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Week of Aug. 20th - Aug. 24thAug. 20th - Aug. 24th Indicators CCSS3-1.1 Analyze the details that support the expression of the main idea in a given literary text.

3.RL.1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the text as the basis for the answers.

3.RI.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3.SL.2. Identify the main ideas and supporting details of written texts read aloud or information presented graphically, orally, visually, or multimodality.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues.

3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

3.RI.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

3.RF.4. Read with sufficient accuracy and fluency to support comprehension.

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

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

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

3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).

3.W.1. Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.

a. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

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

d. Provide a concluding statement or section.

3.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

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

within categories of information.d. Provide a concluding statement or section.

3.W.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

Instructional Strategies

3-1.11. The teacher will use who, what, where, how, and why questions to direct students to the main idea of the paragraph

by focusing on the important details in the paragraph. Quadrant B2. Students will make an outline of important details in a paragraph based on the main idea. Quadrant C3. The student will use key points to recall details. Quadrant B4. Students will participate in a scavenger hunt after reading a story. Prior to reading the story, the teacher will place

around the room “clue cards” containing details from the story. Students must answer each clue before proceeding to the next clue. Quadrant D

5. Do an “Everybody Read to…” activity with a selected story or passage. Students read silently to a specific detail that is stated by the teacher. Students can use sticky notes to mark the part that helped them find the details. Quadrant C

6. The students will use the “four square” writing to summarize the main idea for each chapter. Quadrant C

3-3.11. The teacher will write words with multiple meanings on the top of index cards and give each student one card.

Students will write a sentence using that word. The teacher will collect the cards and redistribute them. Students will write another sentence using another definition. Students are encouraged to use dictionaries. Quadrant B

3-4.11. Students will use a clustering web. Quadrant C2. Use the following graphic organizer to plan student writing.

3. Students will use “T” charts, Venn diagrams, character webs or other graphic organizers to support the writing process. Quadrant C

4. The teacher will model different graphic organizers for different types of writing. The teacher will choose a specific organizer for the prewriting activity. Students will give input filling out the graphic organizer. Students will use the graphic organizer to write, transferring the information from the diagram to the paragraph. Quadrant B

5. The students will maintain a journal of possible writing topics to generate ideas. Quadrant A6. The teacher will show a picture to the class. Students will brainstorm sense words (sight, sound, smell, touch, taste)

to describe the picture. Quadrant A

ResourcesDaily Oral Language

Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/3/5/languagearts/, http://www.Internet4classrooms,

Introduction

Conclusion

Topic 1 Topic 2 Topic 3

http://www.Internet4classrooms/

http://wvde.state.wv.us/learn21/6/8/languagearts/%20

http://www.scetv.org/education/streamlinesc/%20

http://www.wordlywise3000Winter

S3 Curriculum: http://scde.mrooms.org/index.php?page=14483

Other Resources: PASS Coach Book ELA: pgs. 40-43, PASS Coach Book ELA: pgs. 26-29, PASS Coach Book ELA: pgs. 162-165, "Quinn"Essential Reading Log

Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://www.corestandards.org/assets/Appendix_C.pdf

http://www.corestandards.org/assets/Appendix_B.pdf

http://www.corestandards.org/assets/Appendix_A.pdf

http://scde.mrooms.org/index.php?page=14483

http://www.wordlywise3000/

Week of Aug. 27th - Aug. 31th

Indicators CCSS3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

3.RL.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3-3.2 Use base words and affixes to determine the meanings of words.

3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Identify and know the meaning of the most common prefixes and derivational suffixes.

b. Decode words with common Latin suffixes.c. Decode multi-syllable words.d. Read grade-appropriate irregularly spelled

words.

3-4.2 Use complete sentences (including compound sentences) in writing.

Instructional Strategies 3-1.21. The teacher will record events on one index card labeled A and the event that would follow it on another index card

labeled B. The teacher will distribute the cards randomly to the students. Students will make predictions on the possible event to follow. Students with ‘A’ cards will predict and find the matching card. Quadrant C

2. The teacher will read aloud one or two sentences of a paragraph. Students will predict what will come next. The teacher will read the next sentence, and students will revise their predictions if necessary. The teacher will continue this pattern until the paragraph is complete. Quadrant C

3. Students will make predictions based on the title page. They will then determine whether their predictions are correct or incorrect. Quadrant C

4. After listening to or reading a story, students will predict what a sequel to the story would be. Students share their predictions with the class. Quadrant C

5. Students will write a story on a piece of paper with the ending written on a separate piece of paper. The teacher will divide the class into pairs. Students will take turns reading their story to their partner without reading the ending. The partner tries to predict the ending of the story. Students will share story endings after all have made predictions. Quadrant D

6. Use an anticipation guide using these directions. Before reading the text, read the following statements. Put a check mark in the “Before Reading” column next to each statement with which you agree. Be prepared to discuss your responses. After you read the selection, put a check mark in the “After Reading” column next to each statement with which you agree. Be prepared to discuss your responses. Quadrant C

3-3.2:1. Students will find complex words in stories that have affixes. Students will list these words and their meanings

based on the affixes. Quadrant A2. The teacher will give students root words. Students will add several different affixes to the words making them

complex and discuss how the meanings changed. Quadrant C

3-4.21. Pick a Sentence - The teacher will write simple and compound sentences and sentence fragments on sentence

strips and put them in a bag. Students will take turns pulling a strip out of the bag and reading it to the class. Classmates will signal sentences, compound sentences, or sentence fragment. Quadrant B

2. The teacher will write sentences (declarative , imperative, exclamatory, and interrogative) and cut apart the words into sentences and “sticky note” appropriate punctuation. The groups will share and identify the type of sentence. Quadrant C

3. The teacher will bring in a mystery bag and the students will draw an item from the bag. The students will write a complete sentence to describe the item. The students will share their sentence with the class. Quadrant C

4. The teacher will write simple sentences on index cards. The students will work in pairs to form compound sentences. Quadrant B


Websites: www.studyisland.com, www.readwritethink.org, www.scetv.org/education/streamlinesc/, http://wvde.state.wv.us/learn21/3/5/languagearts/, http://www.Internet4classrooms, http://www.wordlywise3000Winter


Other Resources: PASS Coach Book ELA: pgs. 48-51, PASS Coach Book ELA: pgs. 132-135, "Quinn"Essential Reading Log


Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st









Week of Sept. 3rd - Sept. 7thSept. 3rd Indicators CCSS

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th - Sept. 7th Indicators CCSS3-1.3 Analyze the text to determine first-person point of view.

3.RL.6. Distinguish their own point of view from that of the narrator or those of the characters.

3-3.3 Interpret the meaning of idioms encountered in texts. 3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.

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

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

b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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

3-4.3 Create paragraphs that include a topic sentence with supporting details and logical transitions.






3-4.7 Use correct letter formation when using manuscript and cursive writing.


3-1.3 1. Teacher will read sentences aloud, and students will identify the point of view. Quadrant A2. Teacher will give students sentences written on sentence strips. Students will identify the point of view in each

sentence. Quadrant A3. Students will identify the narrator and his point of view in any story they read. Quadrant B4. The teacher can read aloud any version of The Three Little Pigs and discuss the author’s point of view. Then the

teacher will read aloud The True Story of the Three Little Pigs (Scieszka), discussing the author’s point of view. Quadrant A

5. The student will rewrite a folktale of Asia or Africa from another point of view. Quadrant C6. Read The Wolf Story: What Really Happened to Little Red Riding Hood, by Toby Forward. Students give examples

of why the story is written in first point of view.7. Teacher will read sentences aloud, and students will identify the point of view. Quadrant A8. Teacher will give students sentences written on sentence strips. Students will identify the point of view in each

sentence. Quadrant A

3-3.31. The teacher will discuss common idioms. Students will choose an idiom discussed by the teacher, define the

idiom, and illustrate it. Quadrant B2. Students will write their own idioms. Quadrant C3. Students will keep a class chart to list common idioms they hear throughout an extended period of time. Quadrant

B4. Students will mark idioms found in their reading using sticky notes. The class will discuss the meaning of each

idiom found. Quadrant B5. Use examples of idioms in their own writing. Quadrant D6. The teacher will read aloud a book about idioms. Suggestions: Move Parts by Ted Arnold, Who Let the Cat Out of

the Bag? By Calif Newcastle Ave. Elementary, The King Who Rained by Fred Gwynne, My Momma Likes to Say by Denise Brennan-Nelson.

7. The student will identify and interpret idioms from read aloud books suggested in the aforementioned instructional strategy.

8. Create a T-chart showing differences between figurative and literal meanings. (Amelia Bedelia books may help).9. Students will illustrate or find examples in magazines/newspapers to make a class book of idioms and literal

interpretations. 10. The teacher will show students pictures of idioms and students will try to guess the idiom.

3-4.31. The teacher will write a short descriptive paragraph, getting the story off topic, and will distribute a copy of the

paragraph to each student. The teacher will provide sticky notes for each student to mark the places where the paragraph gets off topic and insert a sentence that would be appropriate. Quadrant C

2. The teacher models how to read through a piece of writing looking for ideas that do not focus on the central idea. The teacher can use student writing as an example. Quadrant C

3. The teacher will prepare index cards that have a group of related words (for example: leaves, trunk, branches) and another index card will have the central idea (tree). The teacher will distribute one card to each student. Students are given a few minutes to find his/her “partner.” After the class is paired up, students will write a descriptive paragraph about that topic. Quadrant D

4. The teacher will teach a mini lesson on good beginnings in paragraphs. During Author’s Chair, students will focus and reflect on beginnings. Quadrant D

5. The teacher will assign each student a noun (apple). Students will expand descriptive details by adding adjectives to this noun (big, red, juicy apple). Quadrant C

6. The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold pieces of paper into four sections and distribute one to each group. In the top left square of the folded paper, students will write about the topic. Students pass papers either to the left or right. Students will use the top right square to respond to what was written in the top left square. Pass papers again. Using the bottom left square, students will respond again to what was written in square one. Pass papers again so that the original owner responds again in the fourth square. Quadrant D

7. Students will create an idea web using adjectives or adverbs. Quadrant D

round bouncy quickly slowly

red spherical swiftly carefully

walk

ball

3-4.71. Students will practice writing words from print into cursive, using the Word Wall game “Heads and Tails.” First, the class will play the game orally. Then students will play independently. The teacher will challenge students to see how long they can keep it going. Ex. One student writes a word from the Word Wall in cursive. The second student must write a second word (in cursive) from the Word Wall that begins with the last letter of the first word given. Quadrant B

2; The teacher will use overhead transparencies to demonstrate correct cursive writing. Quadrant A3. Students will create a book showcasing their very best cursive. Quadrant C




Other Resources: "Quinn"Essential Reading Log


Assessment









Week of Sept. 10th - Sept. 14thSept. 10th - Sept. 14th Indicators CCSS3-1.4 Distinguish among devices of figurative language (including personification, and hyperbole).






3-3.4 Read high-frequency words in texts. 3.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.



words.

3-4.4 Use grammatical conventions of written Standard American English: comparative and superlatives.

3.L.1. Observe conventions of grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).d. Form and use regular and irregular

verbs.e. Form and use the simple (e.g., I walked; I

walk; I will walk) verb tenses.f. Ensure subject-verb and pronoun-

antecedent agreement.*g. Form and use comparative and

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

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

Instructional Strategies 3-1.41. The teacher will select read aloud books that contain similes and metaphors such as The Snow Tree by Caroline

Repchuk. Students will create a list of similes and metaphors found in the story. Quadrant B2. Students will write their own similes or metaphors and illustrate. Quadrant C3. The students will create their own illustration. From the illustration, the students will write similes or metaphors.

Quadrant C4. Students will write alliterations using each letter of the alphabet. They will compile alphabet alliterations into a book

entitled ABC Alliterations. Students will share books with each other and a kindergarten or first grade class. Quadrant C

5. Students will write an alliteration sentence using the beginning sound of their name. Quadrant C6. Students will read and find examples of metaphors and onomatopoeia in stories such as Piggie Pie by Margie

Palantini. Quadrant B7. Students will read and find examples of figurative language from poetry books such as by Shel Silverstein and Jack

Prelutsky.8. Sing onomatopoeia song: 1,2,3,4 Onomatopoeia 5,6,7,8 Onomatopoeia words sound like they say like boom, swish, clap, stomp Onomatopoeia. 9. Incorporate a read aloud that contains onomatopoeia such as Click Clack Moo: Cows that Type. Students can give

a thumbs up when they hear the examples of onomatopoeia. 10. Incorporate a read aloud that contains personification such as The Talking Eggs by Sovci. Have students locate

examples of personification.

3-3.41. Students can use sticky notes to flag/identify Word Wall Words as they read. 2. Create a Sentence. Put students in pairs. Partners Dec.ide on a Word Wall Word with five (5) to seven (7) letters.

Each partner makes a new word with each letter of the Word Wall Word and creates a sentence using the new words. (Ex. Word Wall Word “first.” New words are selected to complete the sentence “Freddy is running straight there.) The partners compare their sentences to see which sentence works best for the word.

3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. “bear”). The next player will write a word that begins with the last letter of the first word (ex. “bear” “rat”). The next person will begin their word with the last letter of the second word (ex. “bear” “rat” “there”). The students continue to write a word until a chain (bearratthere) is formed. Words could be used from special content areas such as habitatturtleeggsshelter.

4. Make a Sentence. When beginning a new unit, have students brainstorm all the words they know related to the subject. Write down all the important vocabulary on the board. Once all the vocabulary has been discussed and the students know the words, have each student write a sentence with each of the words. Divide into small groups. Each child will dictate one sentence to the group. Each member of the group will write the sentence down. When each member has dictated one sentence, students will pass their papers around the group to have their sentences edited.

5. Play a game, Word Theater. This game is similar to charades, two reading partners review a selection of text and select words that are essential to the lesson. Together they plan how to dramatize the words for another reading team. During the “Word Theater”, the observing team cannot say the word out loud, but they have to find it in the text.

6. Play a game, Sketch a Word. This game is similar to Pictionary, students take turns sketching something that will bring a high-frequency word to mind for their team. They continue drawing until someone in the team guesses the word. Words can also be selected from content area studies.

3-4.41. The teacher will provide students with two short sentences and have them use a conjunction to make one sentence.

Quadrant B2. The teacher can teach a mini-lesson using current student writing. (Mini-lessons on conventions, adjectives, and

conjunctions.) Show student writings and how correct changes can be made to the paper. Quadrant B3. The teacher will read aloud a book that contains a lot of adjectives such as Many Luscious Lollipops by Ruth Heller.

The students will chart adjectives and discuss their value in literature. The students will go on an Adjective Scavenger hunt. The students will share words found and add to a class word chart. Future and past stories can be revised using some of these adjectives. This activity could be modified to all parts of speech by varying the read aloud. Quadrant C or D-Depending on the assignment.

4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague words and use a thesaurus to help them find a more specific word. Quadrant C

5. To expand sentences use different colored pencils (adj.-red, noun-blue, adverb-green, verb-orange, prepositional phrase-purple).




Other Resources: PASS Coach Book ELA: pgs. 116-131, "Quinn"Essential Reading Log


Assessment









Week of Sept. 17th - Sept. 21thSept. 17th - Sept. 21st Indicators CCSS3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text.

3.RL.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3.RL.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

3.RL.7. Explain how specific images and illustrations contribute to or clarify a story (e.g., create mood, emphasize particular aspects of characters or settings).

3.RL.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

3-4.5 Revise the organization and development of content and the quality of voice in written works.

3.W.5. With the guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.L.2. Observe conventions of capitalization, punctuation, and spelling when writing. a. Capitalize important words in titles.

b. Use commas in addresses.c. Use commas and quotation marks in

dialogue. d. Form and use possessives.e. Use conventional spelling for high-

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

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

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


3-1.51. The teacher will use a permanent marker to write a different literary element question on each section of a beach

ball. After reading a story, the teacher will gently toss the ball to a student who will answer the question that is closest to his/her right thumb. That student tosses the beach ball back to the teacher to repeat the process. Quadrant B

2. The teacher will number story elements and display them throughout the room. The teacher will then distribute cards with numbers matching the story elements. Students will stand under the story element that matches their card. Students will take turns explaining their story element or giving examples from previously read stories. Quadrant B

3. The teacher will read a chapter book to the class. Students will make a flip book including each story element (plot, setting, characters, etc.), listing chapter name or number instead of dates on each section. Students will add details to the flip book as each chapter is read. For instance, on the “Character” section, if a new character is introduced in Chapter 3, students would add that name. Quadrant C (if done independently)

4. After reading a story aloud, students will write questions on sticky notes to ask each other about details, main idea, sequence, setting, or characters. The teacher will make a chart listing the categories details, main idea, sequence, setting, characters. Students will put the question they asked under the type of question it is. Students should have an equal number of questions to represent each category. Quadrant C

5. The teacher will use a web or other graphic organizer for identifying literary elements. Students will complete each heading with details. Quadrant C

3-3.51. The teacher will make a large class chart to display synonyms, homonyms, and antonyms. Students will generate a

list of homonyms, antonyms, and synonyms by creating a three-column chart in their journals. The students can add their examples to the class chart. Quadrant A

2. The teacher will distribute index cards that have pairs of words (homophone, synonym, or antonym) on them. Students will find the person who has their match. Each pair will display the pair of words for the class. Quadrant A

3. The teacher will present sentences on sentence strips or on the board, underlining one word. Students will read a sentence and change the underlined word to its antonym, synonym, or homonym. Quadrant B

4. The teacher will call an antonym, synonym, or homonym to one student who must call one back. That student will then call an antonym, synonym, or homonym to another student who must call one back. This continues until all students have played. Quadrant B

5. Students will generate a class list of homophones. Each student will then create “fill-in-the-blank” sentence(s) with homophone pairs from the class list. Students will create an answer key for their sentence(s) so that papers can be traded with classmates to fill in the blanks from the homophone list. Do not use homonyms. Quadrant B

6. Read Ameila Bedelia and list homonyms in the story. Students will write the correct meanings. Quadrant B7. Use analogies to show relationships.

3-4.51. “Cracking Open” General Words: The teacher will write a sentence on the board which contains general vocabulary.

For example: I had fun at the amusement park. The teacher will demonstrate to the class how to revise the general words into specific vocabulary. For example: I had an awesome time when I went to Six Flags Over Georgia and rode “Batman” with my feet dangling in midair while the roller coaster whipped me around in upside down circles. Quadrant A

2. The teacher will compile a list of overused words (nice, good, bad, fun, etc.). Students will create a list of synonyms for use during writing. From this the teacher will create a “Very Vivid Vocabulary” list to post in the room. Students may refer to this when revising. Quadrant A

3. Students will participate in peer and teacher revision conferencing. Quadrant C4. “Said is Dead.” The teacher and students will brainstorm a list of suitable replacements for the word “said.” During

student conferencing, the teacher can remind students that “said is dead” in order to help them remember to use synonyms for said. Quadrant C

5. The teacher will encourage use of figurative language and similes, etc. into writing to develop vocabulary growth. Add these to a posted list of “vivid” vocabulary throughout the year. Quadrant A

6. The teacher will anonymously pass out samples of student writing. Each student will proofread the writing sample and write any questions they have pertaining to that piece. The teacher will redistribute writing to original owners. Quadrant C

7. The teacher will divide the class into pairs. Students will conference with each other to revise for clarity. Quadrant C8. Students will take turns reading their own writing in the Author’s Chair. The teacher and other students will ask

questions and give ideas to revise writing for clarity. Quadrant D











Assessment




Week of Sept. 24th - Sept. 28thSept. 24th - Sept. 28th Indicators CCSS3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.

3-1.RL.7. Explain how specific images and illustrations contribute to or clarify a story (e.g., create mood, emphasize particular aspects of characters or settings).

3-3.7 Spell words that have blends and contractions.

3-4.5 Revise the organization and development of content and the quality of voice in written works.

3-4.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

3.L.5. Observe conventions of capitalization, punctuation, and spelling when writing.

a. Capitalize important words in titles. b. Use commas in addresses.c. Use commas and quotation marks in






3-1.61. The teacher will read two to three books aloud and discuss the author’s craft (word choice and sentence structure)

with students. With the students helping, the teacher will model the first book. Pairs of students will collaborate on books and present findings to the class.

2. The teacher will read a book aloud for the purpose of discussing the author’s craft to determine the effectiveness of creating clear meaning of the text. The teacher guides students through the read aloud using strategies of previewing and making predictions to assist students in identifying what the author’s purpose is in the story. As the teacher presents the text, the students identify choices made by the author (author’s craft) to strengthen his/her purpose. The teacher will provide an “Author’s Craft Chart” to be completed throughout the interactive read aloud experience. (see below for an example) As students provide examples for each area of the author’s craft, they will determine its effectiveness in helping present a clear meaning of the literary text. (0 is the lowest score which means the craft was not used or not effective, 10 is the highest score which means the craft was most effective)

3. The teacher will focus on one particular component of the author’s craft for a read aloud. The students will identify examples of that component in the text being read. Students will offer other examples of that component that the author could have used in the text. Student will also share ideas they have for using the craft in their own writing. Suggested crafts: point of view, text organization, sentence structure, figurative language (metaphor, simile, alliteration, hyperbole, onomatopoeia, etc.), word choice, illustrations, and photographs.

4. To develop students’ ability to choose the best word for their writing, teach students how to categorize words by theme or topic. For example: tell the students they will be writing a fractured fairy tale about a dragon. Have students brainstorm as many related words to fairy tales, dragons, and possible plots that they know. Using a thesaurus, take some of the simpler words and find “beefier” ones to replace them. Make sure they analyze the new word choice to make sure that it doesn’t change the meaning of what they want to write about. They need to be reminded that words sometimes have multiple meanings and therefore synonyms from a thesaurus might not work.

5. Teacher and students develop basic sentences with a subject and verb phase. Have students use their knowledge

of the author’s craft to enhance each sentence without losing its basic meaning and purpose. Students identify which craft was used. For example:

Basic: The dog ran across the streetEnhanced: The shaggy dog ran across the street like a bullet from a gun. (descriptive words, simile)

Basic: Sally cried herself to sleepEnhanced: Sad Sally sniffled as she cried herself to sleep. (alliteration)

Students may also take these skills and see what they can do to boring text in an interactive read aloud, peer writing, their own writing, or samples provided by the teacher.

6. Teach the students to always use an analytical eye when reading or listening to a story. They should be constantly aware of the author’s craft and how it is used to enhance a story’s meaning for better comprehension of the text by the reader.

7. Compare author’s craft to a visual artist’s craft. The teacher or students locates paintings with great amounts of detail and those that lack detail. Which paintings have a better story to tell when viewing them? Why? Give examples. Does the painting reflect the title? Does the painting reflect the meaning or purpose of what the title suggests?

8. The teacher will write the sentence, “A boy was in the field.” Students will draw a picture. Students will work with teacher to come up with a more descriptive sentence, and students will draw a new picture.

9. Read/discuss author’s craft after reading several books by the same author.

3-3.71. The teacher will use word sorts. Give students a list of words and ask them to sort to figure out what the rule is that

would give them the target of the sort. They can then confirm their rule by looking in books for other words that fit their rule.

2. The teacher can model a word sort on the smart board or overhead. She can make a class chart with the words and rule. Students can add to the chart as the year progresses.

3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules.5. The teacher will provide weekly Making Words activities for students.

3-4.51. “Cracking Open” General Words: The teacher will write a sentence on the board which contains general

vocabulary. For example: I had fun at the amusement park. The teacher will demonstrate to the class how to revise the general words into specific vocabulary. For example: I had an awesome time when I went to Six Flags Over Georgia and rode “Batman” with my feet dangling in midair while the roller coaster whipped me around in upside down circles. Quadrant A

2. The teacher will compile a list of overused words (nice, good, bad, fun, etc.). Students will create a list of synonyms for use during writing. From this the teacher will create a “Very Vivid Vocabulary” list to post in the room. Students may refer to this when revising. Quadrant A

3. Students will participate in peer and teacher revision conferencing. Quadrant C4. “Said is Dead.” The teacher and students will brainstorm a list of suitable replacements for the word “said.” During

student conferencing, the teacher can remind students that “said is dead” in order to help them remember to use synonyms for said. Quadrant C

5. The teacher will encourage use of figurative language and similes, etc. into writing to develop vocabulary growth. Add these to a posted list of “vivid” vocabulary throughout the year. Quadrant A

6. The teacher will anonymously pass out samples of student writing. Each student will proofread the writing sample and write any questions they have pertaining to that piece. The teacher will redistribute writing to original owners. Quadrant C

7. The teacher will divide the class into pairs. Students will conference with each other to revise for clarity. Quadrant C8. Students will take turns reading their own writing in the Author’s Chair. The teacher and other students will ask

questions and give ideas to revise writing for clarity. Quadrant D




Other Resources: PASS Coach Book ELA: pgs. 98-101, PASS Coach Book ELA: pgs. 14-17, 22-25, 144-147, PASS Coach Book ELA: pgs. 148-151, "Quinn"Essential Reading Log







Assessment




Week of Oct. 1st - Oct. 5thOct. 1st - Oct. 5th Indicators CCSS3-1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

3.RL.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

3-3.7 Spell correctly compound words.

3-4.6 Edit for the correct use of written Standard American English, including capitalization: geographic names, holidays, and historical and special events.

3.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Instructional Strategies 3-1.81. The teacher will list familiar book titles on the board and students will classify each title as either fiction or nonfiction.

Quadrant B2. Students will sort various books chosen by the teacher into fiction or nonfiction piles. Quadrant B3. Students will choose an animal and write a fiction and a nonfiction paragraph about that animal. Quadrant D4. The teacher will divide the class into groups of four or five and give each group a set of books containing different

genres (poetry, biography, historical fiction, etc.). Each group will separate the books according to genre. Each student will select a genre and write a paragraph explaining the characteristics. Quadrant C

5. Students identify different genres by writing one of each: fable, fantasy, myth, folktale, legend, tall tale, fairy tale, pour quoi, poem, biography, etc. Students will compile reports on each genre into a “Student Anthology.” The students will present “anthology” to the classroom. Quadrant D

6. Students will read and compare American folktales to that of another culture. Students will research the other culture and trace the connections between the two sets of tales.

7. In small groups, students will debate if fairy tales from the past have relevance in our present society. Students will observe tales for lessons of inferiority, bias, etc.




3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules.3-4.6

1. The teacher will make transparencies of student writing to display on the overhead. (Delete the name.) The teacher will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and spelling. Quadrant A

2. Students will participate in peer and teacher conferences. Quadrant D3. The teacher will give each child an Editor’s Checklist to edit final copies. Quadrant C4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague

words and use a thesaurus to help them find a more specific word. Quadrant D5. The teacher will make a poster of index cards in library pockets, one for each alphabet letter. When students cannot

spell a word, they get the letter card. The teacher will add the requested word to the card. Class rule: Check the card to see if the word is already written before asking that it be added. Quadrant A

6. Students will underline the misspelled word in their writing. Students then look for correct spelling in the dictionary or ask a partner. Quadrant B

7. The teacher will demonstrate to the class how to use the spell check and grammar option for the purpose of editing a piece of writing. The students may use this when word processing. Quadrant C

8. The students will edit pieces of writing using CAPS. As an extension, let students wear caps (hats) while editing. (C-capitalization, A-usage, P-punctuation, S-sentence structure) Quadrant C

9. As you come across words in stories with orthographic patterns, add to a chart.10. Students will practice letter writing and addressing envelopes.11. Students can practice Daily Oral Language sentence corrections.






Assessment









Week of Oct. 8th - Oct. 12thOct. 8th - Oct. 12th Indicators CCSS3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

3.RL.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

3-3.7 Spell correctly common homonyms.

3-4.6 Edit for the correct use of written Standard American English, including punctuation: commas, apostrophes, etc. as listed in Indicators.



3-1.91. Students will complete a Dual Bio Poem. Locate an example format for the dual bio poem by visiting the following

website: http://muconf.missouri.edu/writetolearn/Friday/C/26.pdfQuad. B2. Teacher will identify several poems to read aloud to the students. Teacher and students will identify rhyme

scheme, refrain, and stanza. Quadrant B3. Choose 36 poems varying the style and author. (This is one poem for each week of school.) Hang poem on chart

stand and read each week. Provide the students with a punched copy of the poem each week to keep in their poetry notebook. Students will identify the rhyme schemes, refrains, and stanzas each week. By the end of the year, the students will have collected their own poetry anthology. Quadrant B




3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules.

3-4.61. The teacher will make transparencies of student writing to display on the overhead. (Delete the name.) The teacher

will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and spelling. Quadrant A

2. Students will participate in peer and teacher conferences. Quadrant D3. The teacher will give each child an Editor’s Checklist to edit final copies. Quadrant C4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague








http://muconf.missouri.edu/writetolearn/Friday/C/26.pdf



Other Resources: PASS Coach Book ELA: pgs. 102-105, PASS Coach Book ELA: pgs. 14-17, 22-25, 144-147, "Quinn"Essential Reading Log


Assessment









Week of Oct. 15th - Oct. 19thOct. 15th - Oct. 19thIndicators CCSS3-1.10 Analyze cause-and-effect relationships in literary texts.

3-3.7 All word types mentioned in Indicators.

3-4.6 Edit for the correct use of written Standard American English, including spelling as mentioned in the Indicators.



3-1.101. The teacher will put students in pairs and give them either a cause or an effect and the students will create the other

one.2. The teacher will discuss an article’s causes/effects. Students list alternate effects that could have happened.3. Prepare a sheet for students to complete as they read.

Cause Effect

Students list outcomes in the Effect boxes. Then students go back in the story to determine the story details that caused each event to occur.

4. The teacher will ask the students to create effects that cause cavities.5. The teacher will model her thinking as she reads a text and talks about how certain events in a story are caused by

other events or how events can shape the plot and/or conclusion of a story. The students will create a t-chart to identify cause and effect while the teacher reads aloud a short story.

6. The teacher will introduce how to use the graphic organizer below. The students will use graphic organizer while reading independently




3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules.5. The teacher will provide weekly Making Words activities for

students.

3-4.61. The teacher will make transparencies or copies of student writing to display on the overhead. (Delete the name.)

The teacher will model how to edit the piece for grammar, capitalization, punctuation, complete sentences, and spelling. Quadrant A

2. Students will participate in peer and teacher conferences. Quadrant D

EffectCause Leads to Effect

3. The teacher will give each child an Editor’s Checklist to edit final copies. Quadrant C4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague












Assessment









Week of Oct. 22nd - Oct. 26thOct. 22nd - Oct. 25th Indicators CCSS3-2.1 Summarize evidence that supports the central idea of a given informational text.

3.RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.7. Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.RI.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).




3.RF.4. Read with sufficient accuracy and fluency to support comprehension. .



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


3.L.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

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

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

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

d. d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words

and phrases.


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



3-5.3 Create written descriptions about people, places, or events.

3-6.1 Generate a topic for inquiry.

Instructional Strategies 3-2.11. Students participate in “Circle Summary.” After the class reads an informative text, the teacher will begin to retell

the text by recalling one beginning detail. Students will individually continue to sequence the details in order to summarize the text. Quadrant

2. The teacher will reread a paragraph and a central idea sentence. Students will think of another detail that they could add to the text that would support the central idea. Quadrant C

3. The teacher will stop periodically throughout the text and call on students to summarize details to see if they understand the information. Quadrant B

4. Students will use graphic organizers, such as the Cluster Web and 4 square to summarize the main idea and details of a text. Quadrant C

5. Students read a “cold read” and summarize what they read. Quadrant D6. Students will list ways in which “tests” might ask for the central idea. Quadrant B

Ex. What is the central idea of the paragraph? o What is the topic sentence for this paragraph?o What would be a good title for this paragraph?



3-5.31. The teacher will distribute pictures from old magazines, newspaper articles, etc. to each student. Students will glue

this picture to a piece of construction paper and write a paragraph that describes the picture. Quadrant C2. Mystery Object Activity – Students will bring an object from home. Teachers may want to supply a brown paper

lunch bag for students to transport their object. Students will write a descriptive paragraph about their “mystery object” being careful not to tell what the object is. Quadrant D

3. The teacher will show pictures of objects or scenes, and students will describe what they see. The teacher will first model how to elaborate by using adverbs, adjectives, etc. Next, the teacher will divide the class into small groups to describe the picture. Finally, students will describe an object or scene independently. Quadrant C

4. Students will write descriptions of favorite toys, favorite place, favorite person, or stuffed animals. For example, the teacher will place a variety of Webkins® on the floor. Students will select one and write a descriptive paragraph about the Webkins® or an adventure of the Webkins®. Quadrant C

5. Bring in brownies for the class. They will eat the brownies and then write a description of the brownies using their senses words. Have the students use their senses and make descriptions as you talk about each sense. Quadrant C

6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to describe him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words during the year. Quadrant

7. Describe your best friend or character from a story.8. Write a letter describing an event.9. Students will write a description of various field trips taken throughout the school year. Pretend to be a newspaper

reporter and write about field trips. Quadrant C

3-6.11. Students will generate a K-W-L chart on a given topic and conduct research to answer the questions listed on the

chart.2. Students will choose a topic of interest and construct questions about the topic that can be answered through

research. Quadrant B3. During a content-related discussion students list questions in a journal/log that they would like answered about a

topic. Quadrant A4. The student will research events which caused people to leave their homes and communities behind. Quadrant D5. While studying a content-related topic, students will keep a writing journal or log of topics for inquiry. Quadrant C6. Students will choose an issue or topic they would like to research. Students will group with other students who

share the same issue or topic. Students will create questions and conduct research together.




Other Resources: PASS Coach Book ELA: pgs. 64-67, PASS Coach Book ELA: pgs. 26-29, PASS Coach Book ELA: pgs. 174-178, PASS Coach Book ELA: pgs. 178-182, "Quinn"Essential Reading Log


Assessment

Oct. 26th Indicators CCSS

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays









Week of Oct. 29th - Nov. 2ndOct. 29th - Nov. 2nd Indicators CCSS3-2.2 Analyze informational texts to draw conclusions and make inferences.

3.RI.1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the text as the basis for the answers.

3-3.4 Read high-frequency words in texts 3.RI.4. Know and apply grade-level phonics and word analysis skills in decoding words.a. Identify and know the meaning of the most common prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multi-syllable words.d. Read grade-appropriate irregularly spelled words.

3-5.3 Create written descriptions about people, places, or events.

3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access

3.RI.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently.

3.RI.7. Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3.L.2. Observe conventions of capitalization, punctuation, and spelling when writing.

a. Capitalize important words in titles. b. Use commas in addresses.c. Use commas and quotation marks in





3.L.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade reading and content, choosing flexibly from a range of strategies.

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

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

heat/preheat).c. Use a known root word as a clue to the

meaning of an unknown word with the same root (e.g., company, companion).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

3.W.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.


3-2.21. After reading an informative text, the teacher will display a list of inferences. Students will play a scavenger hunt

game by looking for clues within the text. Students will explain what personal experiences and/or text events led them to make the inference. Quadrant C

2. The teacher will list three different inferences on pink sentence strips with three clues for each on white sentence strips and randomly distribute the strips to students. Each student with a pink sentence strip will come to the front of the room, one at a time. With help from the rest of the class, students will group themselves according to inferences and clues in three groups. Quadrant C

3. Concentration : The teacher will list inferences and matching situations on four sets of cards. The teacher will group students to match the situation with the inference. Quadrant A

4. The teacher will distribute to each student a situational card. Students will take turns describing the situation without telling what it is. Classmates must infer what is written on the card. For example: a card may read, “Our governor lives in Columbia.” Inferential clues may be: “He lives close to his office.” “He is the head of our state.” Situations may also come from non-fiction selections. Quadrant C

5. The teacher will list matching inferences and situations on separate index cards and distribute one card to each student. Students will take turns reading their cards to the class. The goal of this activity is for each student to orally find his/her matching partner.

6. The teacher will ask interpretive questions.7. Students will use sticky notes or think marks to identify inferences or conclusions as they read a passage



3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. “bear”). The next player will write a word that begins with the last letter of the first word (ex. “bear” “rat”). The next person will begin their word with the last letter of the second word (ex. “bear” “rat” “there”). The students continue to write a word until a chain (bearratthere) is formed. Words could be used from special content areas such as habitatturtleeggsshelter.









5. Bring in brownies for the class. They will eat the brownies and then write a description of the brownies using their senses words. Have the students use their senses and make descriptions as you talk about each sense. Quad. C

6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to describe him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words during the year. Quadrant B

7. Describe your best friend or character from a story.8. Write a letter describing an event.9. Students will write a description of various field trips taken throughout the school year. Pretend to be a newspaper

reporter and write about field trips. Quadrant C

3-6.21. Students will use the encyclopedia as a tool for finding information about a topic. Quadrant B2. Students will use nonfiction trade books to gather information for the purpose of writing reports or conducting

research. Quadrant B3. The teacher will distribute various catalogs to groups of students. Students compete to find the lowest price for a

designated item. For instance, the teacher may tell students to find the lowest priced shirt. This may be extended by finding the most expensive shirt. Math may be incorporated by charting results. Quadrant D

4. The students will use the Internet to research various topics. The students will use this information to write research papers and reports. Quadrant D

5. The students will use the online encyclopedia to research various topics. Quadrant D6. The students will research three products famous to South Carolina. Why do we produce them, and why do other

countries import them? Quadrant C.7. The students will research events which caused people to leave their homes and communities behind. Quadrant B8. The students will research a country in Africa where human rights violations occur. Make a connection to the

country by writing a letter to a political leader or elected representative. Quadrant D9. Students will interview a parent or grandparent about life in the “old days.” Using this information, students will

write a story about their relative. Quadrant D10. Students demonstrate the ability to locate the Dietary Guidelines for Americans by using print and nonprint

resources. Quadrant A11. The students will use P is for Palmetto to gather information about South Carolina. Quadrant A12. Students will select a topic to research, taken from any content area. Students will complete the following steps:

Quadrant D13. Make a list of questions that you want to answer while researching your topic. For example, you may want to use a

K-W-L Chart.14. List places where you can find information.




Other Resources: PASS Coach Book ELA: pgs. 48-51, PASS Coach Book ELA: pgs.14-17, PASS Coach Book ELA: pgs.174-178, PASS Coach Book ELA: pgs. 178-182, "Quinn"Essential Reading Log







Assessment

Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicators CCSS

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)

Week of Nov. 5th - Nov. 9thNov. 7th - Nov. 9th Indicators CCSS3-2.3 Distinguish between facts and opinions in informational texts.

3.RI.6. Distinguish their own point of view from that of the author of a text.

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).



e. Introduce the topic or book they are writing about, state an opinion, and create an organizational structure that lists reasons.

f. Provide reasons that support the opinion.

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

h. Provide a concluding statement or section.

3-6.3 Organize information by classifying or sequencing 3.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.



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





3.W.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Instructional Strategies 3-2.31. The teacher will create a T- chart. Quadrant A2. The teacher will then place the following words under each column as the students add it to their journal.

a. Fact words : colors, ages, birthdays, names, addresses, weights, sizesb. Opinion words : think, prettiest, poorest, best, grandest, friendliest

3. The teacher will pair students with partners. Students will list as many facts and opinions as possible from a text. Quadrant A

4. The teacher will write five facts on the overhead or board. Students will change the facts into opinion statements. Quadrant C

5. The teacher will write the following: Quadrant Ba. Fact: That’s true. I remember reading that in a book.b. Opinion: That’s your opinion, but I think ________.

6. The teacher will give each student a fact card. Students must read the fact card and change the fact into an opinion. For example: Fact: South Carolina’s state bird is the Carolina Wren. The student must change this fact into an opinion. A possible opinion could be: The Carolina Wren is the prettiest bird of all the state birds. Quadrant C

7. The teacher will distribute old magazines or newspapers. Students will make a T-Chart on a piece of construction paper, labeling one column of the T-Chart “fact” and one column “opinion.” Students will cut out fact and opinion sentences from the magazines or newspapers and glue them under the appropriate column. Quadrant B

8. After viewing illustrations in P is for Palmetto, or any book, students list facts and opinions from the pictures. Quadrant B

9. Students do a research project on a concept learned in science or social studies (Example: animals, Francis Marion, etc.) including 3 facts and 1 opinion for that topic.

10. The teacher will distribute a copy of a short informational paragraph. The student will highlight opinion key words.

3-3.51. The teacher will make a large class chart to display synonyms, homonyms, and antonyms. Students will generate

a list of homonyms, antonyms, and synonyms by creating a three-column chart in their journals. The students can add their examples to the class chart. Quadrant A

2. The teacher will distribute index cards that have pairs of words (homophone, synonym, or antonym) on them. Students will find the person who has their match. Each pair will display the pair of words for the class. Quadrant A

3. The teacher will present sentences on sentence strips or on the board, underlining one word. Students will read a sentence and change the underlined word to its antonym, synonym, or homonym. Quadrant B

4. The teacher will call an antonym, synonym, or homonym to one student who must call one back. That student will then call an antonym, synonym, or homonym to another student who must call one back. This continues until all students have played. Quadrant B

5. Students will generate a class list of homophones. Each student will then create “fill-in-the-blank” sentence(s) with homophone pairs from the class list. Students will create an answer key for their sentence(s) so that papers can be traded with classmates to fill in the blanks from the homophone list. Do not use homonyms. Quadrant B

6. Read Ameila Bedelia and list homonyms in the story. Students will write the correct meanings. Quadrant B



2. The teacher models how to read through a piece of writing looking for ideas that do not focus on the central idea. The teacher can use student writing as an example. Quadrant


4. The teacher will teach a mini lesson on good beginnings in paragraphs (Fletcher 66). During Author’s Chair, students will focus and reflect on beginnings. Quadrant D


6. The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold pieces of paper into four sections and distribute one to each group. In the top left square of the folded paper, students will write about the topic. Students pass papers either to the left or right. Students will use the top right square to respond to what was written in the top left square. Pass papers again. Using the bottom left square, students will respond again to what was written in square one. Pass papers again so that the original owner responds again in the fourth square. (Hoyt 87) Quadrant D

7. Students will create an idea web using adjectives or adverbs. Quadrant D round bouncy quickly slowly


3-6.31. Students will write the main topic to be researched in the center circle and list categories of the topic in the outer

circles. Quadrant B2. Use the Circle Chart to classify information. Quadrant D3. Students use the classifying chart to organize and classify information. Quadrant D4. Use a chart to classify triangles by angles and lengths in math. Have students create triangles and Dec.ide on a

class chart where it should be classified. Quadrant C5. Take a paragraph and cut sentences into separate strips. Have students take strips and put them in sequential

order. Quadrant B6. Students will create a web about their topic of choice. They take three main categories and use them in their

writing. Quadrant D




Other Resources: PASS Coach Book ELA: pgs. 56-59, PASS Coach Book ELA: pgs. 22-25, 26-29, PASS Coach Book ELA: pgs. 136-139, PASS Coach Book ELA: pgs. 44-47, "Quinn"Essential Reading Log


Assessment


walk

ball









Week of Nov. 12th - Nov. 16thNov. 12th - Nov. 16th Indicators CCSS3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information.

3-3.4 Read high-frequency words in texts. 3.RF.4. Know and apply grade-level phonics and word analysis skills in decoding words.



words.

3-6.4 Paraphrase research information accurately and meaningfully.

Instructional Strategies 3-2.5 1. The teacher will discuss headings, subheadings, print styles, captions, and chapter headings in a variety of

informational texts. The teacher will explain how each section provides information to the reader. Quadrant A2. The teacher will distribute a variety of informational texts and cards with titles (headings, subheadings, print styles,

captions, chapter headings). The students will work in pairs or groups to locate sections in the texts and discuss information provided. Groups will explain to the class why the information is important to the reader. Quadrant C

3. The teacher will provide blank title cards (headings, subheadings, print styles, captions, chapter headings). The student will choose a card and select an informational text. The student will determine information provided and present to the class why the information is important to the reader. Quadrant C

4. The students will preview an informational text and identify the headings. Quadrant A5. The students will select a picture in an informational text and create a caption. Quadrant



3. Chain a Word. Put students in small groups. The first student in the group will write any word (ex. “bear”). The next player will write a word that begins with the last letter of the first word (ex. “bear” “rat”). The next person will begin their word with the last letter of the second word (ex. “bear” “rat” “there”). The students continue to write a word until a chain (bear ratthere) is formed. Words could be used from special content areas such as habitat turtleEgg shelter.




3-6.41. The teacher will read sections of an informational text about South Carolina and model how to paraphrase

information from the text. Quadrant A2. Using informational texts (any content area), students will research information and paraphrase information in

writing. Students will present information to the class. Quadrant C




Other Resources: PASS Coach Book ELA: pgs. 68-71, PASS Coach Book ELA: pgs.178-182, "Quinn"Essential Reading Log


Assessment










Week of Nov. 19th - Nov. 23rdNov. 19th - Nov. 20th Indicators CCSS3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information


3-3.3 Interpret the meaning of idioms encountered in texts. 3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.


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


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

3-6.6 Use the Internet as a source of information. 3.L.3. Use language to achieve particular effects when writing or speaking.

d. Choose words and phrases for effect.*


3-2.71. The teacher will model how to use text features in informational texts. Quadrant A2. The teacher will model how to use glossaries and indexes during writing conferences. Quadrant A3. Students will use glossaries and indexes as reference sources during Writing Workshop. Quadrant B4. Students will use appropriate text features to locate information in texts. Quadrant C5. The students will research a topic and create an informational book. The student’s book will include a table of

contents, glossary, and index. Quadrant D6. The teacher will discuss common idioms. Students will choose an idiom discussed by the teacher, define the

idiom, and illustrate it. Quadrant B7. Students will write their own idioms. Quadrant C8. Students will keep a class chart to list common idioms they hear throughout an extended period of time. Quadrant

B9. Students will mark idioms found in their reading using sticky notes. The class will discuss the meaning of each

idiom found. Quadrant B10. Use examples of idioms in their own writing. Quadrant 11. The teacher will read aloud a book about idioms. Suggestions: Move Parts by Ted Arnold, Who Let the Cat Out of

the Bag? By Calif Newcastle Ave. Elementary, The King Who Rained by Fred Gwynne, My Momma Likes to Say by Denise Brennan-Nelson.

3-3.31. The student will identify and interpret idioms from read aloud books. 2. Create a T-chart showing differences

between figurative and literal meanings. (Amelia Bedelia books may help).2. Students will illustrate or find examples in magazines/newspapers to make a class book of idioms and literal

interpretations. 3. The teacher will show students pictures of idioms and students will try to guess the idiom.

3-6.61. Students will e-mail pen pals or other individuals first being given a research purpose through a classroom account

(ex. Comparing and contrasting life in Orangeburg with life wherever) Quadrant D

2. Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in the strategy. Quadrant D

3. Students will participate in a telecommunications project. Quadrant D4. Students will use the Internet to access information with the teacher’s aide. Students can find different

perspectives on a topic.5. Students will create a Webquest based on a unit.






Assessment

Winter

Nov. 21st - Nov. 23rd Indicators CCSS

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)









Week of Nov. 26th - Nov. 30thNov. 26th - Nov. 30th Indicators CCSS3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information


3-6.6 Use the Internet as a source of information. 3.L.3. Use language to achieve particular effects when writing or speaking.

a. Choose words and phrases for effect.*

3-5.3 Create written descriptions about people, places, or events








3-2.71. The teacher will model how to use text features in informational texts. Quadrant A2. The teacher will model how to use glossaries and indexes during writing conferences. Quadrant A3. Students will use glossaries and indexes as reference sources during Writing Workshop. Quadrant B4. Students will use appropriate text features to locate information in texts. Quadrant C5. The students will research a topic and create an informational book. The student’s book will include a table of

contents, glossary, and index. Quadrant D


(ex. Comparing and contrasting life in Anderson with life wherever) Quadrant D2. Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in

the strategy. Quadrant D3. Students will participate in a telecommunications project. Quadrant D4. Students will use the Internet to access information with the teacher’s aide. Students can find different perspectives

on a topic.5. Students will create a Webquest based on a unit.






5. Bring in brownies for the class. They will eat the brownies and then write a description of the brownies using their

senses words. Have the students use their senses and make descriptions as you talk about each sense. Quadrant C

6. The teacher will choose a Student of the Week or Star Student. The selected student will pick adjectives to describe him/herself. The teacher will post these in the classroom with pictures to show a growing list of new words during the year. Quadrant B

7. After brainstorming descriptive words on the board, students will complete one of the following activities: Quadrant D Describe your best friend or character from a story. Write a letter describing an event. Students will write a description of various field trips taken throughout the school year. Pretend to be a

newspaper reporter and write about field trips. Quadrant C





4. The teacher will teach a mini lesson on good beginnings in paragraphs (Fletcher 66). During Author’s Chair, students will focus and reflect on beginnings. Quadrant D





7. The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold pieces of paper into four sections and distribute one to each group. In the top left square of the folded paper, students will write about the topic. Students pass papers either to the left or right. Students will use the top right square to respond to what was written in the top left square. Pass papers again. Using the bottom left square, students will respond again to what was written in square one. Pass papers again so that the original owner responds again in the fourth square. Quadrant D





Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdf

walk

ball








Appendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment


Week of Dec. 3rd - Dec. 7thDec. 3rd - Dec. 7th Indicators CCSS3-2.8 Analyze informational texts to identify cause-and-effect relationships.


3-5.4 Create written pieces (for example, riddles and jokes) to entertain others.



3-2.81. The teacher will give a cause, and the students will supply the effect; or the teacher will give the effect and have the

students supply the cause. Students can work in pairs. Quadrant B2. The teacher will explain to students about the “signal” words for a cause: because, since, cause, as a result, and

so. Students will use these words to locate cause and effect in sentences. Quadrant B3. Using the text, students will work in pairs to “scavenger hunt” for signal words that show the cause/effect

relationship and generate a T- chart to display the results. Quadrant B4. Students will generate questions to ask when locating a cause or effect. Students will then use the reading

textbook to ask each other these questions.5. The teacher will prepare “Cause” cards and “Effect” cards from informational texts prior to the game. The teacher

will divide students into two groups and distribute “Cause” cards to one group and “Effect” cards to the other. The groups are arranged in circles, one inside the other, and circles walk in opposite directions until the leader signals, “Stop.” Students read the causes and effects on the cards to the person facing them. If they match, they sit down. Play until all are seated. Quadrant B

6. Students will write cause and effect sentences using text examples. Quadrant D7. Students will organize cause and effect relationships using fishbone map. Quadrant

3-5.41. Students will read jokes or riddles from a class book, bubble gum wrappers, or elsewhere. They will write a joke or riddle for the teacher to use on each morning (or afternoon) to start or end the day.








Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf,







Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf

Assessment



Week of Dec. 10th – Jan.4thDec. 10th - Jan. 4th Indicators CCSS3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).3-4.7 Use correct letter formation when using manuscript and cursive writing.Instructional Strategies

3-2.41. After reading a text, the students will rewrite the text as a play (change a story element). Quadrant D2. Students will draw a mural depicting important facts from the text read. Quadrant C3. Students will draw a picture that sums up the central idea and include a caption for their picture.

3-4.71. Students will practice writing words from print into cursive, using the Word Wall game “Heads and Tails.” First, the

class will play the game orally. Then students will play independently. The teacher will challenge students to see how long they can keep it going. Ex. One student writes a word from the Word Wall in cursive. The second student must write a second word (in cursive) from the Word Wall that begins with the last letter of the first word given. Quadrant B

2. The teacher will use overhead transparencies to demonstrate correct cursive writing. Quadrant A3. Students will create a book showcasing their very best cursive. Quadrant C






Assessment

Week of Dec. 17th - Jan. 2ndDec. 17th - Jan. 2nd Indicators CCSS

Winter Break Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break









Week of Jan. 3rd - Jan. 11thJan. 3rd - Jan. 11th Indicators CCSS3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).

3.W.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly





3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information

3-6.7 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.


3-2.41. After reading a text, the students will rewrite the text as a play(change a story element). Quadrant D2. Students will draw a mural depicting important facts from the text read. Quadrant C3. Students will draw a picture that sums up the central idea and include a caption for their picture.

3-2.51. The teacher will discuss headings, subheadings, print styles, captions, and chapter headings in a variety of

informational texts. The teacher will explain how each section provides information to the reader. Quadrant A2. The teacher will distribute a variety of informational texts and cards with titles (headings, subheadings, print styles,

captions, chapter headings). The students will work in pairs or groups to locate sections in the texts and discuss information provided. Groups will explain to the class why the information is important to the reader. Quadrant C

3. The teacher will provide blank title cards (headings, subheadings, print styles, captions, chapter headings). The student will choose a card and select an informational text. The student will determine information provided and present to the class why the information is important to the reader. Quadrant C

4. The students will preview an informational text and identify the headings. Quadrant A5. The students will select a picture in an informational text and create a caption. Quadrant C

3-6.71. Students will create a travel brochure about South Carolina and share it with the class (Microsoft Publisher)2. Students will orally present a paragraph to the class. Each student must use a visual aid that will help capture the

interest of the audience.3. Students create visuals and use the overhead to tell what they have learned. They stand at the overhead and retell

the story.4. Students will present oral reports using a visual aid such as charts, videos, or diagrams. Quadrant D5. Students will create musical instruments (Science:Sound) and present oral presentation describing instrument and

how itResourcesDaily Oral Language










Assessment




Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 17th Indicators CCSS3-1.1 Analyze the details that support the expression of the main idea in a given literary text.

3.RL.1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the text as the basis for the answers.

3.RI.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.


3-2.1 Summarize evidence that supports the central idea of a given informational text.

3.RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 3.RI.7. Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).







3.RF.4. Read with sufficient accuracy and fluency to support comprehension.



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

3-4.1 Generate and organize ideas for writing using prewriting techniques (for example, creating lists, having discussions, and examining literary models).











3.W.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.


3-1.11. The teacher will use who, what, where, how, and why questions to direct students to the main idea of the paragraph

by focusing on the important details in the paragraph. Quadrant B2. Students will make an outline of important details in a paragraph based on the main idea. Quadrant C3. The student will use key points to recall details. Quadrant B4. Students will participate in a scavenger hunt after reading a story. Prior to reading the story, the teacher will place

around the room “clue cards” containing details from the story. Students must answer each clue before proceeding to the next clue. Quadrant D

5. Do an “Everybody Read to…” activity with a selected story or passage. Students read silently to a specific detail that is stated by the teacher. Students can use sticky notes to mark the part that helped them find the details. Quadrant C

6. The students will use the “four square” writing to summarize the main idea for each chapter. Quadrant C

3-2.11. Students participate in “Circle Summary.” After the class reads an informative text, the teacher will begin to retell

the text by recalling one beginning detail. Students will individually continue to sequence the details in order to summarize the text. Quadrant

2. The teacher will reread a paragraph and a central idea sentence. Students will think of another detail that they could add to the text that would support the central idea. Quadrant C

3. The teacher will stop periodically throughout the text and call on students to summarize details to see if they

understand the information. Quadrant B4. Students will use graphic organizers, such as the Cluster Web and 4 square to summarize the main idea and

details of a text. Quadrant C5. Students read a “cold read” and summarize what they read. Quadrant D6. Students will list ways in which “tests” might ask for the central idea. Quadrant B

Ex. What is the central idea of the paragraph? o What is the topic sentence for this paragraph?o What would be a good title for this paragraph?



3-4.11. Students will use a clustering web. Quadrant C2. Use the following graphic organizer to plan student writing.

3. Students will use “T” charts, Venn diagrams, character webs or other graphic organizers to support the writing process. Quadrant C

4. The teacher will model different graphic organizers for different types of writing. The teacher will choose a specific organizer for the prewriting activity. Students will give input filling out the graphic organizer. Students will use the graphic organizer to write, transferring the information from the diagram to the paragraph. Quadrant B

5. The students will maintain a journal of possible writing topics to generate ideas. Quadrant A6. The teacher will show a picture to the class. Students will brainstorm sense words (sight, sound, smell, touch, taste)

to describe the picture. Quadrant A





Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdfBreakAssessment

Winter Break

Introduction

Conclusion

Topic 1 Topic 2 Topic 3









Jan. 18thIndicators CCSS

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicators CCSS

Martin Luther King Jr. Day (Holiday)Professional Development/Workday




ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 25th Indicators CCSS3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions.

3.RL.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3-2.2 Analyze informational texts to draw conclusions and make inferences.

3.RI.1. Ask and answer questions to demonstrateunderstanding of a text, referring explicitly to the text as the basis for the answers.

3-3.2 Use base words and affixes to determine the meanings of words.

3.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.



words.


3.W.1 Write opinion pieces on familiar topics or texts, supporting a point of view with reasons.





Instructional Strategies 3-1.21. The teacher will record events on one index card labeled A and the event that would follow it on another index card

labeled B. The teacher will distribute the cards randomly to the students. Students will make predictions on the possible event to follow. Students with ‘A’ cards will predict and find the matching card. Quadrant C

2. The teacher will read aloud one or two sentences of a paragraph. Students will predict what will come next. The teacher will read the next sentence, and students will revise their predictions if necessary. The teacher will continue this pattern until the paragraph is complete. Quadrant C

3. Students will make predictions based on the title page. They will then determine whether their predictions are

correct or incorrect. Quadrant C4. After listening to or reading a story, students will predict what a sequel to the story would be. Students share their

predictions with the class. Quadrant C5. Students will write a story on a piece of paper with the ending written on a separate piece of paper. The teacher will

divide the class into pairs. Students will take turns reading their story to their partner without reading the ending. The partner tries to predict the ending of the story. Students will share story endings after all have made predictions. Quadrant D

6. Use an anticipation guide using these directions. Before reading the text, read the following statements. Put a check mark in the “Before Reading” column next to each statement with which you agree. Be prepared to discuss your responses. After you read the selection, put a check mark in the “After Reading” column next to each statement with which you agree. Be prepared to discuss your responses. Quadrant C

3-2.21. After reading an informative text, the teacher will display a list of inferences. Students will play a scavenger hunt

game by looking for clues within the text. Students will explain what personal experiences and/or text events led them to make the inference. Quadrant C

2. The teacher will list three different inferences on pink sentence strips with three clues for each on white sentence strips and randomly distribute the strips to students. Each student with a pink sentence strip will come to the front of the room, one at a time. With help from the rest of the class, students will group themselves according to inferences and clues in three groups. Quadrant C

3. Concentration : The teacher will list inferences and matching situations on four sets of cards. The teacher will group students to match the situation with the inference. Quadrant A

4. The teacher will distribute to each student a situational card. Students will take turns describing the situation without telling what it is. Classmates must infer what is written on the card. For example: a card may read, “Our governor lives in Columbia.” Inferential clues may be: “He lives close to his office.” “He is the head of our state.” Situations may also come from non-fiction selections. Quadrant C

5. The teacher will list matching inferences and situations on separate index cards and distribute one card to each student. Students will take turns reading their cards to the class. The goal of this activity is for each student to orally find his/her matching partner.

6. The teacher will ask interpretive questions.7. Students will use sticky notes or think marks to identify inferences or conclusions as they read a passage

3-3.21. Students will find complex words in stories that have affixes. Students will list these words and their meanings

based on the affixes. Quadrant A2. The teacher will give students root words. Students will add several different affixes to the words making them

complex and discuss how the meanings changed. Quadrant C3-4.31. The teacher will write a short descriptive paragraph, getting the story off topic, and will distribute a copy of the




4. The teacher will teach a mini lesson on good beginnings in paragraphs. During Author’s Chair, students will focus and reflect on beginnings. Quadrant D


6. The teacher will divide the class into groups of three and give students a writing prompt. The teacher will fold pieces of paper into four sections and distribute one to each group. In the top left square of the folded paper, students will write about the topic. Students pass papers either to the left or right. Students will use the top right square to respond to what was written in the top left square. Pass papers again. Using the bottom left square, students will respond again to what was written in square one Pass papers again so that the original owner responds again in the fourth square. Quadrant D









Assessment

walk

ball









Week of Jan 28- Feb 1stJan 28- Feb. 1stIndicators CCSS3-1.3 Analyze the text to determine first-person point of view.

3-1.RI.3. Distinguish their own point of view from that of the narrator or those of the characters.

3-1.10 Analyze cause-and-effect relationships in literary texts.

3-3.7 Spell correctly (see Indicators)


3-1.3 1. Teacher will read sentences aloud, and students will identify the point of view. Quadrant A2. Teacher will give students sentences written on sentence strips. Students will identify the point of view in each

sentence. Quadrant A3. Students will identify the narrator and his point of view in any story they read. Quadrant B4. The teacher can read aloud any version of The Three Little Pigs and discuss the author’s point of view. Then the

teacher will read aloud The True Story of the Three Little Pigs (Scieszka), discussing the author’s point of view. Quadrant A

5. The student will rewrite a folktale of Asia or Africa from another point of view. Quadrant C6. Read The Wolf Story: What Really Happened to Little Red Riding Hood, by Toby Forward. Students give examples of why the story is written in first point of view.

3-1.101. The teacher will put students in pairs and give them either a cause or an effect and the students will create the other

one.2. The teacher will discuss an article’s causes/effects. Students list alternate effects that could have happened.3. Prepare a sheet for students to complete as they read.

Cause Effect

Students list outcomes in the Effect boxes. Then students go back in the story to determine the story details that caused each event to occur.

4. The teacher will ask the students to create effects that cause cavities.5. The teacher will model her thinking as she reads a text and talks about how certain events in a story are caused by

other events or how events can shape the plot and/or conclusion of a story. The students will create a t-chart to identify cause and effect while the teacher reads aloud a short story.

6. The teacher will introduce how to use the graphic organizer below. The students will use graphic organizer while reading independently.



EffectCause Leads to Effect


3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules. The teacher will provide weekly Making Words activities for students.




Other Resources: PASS Coach Book ELA: pgs. 94-97, PASS Coach Book ELA: pgs. 52-55, PASS Coach Book ELA: pgs. 14-17, 22-25, 144-147, "Quinn"Essential Reading Log


Assessment









Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8th Indicators CCSS3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.




3-1.61. The teacher will read two to three books aloud and discuss the author’s craft (word choice and sentence structure)

with students. With the students helping, the teacher will model the first book. Pairs of students will collaborate on books and present findings to the class.

2. The teacher will read a book aloud for the purpose of discussing the author’s craft to determine the effectiveness of creating clear meaning of the text. The teacher guides students through the read aloud using strategies of previewing and making predictions to assist students in identifying what the author’s purpose is in the story. As the teacher presents the text, the students identify choices made by the author (author’s craft) to strengthen his/her purpose. The teacher will provide an “Author’s Craft Chart” to be completed throughout the interactive read aloud experience. (see below for an example) As students provide examples for each area of the author’s craft, they will determine its effectiveness in helping present a clear meaning of the literary text. (0 is the lowest score which means the craft was not used or not effective, 10 is the highest score which means the craft was most effective)

3. The teacher will focus on one particular component of the author’s craft for a read aloud. The students will identify examples of that component in the text being read. Students will offer other examples of that component that the author could have used in the text. Student will also share ideas they have for using the craft in their own writing. Suggested crafts: point of view, text organization, sentence structure, figurative language (metaphor, simile, alliteration, hyperbole, onomatopoeia, etc.), word choice, illustrations, and photographs.

4. To develop students’ ability to choose the best word for their writing, teach students how to categorize words by theme or topic. For example: tell the students they will be writing a fractured fairy tale about a dragon. Have students brainstorm as many related words to fairy tales, dragons, and possible plots that they know. Using a thesaurus, take some of the simpler words and find “beefier” ones to replace them. Make sure they analyze the new word choice to make sure that it doesn’t change the meaning of what they want to write about. They need to be reminded that words sometimes have multiple meanings and therefore synonyms from a thesaurus might not work.

5. Teacher and students develop basic sentences with a subject and verb phase. Have students use their knowledge of the author’s craft to enhance each sentence without losing its basic meaning and purpose. Students identify which craft was used. For example:

Basic: The dog ran across the streetEnhanced: The shaggy dog ran across the street like a bullet from a gun. (descriptive words, simile)

Basic: Sally cried herself to sleepEnhanced: Sad Sally sniffled as she cried herself to sleep. (alliteration)

Students may also take these skills and see what they can do to boring text in an interactive read aloud, peer writing, their own writing, or samples provided by the teacher.

6. Teach the students to always use an analytical eye when reading or listening to a story. They should be constantly aware of the author’s craft and how it is used to enhance a story’s meaning for better comprehension of the text by the reader.

7. Compare author’s craft to a visual artist’s craft. The teacher or students locates paintings with great amounts of detail and those that lack detail. Which paintings have a better story to tell when viewing them? Why? Give examples. Does the painting reflect the title? Does the painting reflect the meaning or purpose of what the title suggests?

8. The teacher will write the sentence, “A boy was in the field.” Students will draw a picture. Students will work with teacher to come up with a more descriptive sentence, and students will draw a new picture.

9. Read/discuss author’s craft after reading several books by the same author.




3. The teacher presents mnemonic devices to help students remember the correct spelling.

4. The teacher needs to know and model common spelling rules.The teacher will provide weekly Making Words activities for students.






Assessment









Week of Feb. 11th - Feb. 15thFeb. 11th - Feb. 15th Indicators CCSS3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).






3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.








Prelutsky.8. Sing onomatopoeia song:

1,2,3,4 Onomatopoeia 5,6,7,8 Onomatopoeia words sound like they say like boom, swish, clap, stomp Onomatopoeia. 9. Incorporate a read aloud that contains onomatopoeia such as Click Clack Moo: Cows that Type. Students can give

a thumbs up when they hear the examples of onomatopoeia. 10. Incorporate a read aloud that contains personification such as The Talking Eggs by Sovci. Have students locate examples of personification.

3-1.91. Students will complete a Dual Bio Poem. Locate an example format for the dual bio poem by visiting the following


scheme, refrain, and stanza. Quadrant B


3. Choose 36 poems varying the style and author. (This is one poem for each week of school.) Hang poem on chart stand and read each week. Provide the students with a punched copy of the poem each week to keep in their poetry notebook. Students will identify the rhyme schemes, refrains, and stanzas each week. By the end of the year, the students will have collected their own poetry anthology. Quadrant B




3. The teacher presents mnemonic devices to help students remember the correct spelling.4. The teacher needs to know and model common spelling rules.5. The teacher will provide weekly Making Words activities for studentsResourcesDaily Oral Language





Assessment

Winter Break









Week of Feb. 18th - Feb. 22ndFeb. 18thIndicators CCSS

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th - Feb. 22ndIndicators CCSS3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).


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

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

e. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

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

3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

3.RL.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.








Prelutsky.8. Sing onomatopoeia song:

1,2,3,4 Onomatopoeia 5,6,7,8 Onomatopoeia words sound like they say

like boom, swish, clap, stomp Onomatopoeia. 9. Incorporate a read aloud that contains onomatopoeia such as Click Clack Moo: Cows that Type. Students can give

a thumbs up when they hear the examples of onomatopoeia. 10. Incorporate a read aloud that contains personification such as The Talking Eggs by Sovci. Have students locate

examples of personification.3-1.91. Students will complete a Dual Bio Poem. Locate an example format for the dual bio poem by visiting the following


scheme, refrain, and stanza. Quadrant B3. Choose 36 poems varying the style and author. (This is one poem for each week of school.) Hang poem on chart

stand and read each week. Provide the students with a punched copy of the poem each week to keep in their poetry notebook. Students will identify the rhyme schemes, refrains, and stanzas each week. By the end of the year, the students will have collected their own poetry anthology. Quadrant B






Assessment










Week of Feb. 25th - Mar. 1stFeb. 25th - Mar. 1st Indicators CCSS3-6.5 Use the Internet as a source of information. 3.RI.5. Use text features and search tools (e.g., key

words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently.

3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

3.L.3. Use language to achieve particular effects when writing or speaking.

a. Choose words and phrases for effect.*

3.L.6. Acquire and use accurately grade-appropriate conversational, general academic, and domain- specific vocabulary, including words and phrases that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

3.SL.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.


3-6.7 Use appropriate visual aids (for example, pictures, objects, and charts) to support oral presentations.






3.SL.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

Instructional Strategies 3-6.51. Students will e-mail pen pals or other individuals first being given a research purpose through a classroom account

(ex. Comparing and contrasting life in Anderson with life wherever) Quadrant D2. Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in

the strategy. Quadrant D3. Students will participate in a telecommunications project. Quadrant D

4. Students will use the Internet to access information with the teacher’s aid. Students can find different perspectives on a topic.

5. Students will create a Webquest based on a unit.


(ex. Comparing and contrasting life in Orangeburg with life wherever) Quadrant D2. Students will e-mail an author using their classroom account. When emailing make sure there is a purpose stated in

the strategy. Quadrant D3. Students will participate in a telecommunications project. Quadrant D4. Students will use the Internet to access information with the teacher’s aide. Students can find different

perspectives on a topic.5. Students will create a Webquest based on a unit.




3-6.71. Students will create a travel brochure about South Carolina and share it with the class (Microsoft Publisher)2. Students will orally present a paragraph to the class. Each student must use a visual aid that will help capture the

interest of the audience.3. Students create visuals and use the overhead to tell what they have learned. They stand at the overhead and retell

the story.4. Students will present oral reports using a visual aid such as charts, videos, or diagrams. Quadrant D5. 5. Students will create musical instruments (Science:Sound) and present oral presentation describing instrument

and how it shows what they have learned during unit.er BreakResourcesDaily Oral Language





Assessment

Break









Week of Mar. 4th - Mar. 8thMar. 4th - Mar. 8th Indicators CCSS3-2.6 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.



3.RI.7. Use information gained from illustrations, other visual elements (e.g., maps, photographs), and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information.

3-4.4 Use grammatical conventions of written Standard American English, including comparative and superlative adjectives, prepositions and prepositional phrases, conjunctions (because, since, yet, until), and nominative and objective case pronouns

3.L.1. Observe conventions of grammar and usage when writing or speaking.

a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

b. Form and use regular and irregular plural nouns.

c. Use abstract nouns (e.g., childhood).d. Form and use regular and irregular

verbs.e. Form and use the simple (e.g., I walked; I

walk; I will walk) verb tenses.f. Ensure subject-verb and pronoun-

antecedent agreement.*g. Form and use comparative and

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

h. Use coordinating and subordinating conjunctions.

i. Produce simple, compound, and complex sentences.

Instructional Strategies 3-2.61. The teacher will have students use a textbook of choice. Students will read the title, illustrations, captions, graphs,

charts, maps, diagrams, and other graphic organizers before reading the chapter. They will use these to infer chapter context. Quadrant B

2. The teacher will use informational texts to look for diagrams, pictures, and headings. The students will discuss what they find in the book before reading. Quadrant A

3. The teacher will provide diagrams of various objects (skeleton, plant, etc.) Students will label the parts of the diagram and discuss how this helps them understand the text. Quadrant A

4. The teacher will divide a content area unit into sections. Each group of students will take a section of the unit and create an outline based on the beginning, middle, and end. Groups will share their outlines with the rest of class. Quadrant A

3-2.71. The teacher will model how to use text features in informational texts. Quadrant A2. The teacher will model how to use glossaries and indexes during writing conferences. Quadrant A3. Students will use glossaries and indexes as reference sources during Writing Workshop. Quadrant B4. Students will use appropriate text features to locate information in texts. Quadrant C

5. The students will research a topic and create an informational book. The student’s book will include a table of contents, glossary, and index. Quadrant D

3-4.41. The teacher will provide students with two short sentences and have them use a conjunction to make one sentence.

Quadrant B2. The teacher can teach a mini-lesson using current student writing. (Mini-lessons on conventions, adjectives, and

conjunctions.) Show student writings and how correct changes can be made to the paper. Quadrant B3. The teacher will read aloud a book that contains a lot of adjectives such as Many Luscious Lollipops by Ruth Heller.

The students will chart adjectives and discuss their value in literature. The students will go on an Adjective Scavenger hunt. The students will share words found and add to a class word chart. Future and past stories can be revised using some of these adjectives. This activity could be modified to all parts of speech by varying the read aloud. Quadrant C or D-Depending on the assignment.

4. The students will peer-edit writing samples looking for general or vague words. The students will circle any vague words and use a thesaurus to help them find a more specific word. Quadrant C

5. To expand sentences use different colored pencils (adj.-red, noun-blue, adverb-green, verb-orange, prepositional phrase-purple).






Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th

f









Week of Mar. 11th - Mar. 15th

Mar. 11th - Mar. 15th Indicators CCSS3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

3-5 The student will write for a variety of purposes and audiences.

Winter Break

See previous IndicatorssWinter Break

Instructional Strategies 3-4:1. Review the Indicatorss within these standards. 2. Utilize student data to determine which Indicatorss require the greatest emphasis.3. Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.

3-5: 1. Review the Indicatorss within these standards. 2. Utilize student data to determine which Indicatorss require the greatest emphasis.3. Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.Winter BreakResourcesDaily Oral Language





Assessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th









Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 22nd Indicators CCSS3-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

3-5 The student will write for a variety of purposes and audiences.Wier Break

See previous IndicatorssWinter Break

Instructional Strategies 3-4:1. Review the Indicatorss within these standards. 2. Utilize student data to determine which Indicatorss require the greatest emphasis.Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.

3-5: 1. Review the Indicatorss within these standards. 2. Utilize student data to determine which Indicatorss require the greatest emphasis.3. Use the previous weeks to locate information about particular instructional strategies for a particular Indicators.Winter BreakResourcesDaily Oral Language




Common Core: Appendix A: Glossary of Key Terms http://www.corestandards.org/assets/Appendix_A.pdf, Appendix B: Text Exemplars & Sample Performance Tasks: http://www.corestandards.org/assets/Appendix_B.pdfAppendix C: Samples of Student Writing http://www.corestandards.org/assets/Appendix_C.pdf BreakAssessment

Break









Week of Mar. 25 - Mar 28Mar. 25 - Mar 28Indicators CCSS Review Standards/ PASS TESTINGInstructional Strategies

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Assessment

Week of Apr. 1st - Apr. 12thApr. 1st - Apr. 5th Indicators CCSS

Spring Break (Holiday) Spring Break (Holiday)Instructional Strategies

Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Week of Apr. 8-12Apr. 8-12Indicators CCSS Re-teaching/Review for PASS Test


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Assessment

Week of Apr. 15- 19Apr. 15- 19Indicators CCSS Re-teaching/Review for PASS Test


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Assessment

Week of Apr. 22- 26Apr. 22-26Indicators CCSS Re-teaching/Review for PASS Test


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Assessment

Week of Apr. 29- May 3Apr. 29 - May 3Indicators CCSS Re-teaching/Review for PASS Test


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Assessment

Week of May 6- 17

Indicators CCSS PASS Testing


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Assessment

Week of May 20- June 7May 20-June 7Indicators CCSS Re-teaching/Review for PASS Test


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Assessment

Jun. 7th Indicators CCSS

Teacher Workday Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

Documents

PC\|MACimages.pcmac.org/Uploads/OrangeburgCSD/OrangeburgC… · Web viewUsing the text, students will work in pairs to “scavenger hunt” for signal words that show the cause/effect