ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE …

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE

GRADE THREE

LOUDOUN COUNTY PUBLIC SCHOOLS 2010-2011

ELEMENTARY LANGUAGE ARTS CONTACTS

Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent Asst. Superintendent, Instruction

Peter R. Hughes Dr. Michele Schmidt Moore Director, Curriculum and Instruction Supervisor, English and Language Arts David Arbogast English Specialist

This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2003) provides extensions and additions to form the Loudoun County English Curriculum.

Shannon Abel Ariane Axt Diane Bell Barbara Brosnan Brooke Brown Tracey Burcroff Elizabeth Carrig Donna Cherundolo Michele Copeland John Cornely Robert Davis Teresa Delaney Diane Dennis Bill Fazzini Janet Finn Kelly Gallagher Peggy Gearhart

Jaime Giles Anita Gill-Anderson Andrea Hanselman Allison Hatton Denise Hess Gretchen Hill Ryan Jeffers Leslie Kash Celia Key Ellen Linza Stacie Markel Judi McCarthy Greg Mihalik Tammi Mydlinski Elizabeth O’Connor Nan Parrish Pandora Passin

Marie Payne Jennifer Petrusky Natalie Porter Traci Propst-Goff Jill Redenburg Jennifer Reed Amy Reynolds Michelle Saville Devin Shannon Carissa Stanziola Mary Jo Totman Susan Verdin Beth Volpe Valerie Wade Kaity Wagner Patricia Walker Susan Weltens

LOUDOUN COUNTY PUBLIC SCHOOLS ENGLISH GRADE 3 CURRICULUM GUIDE

CONTENTS

Philosophy........................................................................................................................................................................ 1

Mission Statement ............................................................................................................................................................ 2

Internet Safety .................................................................................................................................................................. 3

Oral Language Strand ...................................................................................................................................................... 5

Reading Strand ................................................................................................................................................................. 8

Writing Strand .................................................................................................................................................................. 20

Writing Workshop ........................................................................................................................................................... 26

Writing Rubric ................................................................................................................................................................. 30

Pacing Guide .................................................................................................................................................................... 33

Sample Units .................................................................................................................................................................... 42

Grade Three, page 1

PHILOSOPHY

Loudoun County believes that all children must develop lifelong independent speaking, listening, viewing, reading, and writing skills. Loudoun County’s English/Language Arts curriculum prepares students to achieve competent oral and written communication in the classroom and community. Students become active and involved listeners and develop a full command of oral and written English language. Each elementary grade level’s curriculum is organized into three related strands: Oral Language, Reading, and Writing. The strands reflect a balanced instructional program. The curriculum enables students to develop lifelong communication skills.

OVERVIEW

This English/Language Arts Curriculum Guide identifies Standards of Learning for Loudoun County students at each grade level. The Standards of Learning in this guide combine local with state objectives. Each strand begins with a Focus Statement followed by the standards for that strand. Following each standard is a table with three sections. The first column, “Understanding the Standard,” provides teacher notes that clarify the intent of the standard. The second column, “Essential Understandings,” lists objectives that all students should achieve. The third column, “Essential Knowledge Skills and Processes,” identifies the necessary behaviors and skills that students should demonstrate to be successful with each standard. LCPS extensions to the VA SOLs are included in bold, italic print in the appropriate column. Spelling, Technology, and Research objectives are incorporated into the three standards at each level. The English objectives for Loudoun County should be integrated into other content areas so that reading, writing, speaking, listening, and use of technology occur daily in all classrooms. Please refer to the LCPS Acceptable Use Policy (AUP) when utilizing internet resources.

Grade Three, page 2

LCPS English Department Mission Statement Here are six beliefs that we strive to make true for all of our students.

Students communicate and collaborate effectively in written and oral discourse in ever-changing, real world situations. Therefore, we will

• develop active and involved listeners • teach students to self-advocate and ask for clarification • show students how to use the right language and diction for informal and formal situations • develop learning activities that encourage students to communicate in authentic contexts • provide opportunities for collaborative learning in research and other projects.

Students think critically. Therefore, we will

• provide opportunities to critically analyze language and media • teach processes for critical thinking and making informed decisions • show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures. Therefore, we will

• explore literature that reflects many cultures • engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing. Therefore, we will

• provide opportunities for students to choose and engage in relevant and meaningful texts • provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress. Therefore, we will

• provide opportunities for increased rigor in assignments • provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate. Therefore, we will

• integrate technology tools in our teaching and in student learning.

Grade Three, page 3

INTERNET SAFETY The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5 specify technology use behaviors students must practice. These standards have been integrated into the English/Language Arts Information Literacy Framework. The safety and security of our students is our responsibility. As you establish and develop the learning community in your classroom, integrate lessons about internet safety that address personal safety on the Internet, accessing information on the Internet, and activities on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet Safety in Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet. • Students must understand that people are not always who they say they are. They should never give

out personal information without an adult’s permission, especially if it conveys where they can be found at a particular time. They should understand that predators are always present on the Internet.

• Students should recognize the various forms of cyberbullying and know what steps to take if confronted with that behavior.

Information on the Internet.

• Students and their families should discuss how to identify acceptable sites to visit and what to do if an inappropriate site is accessed.

• Students should be informed about various Web advertising techniques and realize that not all sites provide truthful information.

Activities on the Internet.

• Students and their families should discuss acceptable social networking and communication methods and appropriate steps to take when encountering a problem.

• Students should know the potential dangers of e-mailing, gaming, downloading files, and peer-to-peer computing (e.g., viruses, legal issues, harassment, sexual predators, identity theft).

VDOE’s Guidelines and Resources for Internet Safety in Schools (2007)

Grade Three, page 4

Lessons on internet safety can be integrated into the oral language, reading, writing, and research strands. Below are examples of how internet safety lessons can be integrated into existing standards. These examples are from Integrating Internet Safety into the Curriculum (2007) developed by the VDOE Office of Educational Technology. Standards Integration 2.3, 3.1, 4.1, 5.1, 5.2, 5.3 In exploring oral language issues with students, teachers may also use Internet (and other electronic)

communications as examples and methods to teach certain skills. Students increasingly practice nonfiction reading and writing skills as they gain more experience in English. These same skills will work with the Internet as a source of information or as a publishing venue.

K.12, 3.7 If students are using online interactives or other resources for practicing skills, address the general safety issues of personal safety, accessing information on the Internet, and activities on the Internet. The example below uses safe-searching techniques with young children as part of a lesson on beginning sounds. Surfing the Web for ABCs http://www.siec.k12.in.us/~west/proj/abc/abcless.htm

1.12, 2.11, 3.10, 4.7, 5.8 If students are using online tools for written communications, address the general safety issues of personal safety, accessing information on the Internet, and activities on the Internet.

2.3, 5.8

When helping students learn how to use oral language or how to write to inform, persuade, and entertain, point out how these techniques are often used on Web sites.

3.6, 4.5

Students can apply nonfiction reading skills to information on Web sites, especially when identifying the author’s purpose or distinguishing between fact and opinion.

3.7, 4.3

When students use online tools as reference resources, address the general safety issues of personal safety, accessing information on the Internet, and activities on the Internet.

4.6, 5.6, 5.7

When students research on the Internet, they need to be reminded about how to evaluate Web sites for authenticity and reliability. A SMART Exercise KS2 This lesson idea below can be incorporated when teaching about language structure or the use of codes in history.http://www.kidsmart.org.uk/downloads/lessonplans/lessonplan_comm.pdf

Additional ideas and guidelines for internet safety can be found at the VDOE website: http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/index.shtml. In addition, Netsmartz.org, sponsored by the National Center for Missing and Exploited Children, has many resources and activities at every grade level that can be used in instruction about internet safety.

Grade Three, page 5

FOCUS STRAND: ORAL LANGUAGE GRADE LEVEL 3 At the third-grade level, students will learn oral communication skills to participate in discussions about learning and take part in collaborative learning projects. In order to be contributing participants in discussions, students must know the skills involved in effectively communicating ideas and opinions, including such skills as actively listening to others and constructively agreeing or disagreeing with them. Students will learn how to present information succinctly and confidently in oral presentations, while using grammatically correct language.

Grade Three, page 6

STANDARD 3.1 STRAND: ORAL LANGUAGE GRADE LEVEL 3 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned.

UNDERSTANDING THE STANDARD

ESSENTIAL UNDERSTANDING ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES

• The intent of this standard is that students will communicate effectively during discussions in group settings.

• Students will listen attentively to others, using

strategies such as making eye contact while facing the speaker.

• Students will interact with group members by

asking and responding to questions and explaining what has been said or learned.

All students should • participate effectively in group activities

by taking turns in conversations and moving group discussions forward.

To be successful with this standard, students are expected to • engage in taking turns in conversations by

o making certain all group members have an opportunity to contribute.

o listening attentively by making eye contact while facing the speaker.

o eliciting information or opinions from others. o supporting opinions with appropriate ideas, examples, and

details. o indicating disagreement in a constructive manner.

• take initiative in moving a group discussion forward by

o contributing information that is on topic. o answering questions. o asking clarifying questions of the speaker. o summarizing the conclusions reached in the discussion. o explaining what has been learned.

• paraphrase, summarize, or retell information in a small

group.

Grade Three, page 7

STANDARD 3.2 STRAND: ORAL LANGUAGE GRADE LEVEL 3 3.2 The student will present brief oral reports. a) Speak clearly. b) Use appropriate volume and pitch. c) Speak at an understandable rate. d) Organize ideas sequentially or around major points of information. e) Use grammatically correct language and specific vocabulary to communicate ideas.



• The intent of this standard is that students will convey information through a formal oral presentation.

• Students will be expected to organize information

logically and use correct grammar and specific vocabulary for communicating ideas.

• During the oral report, students will be expected

to use a rate, volume, and pitch that keep the audience engaged.

• Stories will be read aloud daily by an adult.

All students should • cluster or sequence information on a topic

when presenting an oral report. • speak clearly at an understandable rate

and volume.

To be successful with this standard, students are expected to • deliver oral presentations in an engaging manner that

maintains audience interest by o presenting information with expression and confidence. o varying tone, pitch, and volume to convey meaning. o using grammatically correct language. o speaking at an understandable rate. o using specific vocabulary appropriate for the audience

and the topic. • stay on topic during presentations. • organize ideas sequentially or around major points of

information. • answer questions from the audience. • evaluate their own presentations, using class-designed

criteria.

Grade Three, page 8

FOCUS STRAND: READING GRADE LEVEL 3 At the third-grade level, students will make the transition from a focus on learning how to read to an emphasis on reading to learn and reading for enjoyment. An emphasis will be placed on learning about words, reading age-appropriate text with fluency and expression, and learning comprehension strategies. They will build reading comprehension through reading a variety of literature, to include but not be limited to narrative fiction such as folktales, and nonfiction materials such as biographies and autobiographies. Students will continue to develop strategic reading skills, such as word analysis and construction of meaning from text. Process strategies that they implement before, during, and after reading will assist their comprehension in all subjects (for example, when reading word problems in math, investigating scientific concepts, and comparing important people and events in history). Students will use a variety of print resources to research topics.

LCPS EXTENSIONS Spelling Instruction The LCPS Spelling Program takes a word study approach to spelling as one part of literacy development. Teachers provide students with hands-on activities that imitate fundamental thinking processes, opportunities to compare and contrast categories of words and word features, and opportunities to discover similarities and differences among words and word patterns. Word Study, as implemented in the 3rd grade classroom, should support reading instruction and should exhibit these characteristics:

• Teachers instruct where students use but confuse words. • Teachers work with developmentally appropriate (and flexible) groups. • Teachers build a strong foundation, mixing known features with unknown features. • Teachers compare words that “do” with words that “don’t.” Teachers should help students see contrast in word sounds and patterns. • Teachers introduce exceptions. • Teachers sort by sound and sight. Teachers should use picture cards as well as letter cards, as developmentally appropriate. • Teachers begin with obvious contrasts first. • Teachers help students work for automaticity. • Teachers use words students can read and meaningful text. • Teachers allow students to discover rules and make generalizations about rules as they sort.

Refer to the LCPS Spelling Framework for an introduction to the program and to resources such as Words Their Way (Bear et al., 2004), Word Journeys (Ganske, 2000), and Word Matters (Pinnell and Fountas, 1998) for more details.

Grade Three, page 9

STANDARD 3.3 STRAND: READING GRADE LEVEL 3 3.3 The student will apply word-analysis skills when reading. a) Use knowledge of all vowel patterns. b) Use knowledge of homophones. c) Decode regular multisyllabic words.



• The intent of this standard is that students will use word-attack skills to decode words in order to read fluently.

• These skills include the use of phonics (all vowel

patterns and consonant combinations), structural analysis (roots and affixes), and context to read words with multiple pronunciations.

• Loudoun County encourages the use of multiple

strategies for decoding. In Loudoun County, reading strategies will include o referencing the picture. o using context clues. o identifying parts of words. o checking beginning sounds. o rereading to be sure the text makes sense.

• The teacher will administer an appropriate

developmental assessment to determine spelling patterns to be studied by the student.

All students should • understand the need to apply word-

analysis skills to decode words.

To be successful with this standard, students are expected to • apply knowledge of how words are built, commensurate

with current reading level. • apply knowledge of all vowel patterns. • apply knowledge of diphthongs, such as aw and oy. • apply knowledge of roots. • apply knowledge of affixes, such as dis-, ex-, non-, pre-, -ly,

and –ness. • use knowledge of homonyms/homophones, such as be/bee,

hear/here, and sea/see. • use context clues to verify meaning and determine

appropriate homophone usage. • apply knowledge of the change in tense (-ed), number (-s),

and degree (-er and –est) signified by inflected endings. • Decode regular multisyllabic words in order to read fluently.

Grade Three, page 10

STANDARD 3.4 STRAND: READING GRADE LEVEL 3 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. b) Set a purpose for reading. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Read fiction and nonfiction fluently and accurately. f) Reread and self-correct when necessary.



• The intent of this standard is that students will apply different strategies to read texts including fiction, poetry, nonfiction, content texts, and other printed materials.

• Students who are able to apply meaning clues,

language structure, and phonetic strategies independently become fluent readers.

• Reading levels:

o independent level – 95% accuracy, or about 1 of every 20 words misread

o instructional level – 90% accuracy, or about 1 of every 10 words misread

o frustration level – less than 90% accuracy, or more than 1 of every 10 words misread

• Fluent readers read with automaticity, and they

reread and self-correct as needed. • Students should read about 90 to 120 words per

minutes in grade-level material. • Students will self-correct at least one out of four

errors. • Teacher will determine appropriate text level by

taking a running record.

All students should • understand that text formats can be used

to set a purpose for reading. • use meaning clues, language structure,

phonetic strategies, text structure, and surface features of text to read.

To be successful with this standard, students are expected to • use text formats such as the following to preview and set a

purpose for reading: o poetry features, such as lines and stanzas. o content text features, such as headings and chapter layout

by topic. o functional formats, such as advertisements, flyers, and

directions. o specialized type, such as bold face and italics. o visually and graphically represented information, such as

charts, graphs, graphic organizers, pictures, captions, and photographs.

• apply understanding of text structure to guide reading by

o making predictions based on knowledge of text form types, such as narrative, informational, graphic, and functional.

o making predictions based on knowledge of literary forms, such as folktale, biography, and autobiography.

o identifying sequence and cause-effect relationships of information in functional texts, such as recipes and other sets of directions.

o specialized type, such as bold face and italics. CONTINUED





CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to • use surface features of text to make meaning from text by

o applying phonetic strategies. o using punctuation indicators, such as commas, periods,

exclamation points, question marks, and apostrophes showing contraction and possession.

o applying knowledge of simple and compound sentence structures.

o skimming text to locate information. o knowing when meaning breaks down and then rereading

to self-correct. • apply understanding of language structure to make meaning

from text by o using signal words of time sequence, such as first, second,

next, later, after, and finally. o using signal words of compare-contrast, such as like,

unlike, different, and same. o using signal words of cause-effect, such as because, if …

then, when … then o using conventions of dialogue, such as quotation marks to

indicate someone is saying something, indentation to show that the speaker has changed, and signal words like he said and she exclaimed.

CONTINUED





CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to

o use knowledge of how ideas are connected between sentences when one word is used in place of another, such as the use of a pronoun for a noun, the use of a general location word (such as here or there) for a specific location, and the use of a synonym for an earlier word (such as animal for dog).

• apply understanding of language structure to make meaning

from text by o using context clues, such as a restatement, a renaming or

synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.

• read familiar fiction and nonfiction with fluency and

accuracy.


STANDARD 3.5 STRAND: READING GRADE LEVEL 3 3.5 The student will read and demonstrate comprehension of fiction. a) Set a purpose for reading. f) Ask and answer questions. b) Make connections between previous experiences and reading selections. g) Draw conclusions about character and plot. c) Make, confirm, or revise predictions. h) Organize information and events logically. d) Compare and contrast settings, characters, and events. i) Summarize major points found in fiction materials. e) Identify the author’s purpose. j) Understand basic plots of fairy tales, myths, folktales, legends, and fables.



• The intent of this standard is that students will develop a variety of comprehension strategies that they can apply to make meaning from text.

• Students should be able to connect their previous

experiences and knowledge to the text in order to make predictions and then use evidence from the text to confirm or revise their predictions.

• Students will talk and write about similarities and

differences that they see in various books by the same author or in various selections within the same genre.

• In classroom discussion, students will contribute

their ideas about an author’s craft, including such elements as word choice, plot and organization, beginnings and endings of selections, and character development.

• Students will learn about specific types of

folktales o tall tale—exaggerates larger-than-life

characters, such as Pecos Bill and John Henry, which may have a historical basis and may create a humorous picture of these characters.

CONTINUED

All students should • develop a variety of comprehension

strategies that can be applied to make meaning from fiction selections.

To be successful with this standard, students are expected to • read for a specific purpose by

o locating specific information in a reading selection. o identifying details that support a stated main idea. o expressing a stated main idea in their own words.

• make a variety of connections with the text, such as

o connections between their own personal experiences and what is happening in the text.

o connections between the text they are reading and other texts they have read, such as identifying a similar plot or character.

o connections between what they already know about the topic and what they find in the reading that is new to them.

• use specific details to make, justify, and modify predictions by o identifying details from their own experiences and

knowledge that supports their predictions. o identifying information from the text that supports or

contradicts a prediction. o revising predictions based on new understandings.

CONTINUED





CONTINUED FROM PREVIOUS PAGE

o trickster tale—tells the story of a character (the trickster) who fools others; the good character does not fall for the trick, the bad character does fall for the trick and gets what he/she deserves.

o legend—records the deeds of real or supposedly real individuals who have been elevated to the status of hero because they demonstrated virtues respected by their culture.

o fairy tale—begins with “Once upon a time…” and ends with “…happily ever after,” has events usually happening in threes, and usually involves magic.

o pourquoi tale—explains how or why something has come to be.

o myth—a traditional story of a supposedly historical event, presenting part of the world view of a people or explaining a practice, belief, or natural phenomenon.

o After reading, students should be able to demonstrate new understandings through writing, discussion, and graphic representations.

CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to • gain meaning before, during, and after reading by

o asking and answering questions to clarify meaning. o asking and answering questions to predict what will

happen next. o understanding that sometimes two or more pieces of

information need to be put together to answer a question. o understanding that some questions are answered directly

in the text. o understanding that the answers to some questions must be

inferred from the reader’s background experiences and knowledge.

o understanding the basic plots of fairy tales, myths, folktales, legends, and fables.

• apply knowledge of characterization by

o identifying a character’s attributes (traits). o using evidence from the text to support generalizations

about the character. o identifying how the attributes of one character are similar

to or different from those of another character in the same selection or another selection.

• use surface features of text to accurately skim and locate

information. CONTINUED





CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to • apply knowledge of setting by

o identifying the time and place of a story, using supporting details from the text.

o identifying the details that make two settings similar or different.

• write responses that go beyond literal restatements. • identify problem and resolution. • make generalizations about a character based on that

character’s response to a problem, his/her goal, and what the character says to other characters.

• identify the author’s purpose. • draw conclusions about a character and/or plot from a

selection. • compare and contrast settings, characters, and events. • organize information or events. • summarize major points in a selection. • Highlight or underline key words or phrases.


STANDARD 3.6 STRAND: READING GRADE LEVEL 3 3.6 The student will continue to read and demonstrate comprehension of nonfiction. a) Identify the author’s purpose. b) Make connections between previous experiences and reading selections. c) Ask and answer questions about what is read. d) Draw conclusions. e) Organize information and events logically. f) Summarize major points found in nonfiction materials. g) Identify the characteristics of biographies and autobiographies. h) Compare and contrast the lives of two persons as described in biographies and/or autobiographies.



• The intent of this standard is that students will read and demonstrate comprehension of nonfiction print materials and trade books across the curriculum, including age-appropriate materials that reflect the Virginia Standards of Learning in English, history and social science, science, and mathematics, in order to build vocabulary and content knowledge.

• Students will demonstrate comprehension of a

selection by using before-, during-, and after-reading strategies.

• Students will learn the shared characteristic of

biography and autobiography: both are based on verifiable facts about real-life people.

All students should • demonstrate comprehension of nonfiction. • demonstrate an understanding of the

characteristics of biography and autobiography.

To be successful with this standard, students are expected to • use prior knowledge to predict information. • read nonfiction print materials and trade books that reflect

the Virginia Standards of Learning in English, history and social science, science, and mathematics.

• know the shared and distinguishing characteristics of

autobiography and biography. • state in their own words the main idea of a nonfiction

selection. • identify details that support the main idea of a nonfiction

selection. • organize information by chronological sequence, by cause-

effect relationship, and through comparing and contrasting, using graphic organizers such as a Venn diagram or time line.

CONTINUED





CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to • make a variety of connections with the text, such as

o connections between their own personal experiences and the text.

o connections between the text they are reading and other texts they have read.

o connections between what they already know about the topic and what they find in the reading that is new to them.

• gain meaning before, during, and after reading by

o asking and answering questions to clarify meaning. o understanding that sometimes two or more pieces of

information need to be put together to answer a question. o understanding that some questions are answered directly

in the text. • use surface features of text to accurately skim and locate

information. • identify the author’s purpose. • summarize what they have read. CONTINUED





CONTINUED FROM PREVIOUS PAGE To be successful with this standard, students are expected to • draw conclusions and make inferences about what they have

read. • Compare and contrast the lives of two people described in

biographies and/or autobiographies. • Highlight or underline key words or phrases.


STANDARD 3.7 STRAND: READING GRADE LEVEL 3 3.7 The student will demonstrate comprehension of information from a variety of print resources.

a) Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. b) Use available technology. *


ESSENTIAL UNDERSTANDING ESSENTIAL KNOWLEDGE, SKILLS,

AND PROCESSES • The intent of this standard is that students will use

print resources to gather information on a specific topic.

• Students will select which resource is best for

locating a specific type of information.

All students should • understand ways to select the best

resource for gathering information on a given topic.

To be successful with this standard, students are expected to • make decisions about which resource is best for locating a

given type of information. • locate selected information in glossaries, indices, tables of

contents, dictionaries, thesauruses, encyclopedias, atlases, and other print and online reference materials.

• retrieve information from electronic sources. • use the internet to find information on a given topic. • use a printer to create hard copies of information retrieved

from electronic sources.

* Please refer to the LCPS Acceptable Use Policy (AUP) when utilizing internet resources.


FOCUS STRAND: WRITING GRADE LEVEL 3 At the third-grade level, students will continue to develop their writing skills. When they write letters, stories, and simple explanations, the instructional emphasis will be on paragraph development. Their sentences will become more complex, and they will learn to select details to elaborate the central idea of the paragraph. Students will revise and edit for correct sentence formation, grammar, capitalization, punctuation, and spelling. They will use their written communication skills across the curriculum.


STANDARD 3.8 STRAND: WRITING GRADE LEVEL 3 3.8 The student will write legibly in cursive.



• The intent of this standard is that students will understand that good handwriting is an important tool of written communication. Neat and legible handwriting is well received by the reader, while messy, hard-to-read writing may lead to misunderstanding and annoyance.

• Although cursive letters are often introduced in

second grade, it is at the third-grade level that the transition from manuscript to cursive should be completed.

• Toward this long-term goal of developing legible,

neat, rapid handwriting, this standard focuses on students’ developing and practicing good handwriting habits, such as proper posture, paper position, and pencil grip.

• Loudoun County uses continuous stroke

handwriting as a standard form. • The teacher will provide direct instruction and

model proper letter formation.

All students should • understand that neat, legible cursive

handwriting is an important tool of written communication.

• maintain consistent slant, letter

formation, and legibility when writing in print or cursive.

• master cursive by the end of third grade.

To be successful with this standard, students are expected to • use correct letter formation. • practice appropriate handwriting habits, including proper

posture, position of paper, and pencil grip. • learn to write neatly in cursive.


STANDARD 3.9 STRAND: WRITING GRADE LEVEL 3 3.9 The student will write descriptive paragraphs.

a) Develop a plan for writing. b) Focus on a central idea. c) Include descriptive details that elaborate the central idea. d) Revise writing for clarity.



AND PROCESSES • The intent of this standard is that students will

continue to refine their writing skills by concentrating on writing paragraphs that are clearly focused on a central idea.

• Students will also begin to elaborate their writing

both within a sentence and across a paragraph. • Students will continue learning the features of the

domains of writing and how to revise their writing for clarity.

• Students will focus on providing descriptive

details and develop a concept of paragraphing within multi-paragraph narrative and expository pieces.

• The three domains of writing are

o composing—the structuring and elaborating a writer does to construct an effective message for readers;

o written expression—those features that show the writer purposefully shaping and controlling language to affect readers;

o usage/mechanics—the features that cause written language to be acceptable and effective for standard discourse. (Note: Students are not expected to know these terms.)

All students should • understand how to plan and compose a

descriptive paragraph.

To be successful with this standard, students are expected to • generate ideas and develop a plan for writing. • focus on a central topic and group related ideas. • select specific details of sight, sound, touch, taste, and smell

in order to paint a verbal picture of a person, place, thing, or event.

• use examples from their reading as models to imitate in their

writing. • create verbal pictures, using precise nouns, verbs, and

adjectives, that elaborate ideas within a sentence. • describe events, ideas, and personal stories with accurate

details and sequence. • read their own writing orally to check for sentence rhythm

(sentence variety). • select information that the audience will find interesting or

entertaining. • revise to eliminate details that do not develop the central

idea. CONTINUED


STANDARD 3.9 STRAND: WRITING GRADE LEVEL 3 3.9 The student will write descriptive paragraphs.

a) Develop a plan for writing. b) Focus on a central idea. c) Include descriptive details that elaborate the central idea. d) Revise writing for clarity.



AND PROCESSES CONTINUED FROM PREVIOUS PAGE

To be successful with this standard, students are expected to • incorporate transitional (signal) words that clarify sequence,

such as first, next, and last. • apply knowledge of the writing domains of composing,

written expression, and usage/mechanics. • Students should be able to use graphic organizers such as

webs, lists, outlines, and diagrams.


STANDARD 3.10 STRAND: WRITING GRADE LEVEL 3 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas.

a) Use a variety of planning strategies. d) Revise writing for specific vocabulary and information. b) Organize information according to the type of writing. e) Use available technology. * c) Identify the intended audience.



• The intent of this standard is that students will develop strategies for writing.

• In order to produce copies that vary in purpose,

form, and audience, students need to be able to draw from a personal bank of strategies appropriate for planning, organizing, and revising their writing.

All students should • understand how to plan and compose

stories, friendly letters, simple explanations, and short reports.

To be successful with this standard, students are expected to • generate ideas and plan writing by

o using ideas from class brainstorming activities. o making lists of information. o talking to classmates about what to write. o reading texts by peers and professional authors. o using a cluster diagram, story map, or other graphic

organizer. o selecting an appropriate writing form for nonfiction

writing (such as explanation, directions, and simple report), expressive writing (such as narrative, reflection, and letter), and creative writing (such as fiction and poetry).

• identify the intended audience. • follow the organization of particular forms of writing for

o stories—beginning, middle, and end. o letters—date, greeting, body, and closing. o explanations—opening; information presented in a way to

show the relationship of ideas, such as chronological order; and closing.

• follow the organization of particular forms of writing for

o short reports—opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information and closing.

• clarify writing when revising by including specific

vocabulary and information. • Use available technology to write. *Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.


STANDARD 3.11 STRAND: WRITING GRADE LEVEL 3 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

a) Use complete and varied sentences. b) Use the word I in compound subjects. c) Use past and present verb tense. d) Use singular possessives. e) Use commas in a simple series. f) Use simple abbreviations. g) Use apostrophes in contractions with pronouns. h) Use correct spelling for high-frequency sight words, including irregular plurals.



AND PROCESSES • The intent of this standard is that students will

understand and use the editing process. • Students will identify the following parts of

speech: nouns, verbs, and pronouns.

All students should • understand that grammatically correct

language and mechanics contribute to the meaning of writing.

To be successful with this standard, students are expected to • use complete sentences. • use the word I in compound subjects. • use past and present verb tenses. • use pronouns and synonyms to rename subjects of previous

sentences. • begin to use conjunctions in compound sentences. • use singular possessives. • use simple abbreviations. • use correct spelling for frequently used words, including

irregular plurals, e.g., men, children. • punctuate correctly.

o commas in a simple series o apostrophes in contractions with pronouns, e.g., I’d, we’veo commas in compound sentences


WRITING WORKSHOP The explicit teaching of writing skills takes place daily within the structure of a writing workshop. Writing workshop is a daily component of the literacy block. In kindergarten writing workshop is a 30 minute block. In grades 1 to 5, it is a 45 minute block. Writing workshop is organized into the following components:

Daily minilessons (10‐15 minutes)

Independent writing time and conferences (25‐30 minutes)

Share time (5‐10 minutes)

Minilessons Minilessons are 10-15 minute lessons that explicitly teach students a skill or strategy that they may use while writing. They are strategically designed to bring students to another level of writing development over time. Teachers draw from their own writing and the writing of published authors to serve as examples for a skill or strategy they are teaching in the minilesson. Minilessons have four components:

Connection

Teaching Point

Active Engagement

Link

In each of these components the teaching point is reiterated. In the connection, the teacher states how today’s minilesson and teaching point connect to previous minilessons, a previous unit of study, or other experiences. The purpose of the connection is to connect today’s teaching point with something the students are familiar. Next, the teacher states the teaching point and demonstrates the strategy or skill in his or her own writing. Using a think-aloud technique helps the students to see the teacher’s decision making process at as he or she writes. Another way to demonstrate the teaching point is to explicitly show a craft decision that a published author or a student might have made. Sometimes, a teacher might choose to use an inquiry approach. For instance, in determining the characteristics of a genre, a teacher might share multiple books over a period of days that fit that genre and students may help to add characteristics to an anchor chart. Students are analyzing the characteristics of a genre


they are about to begin writing themselves. This provides relevancy and urgency to the study of the genre. Using a variety of ways to illustrate a teaching point from day to day will help the teacher to reach different students based on their readiness and learning styles. After a teacher has demonstrated the teaching point, it is time for the students to begin guided practice with the new skill or strategy. During the active engagement part of the minilesson, students try out the new strategy while still grouped in the meeting area. The final part of the minilesson is the link. During the link, the teacher reviews the teaching points, clarifies any misunderstandings, and conveys that this strategy can be used in their writing not only today, but every day. This strategy or skill is one of many in a writer’s toolbox. Independent writing time and conferring time During independent writing time students are engaged in writing. They may be starting a new piece, revising and old piece, or completing the final editing on a current piece. While students are writing, the teacher is engaged in one-on-one or small group conferences. During conference time the teacher gains vital evidence of what a student already knows and what he or she can be taught about his or her writing. The structure of a conference is comprised of five phases.

Research

Support

Decide

Teach

Link

It is important to take notes during the entire process of the conference. The conference notes act as a record of what a student has mastered and on what he or she needs to work. During the research phase, the teacher finds out what the student already knows and what he or she is planning to do next. An open question such as “What are you doing as a writer today?” invites a student to talk about his or her work. He or she might already know where help is needed. Asking follow up questions will help the student elaborate and show where he or she has made a specific decision about his or her writing. Once the teacher has figured out what the student knows, he or she should offer support by way of complimenting what the writer is already doing. This will encourage the student to repeat this skill in his or her writing. Next the teacher decides what the teaching point is going to be, and chooses only one teaching point. Next, the teacher teaches the student the new skill using the steps of similar to that of a minilesson. The teacher connects the teaching point to something he or she has seen in the student’s writing, demonstrates how to carry out the skill, and guides as the student tries the skill or strategy. Lastly, the teacher links by restating the teaching point and encouraging the student to try the skill more often in his or her writing. There are many ways to keep conference records. Below is an example of one chart that could be used for conference records. If the teacher notices that the student is trying something, but does not do it consistently, he or she might note it in the right column “where the student is still growing…” and it might become a teaching point for that conference or a later conference. As the student internalizes what the teacher has taught him or her during conferencing, it can be moved over to the “What the student already knows…” column.


What the student already knows… Where the student is still growing…

Can tell me the purpose and audience for his writing Capitalizes I in sentences Focuses on one idea in a paragraph

Beginning to spread slow down the action in a pivotal part of a story Beginning to add more details

Share time Share time provides another opportunity to illustrate a teaching point and to create the feeling of a community of writers in the classroom. Perhaps the teacher noticed that a student tried a skill or strategy that was introduced in the minilesson. The teacher might highlight that student’s work during share time and point out what that student did. Another idea for building community during share time is to have each student share one line from what he or she has written. Alternatively invite two or three students to share a favorite piece they have completed. Assessment Assessment is a continuous process during writing workshop. A teacher can find evidence of growth in observations made during minilessons, conference notes, works in progress, and finished products. Conference notes are a vital resource in determining what a student has learned as a writer and give insight into a student’s writing process. Works in progress can show spelling, grammar and usage development. Finished products can show students’ editing skills and revision abilities.


Assessment, Standards, and Clarity A writing skills rubric has been included in this guide. At the midpoint of teaching a unit in writing workshop, review conference notes, observations, works in progress, and finished pieces and note on the rubric the level that corresponds to the skill listed for each student. One does not need to address every skill in every unit. Assess those skills that pertain to or were highlighted in the unit. Each skill on the writing skills rubric has been correlated to an SOL that can be also found in Clarity when creating an assignment. The wording might not be the same, but the skill is. In fact, several skills may be correlated to one SOL.

• Create an assignment in Clarity.

• In the narrative tab, describe your process for assessment and the evidence (conference notes, observations, works in progress, and finished pieces) that you used to determine the grade for each SOL. For instance, “I reviewed the conference and observation notes, works and progress and finished pieces of each student and assessed their writing skills development over the last four weeks. The grades reflect their progress at the end of the narrative writing unit.”

• In the objectives tab, place a check next to the relevant SOL from the writing skills rubric to the assignment. Once the assignment is created, grade your students with a 1, 2, 3, or 4 in each SOL column associated with the assignment to illustrate if the student is currently a novice, apprentice, practitioner, or expert in that skill.

• Repeat this procedure at the end of the unit. This will provide multiple snapshots per quarter of how a student is progressing in his or her writing skills.


Novice: At the novice level, the student is acquiring the writing skill or process. Apprentice: At the apprentice level, the student is using the skill or process with guidance Practitioner: At the practitioner level, the student is independently using the skill or process with prompting. Expert: At the expert level, the student is initiating and independently using the skill or process. At the midpoint of teaching a unit in writing workshop, review conference notes, observations, works in progress, and finished pieces and note on the rubric the level that corresponds to the skill listed for each student. One does not need to address every skill in every unit. Assess those skills that pertain to or were highlighted in the unit. Each skill on the writing skills rubric has been correlated to an SOL that can be also found in Clarity when creating an assignment. The wording might not be the same, but the skill is. In fact, several skills may be correlated to one SOL. Create an assignment in Clarity. In the narrative tab, describe your process for assessment and the evidence (conference notes, observations, works in progress, and finished pieces) that you used to determine the grade for each SOL. In the objectives tab, place a check next to the relevant SOL from the writing skills rubric to the assignment. Once the assignment is created, grade your students with a 1, 2, 3, or 4 in each SOL column associated with the assignment to illustrate if the student is currently a novice, apprentice, practitioner, or expert in that skill. Repeat this procedure at the end of the unit. This will provide multiple snapshots per quarter of how a student is progressing in his or her writing skills. Student Name:_____________________________________________ Quarter:_______ Novice

(Below)1

Apprentice (Progressing)

2

Practitioner (Meets)

3

Expert (Exceeds)

4 Writing Process

Planning Report Card Statement: Plans effectively for writing Generates ideas and develops a plan for writing by using various planning strategies such as lists, webs, story maps, or talking to peers or the teacher about what he or she will write (3.9a, 3.10a/3.9b).

Title: 3rd Grade Writing Skills Rubric Grade Level(s): 3 Subject: Language Arts Standards: 3.8, 3.9, 3.10, and 3.11 Description of Standard(s): All skills below are correlated to the following standards and may include essential knowledge and skills noted in the curriculum framework and in the SOL writing rubric. The 2010 standard is noted to the right of the 2003 standard. 3.8 (3.8) The student will write legible in cursive. 3.9 The student will write descriptive paragraphs. (3.9 The student will write for a variety of purposes.) 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. (3.11 The student will write a short report.) 3.11 (3.10)The student will edit writing for correct grammar, punctuation, and spelling.


Novice (Below)

1


2


3

Expert (Exceeds)

4 Selects an appropriate writing form for nonfiction and creative writing, for example, a letter, short report, a poem, or directions. (3.10b/3.9e)

Identifies the intended audience (3.10c/3.9a) Chooses examples from his or her reading to imitate in his or her writing (3.10a/3.9b)

Drafting Report Card Statement: Writes well‐developed paragraphs

Describes events, ideas, and personal stories with accurate details and sequence (3.10/3.9)

When writing paragraphs, focuses on a central idea and groups related ideas (3.9bc/3.9cd)

In writing conferences, articulates his or her purpose, topic, audience, and type of writing. For instance, a student may say he or she is writing a magazine article about his favorite soccer player kids his age. (3.10c/3.9a)

Includes details, examples, or anecdotes to help to elaborate the main idea (SOL Writing Rubric and 3.10/3.9f)

Chooses precise descriptive vocabulary and details that resonate as images in the readers’ minds (SOL Writing Rubric and 3.10d/3.9f)

Revision Report Card Statement: Revises writing for style and content Reads his or her own writing orally to check for sentence rhythm (3.10d/3.9g)

Rereads from a reader’s perspective and revises writing to eliminate details that do not develop the central idea (3.10d/3.9g)

Incorporates transitional (signal) words, such as first, next, and last, to clarify sequence . (3.9d/3.9e)

Uses transition words to vary sentence structure. (3.11a/3.10b)

Revises writing for specific vocabulary and information (3.10d/3.9g)


Novice (Below)

1


2


3

Expert (Exceeds)

4 Editing Report Card Statement: Edits writing for capitalization,

punctuation, spelling, grammar, and sentence structure

Punctuation o Uses apostrophes in contractions with pronouns

(3.11g/3.10h)

o Uses commas in a simple series (3.11e/3.10f) o Uses quotation marks in dialogue (3.11)

Usage and grammar o Uses complete sentences and varied sentences

(3.11a/3.10a)

o Uses the word I in compound subjects (3.11b/3.10c)

o Uses past and present verb tenses (3.11c/3.10d) o Uses singular possessives (3.11d/3.10e) o Uses simple abbreviations (3.11f/3.10g) o Uses correct spelling for high‐frequency sight

words, including irregular plurals, e.g., men, children (3.11h/3.10j)

o Capitalizes titles of people (3.11/3.10) o Uses reference sources to select the correct

spelling and usage of homonyms and homophones (3.11/3.10)

o Edits for run‐on sentences (3.11/3.10) Publication Selects pieces for publication (3.10/3.9)

Writes legibly in cursive (3.8/3.8) Practices appropriate handwriting habits, including proper posture, position of paper, and pencil grip (3.8/3.8)

Uses correct letter formation (3.8/3.8) Uses available technology for writing (3.10e/3.12) Shares writing with peers and other audiences. (3.10/3.9)

Reflection Reflects on his or her writing and makes decisions about what he or she would like to do next. (3.10/3.9)


LCPS English/Language Arts SOL Pacing Guide

3rd Grade This pacing guide was designed to provide teachers with a list of specific SOL areas to be covered for each assessment period. It is to be used in conjunction with the LCPS English/Language Arts Curriculum Guide, which contains the required curriculum associated with the Virginia SOL. Teachers are encouraged to design and use creative and effective instructional strategies to teach the standards for each quarter assessment period. How to Use this Document Standards in boldface are to be emphasized during that benchmark assessment period. Standards that re-appear in subsequent quarters are to be retaught, revisited, or reinforced. They do not appear in boldfaced text and will not be measured on that benchmark assessment.

References and Sources • The grade 3 SOL test does not test oral language or writing standards. • Standards in italics are recommended extensions as per LCPS Curriculum Notes. • VA DOE Standards of Learning Curriculum Framework, 2003 • VA DOE Standards of Learning: Crosswalk, 1995-2002 • Feedback on the 2004-09 LCPS curriculum guides


Grade 3 English Pacing Guide At a Glance

Standards in boldface are to be emphasized during that quarter. In subsequent quarters, these standards are to be retaught, revisited, or reinforced and are not printed in boldface text. The benchmark assessment dates are approximate. Material on the assessment will include skills in bolded print listed above the date, although some material may not have been introduced prior to the test date. The oral language and writing standards are not tested on the grade 3 SOL tests.

ORAL LANGUAGE READING WRITING

1st Quarter 3.1 a, b, c 3.3 a, c 3.9 a, b, c 9/7/10-10/29/10 3.4 a, b, e, f 3.11 a, b 3.5 b, d, f 2nd Quarter 3.1 a, b, c 3.3 a, c 3.8 11/3/10-1/21/11 3.2 a, b, c, d, e 3.4 a, b, c, e, f 3.9 a, b, c, d

3.5 a, b, d, f, i 3.10 a, d, e 3.6 a, b, c, e 3.11 a, b, f, h 3.7 a, b 3rd Quarter 3.1 a, b, c 3.3 a, b, c 3.8 1/25/11-4/1/11 3.2 a, b, c, d, e 3.4 a, b, c, d, e, f 3.9 a, b, c, d, e

3.5 a, b, c, d, e, f, g, h, i, j 3.10 a, d, e 3.6 a, b, c, d, e, f, g, h 3.11 a, b, c, d, f, h 3.7 a, b 4th Quarter 3.1 a, b, c 3.3 a, b, c 3.8 4/5/11-6/16/11 3.2 a, b, c, d, e 3.4 a, b, c, d, e, f 3.9 a, b, c, d, e 3.5 a, b, c, d, e, f, g, h, i, j 3.10 a, b, c, d, e

3.6 a, b, c, d, e, f, g, h 3.11 a, b, c, d, e, f, g, h 3.7 a, b In 2009-10, students countywide demonstrated SOLs Tested on BMA 1 SOLs Tested on BMA 2 weaknesses in the following areas: 3.4 a, b, c 3.4 d 3.5d 3.6f 3.5 a, d, f, i 3.5 c, g, h, j 3.6g 3.7a 3.6 c, e 3.6 d, f, g

3.7 a


English/Language Arts SOL Pacing Guide – 3rd Grade 1st Quarter

Oral Language Reading Writing 3.1 The student will use effective

communication skills in group activities. a. Listen attentively by making eye

contact, facing the speaker, asking questions, and summarizing what is said.

b. Ask and respond to questions from teachers and other group members.

c. Explain what has been learned.

3.3 The student will apply word-analysis skills when reading.

a. Use knowledge of all vowel patterns. c. Decode regular multisyllabic words. 3.4 The student will use strategies to read a

variety of fiction and nonfiction materials. a. Preview and use text formats. b. Set a purpose for reading. e. Read fiction and nonfiction fluently

and accurately. f. Reread and self-correct when

necessary. 3.5 The student will read and demonstrate

comprehension of fiction. b. Make connections between previous

experiences and reading selections. d. Compare and contrast settings,

characters, and events. f. Ask and answer questions.

3.9 The student will write descriptive paragraphs.

a. Develop a plan for writing. b. Focus on a central idea. c. Group related ideas. 3.11 The student will edit writing for correct

grammar, capitalization, punctuation, and spelling. a. Use complete and varied sentences. b. Use the word I in compound subjects.

The following skills are not part of the Virginia SOLs for Third Grade. They should be introduced this year to prepare students for subsequent grade levels. * Capitalize names for titles of people. * Include commas for dates and addresses. * Demonstrate proper use of quotation marks. * Demonstrate proper use of apostrophes and possessives. * Understand the difference between compound and run-on sentences.


English/Language Arts SOL Pacing Guide – 3rd Grade 2nd Quarter





c. Explain what has been learned. 3.2 The student will present brief oral

reports. a. Speak clearly. b. Use appropriate volume and pitch. c. Speak at an understandable rate. d. Organize ideas sequentially or around

major points of information. e. Use grammatically correct language

and specific vocabulary to communicate ideas.


a. Use knowledge of all vowel patterns. c. Decode regular multisyllabic words. 3.4 The student will use strategies to read a

variety of fiction and nonfiction materials. a. Preview and use text formats. b. Set a purpose for reading. c. Apply meaning clues, language

structure, and phonetic strategies. e. Read fiction and nonfiction fluently and

accurately. f. Reread and self-correct when necessary. 3.5 The student will read and demonstrate

comprehension of fiction. a. Set a purpose for reading. b. Make connections between previous

experiences and reading selections. d. Compare and contrast settings,

characters, and events. f. Ask and answer questions. i. Summarize major points found in

fiction materials. 3.6 The student will read and demonstrate

comprehension of nonfiction. a. Identify the author’s purpose. b. Make connections between previous

experiences and reading selections. c. Ask and answer questions about what

is read. e. Organize information and events

logically. CONTINUED

3.8 The student will write legibly in cursive. 3.9 The student will write descriptive

paragraphs. a. Develop a plan for writing. b. Focus on a central idea. c. Group related ideas. d. Include descriptive details that

elaborate the central ideas. 3.10 The student will write stories, letters,

simple explanations, and short reports across all content areas. a. Use a variety of planning strategies. d. Revise writing for specific vocabulary

and information. e. Use available technology.

3.11 The student will edit writing for correct

grammar, capitalization, punctuation, and spelling. a. Use complete and varied sentences. b. Use the word I in compound subjects. f. Use simple abbreviations. h. Use correct spelling for high-

frequency sight words, including irregular plurals.

Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.


English/Language Arts SOL Pacing Guide – 3rd Grade 2nd Quarter

Oral Language Reading Writing CONTINUED FROM PREVIOUS PAGE

3.7 The student will demonstrate

comprehension of information from a variety of print resources. a. Use dictionary, glossary, thesaurus,

encyclopedia and other reference books, including online reference materials.

b. Use available technology. Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.



English/Language Arts SOL Pacing Guide – 3rd Grade 3rd Quarter





c. Explain what has been learned. 3.2 The student will present brief oral reports. a. Speak clearly. b. Use appropriate volume and pitch. c. Speak at an understandable rate. d. Organize ideas sequentially or around

major points of information. e. Use grammatically correct language and

specific vocabulary to communicate ideas.


a. Use knowledge of all vowel patterns. b. Use knowledge of homophones. c. Decode regular multisyllabic words. 3.4 The student will use strategies to read a

variety of fiction and nonfiction materials. a. Preview and use text formats. b. Set a purpose for reading. c. Apply meaning clues, language structure,

and phonetic strategies. d. Use context to clarify meaning of

unfamiliar words. e. Read fiction and nonfiction fluently and



experiences and reading selections. c. Make, confirm, or revise predictions. e. Identify the author’s purpose. f. Ask and answer questions. h. Organize information and events

logically. i. Summarize major points found in fiction

materials. j. Understand basic plots of fairy tales,

myths, folktales, legends, and fables. CONTINUED


paragraphs. a. Develop a plan for writing. b. Focus on a central idea. c. Group related ideas. d. Include descriptive details that elaborate

the central ideas. e. Revise writing for clarity. 3.10 The student will write stories, letters, simple

explanations, and short reports across all content areas. a. Use a variety of planning strategies. d. Revise writing for specific vocabulary


3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a. Use complete and varied sentences. b. Use the word I in compound subjects. c. Use past and present verb tense. d. Use singular possessives. f. Use simple abbreviations. h. Use correct spelling for sight words.

Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.


English/Language Arts SOL Pacing Guide – 3rd Grade 3rd Quarter


3.6 The student will read and demonstrate

comprehension of nonfiction. a. Identify the author’s purpose. b. Make connections between previous

experiences and reading selections. c. Ask and answer questions about what is

read. e. Organize information and events

logically. 3.7 The student will demonstrate comprehension

of information from a variety of print resources.

a. Use dictionary, glossary, thesaurus, encyclopedia and other reference books, including online reference materials.

b. Use available technology. Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.



English/Language Arts SOL Pacing Guide – 3rd Grade 4th Quarter





c. Explain what has been learned. 3.2 The student will present brief oral reports. a. Speak clearly. b. Use appropriate volume and pitch. c. Speak at an understandable rate. d. Organize ideas sequentially or around

major points of information. e. Use grammatically correct language and

specific vocabulary to communicate ideas.


a. Use knowledge of all vowel patterns. b. Use knowledge of homophones. c. Decode regular multisyllabic words. 3.4 The student will use strategies to read a

variety of fiction and nonfiction materials. a. Preview and use text formats. b. Set a purpose for reading. c. Apply meaning clues, language structure,

and phonetic strategies. d. Use context to clarify meaning of

unfamiliar words. e. Read fiction and nonfiction fluently and



experiences and reading selections. c. Make, confirm, or revise predictions. d. Compare and contrast settings,

characters, and events. e. Identify the author’s purpose. f. Ask and answer questions. g. Draw conclusions about character and

plot. h. Organize information and events

logically. i. Summarize major points found in fiction

materials. j. Understand basic plots of fairy tales,

myths, folktales, legends, and fables. CONTINUED


paragraphs. a. Develop a plan for writing. b. Focus on a central idea. c. Group related ideas. d. Include descriptive details that elaborate

the central ideas. e. Revise writing for clarity. 3.10 The student will write stories, letters, simple

explanations, and short reports across all content areas. a. Use a variety of planning strategies. b. Organize information according to

the type of writing. c. Identify the intended audience. d. Revise writing for specific vocabulary


3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. a. Use complete and varied sentences. b. Use the word I in compound subjects. c. Use past and present verb tense. d. Use singular possessives. e. Use commas in a simple series. f. Use simple abbreviations. g. Use apostrophes in contractions with

pronouns. h. Use correct spelling for high-frequency

sight words, including irregular plurals. Please refer to LCPS Acceptable Use Policy (AUP) when utilizing the internet resources.


English/Language Arts SOL Pacing Guide – 3rd Grade 4th Quarter


3.6 The student will continue to read and

demonstrate comprehension of fiction and nonfiction.

a. Identify the author’s purpose. b. Make connections between previous

experiences and reading selections. c. Ask and answer questions about what is

read. d. Draw conclusions. e. Organize information and events

logically. f. Summarize major points found in

nonfiction materials. g. Identify the characteristics of

biographies and autobiographies. h. Compare and contrast the lives of two

persons as described in biographies and/or autobiographies.

3.7 The student will demonstrate comprehension

of information from a variety of print resources. a. Use dictionary, glossary, thesaurus,

encyclopedia, and other reference books, including online reference materials.

b. Use available technology.



Sample Units Each of the following units, developed by the 2008 Elementary School Curriculum Committee, was designed based on the framework of Understanding by Design. This framework was developed by Jay McTighe and Grant Wiggins to emphasize what are termed the six facets of understanding: explanation, interpretation, application, perspective, empathy, and self-knowledge. Each unit is built on a foundation of essential questions and understandings that students are expected to gain by the end of the unit or units. Each unit is anchored with an assessment performance task that should be rooted in authentic, real world activities. The learning activities and performance task help to build and show students understanding of concepts for each of the facets of understanding. The facets of understanding are defined below. These facets shape the learning activities and performance task in which the students will be asked to engage. Facet of Understanding Definition Explanation Students are able to explain the why and how of a concept. For example, students are

able to explain why a character takes a certain action using supporting evidence from the text.

Interpretation Students are able to assign meaning to a concept and show how it relates to them and to the world. For example, students might write a poem incorporating figurative language and imagery to convey a message.

Application Students are able to apply the knowledge and skills that they have gained to a real-world authentic activity. For example, students might compose a Life in Haiku piece and submit it to the Washington Post for publication.

Perspective Students are able to see and analyze another perspective than their own. For example, in preparing for a debate, a student is able to argue both sides.

Empathy Students are able to feel the impact of a decision or event on others. For example, students write poems about the injustices in Darfur, which are compiled and published into a book and sold to raise money for relief efforts.

Self-knowledge Students are able to reflect about their work and their thinking. For example, students might reflect about their writing process in the creation of a short story.


Grade 3 Biographies: You Who?

Objectives

Goals: 3.6e The student will organize information and events logically. 3.6h The student will identify characteristics of biographies and compare and contrast the lives of two people. 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

Understandings: (Students will understand…) the features of a biography. how to demonstrate an understanding of characteristics of biography. how to plan and compose several related paragraphs.

Essential Questions: What is a biography? What do most biographies have in common?

Students will know…. the characteristics of a biography. how to use a Venn diagram to compare and contrast two biographies

The students will be able to… compare and contrast the lives of two persons using a Venn diagram. use elements of the writing process (planning, drafting, editing, revising, and publishing). select and sequence the important events when writing a biography. evaluate their own work with rubrics.

Evidence of Understanding Performance Task(s): Your history textbook publisher has decided to publish a new book about your local community. Your role is that of a writer for the company, and you are going to write a short biography of someone you know: a relative, friend, or a neighbor. Other Evidence:

Venn diagrams completed by the students Interview questionnaire created by students Observation of student reading Observation of student working through the writing process


Learning Plan Learning Activities:

Teacher conducts a shared reading of two biographical sketches from the history text Communities, and then conducts a shared writing in which teacher and class complete a Venn diagram comparing the two biographies.

Students each read four additional biographical sketches from the text. Students select two of the biographies they read and complete a Venn diagrams comparing the two. Teacher leads a class discussion and listing of features that are common to all biographies. Based on the list, students develop a questionnaire to use when interviewing a family member or a neighbor. Students draft a biography of the person they interviewed, modeling it on the selections from Connections. Using a word processor, students work through stages of the writing process to produce a final version. Teacher collects the biographies and publishes the local community edition of Communities.

Resources: Social science textbook Communities Copies of blank Venn diagrams Computer lab Rubric for assessing the completed biographies. (A sample rubric appears in the LCPS K-12 Writing Framework

document.) Access to a desktop publishing program (optional)


Grade 3 Run, Run As Fast As You Can:

Using Gingerbread Stories to Teach Folk Tales

Objectives

Goals: 3.1a The student will use effective communication skills in group activities. 3.2 The student will present brief oral reports.

a. Speak clearly. b. Use appropriate volume and pitch. c. Speak at an understandable rate.

3.5 The student will read and demonstrate comprehension of fiction. a. Set a purpose for reading. c. Make, confirm, or revise predictions. d. Compare and contrast settings, characters, and events. e. Identify the author’s purpose. i. Summarize major points found in fiction materials. j. Understand basic plots of fairy tales, myths, folktales, legends, and fables

3.10 The student will write stories, letters, simple explanations, and short reports across all content areas. a. Use a variety of planning strategies. b. Organize information according to type of writing. c. Identify the intended audience. d. Revise writing for specific vocabulary and information. e. Use available technology.

3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. See specific skills a-g.)

Understandings: (Students will understand that…) Folk tales are developed from oral language traditions. Folk tales include exaggerated events and life lessons. Folk tales include a plot with a problem and a solution. Gingerbread stories appear in many different versions and cultures. Writing needs to be planned, drafted, revised, edited, and published.


Essential Questions: How do different versions of Gingerbread stories show cultural diversity? What do all of these stories have in common? What are the patterns and plot elements that make the Gingerbread stories folk tales? What are common elements in a folk tale? How can I choose vocabulary that will appeal to my audience?

Students will know…. characteristics of folk tales key vocabulary different cultures will make a common story specific to their culture. how to take a piece of writing through the stages of the writing process how to work cooperatively in a group in order to brainstorm ideas

Students will be able to … compare and contrast different versions of a folk tale. identify the common elements of a folk tale. sequence events in the story. use the writing process to write their own versions of a Gingerbread Man story. share their stories with others.

Evidence of Understanding Performance Task(s): Each student will write a new Ginger Bread Man story for a younger student, either in K, first, or second grade. The story must incorporate all of the elements of folk tales and patterns contained in Gingerbread Man stories. Each student’s story will be told from the point of view of a character in the story, and each story must take place in the character’s neighborhood. When their stories are complete, the children will go to a K, 1, or 2 classroom and each child will read his or her story to a younger student. Other Evidence:

Venn diagram Oral retellings and discussions of versions Rough draft of Gingerbread story Final copy of Gingerbread story


Learning Plan Learning Activities:

As a class and individually, students will read various Gingerbread Man stories from different cultures. Using Venn diagrams, students will compare and contrast and discuss different versions of the story. The teacher will teach the class the elements of a folk tale. In small groups, students will list descriptive vocabulary words from the tales. The teacher will teach the class about point of view. Using the stages of the writing process, students will invent their own stories publish them. Each student will read his or her story to a child from a younger grade. Students will use a rubric to self-evaluate their writing. The teacher will use the same rubric to grade the stories.

Resources: The Gingerbread Girl by Lisa Campbell Ernst The Gingerbread Cowboy by Janet Squires & Holly Berry Musubi Man: Hawaii’s Gingerbread Man by Sandi Takayama & Pat Hall Gingerbread Baby by Jan Brett The Runaway Tortilla by Eric Kimmel & Randy Cecil Stop That Pickle by Peter Amour & Andrew Shachat

Documents

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE …