing two fractions • Justify the fraction comparison







• Use fact families to solve division problems Interpret division as an unknown-factor problem.

(CCSS: 3.OA.6) • Explain the relationships between multiplication and division



Lesson Objective Possible Demonstration of Learning • Explain the denominator of a fraction as the total number of parts • Given a fraction, students explain the denominator as the total

number of parts • Draw equivalent fractions • Given a fraction, students draw the fraction and an equivalent

fraction • Identify equivalent fractions • Given two lists of fractions, students match equivalent fractions • \ • Write whole numbers as fractions

• Given three whole numbers, students write the whole number as a fraction

• Compare two written fractions by reasoning about their size • Given two fractions, students compare the fractions and explain the relationship between their size

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April 2012


APRIL READING, WRITING, COMMUNICATING


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. (CCSS: SL 3.2)

• Determine the main ideas and supporting details of presented information (e.g. text read aloud, information presented in media, visual information presented)


With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5)

• Write to a specific topic including only relevant ideas/details

• Recognize where writing can be improved and revise to strengthen a piece of writing

• Recognize errors in writing and correctly edit for mistakes



idea

Ensure subject-verb and pronoun-antecedent agreement. (CCSS: L.3.1f)


• Locate the pronoun-antecedent within a sentence Use correct pronoun-antecedent agreement

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. (CCSS: RL.3.3)

• Describe characters in a story (e.g., their traits, motivations, or feelings)



Lesson Objective Possible Demonstration of Learning • Determine the main ideas and supporting details of presented

information (e.g. text read aloud, information presented in media, visual information presented)

• After listening to presented information, students will determine the main idea and 3 supporting details

• Recognize errors in writing and correctly edit for mistakes • Given a paragraph, students will edit for mistakes • Recount key details and explain how they support the main idea • Given a main idea, students will select 3 key details from a list of 6

and explain how they support the main idea • Locate the pronoun-antecedent within a sentence Use correct pronoun-antecedent agreement

• Given 5 sentences, students will identify the pronoun and antecedent in each and revise if appropriate


• Given 5 sequential events from a story, students will explain how a character’s actions contributed to each event occurring when it did



• Identify key question in a two-step word problem Solve two-step word problems using the four operations. (CCSS: 3.OA.8) • Draw a picture to represent a two-step word problem

• Develop equations for a two-step word problem • Solve two-step word problems





Describe a fraction as a number on the number line; represent fractions on a number line diagram. (CCSS: 3.NF.2)

• Divide a number line into equal parts • Determine the total number of equal parts in a divided

number line • Identify each equal part in ascending order (i.e. 1/8, 2/8,

3/8, etc.)

Identify two fractions as equivalent if they are the same size, or the same point on a number line (CCSS: 3.NF.3a)






Compare two fractions with the same numerator or the same denominator by reasoning about their size. (CCSS: 3.NF.3d)

• Compare two fractions with models • Compare two fractions with drawings • Compare two written fractions by reasoning about their size


Explain why comparisons are valid only when the two fractions refer to the same whole. (CCSS: 3.NF.3d)

• Compare two fractions with like denominators • Compare two fractions with unlike denominators • Explain why fraction comparisons must include like

denominators







• Use fact families to solve division problems Interpret division as an unknown-factor problem.

(CCSS: 3.OA.6) • Explain the relationships between multiplication and division



Lesson Objective Possible Demonstration of Learning • Develop equations for a two-step word problem • Given a two-step word problem, students develop equations for each

step to solve • Explain the numerator of a fraction as the select number of parts • Given a fraction, students explain the numerator as the select number

of parts • Identify each equal part in ascending order • Given a number line divided into five equal parts, students identify

each equal part in ascending order • Recognize fractions that are equivalent to whole numbers • Given ten fractions, students circle the fractions that are equal to

whole numbers • Explain why fraction comparisons must include like denominators • Given two fraction comparisons (one with like denominators and one

with unlike denominators), students explain why fraction comparisons must include like denominators

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May 2012


MAY READING, WRITING, COMMUNICATING


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. (CCSS: RL.3.5)

• Learn literary terms (e.g. chapter, scene, and stanza) • Use appropriate literary terms when writing or speaking

about text • Explain how a story/drama builds on earlier sections

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. (CCSS: W.3.6)

• Utilize a word processing program to publish a piece of writing

• Publish writing on a web page • Select and add supporting digital pictures/images to a

published piece of writing • Email a written piece to someone for ideas and feedback

Conduct short research projects that build knowledge about a topic. (CCSS: W.3.7)

• Select a topic for research and develop a specific research question

• Gather information on a topic to build and share knowledge

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

• Explore a question of inquiry Recall information from personal experiences in order

to answer question of inquiry Gather information from resources in order to answer

question of inquiry • Take notes from sources • Sort notes/evidence into logical categories


Lesson Objective Possible Demonstration of Learning • Learn literary terms (e.g. chapter, scene, and stanza) • Given literary terms and their meanings in random order, students

will correctly match each term with its definition • Select and add supporting digital pictures/images to a published piece

of writing • Given a paragraph and 8 images, students will circle all images that

would support the piece of writing and explain why • Select a topic for research and develop a specific research question • Given 5 research topics, students will select one and develop a

research specific question related to the topic to explore • Take notes from sources • Given three source paragraphs for a given research topic, students

will take relevant notes (i.e. a relevant piece of information) from each source

• Sort notes/evidence into logical categories • Given 8 note cards with evidence on each, students will sort the notes into logical categories



• Develop equations for a two-step problem Represent two-step problems using equations

with a letter standing for the unknown quantity.. (CCSS: 3.OA.8)

• Solve for the unknown in a two-step problem

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (CCSS: 3.MD.2)

• Measure liquid volume with standard units • Estimate liquid volume with standard units • Measure masses of objects with standard units • Estimate masses of objects with standard units

Use models to add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units by using drawings to represent the problem. (CCSS: 3.MD.2)

• Identify the key question being asked in word problem • Draw a picture to represent the word problem • Solve word problem using number operations • Check for reasonableness





Identify two fractions as equivalent if they are the same size, or the same point on a number line. (CCSS: 3.NF.3a)











• Identify key question in two-step word problem Solve two-step word problems using the four operations. (CCSS: 3.OA.8) • Draw a picture to represent a two-step word problem

• Develop equations for a two-step word problem • Solve two-step word problems

Lesson Objective Possible Demonstration of Learning • Solve for the unknown in a two-step problem • Given a two-step problem, students solve for the unknown • Measure liquid volume with standard units • Given three liquids, students measure in liters • Estimate liquid volume with standard units • Shown three liquids, students estimate the volume in liters of each

liquid • Estimate masses of objects with standard units • Shown three objects, students estimate the mass in grams of each

object • Draw a picture to represent the word problem • Given a word problem with volume, students draw a picture to

represent the problem

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June 2012


JUNE READING, WRITING, COMMUNICATING


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. (CCSS: RI.3.3)

• Learn and use language that that pertains to time, sequence, and cause/effect

• Explain connections between a series of historical events in a text

• Explain how scientific ideas or concepts in a text are related or connected

• Describe how the steps in technical procedures are connected in a text

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (CCSS: SL.3.1a)

• Come to a discussion prepared Read/study required material Make connections to background knowledge Develop questions or comments to share

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (CCSS: SL.3.1b)

• Paraphrase and follow agreed-upon rules for discussion (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (CCSS: SL.3.1c)

• Ask questions about information presented Ask relevant/on-topic questions Link questions to comments made by others

Explain their own ideas and understanding in light of the discussion. (CCSS: SL.3.1d)

• Explain personal ideas and understandings developed from a discussion


Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (CCSS: SL 3.3)

• Actively listen to a speaker Formulate and ask questions in order to gather

additional information Formulate and ask questions to clarify what is not

understood Offer appropriate elaboration

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. (CCSS: SL.3.4)

• Prepare an oral presentation Select a topic, text, or personal experiences to present Determine what facts and details are relevant

• Present material orally Speak clearly at an understandable pace Provide all appropriate information with detail

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. (CCSS: SL.3.5)

• Create audio recordings of stories/poems Add drawings/visuals to enhance or emphasize facts

or details

Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (CCSS: SL.3.6)

• Produce complete sentences to provide requested clarification/detail

Recognize and observe differences between the conventions of spoken and written standard English. (CCSS: L.3.3b)

• Recognize differences between the conventions of spoken and written standard English.


Lesson Objective Possible Demonstration of Learning • Explain connections between a series of historical events in a text • Given a series of 3 historical events, students will explain the

connection between each • Come to a discussion prepared Develop questions or comments to share

• Given a topic for discussion, students will develop one related question to ask and one related comment to make

• Paraphrase and follow agreed-upon rules for discussion (e.g. gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

• Students will paraphrase agreed-upon class discussion rules

• Create audio recordings of stories/poems Add drawings/visuals to enhance or emphasize facts or details

• For a previously recorded story or poem, students will decide what visual would enhance the recording and create it

• Ask questions about information presented Ask relevant/on-topic questions

• After listening to/watching 3 minutes of a debate, students will write 2 relevant questions

MATH


Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. (CCSS: 3.OA.3)

• Model multiplication and division for word problems within 100 to solve

• Draw arrays and equal groups to represent multiplication and division word problems within 100

• Determine the equation for a multiplication and division word problem within 100 and solve

• Find multiples of 2, 3, 4, 5, 6, 7, 8, 9, and 10 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (CCSS: 3.OA.7)

• Solve multiplication and division problems with 2s, 3s, 4s, 5s, 6s, 7s, 8s, 9s, and 10s





Recall from memory all products of two one-digit numbers (CCSS: 3.OA.7)

• Identify key question in word problem Solve two-step word problems using the four operations. (CCSS: 3.OA.8) • Draw a picture to represent the word problem

• Develop equations for the word problem • Solve two-step word problems

• Develop equations for the two-step problem Represent two-step problems using equations

with a letter standing for the unknown quantity. (CCSS: 3.OA.8)

• Solve for the unknown in a two-step problem

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). (CCSS: 3.MD.2)

• Measure liquid volume with standard units • Estimate liquid volume with standard units • Measure masses of objects with standard units • Estimate masses of objects with standard units

Use models to add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units by using drawings to represent the problem. (CCSS: 3.MD.2)

• Identify the key question being asked in word problem • Draw a picture to represent the word problem • Solve word problem using number operations • Check for reasonableness

Lesson Objective Possible Demonstration of Learning • Find multiples of 2, 3, 4, 5, 6, 7, 8, 9, and 10 • Given a number (2-10), students write the next three multiples • Solve multiplication and division problems with 2s, 3s, 4s, 5s, 6s, 7s,

8s, 7s, and 10s • Given ten division problems within 100, students solve

• Fluently solve all products of two one-digit numbers from memory • Students write answers to fifteen multiplication problems said on a recording

• Draw arrays and equal groups to represent multiplication and division problems word problems within 100

• Given a division word problem within 100, students draw a picture using equal groups to solve

• Determine an equation for a multiplication or division word problem within 100 and solve

• Given a multiplication word problem within 100, students determine an equation and solve

Documents

7th Grade – Reading, Writing, Communicating