English Language Arts Third Grade Curriculum Map 2011- · PDF fileCurriculum Map 2011 - 2012 – Grade 3 ... 1st Quarter 12 Weeks (K) Rigby Reading Pre-Screener/ ... 3rd Quarter 24

English Language Arts

Third Grade

Curriculum Map

2011-2012

Curriculum Map 2011 - 2012 – Grade 3 - 2 -

Word StudyPhonicsSpellingHigh Frequency WordsWord Parts

Writing WorkshopModeled WritingGrammarGuided WritingIndependent Writing

Reading WorkshopInteractive Read AloudShared ReadingGuided ReadingIndependent Reading


Year at a Glance – ELA Elementary Comprehensive Curriculum - LPSS

2011-2012 Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade

Unit 3 - Rhythm and

Rhyme Time

08/15–09/15

Unit 1 – A World of Books

08/15 – 09/30

Unit 1 – Let’s Read

8/15 – 10/7

Unit 1 – Let’s Read

08/15-09/09

Assess 2 Know 09/15/11

Unit 1 – Read All About It

08/15-09/09


Unit 1 – Folktales: Tall

Tales and Legends

08/15-09/30


Unit 5 - A Look into

Books

09/19 – 10/21

Unit 2 – Put on Your

Thinking Cap

10/03-10/28

Unit 3 – The Writing Process

10/10 – 11/10

Unit 3 – Write on Target

09/12 – 10/21


Unit 2 – The Writing

Process

9/12-10/21


Unit 2 – Informational

Articles/Reports

10/03 – 11/10


Unit 1 – Learning About

Me

10/24-11/18

Unit 3 – Let’s Read – Fairy

Tales and Fables

10/31 – 12/20

Unit 6 – Reading and Writing

Nonfiction

11/14-12/20

Unit 6 – Reading and Writing

Nonfiction in Texts

10/24-11/18


Unit 6 – Reading and

Writing Nonfiction

10/24 – 11/18


Unit 3 – Biography and

Autobiography

11/14-01/12


Unit 6 – The Author’s

Chair

11/28-01/06

Unit 4 – Research Methods

01/04 –02/03

Unit 4 – Information Quest

01/04-02/03

Unit 4 – Resource Roundup

11/28-01/06


Unit 4 – Research

11/28 – 01/06


Unit 4 – Short Stories –

Adventures

01/17-03/02


Unit 2 – Exploring Written

Languages

01/09-02/03

Unit 6-Discovering is

Exciting-Reading/Writing

Nonfiction

02/06–03/08

Unit 2 – Use Your Thinking

Cap

02/06-03/23

Unit 2 – Thinking Critically

01/09-02/03


Unit 3 - Critical Thinking

01/09 – 02/03


Unit 5 – Poetry

03/05-04/04

Unit 4 – The Wonder of

Words – Poetry

02/06-03/08

Unit 7 – How to Learn About

People-

Autobiographies/Biographies

03/12 – 04/13

Unit 7 – People-


03/26-04/20

Unit 7 – Who’s Who-


02/06 –03/02


Unit 7 – Autobiographies

and Biographies

02/06 – 03/08


Unit 6 – Novels

04/23 –05/24

Unit 7 – Multicultural

Literature

03/12-04/13

Unit 5 – Poetry: Fun with

Words

04/16 –0 5/24

Unit 5 – Poetry Is Art in

Words

04/23-05/24

Unit 5 – ―Use Your Senses..‖

Through Poetry

03/05 – 04/04

Unit 5 – Poetry

03/12 – 04/04

Unit 8 – Listen, Speak,

Write

4/16– 5/24

Unit 8 – Author Study

4/23-5/24

Unit 8 –Recommended By

- Author Study

4/23 – 5/24


Reading/Writing Assessment Schedule (2011-2012) Reading Assessment Requirements

Kindergarten - Fifth Grade

*** Use Benchmark Assessment Protocol established by district

Writing Portfolio Requirements - Kindergarten – Fifth Grade

NOTE: Rubrics can be found in the Louisiana Comprehensive Curriculum blackline masters. Third, fourth, and fifth grade teachers can use the iLEAP/LEAP rubrics.

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Beginning of Year DIBELS Next

DIBELS Next

DRA-

Instructional Level

SFA - Roots

DIBELS Next

DRA-

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next

Rigby READS

Form A

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form A

SFA – 4Ssight

1st Quarter

12 Weeks (K)

Rigby Reading

Pre-Screener/

Screener

SFA - Roots

Benchmark

Level C***

SFA - Roots

Benchmark

Level I***

SFA – McGraw-Hill

Instructional Level

(Benchmark if necessary)

SFA – 4Sight

Instructional Level


SFA – 4Sight

Instructional Level


SFA – 4Sight

2nd Quarter DIBELS Next

DIBELS Next

Benchmark

Level E***

SFA - Roots

DIBELS Next

Benchmark

Level J***

SFA – McGraw-Hill

DIBELS Next

Rigby READS

Form B

SFA – 4-Sight

DIBELS Next

Rigby READS

Form B

SFA – 4Sight

DIBELS Next/AIMSweb

Rigby READS

Form B

SFA – 4Sight

3rd Quarter

24 Weeks (K)

Benchmark

Level B***

Benchmark

Level G***

SFA - Roots

Benchmark

Level K***

SFA – McGraw-Hill

Instructional Level


SFA – 4Sight

Instructional Level


SFA - 4Sight

Instructional Level


SFA – 4Sight

End of Year DIBELS Next

DRA –

Instructional Level

SFA – Roots

DIBELS Next

Instructional Level

SFA - Roots

DIBELS Next

Instructional Level

SFA – McGraw-Hill

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next

Instructional Level

SFA – 4Sight

DIBELS Next/AIMSweb

Instructional Level

SFA 4Sight

Beginning of Year Choose one writing sample during the first two weeks of school for each student. Use a rubric to rate each student’s writing.

1st Quarter

12 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

2nd Quarter Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

3rd Quarter

24 Weeks (K)

Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.

End of Year Choose at least one student writing of the teacher’s choice for each student. Use a rubric to rate each student’s writing.


# Prioritized Grade Level Expectations E- Essential I- Important C-Condensed E, I,

C

LCC

Units

Notes

1 Decode words using knowledge of base words, root words, and common prefixes and suffixes (ELA-1-E1) I 3,5

2 Decode similar words (e.g., supper vs. super) using knowledge of basic syllabication rules (ELA-1-E1) I 2,3,5

3 Identify and explain words with multiple meanings using contextual clues (ELA-1-E1) E 3,5

4 Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1) E 1,2,3,5,6,

7,8

5 Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine

word meanings, word choices, and pronunciations (ELA-1-E1)

I All

6 Determine meanings of unfamiliar words using a variety of strategies, including: E

a. knowledge of common antonyms, synonyms, homonyms, and homographs E 5

b. use of context clues E 1,2,5

c. identification of base words and root words (ELA-1-E1) E 1,2,3,7,8

7 Adjust speed of reading to accomplish a purpose based on text complexity (ELA-1-E3) C 4,5,6

8 Identify story elements including: E

a. theme E 1,3,5,6,8

b. conflict E 1,3

c. character traits, feelings, and motivation (ELA-1-E4) E 1,3,8,

9 Identify literary devices, including idioms and personification (ELA-1-E4) E 3,5,6

10 Demonstrate understanding by summarizing stories and information, including the main events or

ideas and selected details from the text in oral and written responses (ELA-1-E5)

E 1,3,5,6,7

11 Connect ideas, events, and information identified in grade-appropriate texts to prior knowledge and

life experiences in oral and written responses (ELA-1-E6)

E 1,3,4,5,6,

7,8

12 Demonstrate oral reading fluency of at least 110 words per minute in third-grade text with appropriate

pacing, intonation, and expression (ELA-1-E7)

I 1,8

13 Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7) I All

14 Compare and contrast story elements, including setting, character, and events of two multicultural texts in

oral, written, and visual responses (ELA-6-E1)

I 1,3,5

15 Identify a variety of types of literature, including the myth and the legend, in oral and written

responses (ELA-6-E2)

E 1

16 Identify and explain the defining characteristics of various types of literature, including the folktale

(ELA-6-E3)

I 1,3

17 Demonstrate understanding of information in grade-appropriate texts using a variety of strategies,

including:

E

a. sequencing events E 1,6

b. making predictions using information from texts E 1,3,4,6,

c. making simple inferences and drawing conclusions about information in texts E 1,3,4,5,6

d. comparing and contrasting, including story elements (e.g., theme, character, E 1,7


and conflicts) and main points or ideas in informational texts

e. distinguishing between a main idea and a summary E 2

f. identifying main ideas of texts (ELA-7-E1) E 1,4,5,6

18 Explain chosen solutions to problems in texts (ELA-7-E2) I 1,3,4,5

19 Identify an author’s purpose for writing, including persuading, entertaining, and informing (ELA-7-E3) I 1,3,4,6,8

20 Explain the author's viewpoint using information from the text (ELA-7-E3) I 3,4,5,6,7,

8

21 Apply basic reasoning skills, including: E

a. identifying differences between fact and opinion E 2,4,7,8

b. skimming and scanning texts to locate specific information E 4,8

c. identifying multiple causes and/or effects in texts and life situations E 1,5,7,8

d. raising questions to obtain clarification and/or direct investigation E 1,2,4,5,7,

8

e. connecting what is learned to real-life situations (ELA-7-E4) E 2,3,4,7,8

22 Write compositions of two or more paragraphs that are organized with the following: E

a. a central idea E 3,4,7,8

b. a logical, sequential order E 3,4

c. supporting details that develop ideas E 3,4

d. transitional words within and between paragraphs (ELA-2-E1) E 3,4

23 Incorporate grade-appropriate vocabulary and information when writing for an intended audience

and/or purpose (ELA-2-E2)

E 2,3,4,5,6,

7,8

24 Develop compositions of two or more paragraphs using writing processes such as the following: E

a. selecting a topic E All

b. prewriting using strategies such as brainstorming, locating information, and

generating graphic organizers E 2,3,6,7

c. drafting E 2,3,4,5,6,

7

d. conferencing with teachers E 2,3,4,5,6,

7

e. revising and proofreading E 2,3,4,6

f. creating a final draft for publication (ELA-2-E3) E 2,3,4,8

25 Develop organized one- and two-paragraph compositions using description and narration

(ELA-2-E4)

E 3,6,7

26 Use a variety of literary devices, including idioms and personification, in written responses and

compositions (ELA-2-E5)

I 3,5,6

27 .Write for various purposes, including: I

a. informal letters using appropriate letter format I 3,8

b. book reports and informational compositions that include main ideas and

significant details from the text (ELA-2-E6) I 3,4,6,7,8


28 Write legibly in cursive or printed form, using standard margins and demonstrating appropriate spacing of

letters, words, sentences, and paragraphs (ELA-3-E1)

I 3,4,5,6,7

29 Use standard English punctuation, including: E

a. commas to separate phrases in a series E All

b. commas to separate parts of addresses (ELA-3-E2) E All

30 Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican

food) (ELA-3-E2)

E All

31 Write using standard English structure and usage, including: E

a. avoiding run-on sentences E All

b. using verbs in the future tense E All

c. making subjects and verbs agree in sentences with simple and compound

subjects and predicates (ELA-3-E3) E All

32 Apply knowledge of parts of speech in writing, including: I

a. using standard future verb tenses I 3

b. using a variety of conjunctions, such as although, since, until, and while, in

constructing sentences I 3

c. using correct forms of possessive pronouns, singular nouns, transitional words, and

prepositions I 3

d. identifying and using irregular plural nouns correctly I 3,5

e. using first-, second-, and third-person pronouns correctly I 3,4,7,8

f. selecting and using adverbs that modify according to time, place, manner, and

degree I 3,4

g. identifying and using irregular verb tenses (ELA-3-E4) I 3

33 Spell grade-appropriate words, including: E

a. multisyllabic words made up of both base words and roots and common

prefixes and suffixes E 3,5

b. compound words E 3,5

c. common homophones (ELA-3-E5) E 3,5

34 Follow common spelling generalizations, including qu-, consonant doubling, and changing -y to -i

(ELA-3-E5)

C 3,5

35 Alphabetize to the third letter (ELA-3-E5) C 2,3,4,5,6,

7,8

36 Use a variety of resources, including online and print dictionaries and spell checkers to check spelling

(ELA-3-E5)

C 4,5

37 Use clear diction and tone and adjust volume and tempo to stress important ideas when speaking

(ELA-4-E1)

C 2,4,5

38 Give and follow precise directions and instructions (ELA-4-E2) C 2,5

39 Tell a complex story that includes the following: I

a. a central idea I 4


b. ideas and details organized chronologically (ELA-4-E3) I 3

40 Give rehearsed oral presentations that include the following: I

a. expression of an opinion about a text, topic, or idea I 4,5,6

b. relevant facts and details from multiple sources (ELA-4-E4) I 2,4,7

41 Clarify and enhance oral presentations through the use of appropriate props (e.g., objects, pictures, charts)

(ELA-4-E4)

C 3,4,6,7,8

42

Use active listening strategies, including:

C

a. asking questions and responding to ideas/opinions C 1,3,5,6,7

b. giving oral responses, such as explanations of written and/or spoken texts

(ELA-4-E5) C 1,3,5

43 Compare ideas and points of view from a wide variety of media, including television, video, music, the

Web, charts, and print materials (ELA-4-E6)

C 3,4,6

44 Assume the role of discussion leader, contributor, and active listener (ELA-4-E7) C 1,3,5

45 Locate information using organizational features of a variety of resources, including: E

a. electronic information such as pull-down menus, icons, keyword searches,

passwords, and entry menu features E 1,2,3,4,5,

8

b. printed text such as indices, tables of contents, glossaries, charts, captions,

chapter headings and subheadings E 2

c. the Dewey Decimal system E 2

d. electronic and online catalogs (ELA-5-E1) E 2

46 Locate information from multiple sources, including books, periodicals, videotapes, Web sites, and CD-

ROMs (ELA-5-E2)

I 2,4,8

47 Determine appropriateness of collected information for a specified purpose (ELA-5-E2) I 2,4,8

48 Use keywords to take notes from written sources (ELA-5-E3) I 2

49 Complete simple outlines with main topics and subtopics that reflect the information gathered

(ELA-5-E3)

E 2,4,6,7,8

50 Use available electronic and print resources to draft, revise, and publish simple research reports, book

reports, and other projects (ELA-5-E4)

C 4

51 Use simple bibliographic information to cite source (ELA-5-E5) I 3,4,7

52 Locate information found in graphic organizers such as timelines, charts, graphs, schedules, tables,

diagrams, and maps (ELA-5-E6)

E 2,4


English Language Arts: Grade 3

August 15th

– September 9th

– Weeks 1 - 4

Comprehensive Curriculum Unit 1: Let’s Read

Unit Description This unit focuses on reading and responding to a variety of texts, including fiction and nonfiction. The unit is taught through read-alouds and through shared, guided, and

independent reading. The unit examines literary elements (setting, plot, character, theme, and conflict), identifies literary devices, and compares/contrasts texts. The unit also

focuses on identifying the characteristics of a number of genres (e.g., poetry, fables, fairy tales, biography, autobiography, myths, legends, and folktales). There is emphasis on

responding to texts in a variety of ways (orally, by using graphic organizers and through writing sentences and paragraphs, as well as by compiling information in a PowerPoint©

presentation). Special attention is given to guide students to eliminate run-on sentences from their writings. Emphasis on correct usage of basic grammar skills is placed on writing

throughout this unit, while focus is given to understanding that the subject of a sentence is simply who or what the sentence is about. Vocabulary instruction is ongoing throughout

the school year and is relevant to the unit being studied.

Student Understandings

Students will demonstrate comprehension by describing and discussing literary elements, identifying devices and genres, and comparing/contrasting texts.

Drawing from prior knowledge and life experiences, students will develop their reading skills and ability to respond to a variety of texts.

Guiding Questions

1. Can students compare and contrast the theme, setting, plot, and characters of two different stories?

2. Can students read and respond to a variety of texts, including fiction and nonfiction?

3. Can students identify the characteristics of a number of genres (e.g., poem, fable, fairy tale, biography, autobiography, and folktale)?

4. Can students respond to texts using prior knowledge and life experiences?

5. Can students describe and discuss literary elements and identify literary devices?

6. Can students write using standard English, as well as apply correct punctuation and capitalization rules?

7. Can students determine the subject of a sentence?

8. Can students locate information using organizational features of a variety of resources, including electronic information such as pull-down menus,

icons, keyword searches, passwords, and entry menu features?

Sample Assessments

General Guidelines

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that

results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that

could be used for this unit:

General Assessments

Students will categorize books by genre after reading them aloud and discussing the elements that define particular genre styles.

Students will record thoughts, ideas, and comments in reading response journals as they read stories and other genre styles. The journal will be used as a

reference for future discussions and assignments.

Students will organize information they read in a variety of ways for stronger comprehension:

Book Report Form BLM

color-coded story webs to link prior knowledge, predictions, and actual story information

Venn diagrams to compare and contrast

story cubes to provide visuals for sequencing or charts / forms to record information

Blackline Masters of materials from Literacy by Design may be found online at www.olp.literacybydesign.com . First time users must register. The keycode is accelerate. If you registered

previously and do not remember your password, the planner will offer prompts to assist you in the retrieval of that password. You must look in the LESSONS tab then click onto RESOURCES to

view all available material.

http://www.olp.literacybydesign.com/


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 1 – Let’s Read

1: Drop Everything and Read! (D.E.A.R.) (ONGOING) 13

4: Vocabulary Activities (ONGOING) 4, 5, 6b, 6c

5: Introduce a Variety of Literature 10, 11, 15, 16, 17d, 30

6: Characteristics of Genre 16, 17d, 19

7: Myths & Legends 15, 16, 45a

8: During Reading Strategies 17b, 17c, 17d, 17f, 18, 21c, 21d

10: Reading Fluency Workshop 8c, 12, 42a, 44, 45a

12: Multicultural Story Comparisons 8a, 8b, 8c, 10, 11, 13, 14, 15,

16, 17a, 17b, 17c, 19

LCC ACTIVITIES: Unit 1 – Let’s Read

2: Daily Edits (ONGOING) 29a, 29b, 30, 31a, 31c

3: Writing Journal (ONGOING) 24a, 31a, 31b, 31c

11: Correcting Run-On Sentences 29b, 30, 31a, 31c

See LCC Unit 3 – Activity 6: Writer’s Notebook – add this

activity to LCC Unit 1 and maintain throughout the year

Begin Word Wall

activities. Activities

should include the

addition of names of

students in your

classroom as well as high

frequency words.

You may refer to the list

of onsets and rimes

provided by reading

facilitator for additional

suggestions.

Initial Consonant Review

Short vowel review

Consonant Blends

Word Families

GLE 33

MODELED WRITING

Diary Entry / Journal 25 (LCC)

Book Review 27

Story 25 (LbD)

MINI-LESSONS

Introduction to the writing process 24

Establish Setting 24

Sequence 22

Subjects/Predicates 31

Subject Verb Agreement 31

Simple & Compound Sentences 31

Compounds Subjects & Predicates 31

Correct run on sentences 31

Use of commas 29

Capitalize first word in direct quotes 30

Capitalize proper adjectives 30

Future Tense Verbs 31

Theme 1: Community Spirit

COMPREHENSION STRATEGY / SKILLS

Make Connections 11

text to text/self/world

compare/contrast

background knowledge

TARGET SKILLS

Humorous Fiction 15

Understand Hyperbole & Exaggeration 9

Theme 2: Life in Many Places

COMPREHENSION STRATEGY / SKILLS

Ask Questions 21d

meaning

author’s purpose

use visuals

TARGET SKILLS

Biography 15

Nonfiction Text Feature: Map 52

CENTER IDEA

GLEs tested on Assess 2 Know Test 1- 6b, 8a, 8b, 14, 16, 17c, 17e, 29a, 30, 31a, 31b, 31c


Reading Workshop Resources Writing Workshop Resources Word Study Resources

Use first weeks to introduce work boards, literacy stations

and routines that must be established before you begin to

teach guided reading. Rehearse all stations and procedures

in a variety of ways before guided reading begins. Begin

guided reading on or before September 6th.

MODELED WRITING

Book Review

HME pp. 412-413

Story

LbD Writing Bridge Card 2

LbD Story Organizer – pg. 33, Transparency 5, 6

HME pp. 258-280

MINI-LESSONS

Introduction to the writing process

LbD Writing Bridge Card 1 & Transparency 4

HME pp. 7-27

Introduction to writing traits


Establish Setting

LbD Writing Resource Guide pp. 49-50

Sequence

Writing Bridge Card 4

Sequence Organizer – page 34, Transparency 11, 12

Subjects/Predicates

LbD Writing Resource Guide p. 1

HME pp. 40, 42

Subject Verb Agreement


HME pp. 112-115

Simple & Compound Sentences


HME pp. 34-35, 147, 181

Compounds Subjects & Predicates


HME pp. 66-67, 110-111

Correct run on sentences

HME pp. 44-47, 58

Use of commas

HME p. 190

Capitalize first word in direct quotes

HME p. 194

www.primarilywriting.com

Houghton -Mifflin Spelling and

Vocabulary

Short vowel review

Unit 1

Consonant Blends

Units 2, 8

Word Families

Unit 11

See Word Wall games on ELA K-5 Blackboard www.bb.lpssonline.com/webapps/login

Theme 1: Community Spirit

Comprehension Bridge Card: 1

Vocabulary Development:

Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

develop, celebrate, decision, protect, comfort, arrive,

establish, appeal, household, lifestyle

Connect to Novels: Seedfolks, The Seven Wonders of Sassafras

Springs, By the Shores of Silver Lake Theme 2: Life in Many Places



Explain, Restate, Show, Discuss, Reflect/Refine, Learning

Game

landform, breathe, anxiously, architecture, location,

distinguish, popular, coast, voyage, creek

Connect to Novels: Charlotte’s Web, The Boxcar Children,

Otherwise Known as Sheila the Great

Leveled Readers End of 1st Quarter

ON: L, M, N

ABOVE: O +

BELOW: K AND BELOW

http://www.primarilywriting.com/

http://www.bb.lpssonline.com/webapps/login



September 12th

– October 21st – Weeks 5 - 10

Comprehensive Curriculum Unit 3: Write on Target

Unit Description

Writing to respond is emphasized throughout all of the units, but this unit focuses on the writing process, writing applications, and punctuation. Paragraphs and

stories are written using prewriting, drafting, revising, editing, and publishing. Modeling of the writing process and opportunities for practice are presented.

Personal and formal letters, along with expository, descriptive, narrative, and persuasive compositions, will be written. Compositions will contain two or more

paragraphs and will include a central idea, a topic sentence, and supporting details in a logical order, as well as standard punctuation and language usage.

Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.


Students will routinely use the writing process and writing applications to prepare compositions. The writing process and writing applications are the two major

focuses of the unit. The topics or prompts used in instruction will be linked to classroom reading assignments and real-life situations. Writing will be specifically

taught in this unit, but writing activities will be assigned and extended throughout the year to ensure mastery. Models and opportunities for student practice on

the four forms of discourse will be available throughout the entire year.

Guiding Questions

1. Can students write simple expository, descriptive, narrative, and persuasive compositions?

2. Can students write personal and formal letters?

3. Can students write a multi-paragraph composition with a central idea, a topic sentence, and supporting details in a logical order?

4. Can students use standard punctuation and language usage when writing?

5. Can students use the writing process (prewriting, drafting, revising, editing, and publishing) when asked to write various types of compositions?

Sample Assessments

General Guidelines


results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that


General Assessments

The teacher will lead students as they discuss articles and stories, assuming a variety of roles—discussion leader, contributor, and active listener.

The students will be required to follow the writing process by using a prewriting activity, drafts, editing and revision, final drafts, and publishing to be

scored by a rubric.

The students will write letters, multi-paragraph stories, and constructive responses in content areas to demonstrate and apply writing skills. Students will

share written pieces in small group or whole class and with a variety of audiences.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES : Unit 3 – Write on Target


4: Vocabulary Activities (ONGOING) 4, 5, 6c, 35

5: Cultivate Writers 11, 14, 41, 42a, 42b, 44, 45a

7: What Do You Like to Read? 10, 11, 16, 17b, 18, 19, 20, 42a, 42b, 44

LCC ACTIVITIES: Unit 3 – Write on Target

2: Daily Edits (ONGOING) 29a, 29b, 30, 31a, 31b, 31c


8: Conventions, Please 29a, 29b, 31b, 31c, 32a, 32b, 32c, 32d,

32e, 32f, 32g

9: Parts of a Paragraph 24a, 28, 32c, 39b

10: Planning a Paragraph 22a, 22c, 22d

11: Paragraph Writing 22a, 22b, 22c, 22d, 25, 28, 29a

Continue Word Wall

Activities

Long Vowels

ch, sh, wh, th

ai, ay, ae, ee

ie, igh, oa, ow

ou, ow

oi, oy

GLE 33

Theme 3: What is Light?

COMPREHENSION STRATEGIES/SKILLS

Infer 17

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

realistic fiction 15

understand typographical cues 17

MODELED WRITING

Paragraph 25 (LCC)

Personal Narrative 25 (LCC)

Poem 26 (LbD)

MINI-LESSONS

Prewriting 24

Drafting 24

Writing a Problem & Solution 27

Organize Ideas 22

Build Strong Paragraphs 22

Sentence Structure 31

Declarative/Interrogative Sentences 31

Imperative/Exclamatory Sentences 31

Review Sentence Types 31

Compound Sentences 31

Sentence Combining 31

Use Adverbs in Writing 32

Use Future Tense Verbs in Writing 32

Use Irregular Plural Nouns in Writing 32

Theme 4: How Does Electricity Work?

COMPREHENSION STRATEGY/SKILLS

Synthesize 10

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Expository text 15

Nonfiction Text Feature: Labels 45a

Theme 5: Times Have Changed

COMPREHENSION STRATEGY/SKILLS

Monitor Understanding 17

reread text

self-monitoring & reflection

strategic reading

TARGET SKILLS

Poetry 15

Identify Abbreviations 6

CENTER IDEA

GLEs tested on Assess 2 Know Test 2- 22, 23, 31c, 32a, 32d, 32f



Theme 3: What Is Light?


Vocabulary Development: Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

monitor, pattern, projected, beam, absorption, lens, function,

focus, demonstrate, filament

Connect to Novels: The X’ed Out X-Ray, Keep the Lights Burning,

Abbie, Coraline

MODELED WRITING

Paragraph

HME pp. 253-257, 321-325

Personal Narrative

HME pp. 250-257, 258-280

Poem

LbD Poem Organizer – p. 37, Transparency 29, 30

MINI-LESSONS

Prewriting


Drafting


Writing a problem & solution

LbD Problem & Solution Organizer p. 35, Transp. 17, 18


Organize Ideas


Build Strong Paragraphs


Use Figurative Language


Sentence Structure


HME 32-34, 40, 42

Declarative/Interrogative/Imperative/Exclamatory

Sentences

LbD Writing Resource Guide p. 6, 7, 8

HME pp. 36-39

Compound Sentences/Sentence Combining

LbD Writing Resource Guide p. 9, 10

HME pp. 147, 157, 181, 192-193


Houghton- Mifflin Spelling and

Vocabulary

ch, sh, wh, th

Unit 7

ai, ay, ae, ee

Unit 3

ie, igh, oa, ow

Unit 5

ou, ow

Unit 4

oi, oy

Unit 13

Theme 4: How Does Electricity Work?



power, electricity, glistening, crackling, automatic, advance,

appliance, alternative, circuit, benefits

Connect to Novels: Magic School Bus, Electric Storm, The Case of

the Mossy Lake Monster, The Blackout Gang

Theme 5: Times Have Changed



diversity, languages, neighboring, settlement, territory, expand,

shift, time, line, appreciate, factory

Connect to Novels: Night of the New Magicians, Strawberry Girl,

Who Moved My Cheese?

Leveled Readers End of 1st Quarter

ON: L, M, N

ABOVE: O +

BELOW: K & BELOW

See Word Wall Games on

ELA K-5 Blackboard http://bb.lpssonline.com/webapps/login


http://bb.lpssonline.com/webapps/login



October 24th

– November 18th

– Weeks 11 - 14

Comprehensive Curriculum Unit 6: Reading and Writing Nonfiction Text

Unit Description

This unit focus is on reading and writing informational texts. Purposes are set for reading to seek information, to make connections, and to understand the world

and new concepts better. Text structures are examined for reading and writing, including description, a collection of descriptions, comparing/contrasting,

problem-solution, and cause and effect text. Informational texts are read to examine the intent of the writers, such as to inform, explain, describe, or persuade.

The teacher uses explicit modeling, coaching, and application of instructional techniques designed to develop comprehension at literal, interpretative, and

evaluative levels of questioning. Learning to pose questions and respond both orally and in writing to informational texts is an integral part of this unit.

Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.


Students are encouraged to read compelling, engaging models of informational texts as active, curious learners. Instruction is presented as an inquiry into an

issue or a problem worth investigating, allowing students to make real-life connections. Student-constructed rubrics will be used to define clear expectations prior

to writing and as a tool to guide reflection and improve future writings.

Guiding Questions

1. Can students identify informational text?

2. Can students explain the purposes for reading informational text?

3. Can students explain how informational text is organized?

4. Can students distinguish between literal, interpretive, and evaluative questions?

5. Can students explain how a text exhibits integrity, accuracy, and authenticity?

6. Can students describe an author’s style and language in an informational text?

7. Can students articulate why they prefer and select one book over another?

Sample Assessments

General Guidelines




General Assessments

Teachers will observe and review student writing topics, brainstorming ideas, and information sources for writing nonfiction texts prior to writing.

Teachers will conference with students to provide direction.

Students will be required to read nonfiction compositions aloud as the audience provides feedback via a rubric.

Students will contribute nonfiction text compositions to the writers’ notebooks.

Teachers will observe student progress and use a skills checklist and anecdotal records to determine and record student understanding and completion of

activities.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction Text

1: Drop Everything and Read! (D.E.A.R.) (ONGOING) 7, 13

4: Vocabulary Activities (ONGOING) 5, 35

5: Elements of Nonfiction 07, 11, 13, 17b, 17c

7: Gathering and Organizing Information in Nonfiction texts 10,

13, 43, 49

8: Grooming Strategic Readers 08a, 10, 11, 13, 19

LCC ACTIVITIES: Unit 6 – Reading & Writing Nonfiction Text

2: Daily Edits (ONGOING) 4, 9, 29a, 29b, 30, 31a, 31c

3: Writing Journal (ONGOING) 24a, 26, 31a, 31b, 31c

9: Writing Conferencing 23, 24a, 24c, 24d, 25, 27b, 30, 31b, 31c

10: Writing Process 05, 19, 20, 24b, 24e, 28, 29a, 30, 31a-c

11: Present to Others 40a, 41, 42a

Continue Word Wall

Activities

Silent consonants w, h, b

Silent consonants b, g, gh

Synonyms & Antonyms

Multiple Meaning

Words

GLEs 3, 6, 33

MODELED WRITING

Non-Fiction (Informational) Writing 27 (LCC)

Respond to Writing Prompt 25

MINI-LESSONS

Organization 22

Start Strong 24

Voice 23

Main Idea & Details 22

Cause & Effect 25

Sentence Combining 31

Common Nouns 32

Proper Nouns 32

Avoid Run-on Sentences 31

Write Using Future Tense Verbs 32

Subject-Verb Agreement 31

Use Commas in a Series of Phrases 29

Capitalize the First Word of Direct Quotes 30

Capitalize Proper Adjectives 30

Theme 6: Roads to Travel On


Create Images 17

use visuals

create images

revise

TARGET SKILLS

Characteristics of Newspaper Article 15

Nonfiction Text Feature: Bar Graph 52

Theme 7: Forces of Nature


Fix-Up Strategies 6

use pictures

read on

decode

word analysis

TARGET SKILLS

Characteristics of Adventure 15

Understands Sentences & Paragraphs 10

CENTER IDEA

GLEs tested on Assess 2 Know Test 3- 5, 9, 10, 17a, 17b, 17f, 19, 20, 21d, 29a, 30, 31a, 31b, 31c



Theme 6: Roads to Travel On



frontier, transit, elegant, technology, construction, agricultue,

explore, fuel, adventure, aviation

Connect to Novels: The Mouse & the Motorcycle, The Phantom

of the Subway, The Voyage of the Dawn Treader

MODELED WRITING

Non-fiction (Informational) Writing

HME 318-325, 327-343

Respond to Writing Prompt

―Preparing for the iLEAP Writing Test‖ handout

MINI-LESSONS

Organization


Start Strong


Voice

Writing Bridge Card 13 & Transparency 40

Main Idea & Details


LbD Main Idea & Details Organizer – p. 38, Transp. 35, 36

Cause & Effect


LbD Cause & Effect Organizer – p. 39, Transp. 41, 42

Sentence Combining

LbD Writing Resource Guide p. 11, 12

HME p. 221

Common Nouns


HME p. 60

Proper Nouns


HME p. 62



Vocabulary

Silent consonants w, h, b

Unit 9

Silent consonants b, g, gh

Unit 9

Synonyms & Antonyms

Unit 20

Multiple Meaning Words

Unit 19

Theme 7: Forces of Nature



anticipate, realize, favorite, surface, volcano, demolish,

repair, alert, earthquake, landslide

Connect to Novels: Vacation Under the Volcano, Ice Drift,

Earthquake Terror

Leveled Readers End of 2nd

Quarter

ON: M, N, O

ABOVE: P +

BELOW: L & below







November 28 – January 6th

– Weeks 15 – 18

Comprehensive Curriculum Unit 4: Resource Round-Up

Unit Description

Locating, gathering, and interpreting information from a variety of sources is the focus of this unit. The unit is taught using the organizational features of

electronic information and printed texts and publishing works using available technology. The unit also focuses on reading, organizing, and interpreting data

from timelines, charts, diagrams, graphs, tables, schedules, and maps. Information and skills learned in this unit should be included as extension activities in

other units. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.


Students will gather, organize, and interpret information from a variety of media, reference, and technological sources. Students will use available technology to

publish research reports, book reports, and other projects. Students will use grade-appropriate bibliographic format to cite sources.

Guiding Questions

1. Can students use available technology to publish a variety of works?

2. Can students locate, read, and interpret information on timelines, charts, graphs, diagrams and maps?

3. Can students use the organizational features of electronic information and printed texts?

4. Can students use grade-appropriate bibliographic format to cite sources?

5. Can students determine which resource is appropriate for a specific purpose?

Sample Assessments

General Guidelines


results from the student activities, and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that


General Assessments

Teachers will observe student progress and use a skills checklist and anecdotal records to determine and record student understanding and completion of

activities.

Students will read silently and aloud informational articles and complete graphic organizers to collect information for report writing.

Students will participate with rubric development and be assessed using the rubrics.

Teachers will observe student progress in choosing appropriate independent reading material (95% known accuracy) for various purposes.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 4 – Resource Round-Up



7: Using Technology and Other Resources 13, 17f, 21a, 21b,

21d, 21e, 24a, 43, 45a, 46, 47, 49, 52

8: Graphic Illustration Interpretation 52

(Begin using Information Resource Packets)

LCC ACTIVITIES: Unit 4 – Resource Round-Up

2: Daily Edits (ONGOING) 4, 9, 29a, 29b, 30, 31a, 31b, 31c


5: Getting Started 46, 47

6: Questions 17b, 20, 21a, 21b

9: Simple Outline Organization 21a, 21b, 24b

11: Putting It All Together 22a, 22b, 22c, 22d, 23, 24a, 24b,

24c, 24d, 24e, 24f, 27b, 28, 32e, 32f, 36, 47, 49, 50, 51

Continue Word Wall

Activities

Homonyms

ed, ing, s

Nouns

Proper Nouns

GLEs 1, 6, 33

Theme 8: Predicting Nature’s Hazards


Determine Importance 17

main idea and details

purpose for reading

classify

TARGET SKILLS

Characteristics of Observation Log 15

Nonfiction Text Feature: Subheadings 45b

MODELED WRITING

Writing an Outline 49 (LCC)

Writing a Report 27 (LCC)

Observation Log 25 (LbD)

MINI-LESSONS

Revising 24

Editing 24

End Effectively 24

Sequence 22

Singular & Plural Nouns 32

Singular/Plural Possessive Nouns 32

Pronouns & Antecedents 32


Commas in a Series of Phrases 29


Theme 9: From Factory to You


Make Connections 17

text to text, self, world

compare/contrast

background knowledge

TARGET SKILLS

Characteristics of Realistic Fiction 15

Setting 8

CENTER IDEA

GLEs tested on Assess 2 Know Test 4- 17c, 17f, 21e, 29a, 31a, 31c, 45a, 46, 47, 49, 51, 52



Theme 8: Predicting Nature’s Hazards



warning, curiosity, flight, caution, concern, accurate,

evaluate, forecast, advantage, aid

Connect to Novels: One Day in the Prairie, Wizziwig and the

Weather Machine, Night of the Twisters

MODELED WRITING

Writing an Outline

HME p. H27

Writing a Report

HME p. 333-375

Observation Log

LbD Observation Log Organizer – p. 40, Transp. 47, 48


MINI-LESSONS

Revising


Editing


End Effectively


Sequence

LbD Sequence Organizer – p. 41, Transp. 53, 54




HME pp. 68-72

Singular/Plural Possessive Nouns 32


HME pp. 74-75

Pronouns & Antecedents


HME pp. 214-221



Vocabulary

ed, ing, s

Unit 25

Theme 9: From Factory to You



abundant, halt, scrap, production distribution, import,

industry, scarcity, goods, site

Connect to Novels: Charlie and the Chocolate Factory,

Silk Umbrellas, The Candy Factory Mystery

Leveled Readers End of 2

nd Quarter

ON: M, N, O

ABOVE: P +

BELOW: L & below







January 9th

– February 3rd

– Weeks 19 - 22

Comprehensive Curriculum Unit 2: Thinking Critically

Unit Description

The focus of this unit is on critical-thinking skills, including cause and effect relationships, predictions, and comparing and contrasting. Identifying the author’s

purpose in a text, distinguishing fact from opinion, and explaining selected solutions to problems in texts highlight opportunities and develop critical-thinking.

Skimming and scanning skills are used to find specific information. Simple research provides an opportunity to distinguish between important and unimportant

information to produce written reports with oral presentations following the writing process (pre-write, drafts, edits and revisions, final drafts, and publishing).

Oral and written responses are an integral part of the unit as are activities that foster critical-thinking skills in connection with stories read. Vocabulary instruction

is ongoing throughout the school year and is relevant to the unit being studied.


Students realize that gathering important information to organize in simple report form involves critical thinking about texts. They develop critical-thinking skills

by identifying and discussing cause and effect relationships, making predictions, and comparing/contrasting elements of stories. Such activities provide a

foundation for gathering information and naturally lead students to begin writing and preparing brief oral presentations.

Guiding Questions

1. Can students discuss cause and effect relationships in stories and informational works?

2. Can students compare and contrast story elements (e.g., themes, topics, conflicts)?

3. Can students identify the author’s purpose?

4. Can students distinguish fact from opinion?

5. Can students use skimming and scanning skills to find information?

6. Can students organize important information to construct written and oral reports?

Sample Assessments

General Guidelines




General Assessments

The student will use graphic organizers (outlines, etc.) to brainstorm questions, clarify unclear questions, combine similar questions, and determine

one or two key questions worth investigating.

The student will use a rubric prior to topic research to provide guidelines for completing the research activities. Students will make simple outlines as a starting point for compiling notes for an oral presentation. The outlines will be turned in with compiled notes.


Reading Workshop Writing Workshop Word Study

LCC ACTIVITIES: Unit 2 - Thinking Critically


4: Vocabulary Activities (ONGOING) 4, 5, 6b, 6c, 35

6: Fact or Opinion? 21a, 21e

7: Choosing an Interesting Topic 21d, 45d, 46, 52

LCC ACTIVITIES: Unit 2 – Thinking Critically



5: Examining Benchmark Reports 45a, 45b, 47, 48

(WRITING A REPORT IS COVERED IN UNITS 4 AND 6)

Continue Word Wall

Activities

Reference Materials

Action Verbs

Adjectives

Prefix – un

GLEs 1, 5, 33

Theme 10 Money Matters


Ask Questions 21

meaning

author’s purpose

visuals

TARGET SKILLS

Characteristics of Procedural text 15

Nonfiction Text Feature: Flow chart 45b

MODELED WRITING

Report 27 (LCC)


Story 25 (LbD)

Procedural Text 25 (LbD)

MINI-LESSONS

Word Choice 25

Sentence Fluency 31


Subject/Object Pronouns 32

Adjectives 25

Comparative & Superlative Adjectives 25

Capitalize the First Word in Direct Quotations 30





Theme 11 Our Solar System


Infer 17

predict/draw conclusions

fact/opinion

cause/effect

TARGET SKILLS

Fantasy 21

Distinguish Fantasy from Reality 21

CENTER IDEA

GLEs tested on Assess 2 Know Test 5- 17 d, 17e, 19, 21a, 21c, 21e, 29a, 30, 31a, 47, 52



Theme 10: Money Matters



Explain, Restate, Show, Discuss, Reflect/Refine, Learning Game

strategy, decorate, income, payment, errand, fee, invest,

personal, borrow, budget

Connect to Novels: Jackson Jones, Ginger Pye, The Great

Brain

MODELED WRITING

Report

HME pp. 333-375



Story


LdD Story Organizer – Transparency 65, 66

Procedural Text


LbD Procedural Text Organizer – Transp. 59, 60

HME pp. 327-344 (Writing Instructions)

MINI-LESSONS

Word Choice


Sentence Fluency


Singular & Plural Pronouns


HME 2\pp. 214-233

Subject/Object Pronouns


HME pp. 214-215, 218-219

Adjectives


HME pp. 142-147

Comparative & Superlative Adjectives


HME pp. 150-151


Houghton-Mifflin Spelling and

Vocabulary

Prefixes

Unit 27

Theme 11: Our Solar System




zone, slither, suspended, organism, nutrients, complex, vital,

predator, thrive, prey

Connect to Novels: A Wrinkle in Time, The Outer Space

Mystery, Ricky Ricotta’s Mighty Robot Vs. the Jurassic

Jackrabbits from Jupiter

Leveled Readers End of 3rd

Quarter

ON: N, O, P

ABOVE: Q +

BELOW: M AND BELOW






English Language Arts: Grade 3 February 6

th – March 2

nd – Weeks 23 – 25

Comprehensive Curriculum Unit 7: Autobiographies & Biographies

Unit Description

Reading and writing biography and autobiography are the major focuses of this unit. Interesting people with whom students can identify and from whom they can

learn are read about and studied. Perspectives and influences of biographies written long ago are examined and compared to more recent works. Point of view

and the way a biography portrays a subject are examined. Influences of others on the life of a subject are important. Students will read a variety of sources (i.e.,

biographies, journal entries, and speeches) and will determine the accuracy of the information in their readings. These strategies help produce keen writers of

biographies and autobiographies.

Reading about people and their impact on society helps create a foundation for students to examine interests, to see point of view, and to make connections to

personal experiences. Various literary devices are taught to encourage development of unique writing styles. Vocabulary instruction is ongoing throughout the

school year and is relevant to the unit being studied.


The main goal of this unit is for students to determine what makes a biographical or autobiographical work interesting to read. Students will realize how an

author’s point of view and choice of sources influence how a subject is portrayed. They will also note how biographies and autobiographies focus on the events

in a subject’s life and the subject’s accomplishments. Students learn to examine their own interests, to see point of view, and to make connections to their own

experiences in order to write biographies and autobiographies of their own.

Guiding Questions

1. Can students identify what makes an autobiography, biography, or memoir interesting?

2. Can students identify the point of view used to tell about the subject?

3. Can students identify some of the literary devices the author used to make the autobiography, biography, or memoirs more readable?

4. Can students examine their own interests and points of view and make connections to write biographies?

Sample Assessments

General Guidelines




General Assessments

Students will read autobiographical and biographical compositions aloud as the audience provides feedback via a rubric.

Students will follow the steps in writing to produce a biography, including research, outlining, creating drafts, conferencing, proofreading, editing,

and publishing.

Students will recall a favorite memory and write a memoir of their own.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 7 – Autobiographies & Biographies


4: Vocabulary Activities (ONGOING) 4, 5, 6c, 35

5: Learning About People 20, 21a, 21c, 21d, 21e, 42a

7: Focus Lessons on Content 21d, 21e

8: Becoming Experts 10, 21d

9: Research Your Subject: 24a, 24b, 24c, 24d, 27b, 30, 31a, 31b,

31c, 32e, 49

LCC ACTIVITIES: Unit 7 – Autobiographies & Biographies



10: Writing Process 25, 27b, 28, 51

11: Biographical Sketches / Book Jackets 11, 21e, 23

12: Special Memories 21e, 22a, 27b

Continue Word Wall

Activities

Prefix non, in, dis

Prefix re, pre

Pronouns

GLEs 1, 32, 33

MODELED WRITING

Biographical Sketch 27 (LCC)


Memoire 25 (LCC)

MINI-LESSONS

Publishing 24

Prewriting 24

Keep Language Fresh 24

Compare & Contrast 27

Problem/Solution 22

Articles 32

Review Adjectives 25

Linking Verbs 31

Main & Helping Verbs 31



Use Future Tense Verbs in Writing 31



Theme 12: Explorers in Space


Synthesize 10

sequence

summarize

classify/categorize

retell

TARGET SKILLS

Characteristics of Expository text 15

Nonfiction Text Feature: Diagram 52

Theme 13: Making Laws


Monitor Understanding 17

reread text

self-monitoring

reflection

strategic reading

TARGET SKILLS

Characteristics of Folktales 15

Author and Illustrator 20

CENTER IDEA

GLEs tested on Assess 2 Know Test 6- 10, 11, 16, 17c, 17d, 20, 21a, 21c, 21d, 29a, 30, 31b, 31c



Theme 12: Explorers In Space




challenge, pressure, immense, occupation, astronaut, avoid,

launch, process, atmosphere, astronomy

Connect to Novels: The Wonderful Flight to the Mushroom

Planet, The Little Prince, Gloria Rising

MODELED WRITING



MINI-LESSONS

Publishing


Prewriting


Keep Language Fresh


Compare & Contrast


LbD Compare/Contrast Organizer Transp. 71, 72

Problem/Solution


LbD Problem/Solution Organizer Transp. 77, 78

Articles


HME pp. 148-149

Review Adjectives


HME pp. 142-147

Linking Verbs


HME pp. 112-113

Main & Helping Verbs


HME pp. 114-115



Vocabulary

Prefixes

Unit 27

Theme 13: Making Laws




debate, granting, officials, representation, legal, justice,

govern, candidate, politics, authority

Connect to Novels: The Million Dollar Strike,

A Series of Unfortunate Events, Mom for Mayor

Leveled Readers End of 3rd

Quarter

ON: N, O, P

ABOVE: Q +

BELOW: M & BELOW







March 5th

– April 4th

– Weeks 26 - 29

Comprehensive Curriculum Unit 5: Poetry

Unit Description

Poetry is shared throughout the school year; however, this unit focuses on the study of poetry—its use of sounds and words to create images, convey meaning,

and evoke emotions. The unit examines poets’ use of simile, metaphor, idioms, and personification, as well as rhythm and cadence. A variety of poetic forms and

the influence of the poets’ life experiences reflected in their writings are presented. Poetry is written, using experiences in life as teachers; through mini-lessons,

teachers model and coach students to use figurative language techniques. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit

being studied.


Students differentiate the purposes of poetry and prose. Students understand figurative language and can write examples of various figures of speech. Students

read and respond to a variety of poetic forms and collect, memorize, and write poetry. Students recognize how poets use writing techniques to surprise the reader.

Guiding Questions

1. Can students define how poetry differs from prose?

2. Can students explain why poetry is read?

3. Can students identify similes, metaphors, idioms, and personification?

4. Can students describe the images they have in their minds?

5. Can students explain how a poet helps them understand an idea, what is compared in a poem, or how the poet chooses to think about the subject in a

new way?

6. Can students describe their moods and feelings when reading or listening to a poem?

Sample Assessments

General Guidelines




General Assessments

Students will be required to participate in panel discussions guided by the teacher.

Poetry will be scored using class-designed rubrics.

Students will use graphic organizers to plan poems and will be required to share completed poetry. New poetry pieces will be added to writer’s

notebooks.

Teachers will record the use of skills in the form of anecdotal records to keep track of student progress.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 5 – Poetry



5: Inviting Poetry into the Classroom 06b, 07, 09

7: Types of Poetry 09, 23

9: Recognize Literary Devices 09, 10, 11, 18

LCC ACTIVITIES: Unit 5 – Poetry

2: Daily Edits (ONGOING) 4, 6a, 9, 29a, 29b, 30, 31a, 31c


8: Shape Poems 01, 05, 06a, 11, 23, 33a, 33b, 33c, 34, 38

13: Figurative or Literal – You Tell 09, 11, 14

15: A Collection 23, 24a, 24c, 24d

Continue Word Wall

Activities

Adverbs

Suffixes ful, able, less

GLEs 1, 32

Theme 14: Every Vote Counts


Create Images 17

use visuals

create images

revise

TARGET SKILLS

Personal Narrative 16

Nonfiction Text Feature: Captions 21

MODELED WRITING

Poem 27 (LCC)


Descriptive 25

Narrative 25 (LbD)

MINI-LESSONS

Conventions 24

Presentation 40

Main Idea & Details 22

Present and Past Tense Verbs 32

Future Tense Verbs 32

Irregular Verbs 32

Review all Verbs 32




Use Irregular Plural Nouns 32

Use homophones 33

Theme 15: Precious Resources


Fix-Up Strategies 6

use pictures

read on

decode

word analysis

TARGET SKILLS

Diary 15

Plot and Character 8

CENTER IDEA



Theme 14: Every Vote Counts




encourage, protest, speech, civic, crowd, announce,

opportunity, approximate, approve, deadline

Connect to Novels: Marvin Redpost, Class President,

Dork on the Run, Class President

MODELED WRITING

Poem

HME pp. 414-418



Expository

HME pp. 346-351

Personal Narrative


LbD Personal Narrative Organizer – Transp. 83, 84

MINI-LESSONS

Conventions


Presentation


Main Idea & Details


LbD Main Idea & Details Organizer – Transp. 89, 90

Present and Past Tense Verbs


HME pp. 100-107

Future Tense Verbs


HME pp. 108-109

Irregular Verbs


HME pp. 116-119

Review all Verbs




Vocabulary

Suffixes ful, able, less

Unit 28

Theme 15: Precious Resources




cultivate, mystery, preserve, privilege, irrigation, renewable,

diminish, damage, achieve, adequate

Connect to Novels: Song of the Tree, Hoot, Ozone 3

Leveled Readers End of 4th

Quarter

ON: N, O, P

ABOVE: Q +

BELOW: M & below







April 23rd

– May 24th

– Weeks 32 - 36

Comprehensive Curriculum Unit 8: Author Study

Unit Description

This unit is designed for student-selected author studies. Many opportunities will be given throughout the school year to select an author of their choice. Students

gain valuable insight by reading a variety of authors and their works and by conducting an in-depth investigation. This unit provides opportunities to learn what

the author writes, how the author writes the prose, and why the author chooses a particular technique, voice, and sense of audience. As students learn familiar

authors’ styles, assignments to write a description of the author and a persuasive essay about why the authors’ works are recommended reading will provide an

opportunity to demonstrate their expertise. Vocabulary instruction is ongoing throughout the school year and is relevant to the unit being studied.


Students will become experts about particular author’s subjects, techniques, and intents. Students will become critics through short persuasive compositions, such

as a multi-paragraph essay, a review, or a critique written for other students about why the authors’ works should be read.

Guiding Questions

1. Can students explain what the author is trying to convey in this work?

2. Can students explain how the author wrote this work?

3. Can students differentiate between a work that is well constructed and one that is not?

4. Can students give reasons that this author’s works should be read?

5. Can students explain how their writing has changed as a result of reading this author’s works?

Sample Assessments

General Guidelines




General Assessments

Students contribute to a class discussion of favorite authors and compile a list of favorite authors for reference during the author study unit.

Students chart story elements and literary devices, compare/contrast stories from a cultural perspective, identify defining characteristics of these

works, and distinguish an author’s purpose for written works using Venn diagrams, overlapping concepts charts, or lists.

Students will complete at least two book reviews for works by favorite authors.


Reading Workshop Writing Workshop Word Study LCC ACTIVITIES: Unit 8 – Author Study


4: Vocabulary Activities (ONGOING) 5, 35

5: Authors to Explore 13, 19, 20, 21e

6: An Author to Research: Author Cards 21a, 21b, 21c, 21d,

21e

11: My Favorite Author–A Thematic Approach 08a, 08c,

19,41

LCC ACTIVITIES: Unit 8 – Author Study


3: Writing Journal (ONGOING) 24a, 26,31a, 31b, 31c

7: Plan Ahead 45a, 46, 47, 49

8: Guide Student Research 11, 23, 27b, 49

10: Book Review 8a, 8c, 24f, 32e

12: Author Letters 11, 21d, 21e, 27a

Continue Word Wall

Activities

Irregular Verbs

Review all Verbs

Adverbs

Review Adverbs

GLEs 31, 32, 33

MODELED WRITING

Friendly Letter 27 (LCC)

Persuasive Letter 27 (LbD)

MINI-LESSONS

Editing 27

Adapt to Person and Audience 27

Adverbs 32

Theme 16: Recycle and Renew


Fix-Up Strategies 6

use pictures

read on

decode

word analysis

TARGET SKILLS

Letter 16

Nonfiction Text Features: Graph 52

Analogies 17

CENTER IDEA



Theme 16: Recycle & Renew




dispose, reusable, enormous, recycle, future, bin, litter, assortment,

pollution, conservation

Connect to Novels: Judy Moody Saves the World,

Keeper of the Swamp, The Case of the Missing Cutthroats

MODELED WRITING

Friendly Letter

HME pp. 282-284

Persuasive Letter

LbD Letter Organizer – Transparency 95, 96


MINI-LESSONS

Editing


Adapt to Person and Audience


Adverbs


HME pp. 152-157


Houghton-Mifflin English

Irregular Verbs

pp. 116-125

Review all Verbs

pp. 168, 238

Adverbs

pp. 152 - 163

Review Adverbs

pp. 169, 174

Leveled Readers End of 4th

Quarter

ON: N, O, P

ABOVE: Q +

BELOW: M & below





Documents

English Language Arts Third Grade Curriculum Map 2011- · PDF fileCurriculum Map 2011 - 2012 – Grade 3 ... 1st Quarter 12 Weeks (K) Rigby Reading Pre-Screener/ ... 3rd Quarter 24