ela primary calendar 2016-2017 year at-a-glance 1... · ela primary calendar 2016-2017 year...

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)


Opinion NARRATIVE (Fictional)

Informational (Factual)


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




Opinion Not Persuasive

Narrative (Fictional)

Informational (Factual)


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)


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


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


Teacher Modeling

*Close Reading

*Citing Evidence

Week 3


Teacher Modeling


Week 4


Teacher Modeling


Week 5


Teacher Modeling


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


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,


Review for weekly assessment Wk4

Review Oral Vocabulary: adult, change,

imitate, learn, practice Review Grammar Focus: statements,

sentence punctuation


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,


Review Oral Vocabulary: adorable, dear, needs, sensible, train

Review Grammar Focus –questions and

exclamations, sentence punctuation


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


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).

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r Grade 3 Eligible Content Anchors Writing and Language

TREASURES GRADE 1

UNIT 1

Weeks 1-6

W1

W2

W3

W4

W5

W6

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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

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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.*

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