rd grade ELA teacher, Welcome to the newest version of the 2013 …bcschoolscurriculum.weebly.com/uploads/8/7/1/0/8710340/3... · 2019-12-05 · 1 Dear 3rd grade ELA teacher, Welcome

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Dear 3rd grade ELA teacher,

Welcome to the newest version of the 2013-2014 BCPS ELA Curriculum Planning Guide. There have been some

changes made to the ELA and Writing pacing guide. Please take a moment to look over these changes.

Technology is embedded in the Common Core State Standards (see Technology Curriculum). Work closely with

your Media Specialist to ensure that the technology piece is implemented. Your suggestions, concerns, and ideas

are always welcome and the document will be adjusted accordingly as we progress.

The following are important items to keep in mind as you progress through the year:

Please review the ONGOING CCSS’s on the first few pages of your planning guide. Remember that these

need to be addressed continually throughout the year.

The focus is on the content that is taught based on the CCSS’s rather than the resource (Macmillan) that is

used. This allows the teacher flexibility to teach the content using materials that best meets the needs of

individual students.

First through fifth grades are focusing on a six week unit of study.

We have changed the district-wide writing timeline for teachers to follow.

The district has chosen to identify certain genres that will remain a focus at each grade level. 3rd Grade is

responsible for realistic fiction, folktales, fables, myths, and books in a series. We also need to include

information about dramas and poetry, and incorporate science and social studies into informational

reading.

Student Research and Writing Projects will be based on content area topics.

MAISA Writing Units are a resource available to you, and coincide with the new writing timeline. You can

access these through the district curriculum website, or visit http://oaklandk12-

public.rubiconatlas.org/Atlas/Browse/View/Default Search third grade ELA to find the MAISA Writing Units.

Dolch words have changed! A K-3 Dolch Sight Word List will be used district-wide. Dolch nouns and sight

word lists are included and need to be assessed at the end of each trimester (included in assessment

planning guide). A complete list of words and nouns can be found on the curriculum site.

If you have suggestions, concerns or ideas please email Joan Anderson, [email protected]. These

suggestions can be added to future Planning Guides. We hope you have a wonderful 2013-2014 school year!

3rd Grade Curriculum Team

http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Default

http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/Default

mailto:[email protected]

Course Title: ELA Grade: 3 Year: 2013-2014

Ongoing ESSENTIAL SKILLS (Taught throughout the year, and should be addressed REGULARLY)

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CCSS Skills Assessment

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

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

RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story

(e.g., create mood, emphasize aspects of a character or setting). RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high

end of the grades 2–3 text complexity band independently and proficiently.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3 (ONGOING WITH SCIENCE AND SOCIAL STUDIES) Describe the relationship between a series of historical

events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

RI.3.4 (ONGOING WITH INFORMATIONAL/SCIENCE/SOCIAL STUDIES) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

RI.3.5 (ONGOING WITH INFORMATIONAL/SCIENCE/SOCIAL STUDIES) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6 Distinguish their own point of view from that of the author of a text. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate

understanding of the text (e.g., where, when, why, and how key events occur). RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison,

cause/effect, first/second/third in a sequence). RI.3.9 (link with Earth and Me science kit) Compare and contrast the most important points and key details

presented in two texts on the same topic. RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies,

science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.



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RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words.

RF.3.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

SL.3.1 (a-d) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that

preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with

care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to

the remarks of others. d. Explain their own ideas and understanding in light of the discussion.

SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail

or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)

L.3.2(f and g) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 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.

L.3.3 (a and b) Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect.* b. Recognize and observe differences between the conventions of spoken and written standard English.

L.3.4 (a-d) 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.



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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.

L.3.5 (a and b) 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). L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words

and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Course Title: ELA Grade: 3 Marking Period: 1 part 1 Year: 2013-2014 Essential Questions:

1. In what ways does creative choice impact an audience? (comparing 2 texts on the same topic) 2. Why do the rules of language matter 3. How does author’s choice impact an audience?

5 *Note—Some assessments are mandatory and some are suggested.

Unit/Time Frame CCSS Skills Assessments* Suggested Resources

Realistic Fiction, Narrative

Nonfiction and Magazine Articles

6 weeks

*Include teacher selected nonfiction resources(for read-

alouds and independent

reading) in current science and social studies topics to

address the ONGOING CCSS RI

standards.

Unit Specific CCSS RI.3.9 Compare and

contrast the most important points and key details presented in two texts on the same topic. L.3.1i Produce simple,

compound, and complex sentences. L.3.2a Capitalize

appropriate words in titles. L.3.3a Choose words and

phrases for effect.* Ongoing CCSS – See Ongoing

List RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 ac SL.3.1a-d SL.3.2 SL.3.3 SL.3.6 L.3.2fg L.3.3 ab L.3.4 (a-d) L.3.5 ab L.3.6

Grammar

Statements and Questions

Capitalization and punctuation

Commands and exclamations

Writing complete sentences and sentence fragments

Predicates

Avoiding Fragments and Run-ons

Spelling

Short vowels

CVCe

Long a

Long o Dolch Sight Words About, better, bring, carry, clean, cut, done Dolch Nouns Apple, baby, back, ball, bear, bed, bell, bird, birthday, boat, box, boy, bread, brother, cake, car

MEAP Week 6

DRA/MLPP

Writing Benchmark

DIBELS Assess text to text comparison

Double Bubble Map

Venn Diagram

Use writing pieces from timeline to assess

grammar and language

Assess Dolch sight words and Dolch nouns

Treasures Reading selections and grammar/spelling 1.1 –

1.4

MAISA Reading Units (currently in draft form)

Words Their Way

Dolch words

Dolch nouns

Trade books in the genre

Magazines

Bookflix/Truflix

Tumblebooks


1. What does it take to communicate clearly? 2. What do good readers do? (recount stories, determine main idea, etc.) 3. What makes a story a “great” story? (literal vs. nonliteral language)

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Fables and Informational

Nonfiction Articles

*Teachers need to use Fables from DIVERSE

CULTURES

6 weeks

*Include teacher selected nonfiction resources (for read-

alouds and independent reading) in current science

and social studies topics

L.3.1 b Form and use regular and irregular plural nouns L.3.1 c Use abstract nouns L.3.1h Use coordinating and subordinating conjunctions. L.3.2d Form and use possessives. RL.3.2 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 RL3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 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. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Grammar

Compound sentences

Punctuate compound sentences

Introduce Comma Use

Common and Proper nouns

Capitalization of proper nouns

Singular and plural nouns

Punctuate sentences

Irregular plural nouns

Possessive nouns

Apostrophes in possessive nouns

Spelling

Long i

Long e

/ch/

/th/ /sh/ /wh/

Consonant blends

Teacher created sight word review

Dolch Sight Words Draw, drink, ate, fall, far, full, got Dolch Nouns

Thinking Maps to assess comprehension

Teacher created tests

assessing knowledge of fables

Treasures Grammar

Treasures

Comprehension questions p219

summarize questions 1-4 p 249 #1 and 5

Paired selection p 253

#3


Words Their Way

Dolch words

Dolch nouns

Bookflix/Truflix

Tumblebooks

Treasures 1.5-2.4

MAISA Reading Units (currently in draft

form)

Aesop’s Fables

Teacher selected Fables from DIVERSE

CULTURES


1. What does it take to communicate clearly? 2. What do good readers do? (recount stories, determine main idea, etc.) 3. What makes a story a “great” story? (literal vs. nonliteral language)

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RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. *SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. *SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. *SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) *Speaking and Listening standards will be addressed with the research project Ongoing CCSS – See Ongoing List RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 ac SL.3.1a-d SL.3.2 SL.3.3 SL.3.6 L.3.2fg L.3.3 ab L.3.4 (a-d) L.3.5 ab L.3.6

Cat, chair, chicken, children, Christmas, coat, corn, cow, day, dog, doll, door, duck, egg, eye, farm Abstract Noun Examples

Emotions/Feelings

Love

Hate

Anger

Peace

Pride

States/Attributes

Bravery

Loyalty

Honesty

Pain

Ideas/Concepts/Ideals

Beliefs

Dreams

Truth

Liberty

Knowledge

Thought

Movements/Events

Progress

Education

Trouble

Friendships


1. Am I clear about what I just read? How do I know? (recounting stories) 2. Whose story is it, and why does it matter? (informational reading) 3. Why do the rules of language matter?

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Folktales and Nonfiction

Articles

6 weeks

*Include teacher selected nonfiction resources (for read-

alouds and independent

reading) in current science and social studies topics to

address the ongoing CCSS RI standards

Unit Specific CCSS L.3.1e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.2b Use commas in addresses RL.3.2 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. RL3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Ongoing CCSS – See Ongoing List RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 a & c SL.3.1a-d SL.3.2 SL.3.3 L.3.5 a&b L.3.6

Grammar

Sentence combining with nouns

Action verbs

Commas in dates and places

Present tense verbs

Subject verb agreement

Past tense verbs

Commas in a series

Future tense verbs Spelling Silent w, g, k r-controlled words with /âr/ /ur/ /ů/,/ű/,/ū/

/oi/

Dolch Sight Words Grow, hold, hot, hurt, if, keep, kind Dolch Nouns Farmer, father, feet, fire, fish, floor, flower, game, garden, girl, goodbye, grass, ground, hand, head, hill

Teacher created assessment of

folktale knowledge

Thinking Maps to assess

comprehension

Treasures Grammar pages

Treasures

comprehension p 347 #1-4

MLPP

Winter Benchmark

DIBELS

Assess Dolch sight words and Dolch

nouns


Teacher selected nonfiction

Reading With Meaning by

Debbie Miller

Treasures Grammar/Spelling/some of the reading selections from

2.5, 3.1, 3.2, 3.3, 3,4, 3,5

Possible titles (Folktales need to be from various cultures):

The Talking Egg

The Woman Who Outshone the Sun

Where’s the Big Bad Wolf

The Three Little Javelinas

Mufaro’s Beautiful Daughters

Lon PoPo

The True Story of the Three Little Pigs

Strega Nona

The Bunyans

Possible tie in with Earth and Me science kit


1. In what ways does creative choice impact an audience? (comparing texts) 2. How does the author develop the character throughout the series? 3. What makes collaboration meaningful?

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Books in a Series

6 weeks Suggested activities to

meet CCSS: Use literature

circles/reader’s workshop with the books in a series to focus on collaborative

discussions

*Continue to cover the

ONGOING CCSS RI standards using

teacher supplemented science/social

studies informational

texts

L.3.1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1d Form and use regular and irregular verbs. L.3.2c Use commas and quotation marks in dialogue. RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in book from a series). RL.3.5 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. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Grammar

Verbs : be, do and have

Linking verbs

End punctuation and complete sentences

Main and helping verbs

Beginning use of quotation marks in dialogue

Irregular verbs

Correct verb forms

Contractions with not

Pronouns

Capitalizing I and proper nouns

Spelling

/ô/ /ou/ Soft c and g Homophones Plurals Compound words

Dolch Sight words Laugh, light, long, much, myself, never, only Dolch Nouns


nouns

Create a personal response to text

Treasures grammar/spelling from 4.1, 4.2, 4.3,

4.4, 4.5, 5.1

MAISA Reading Units (currently in draft

form)

Teacher selected nonfiction

Possible book

selections:

Beverly Cleary

Magic Tree House

Michigan Legends

Judy Blume

Judy Moody *SEE RL.3.9


1. In what ways does creative choice impact an audience? (comparing texts) 2. How does the author develop the character throughout the series? 3. What makes collaboration meaningful?

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SL.3.1d Explain their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. *SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. *SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. *SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.) *Speaking and Listening standards will be

addressed with the research project Ongoing CCSS – See p.1 RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 ac SL.3.1a-d SL.3.2 SL.3.3 SL.3.6 L.3.2fg L.3.3 ab L.3.4 (a-d) L.3.5 ab L.3.6

Home, horse, house, kitty, leg, letter, man, men, milk, money, morning, mother, name, nest, night, paper


1. When a word doesn’t make sense, what can I do? 2. Why does fluency matter? 3. How does each scene/stanza build upon each other?

11


Drama and Poetry

6 weeks

*continue to cover the

ONGOING CCSS RI standards using teacher supplemented science/social

studies informational

texts

L.3.1 Demonstrate command of the conventions of standard English 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. 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.

L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.4 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.

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).

L.3.5 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).

Grammar

Subject and object pronouns

Pronoun usage

Possessive pronouns

Pronoun verb agreement

Pronoun verb contractions

Punctuation

Adjectives and articles

Titles and abbreviations

Adjective that compare

Correct comparative and superlative forms

Spelling

Inflective endings

Endings y to i

VC/CV pattern

V/CV and VC/V

Final /el/ schwa

Prefixes: re, un, dis, pre

Dolch Sight words Own, pick, seven, shall, show, six, small Dolch Nouns

Student created poetry

Poetry audio

recording


nouns

Poetry reading audio

recording on computer or during announcements

Add recording clips to DEW

prompts

Create a video/slide show to view at conference time

Photo Story with audio

recording

BAISD website poetry unit


Reader’s Theater

www.havefunteaching.com/ activities/ reading-

activities/readers-theater

www.childdrama.com/ lessons.html

http://www.havefunteaching.com/%20activities/%20reading-activities/readers-theater



http://www.childdrama.com/%20lessons.html

http://www.childdrama.com/%20lessons.html



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

RL.3.5 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. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. **SL.3.5 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. RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

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

**This is something new, please see suggested resources for ideas

Party, picture, pig, rabbit, rain, ring, robin, Santa Claus, school, seed, sheep, shoe, sister, snow, song, squirrel



13

Unit/Time Frame CCSS Skills Assessments* Suggested Resources Ongoing CCSS – See Ongoing List RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 ac SL.3.1a-d SL.3.2 SL.3.3 SL.3.6 L.3.2fg L.3.3 ab L.3.4 (a-d) L.3.5 ab L.3.6


1. When a word doesn’t make sense, what can I do? 2. What is the central message? 3. What is different about their culture compared to ours?

14


Myths

6 weeks

*continue to cover the ONGOING CCSS RI standards using

teacher supplemented science/social

studies informational texts

RF.3.3 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.

RL.3.2 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. L.3.1a Demonstrate command of the conventions of standard English 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.

Ongoing CCSS – See Ongoing List RL.3.1 RL.3.3 RL.3.6 RL.3.7 RL.3.10 RI.3.1 RI.3.2 RI.3.3 RI.3.4 RI.3.5 RI.3.6 RI.3.7 RI.3.8 RI.3.9 RI.3.10 RF.3.3c RF.3.3d RF.3.4 ac SL.3.1a-d SL.3.2 SL.3.3 SL.3.6 L.3.2fg L.3.3 ab L.3.4 (a-d) L.3.5 ab L.3.6

Grammar Adverbs that tell how Adverbs vs. adjectives Adverbs that tell when or where Commas after introductory words Sentence combining with adjectives and adverbs Common Latin suffixes* -able, -ible, -ation, -fy, -ify, -ment, -ty, -ity Spelling Final /er/ schwa Suffixes ful, less, ly Accented syllables Dolch Sight Words Start, ten, today, together, try, warm Dolch Nouns Stick, street, sun, table, thing, time, top, toy, tree, watch, water, way, wind, window, wood

Benchmark

DRA/MLPP

DIBELS

Greek Project menu www.atlanta.k12.ga.us/

page/7162



Greek Myths from www.starfall.com

Google: greek mythology for

kids

Greekmythology.com

3rd grade “It’s Greek to Me” unit

www.ckcolorado.org/units/ 3rd_grade/3_greektome.pdf

http://www.atlanta.k12.ga.us/page/7162

http://www.atlanta.k12.ga.us/page/7162

http://www.starfall.com/

http://www.ckcolorado.org/units/%203rd_grade/3_greektome.pdf

http://www.ckcolorado.org/units/%203rd_grade/3_greektome.pdf

Course Title: ELA Grade: 3 Marking Period: Whole Year Year: 2013-2014

Writing Timeline

15

Time Frame CCSS Suggested Topics for

Assessment

Suggested Resources

Marking Periods 1 and 2

Narrative

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that

unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events

or show the response of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

Getting to Know You

Story

Poetry

MAISA Writing Units 1, 2, 3, 4

Treasures Writing

Write Steps

Marking Period 2

Opinion

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or text 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.

Bullying

Holidays

3rd grade

MAISA Writing Unit 5 (Personal Essay)

Treasures Writing

Write Steps

Marking Period 3

Informative/ Explanatory

W.3.2 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.

Science topic

Michigan

Math (how to solve…)

MAISA Writing Unit 6

Treasures Writing

Write Steps

Marking Period 3

Research & Writing Project

W.3.7 Conduct short research projects that build knowledge about a topic. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief

notes on sources and sort evidence into provided categories.

SS topic Science topic

MAISA Writing Unit 7 Treasures Writing

Write Steps

ONGOING W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.)

Writing conferences Classroom discussions

Course Title: ELA Grade: 3 Marking Period: Whole Year Year: 2013-2014

Writing Timeline

16

W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Documents

rd grade ELA teacher, Welcome to the newest version of the 2013 …bcschoolscurriculum.weebly.com/uploads/8/7/1/0/8710340/3... · 2019-12-05 · 1 Dear 3rd grade ELA teacher, Welcome