ELA Primary Calendar
2016-2017 Year At-a-Glance
Aug/Sept Oct Nov Dec Jan Feb March April May June
Start Smart 8/29-9/16
Unit 1 9/20 – 10/28
Unit 2 10/31 – 12/22
Unit 3 Unit 4 Unit 5 1/3 – 2/16 2/21-4/7 4/10-6/2
Per. Narrative Informational Opinion On-Demand On-Demand On-Demand 10/17 12/12 1/30
Fictional Narrative Informational (Factual) On-Demand On-Demand 5/15 3/20
End of 1s t MP 11/2 End of 2nd MP 1/20 End of 3rd MP 3/24 Last Day for Students 6/7/17
Primary Core Reading Units Pacing Refinement
Feedback and Recommendations from ELA Teacher Curriculum Contacts and Administrators: To refine the pacing of core reading units to incorporate more time for the explicit instruction of:
• Foundational Reading Skills (phonics, decoding and fluency)• Close Reading and Questioning to increase students’ Depths of Knowledge (DOK)• Written responses to reading• Written Essay and teaching of all writing domains• More in-depth coverage and instructional emphasis on standards• Re-Teaching
Core Reading Pacing Realignment (comparison of old to new pacing) New Days 1-2-3-4
(4 days of instruction) Day 5 Day 6 Day 7
New Days 1-2 Read Aloud, Vocab,
Spelling/Phonics Patterns, Prepare Passage, Intro
Comprehension Strategy & Skill, Intro Graphic Organizer, getting
ready for main selection Fluency & Grammar
Writing on separate pan
Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills
Fluency & Grammar
Writing on separate plan
Paired Passage
Review and
Assess
Re-teaching Re-assess
Focus on skills Extended writing
Old Day 1-Day 3 Day 4 Day 5
Purpose of Curriculum Pacing o Adherence to the planning pacing is critical for comprehensive and consistent delivery of the
district’s planned curriculum, collaborative team planning, and to optimize co-teaching supports
o The number of instructional days for each unit is @35 days, this adds 2 days per week, and10 days per unit. (An increase of 10 days represents a 40% increase over the recommended time)
o Removal from pacing is Unit #6, these materials, lessons, text, resources, etc. may be usedthroughout the year at any time at teacher discretion. However, teachers should not reorganize the pacing calendar to cover/insert Unit #6 as a standalone unit
o It is purposeful that additional days (7) are given within each week of each unit, to allowmore instructional time for the identified (above) instructional elements to occur dynamically within the week
o Each week has 7 instructional days. Five full days of instruction must occur before a WeeklyAssessment is fairly administered to student on day 6 of the week. Weekly assessments will not usually fall on a Friday, therefore, teachers cannot adhere to a Mon-Fri testing schedule. Simply, assessments should not always occur on a Friday.
o A minimum of 2 Weekly Assessments may be given per unit and the use of all 5 WeeklyAssessments is at the discretion of the teacher
WASD Primary Writing Continuum Primary
Grade 3
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Narrative (Personal)
Informational (How-To)
Opinion Narrative (Fictional)
PSSA Review-All Modes
Text Dependent Analysis
INTRODUCTION-1 passage
Features Conventions Organizer
Writes across 3 domains, Narrative, Informational, and Opinion, understands “domain” types of writing and purposes. Writes using a 3 paragraph structure, Introduction, Body, and Conclusion. Is able to write on “demand” essays for state assessment. Students will use and be
able to replicate a trifold organizer.
Grade 2
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative (Personal)
Informational (How-To)
Opinion NARRATIVE (Fictional)
Informational (Factual)
Features Conventions Organizer
Semester 1 Writes 8-12 sentences, on topic, using paragraph structure that has a beginning, middle, end. Students will use and be able to replicate the
4 square organizer.
Semester 2 Writes using a 3 paragraph structure, Intro, Body, Conclusion. Students will use and be able to replicate the trifold organizer
Grade 1
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative (Personal)
Informational (How-To)
Opinion Not Persuasive
Narrative (Fictional)
Informational (Factual)
Features Conventions Organizer
Writes 3-5 sentences – using high frequency words, punctuation, capitals, and spelling approximations.
Students will use and be able to replicate the 4 square organizer.
Writes up to 6-8 sentences, on topic, using details, developing paragraph structure, beginning, middle, end. Students will use and be
able to replicate the 4 square organizer.
Kindergarten Semester 1 Semester 2
MP 1 MP 2 MP 3 MP 4 Narrative (Personal)
Narrative (Personal)
Opinion Informational
Features Conventions
Writes a sentence – that may include a combination of drawing, dictating, and writing to compose text. Students should be provided writing paper that includes a space at the top for picture planning.
Writes 1-3sentences. Sentences may include a combination of drawing, dictating, and writing to compose text. Students will be
introduced to the 4 square organizer by the end of the year.
WASD Grade 1 Writing Overview
3-point Short Answer
(Writing response connected to Reading)
&
Written Essay (Narrative, Informational, Opinion)
IN UNITS 1-2-3: Written Reading Response is Teacher Modeled connected to reading. Model 3 point short answer format—practiced minimally in week 6 1 paragrah Essay (3-5 sentences) developed over time: Modeled and Refined through Writer’s Workshop—1 paragraph structure: beginning, middle, and end.
1 paragraph Essay (3-5 sentences) assessed “on-demand” per unit—Units 1, 2 & 3 with a focus on (1) paragraph structure, that has a beginning, middle, and end.
Student examples of each writing kept in writing portfolio
IN UNITS 4-5-6: Teacher Modeled: 3 point short answer—practiced weekly, student begin to write on own
3 point short answer – assessed minimally twice (2), Treasures Weekly Assessment Open-Ended modified to fit PSSA structure 1 Essay developed over time: Modeled and Refined through Writer’s Workshop—1 paragraph structure: beginning, middle, and end.
1 paragraph Essay assessed “on-demand” per unit—Units 4, 5, 6 (1) paragraph structure, that has a beginning, middle, and end.
Student examples of each writing kept in writing portfolio
Writing Types Units 4-6
Week 1
Units 4-6
Week 2
Units 4-6
Week 3
Units 4-6
Week 4
Units 4-6
Week 5
Units 4-6
Week 6
3 point
Short Answer
Units 4,5,6
Practice
PSSA Rubric
Format: Answer Sandwich
Assessed
Weekly Assessment
Open-Ended modified to
PSSA expectations Scored using PSSA
rubric
Students edit Weekly
Assessment
Revise
Practice
Assessed
Weekly Assessment
Open-Ended modified to
PSSA expectations Scored using PSSA
rubric
Students edit
Weekly
Assessment
Revise Practice
Practice
Written
Essay
Weeks 1-7: Through “Writing Workshop” time students will develop a 1 paragraph essay, 3-5 sentences, in Units 1-3 with
significant teacher modeling building to more individual student production by Unit 4-6. Using PSSA structure and
rubric elements. The PSSA rubric may be modified to fit paragraph writing. Writing is done with support from teacher
modeling, mini lessons, with a focus on content and conventions. Writing mini lessons from the core reading program will assist in strengthening writing skills. Spelling and grammar lessons from the core reading program become grammar
focus areas. Students will have exposure and practice with all writing domains.
Week 6
Essay Assessed
On Demand
Writing added to student portfolio
Essay Domains
By Unit
*The intent is to
focus on 1 domain
per unit—using core
reading resources & supplemental
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5
Narrative
(Personal)
Mini lessons can come from
across several units on
personal & fictional
narrative
Informational
(How-To)
Mini lessons can come from several units that address
resources, explain steps,
purpose, audience
organization, order,
Opinion
Mini lessons can come from across several units. Order
and organizational structure
that support reasons and
evidence, facts and details
Narrative
(Fictional)
Mini lessons can come
from across several
units on personal &
fictional narrative
Informational
(Factual)
Mini lessons can come from several units
that address
resources, explain
steps, purpose, audience
organization, order
Williamsport Area School District Curriculum Map
1st Grade—Unit 1- AT A GLANCE
Unit Pacing
September_____ to October_____
Unit Big Ideas by week Essential Questions (examples) by week
1. Readers understand the characters and setting of a
story.
2. Readers can use the words and pictures of a story to
understand the sequence of events
3. Readers can use the words and pictures of a story to
understand the sequence of events
4. Readers pay attention to what happens in a story, what
the problem is, and how the problem is solved
5. Readers look for clues that tell why the author wrote
about that topic
1. Who are the main characters in the story, and
where does the story take place?
2. What are the important events?
3. What are the important events?
4. What is the problem in the story, and how does
that problem get solved?
5. Why do you think the author chose this topic to
write about?
REQUIRED ASSESSMENTS
Weekly Assessments *Week 2
*Week 4
*Weekly Tests are not given on any otherweeks. Assessments listed are given in-place
of the weekly
Writing Assessments Personal Narrative Writing
(Open Ended reading responses appear on Unit 4)
Fluency Assessments Fluency of letter sounds,
phoneme segmentation, final
blends, high frequency words
*Oral reading Fluency probes
start mid-year
Classroom Based Assessments It is expected that additional classroom based assessments are collected for the purpose of informing instruction, targeting PA Core
standards, small group focus, re-teaching, assessment of practice
and to provide the teacher broader and more authentic evidence for the report card.
Week 1 Extended Writing Time
Personal Narrative
Week 2 Weekly
Assessment
Week 3 Extended Writing
Time
Personal Narrative
Week 4 Weekly
Assessment
Week 5 Extended
Writing Time
Personal Narrative
Week 6 Narrative Writing
Main Reading Selections Week 1
Pam and Sam
(Fiction)
Week 2
I Can, Too!
(Fiction)
Week3
How You Grew
(Expository)
Week4
Flip
(Fiction)
Week 5
Soccer
(Expository)
Paired Selection and explicit teaching of Genre Text Features/Elements Week 1
Fiction
Expository
Week 2
Fiction
Expository
Week 3
Expository
Expository
Week 4
Fiction
Expository
Week 5
Expository
Poetry
Essential Reading Comprehension Skills and Graphic Organizers Week 1
Character and Setting
Week 2
Sequence of Events
Week 3
Sequence of
Events
Week 4
Plot
Week 5
Author’s Purpose
Character Chart Sequence Chart Sequence Chart Plot Chart Author’s Purpose chart
Essential Reading Strategies Week 1
Analyze Story Structure
Teacher Modeling
*Close Reading*Citing Evidence
Week 2
Analyze Story Structure
Teacher Modeling
*Close Reading
*Citing Evidence
Week 3
Analyze Story Structure
Teacher Modeling
*Close Reading*Citing Evidence
Week 4
Analyze Story Structure
Teacher Modeling
*Close Reading*Citing Evidence
Week 5
Analyze Story Structure
Teacher Modeling
*Close Reading*Citing Evidence
Foundational Reading Skills
Approved Supplemental Resources Standards Aligned Systems (SAS), SAS Teacher Tools Curriculum Mapping, Florida Center for Reading Research, Building the
Foundation, Pa Instructional Frameworks, Connect Ed Treasures, 95% Group, Big Ideas in Beginning Reading, and other standards-aligned materials as approved by the Elementary Curriculum Supervisor
Foundational Reading Skills Enhancement--On Going in Every Unit Print Concepts, Phonological Awareness, Phonics, Word Recognition, Fluency
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Tools Needed Phonological Awareness Continuum
Instructional Routines Handbook Progress Monitoring materials
Essential Writing Skills
The writing lessons throughout Unit #1, Unit #4 & Unit#5: Personal Narrative and Fictional Narrative can be used
to support narrative writing. Teachers need to choose writing lessons/resources selectively ACROSS these units to
assist them in developing the narrative essay with students. Teachers will need to extend and supplement
Treasures’ lessons to the length and specific writing requirements of the PSSA
Week 1 Elements of
Narrative Writing
Narrative Writing
Rubric
Teacher models
the whole process
Week 2 Elements of
Narrative Writing
Narrative Writing
Rubric
Shared writing to
produce class piece
Week 3
Students with guidance will
write a 1
paragraph
essay
Week 4
Revise and Edit week 3’s essay
to proficiency
*Writing Portfolio
Week 5
On-Demand Narrative Assessment
*Writing Portfolio
Weeks 6 & 7
Revise and Edit week 5’s essay
to proficiency
Grammar skills each week are applied as Grammar Focus Area (GFA)
*Grammar lessons from the core reading program are applied/integrated within structured writing throughout all writing
Week 1
Sentences
Sentence
Capitalization
Week 2
Word Order
Sentence Punctuation
Week 3
Statements
Sentence
Punctuation
Week 4
Questions and
Exclamations
Sentence Punctuation
Week 5
Writing Sentences
Sentence
Punctuation
Work Station Rotations Work stations should directly tie and reinforce PA Core/PSSA standards and the essential lesson, skills, strategies developed
throughout the unit. Materials are taught and used for instruction first. Then they are placed in the work station for independent,
pairs, or peer work. During Start Smart and Unit#1, 1 station at a time is introduced with a full 6 stations in-pace by the end.
Comprehension
Eligible Content
Fluency Practice Vocabulary
Story/Content
Academic Vocab
Writing
Narrative
Paragraph
Practice/
Computers
Tiered:
Phonics & Word
Work
WORD STUDY
Vocabulary--Phonics--Spelling
Vocabulary
Story—Content—Academic (*academic vocabulary: see and use district list)
All vocabulary needs to be explicitly taught and posted to create a spoken to print connection – visually post in classroom.
The vocabulary routine of Define/Example/Ask is an explicit teaching method—applies to all vocabulary instruction
Week/Story Oral Vocabulary High Frequency Words Academic Vocabulary
Week 1 Pam and Sam
cheerful, genuine, interest, prefer, unique
Review: a, for, has, the, with
jump, not, up
character, setting,
analyze, story structure
Week 2
I Can, Too
energy, exhausted, express,
movements, stretch
it, over, too sequence, events,
labels, word order
Week 3
Family Farm Then and Now
adult, change, imitate, learn, practice
be, ride, run sequence, analyze, text
structure, statement, capitalization
Week 4
Meet Rosina
adorable, dear, needs, sensible, train come, down, good, pull
beginning, middle, end,
lists, exclamations
Week 5
My Name is Yoon
admire, challenging, charity, focus,
offer
help, now, use, very author, purpose,
evaluate, capital letters
Phonemic Awareness
Is a critical foundational reading skills—to future reading success An understanding of how to detect, break apart, blend, and manipulate the sounds in spoken language is needed in order
for students to understand letter-sound associations. Students must understand that words are made up of speech sounds, or
phonemes, in order to read and write.
Week 1
Rhyme, Phoneme
Blending, Isolation,
Segmenting
Week 2
Initial Sound Alliteration,
Phoneme
Categorization, Blending, Segmentation
Week 3
Contrast Vowel
Sounds, Phoneme
Blending, Phoneme Substitution,
Segmentation
Week 4
Phoneme Segmentation,
Categorization, Blending,
Deletion
Week 5
Phoneme Segmentation,
Categorization,
Blending, Deletion
Phonics
Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these
relationships to read and write. At the primary grade levels, phonics instruction, specifically for struggling readers
is essential
Week 1
Short a
Week 2
Short a
Week 3
Short i
Week 4
l Blends
Week 5
Final Blends
Spelling
Spelling skills act as a link between students’ oral vocabulary and their writing ability. Phonics and spelling skills are
linked to accelerate students’ mastery of the phonics patterns in reading and writing. The spelling focus in the unit is
the same as the phonics focus: VC and CVC words with short a, i, l blends, final blends
Use Differentiated Spelling Lists T16—for Approaching—On-- Beyond
Small Groups and Tiered Instruction
Small group re-teaching is Required: Classroom teacher instructs, minimally, 2 small groups a day
Students not in small re-teaching groups are working in purposeful work stations
Suggestions for small group re-teaching focused on skills embedded within unit (this is not a comprehensive list)
Week
1
Review Phonemic Awareness: rhyme, phoneme blending, segmenting, isolation
Review Phonics: from Start Smart
Review High Frequency Words: read and write
(review from Start Smart)
Build Fluency: Word Automaticity Review Grammar Focus: sentences
Reteach Instructional Routines
Week
2
Review Phonemic Awareness: rhyme, phoneme blending, segmenting, isolation
Review Phonics: short a
Review High Frequency Words: jump, not, up (read
and write) Build Fluency: Word Automaticity, Sound/Spellings,
Expression/Intonation
Review for weekly assessment Wk2 Review Oral Vocabulary: cheerful, genuine,
interest, prefer, unique
Review Grammar Focus : sentences,
sentence capitalization Reteach Instructional Routines
Week
3
Review Phonemic Awareness: initial sound
alliteration, phoneme categorization, blending,
segmentation Review Phonics: short a
Review High Frequency Words: it, over, too (read
and write) Build Fluency: Word Automaticity, Sound/Spellings,
Appropriate Phrasing
Review Oral Vocabulary: energy, exhausted,
express, movements, stretch
Review Grammar Focus: word order, sentence capitalization
Reteach Instructional Routines
Week 4
Review Phonemic Awareness: contrast vowel sounds,
phoneme blending, segmentation, substitution
Review Phonics: short i Review High Frequency Words: be, ride, run (read
and write)
Build Fluency: Word Automaticity, Sound/Spellings,
Expression/Intonation
Review for weekly assessment Wk4
Review Oral Vocabulary: adult, change,
imitate, learn, practice Review Grammar Focus: statements,
sentence punctuation
Reteach Instructional Routines
Week
5
Review Phonemic Awareness: rhyme, phoneme categorization, segmentation, deletion, blending
Review Phonics: l blends
Review High Frequency Words: come, down, good,
pull (read and write) Build Fluency: Word Automaticity, Sound/Spellings,
Expression/Intonation
Review Oral Vocabulary: adorable, dear, needs, sensible, train
Review Grammar Focus –questions and
exclamations, sentence punctuation
Reteach Instructional Routines
Week
6
Review Phonemic Awareness: phoneme
categorization, segmentation, deletion, blending Review Phonics: final blends
Review High Frequency Words: help, now, use, very
(read and write)
Build Fluency: Word Automaticity, Sound/Spellings, Phrasing
Review Oral Vocabulary: admire,
challenging, charity, focus, offer Review Grammar: writing sentences,
sentence punctuation
Reteach Instructional Routines
Primary Writer’s Workshop
Backward Planning for Success with Writing
WEEK ONE
TEACHER MODELING
I DO
What Is It?
What does it look like?
Introduce the writing standards. Model the whole process for the Writing
Domain (Narrative, Informational, Opinion) using teacher modeling as well as
examination of “mentor texts” from authors, exemplars, released samples etc.
Put a focus on identifying the elements of the new Writing domain. What
specific features are found in each type of writing; Narrative, Informational,
Opinion/Argument write your own or use anchor papers to introduce the rubric.
The rubric is introduced up front—before students write. Elements of the rubric
are closely read, discussed, and teacher provides examples of these elements
such as; lead-in, transitions, organization, details, sequence, etc. depending
upon the domain type.
WEEK TWO
SHARED WRITING
WE DO
Develop the Plan
Use a Format/Structure
Use shared writing to write a class piece of the Writing Domain of focus.
Use a graphic organizer, web, sentence frames, idea bank to help
scaffold ideas and build into paragraph writing. Then guide students
through drafting and editing a 1-3 paragraph essay. Help them get
started; use word banks, sentence starters, Supply varying levels of
support depending on student need. Focus on prompts that students will
engage in and allows a variety of responses. Provide mini-lessons on
specific features of the domain, specific skills, and grammar focus areas
as needed. Consider mini lessons in the trait areas of; Content, Focus,
Organization, and Style.
Using the Gradual Release of Responsibility Model of Instruction
the chart represents a basic 6-7 week sequence for successful
teaching and learning of a new writing domain (genre). This basic
plan includes modeling, shared and guided writing, revision and
editing, and finally sharing, publishing, and a dress rehearsal for
on-demand assessment. The number of days/weeks can be
modified (condensed or extended) depend on time available
WEEK
THREE
GUIDED WRITING
YOU DO
I HELP
Student’s First Writing
Students build a 1-3 paragraph essay from a grade level prompt. Focus
on revision and editing mini-lessons as needed using student writing as
well as anchor papers. Provide time for peer conferencing as well as
one on one teacher conferencing as possible.
WEEKS
FOUR & FIVE
SUPPORT TO
PROFICIENCY
PREPARE FOR
ASSESSMENT
Revise-Make it Better
Edit-Make it Correct
Spend the Time-Support to Proficiency
Students should spend a significant amount of time writing, revising, and editing
their work. In fact, this portion of Writer’s Workshop should take the MOST time.
The goal of revision and editing is that students build an essay as close to
proficient or better as possible. A teacher’s instructional goal is to support
revisions to the point of proficient or advanced prior to the on-demand
assessment. Place in Student’s Writing Por tfolio.
Conduct a “dress rehearsal” for the on-demand prompt if time allows. Discuss
how students should organize their time, pre-write quickly, develop own graphic
organizer, quickly edit, manage time, and review elements of the writing domain
they will see.
ASSESSMENT
Show What You Know
ON DEMAND ASSESSMENT
ON-DEMAND Essay 30-60 minutes
1-3 paragraphs
Give the essay at the end of week 5.
(This allows time in weeks six and seven for scoring, co-scoring with
grade level team. Place in Student’s Writing Portfolio.)
Revise-Make it Better
Edit-Make it Correct
WEEKS
SIX & SEVEN
SUPPORT TO
PROFICIENCY
PUBLISH
Spend the Time-Support to Proficiency
Teachers should spend time scoring, co-scoring with grade level team, student
conferencing, and assisting students while they edit their on-demand after it has
been scored by the teacher. Students should spend a significant amount of
time writing, revising, and editing their on-demand assessment. In fact, this
portion of Writer’s Workshop should take the MOST time. The goal of revision
and editing is that students build an essay as close to proficient or better as
possible. A teacher’s instructional goal is to support revisions to the point of
proficient or advanced.
Help students choose and publish to final copy. Set aside time to share
published pieces with peers or classroom audience. Give feedback both from
teacher and peers. Place in Student’s Writing Portfolio.
When I write a NARRATVE essay I include…
ESTABLISH WHO and WHAT
STORYLINE
SEQUENCE EVENTS (2)
THOUGHTS and FEELINGS
TRANSITONS
SENSE of CLOSURE
EDIT: CHECK for CONVENTIONS
1st Grade
1st Grade NARRATIVE Writing Elements
Narrative Scoring Rubric 1st Grade
NAME: ESSAY TITLE: DATE: FOCUS CONTENT ORGANIZATION STYLE (Voice) CONVENTIONS
4
ADVANCED
Distinctly established who and what the narrative will be about
Effective use of thoughtsand feelings to describe experiences and events
Effectively recounts two or more appropriately sequenced events using time order/temporal words to signal event order.
Effectively prov ides a sense of closure
Precise control of language that uses a variety of words and phrases
Consistent control of sentence formation
Few errors present in o Capitalizing dates and
names of people o Using end punctuation;
use commas in datesand w ords in series
o Spell w ords drawing on common spelling patterns, phonemicaw areness and spelling conv entions
3
PROFICIENT
Clearly established who and what the narrative would be about
Sufficient use of thoughtsand feelings to describe experiences and events
Clearly recounts two or more sequenced events using time order/temporal words
Generally prov ides a sense of closure
Adequate control of language that useswords and phrases
Adequate control of sentence formation
Some errors present in o Capitalizing dates and
names of people
o Using end punctuation;use commas in datesand w ords in series
o Spell w ords drawing on
common spelling patterns, phonemicaw areness and spelling conv entions
2
BASIC
Vaguely established who and what the narrative would be about
Limited use of thoughtsand feelings to describe experiences and events
Inconsistent sequence of events and limited use of transitions
Vaguely prov ides a sense of closure
Limited control of language that useswords and phrases for effect
Inconsistent control of sentence formation
Errors may be present in o Capitalizing dates and
names of people o Using end punctuation;
use commas in dates
and w ords in series o Spell w ords drawing on
common spelling patterns, phonemicaw areness and spelling
conv entions
1
BELOW BASIC
Minimal evidence of who and what the narrative is about
Minimal use of thoughts and feelings to describe experiences and events Minimal sequence of events and limited use of transitions
Minimal sense of closure
Insufficient control of language that uses words and phrases for effect Minimal control of sentence formation
Many errors present in grammar, usage, capitalization, punctuation and spelling AND errors present often interfere with meaning
Score Note
Rep
ort
ing
C
ate
go
ry
Des
crip
tor Grade 3 Eligible Content Anchors
Literature Text and Informational Text
TREASURES GRADE 1 UNIT 1
Weeks 1-6
W1
W2
W3
W4
W5
W6
Lit
era
ture
Te
xt
A.K
.1.1
A-K.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers X
A-K.1.1.2 Recount poems, dramas, or stories, including fables, folktales, and myth from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
X X X
A-K.1.1.3 Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. X X X
AC
.2.
11
A-C.2.1.1 Explain the point of view from which a story is narrated, including the difference between first- and third-person narrations.
AC
.3
.1 A-C.3.1.1 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). X
A-V
.4.1
A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. A .Use context as a clue to the meaning of a word or phrase.
X X
B. Determine the meaning of the new word formed when a known affix ( prefix or suffix) is added to a known word; dis, un, pre, less,
X X
C. Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., company, companion) X X
A-V.4.1.2 Demonstrate understanding of word relationships and nuances in word meanings
A. Distinguish the literal and nonliteral meanings words and phrases in context
(e.g., take steps).
X X X X
B. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered)
Constructed Response *Map 1 per week, Fiction (F) and Nonfiction (NF) and attach to an anchor.
Info
rma
tio
na
l Te
xt
B-K
.1.1
B-K.1.1.1 Answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers
B-K.1.1.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea
B-K.1.1.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in text, time sequence, cause and effect
B.C
. 2
.1 B-C.2.1.1 Explain the point of view from which a text is written (of author)
B-C.2.1.2 Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words,
sidebars, hyperlinks) to efficiently locate information relevant to a given topic X X
B-C
.3.1
B-C.3.1.1 Describe the logical connection between the particular sentences and paragraphs to
support specific points in the text (e.g. comparison, cause/effect, first/second/third in a
sequence)
B-C.3.1.2 Compare and contrast the important points and key details presented in two texts on the same topic
B-C.3.1.3 Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur)
B-V
.4.1
B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
A. Use context as a clue to the meaning of a word or phrase.
X
B. Determine the meaning of the new word formed when a known affix (prefix and suffix) is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).
C. Determine the meaning of general academic and domain-specific words and phrases
used in a text. X X X X X X
D . Use a known root word as a clue to the meaning of an unknown word with the same
root (e.g., company, companion).
B-V.4.1.2 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). X X
B. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).
Re
po
rtin
g
Ca
teg
ory
De
scri
pto
r Grade 3 Eligible Content Anchors Writing and Language
TREASURES GRADE 1
UNIT 1
Weeks 1-6
W1
W2
W3
W4
W5
W6
Wri
tin
g
C.1
.1
C.1.1.1 Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose. C.1.1.2 Provide reasons that support the opinion
C.1.1.3 Use linking words and phrases (e.g., because, therefore, since, for example) to connect an opinion and reasons C.1.1.4 Provide a concluding statement or section.
C.1
.2
C.1.2.1 Introduce a topic for the intended audience, and group related information together to support the writer’s purpose.
C.1.2.2 Develop the topic with facts, definitions, and/or details.
C.1.2.3 Use linking words and phrases (e.g., also, another, and, more, but) to
connect ideas within categories of information. C.1.2.4 Provide a concluding statement or section.
C.1
.3
C.1.3.1 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.
X X X X
C.1.3.2 Use descriptions of actions, thoughts, feelings, and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations.
X X X X
C.1.3.3 Use temporal words and phrases to signal event order X X X X
C.1.3.4 Provide a sense of closure X X X X
La
ngu
age
D.1
.1
D.1.1.1 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.
X
D.1.1.2 Form and use regular and irregular plural nouns.
D.1.1.3 Use abstract nouns (e.g., childhood).
D.1.1.4 Form and use regular and irregular verbs D.1.1.5 Form and use the simple verb tenses (e.g., I walked; I walk; I will walk). D.1.1.6 Ensure subject-verb and pronoun-antecedent agreement.*
D.1.1.7 Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. D.1.1.8 Use coordinating and subordinating conjunctions
D.1.1.9 Produce simple, compound, and complex sentences. X X X X X
D.1
.2
D.1.2.1 Capitalize appropriate words in titles.
D.1.2.2 Use commas in addresses
D.1.2.3 Use commas and quotation marks in dialogue D.1.2.4 Form and use possessives
D.1.2.5 Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness) X X X X X X
D.1.2.6 Use spelling patterns and generalizations (e.g., word families, position based spellings, syllable patterns, ending rules, meaningful word parts) in writing words
X X X X X X
D.2
.1 D.2.1.1 Choose words and phrases for effect.*