elementary ela/social studies integration grade 3 - edison · elementary ela/social studies...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

ELEMENTARY ELA/SOCIAL STUDIES INTEGRATION GRADE 3

Length of Course: School Year

Elective / Required: Required

Schools: Elementary

Student Eligibility: Grade 3

Credit Value: N / A

Date Approved: August 24, 2015

GRADE 3 ELA/SS

TABLE OF CONTENTS

Statement of Purpose 3

Reading Standards Matrix 4

Unit 1 12

Unit 2 21

Unit 3 31

Unit 4 41

Writing Standards Matrix 51

Unit 1 54

Unit 2 60

Unit 3 68

Unit 4 75

Modifications will be made to accommodate IEP mandates for classified students.

GRADE 3 ELA/SS 3

Statement of Purpose

The English Language Arts (ELA/Social Studies (SS) Curriculum Guide is designed by a committee of teachers to align with the Common Core State Standards (CCSS), and 2014 NJ Social Studies Standard. The instructional alignment is in accordance with board approved resources accessible to all classrooms. The ELA/SS Curriculum Guide places emphasis on standard based instruction. Materials allow for flexibility in meeting the needs of a wide range of students. Each of the instructional cycles provides a clear and equal emphasis on Reading Literature, Reading Information and Foundation Skills. The integration of Social Studies standards provides learners with the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national and global communities in the digital age. Students will be provided with experiences to become civic minded, globally aware, and socially responsible. The integration of Speaking and Listening Standards are woven through the guides to develop communication skills through collaboration and presentation. The writing guides support the text selections with opportunity to demonstrate understanding of writing conventions and focus on narrative, informational, and opinion/argumentative. Identified academic vocabulary provides a common language for literacy and develops across the grade levels. A General Overview and Pacing Guide provides a clear picture of the focus for instruction over the course of the year. A CCSS curriculum map for each grade level references the standards across the year. Essential learning is grade specific to further develop learning mastered by preceding grade levels. The need to conduct research and to produce and consume media is embedded into the curriculum with 21

st Century Skills and technology standards for each grade level.

The guide supports implementation with a Literacy Handbook and Appendix. It links key components of the CCSS with best practices for literacy instructions. Descriptions for instructional components include practices for whole group, small group and independent instruction and the elements of an effective classroom environment. Future revisions of the guide will be informed by new understanding of the CCSS for ELA/SS, reflections on instruction, and data collection from pacing and assessments. The curriculum guide was created by: Jennifer Wright John Marshall Annette Pacillo John Marshall Caroline Flamos Lindeneau Diane Brack Martin Luther King Lindsey LaForge Woodbrook Jennifer Smith James Madison Intermediate Xanthy Karamanos Benjamin Franklin Erica Kozak Woodbrook Hetal Amin-Desai Woodbrook Amanda Bowler Woodbrook Angela Adornetto James Madison Intermediate Donald Plavoet Education Center Dena Feldman Martin Luther King Jennifer Thompson Martin Luther King Coordinated by: Patricia Ellermann and Lashay Johnson Elementary Supervisors

GRADE 3 READING MATRIX ELA/SS 4

Reading Standards Matrix-Grade 3

Standard Reading Literary Text Instructional Cycle 1

Sept. 2- Nov. 13

Instructional Cycle 2

Nov. 16- Jan. 29


Feb. 1- Apr. 15


Apr. 18- June 22

Key Ideas and Details

CC.RL.3.1

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

x x x x

CC.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.

x x

CC.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

x x

CC.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

x x x x

Craft and Structure

CC.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.

x

CC.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

x x


Standard Reading Literary Text





Integration of Knowledge and Ideas

CC.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)

x x x

CC.RL.3.8 Not applicable to literature NA NA NA NA

CC.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)

x

Range of Reading and Level of Text Complexity:

CC.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.

x x x x

Reading Informational Text Instructional Cycle 1




Key Ideas and Details

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

x x x x

CC.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

x x

CC.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.

x x


Standard Reading Informational Text





Craft and Structure

CC.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

x x x x

CC.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

x x

CC.RI.3.6 Distinguish their own point of view from that of the author of a text. x x

Integration of Knowledge and Ideas

CC.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).

x x

CC.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).

x

CC.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

x

Range of Reading and Level of Text Complexity

CC.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.

x x x x


Standard Speaking and Listening Instructional Cycle 1




Comprehension and Collaboration

CC.SL.3.1.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.

x x x x

CC.SL.3.1.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).

x x x x

CC.SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

x x x x

CC.SL.3.1.D Explain their own ideas and understanding in light of the discussion.

x x x x

CC.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.

x x x x

CC.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

x x x x


Standard Speaking and Listening Instructional Cycle 1




Presentation of Knowledge and Ideas

CC.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.

x x x

CC.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.

x

CC.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

x x x x

Standard Language Instructional Cycle 1




Conventions of Standard English

CC.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

x x x x

CC.L.3.1.B Form and use regular and irregular plural nouns. x x x x

CC.L.3.1.C Use abstract nouns (e.g., childhood) x x x x

CC.L.3.1.D Form and use regular and irregular verbs x x x x

CC.L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.

x x x x






CC.L.3.1.F Ensure subject-verb and pronoun-antecedent agreement. x x x x

CC.L.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

x x x x

CC.L.3.1.H Use coordinating and subordinating conjunctions.

x x x x

CC.L.3.1.I Produce simple, compound, and complex sentences. x x x x

CC.L.3.2.A Capitalize appropriate words in titles x x x x

CC.L.3.2.B Use commas in addresses. x x x x

CC.L.3.2.C Use commas and quotation marks in dialogue. x x x x

CC.L.3.2.D Form and use possessives x x x x

CC.L.3.2.E 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

CC.L.3.2.F 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

CC.L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

x x x x

Knowledge of Language

CC.L.3.3.A Choose words and phrases for effect. x






CC.L.3.3.B Recognize and observe differences between the conventions of spoken and written standard English.

x x

Vocabulary Acquisition and Use

CC.L.3.4.A Use sentence-level context as a clue to the meaning of a word or phrase.

x x x x

CC.L.3.4.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).

x x x x

CC.L.3.4.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 x x

CC.L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

x x x x

CC.L.3.5.A Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).

x x x x

CC.L.3.5.B Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

x x x x

CC.L.3.5.C Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

x x x x

CC.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).

x x x x

GRADE 3 ELA/SS 11

READING GRADE 3

GRADE 3 ELA/SS READING UNIT 1 12

Subject: ELA/SS Integrated Curriculum Grade: Third Grade

Time Frame: September 2-November 13

Summary of Unit: By the end of Instructional Cycle 1, students will be able to: recount stories to determine the central message

determine main idea and key details of a selection

explain how illustrations add to story elements

use illustrations (including maps and photographs) to learn about a topic

read and make connections in a story

ask and answer questions to demonstrate understanding of text

determine the meaning of words

Language Skills

CCSS Weekly Language Skills

Grammar-L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 1 Lesson 1 Grammar- Simple Sentences Spelling- Short Vowels Vocabulary Strategy- Context Clues

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

Unit 1 Lesson 2 Grammar- Kinds of Sentences Spelling- V-C-e Spelling Vocabulary Strategy- Dictionary/Glossary

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in Vocabulary Strategy-L.3.3.a Choose words and phases for effect.

Unit 1 Lesson 3 Grammar- Compound Sentences Spelling- Long a and Long e Vocabulary Strategy - Antonyms


Grammar- L.3.1.b Form and use regular and irregular plural nouns. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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)

Unit 1 Lesson 4 Grammar- Common and Proper Nouns Spelling- Long o Spelling Vocabulary Strategy- Word Families

Grammar- L.3.1.b Form and use regular and irregular plural nouns. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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).

Unit 1 Lesson 5 Grammar- Plural Nouns with -s, -es Spelling- Long i Vocabulary Strategy- Prefix mis-

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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).

Unit 2 Lesson 6 Grammar- What is a Verb? Spelling- Short and Long Vowels Vocabulary Strategy- Suffixes -er, -or

Grammar- L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

Unit 2 Lesson 7 Grammar- Verbs Tenses Spelling- Three-Letter Clusters Vocabulary Strategy- Synonyms

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Unit 2 Lesson 8 Grammar- Using Commas Spelling- Unexpected Consonant Spelling


Vocabulary Strategy- L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Vocabulary Strategy- Context Clues

Suggested holidays for Cycle 1: Social Studies Resources -Labor Day -Patriots Day (September 11th) -Constitution Day -Columbus Day -Election Day

21st Century/Future Ready Skills 21st Century Standards Future Ready Skills Organizer -Backchanneling: opportunities for digital conversation with sites like TodaysMeet, Padlet, Edmodo -Collaborative learning on Google apps (Docs, Forms, Slides, Sheets, etc) -Self-reflection and Self-assessment -Analyzing text and information to determine main ideas and key details -Collaborate to draw conclusions to identify key aspects of a community -Use text and research to problem solve -Respond to text and information through online platforms, such as blogs, youtube, podcasts -Communicate and articulate thoughts accurately -Digital Storytelling Project/Problem based learning opportunities

Types of Assessments (assessments directly correlated to standards taught throughout the unit): Formative Assessment (daily checks for understanding):

Reader Response (web based: Kidblog Edublogs Backchanneling and podcasting sites)

Questioning (game/web based: Kahoot! Pear Deck EDpuzzle Plickers Google products)

Exit ticket

Interactive notebooks

Teacher observations

Performance Task: Community Brochure

Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.

https://docs.google.com/document/d/10VBOVn650QGEnhDEBWiiCXN0UkziRMoDTm-Yo7Zm3GE/edit

http://www.state.nj.us/education/cccs/2014/career/

http://www.ncmcs.org/cms/lib7/NC01001076/Centricity/Domain/37/Definition%20Hyperlinks/FutureReadySkills.pdf

http://www.educause.edu/library/resources/7-things-you-should-know-about-backchannel-communication

https://todaysmeet.com/

http://www.padlet.com/

https://www.edmodo.com/

http://tech2learn.wikispaces.com/Digital+Storytelling

http://kidblog.org/

https://edublogs.org/

https://getkahoot.com/

https://www.peardeck.com/

https://edpuzzle.com/

https://www.plickers.com/

http://wveis.k12.wv.us/teach21/public/project/Guide.cfm?upid=3372&tsele1=4&tsele2=104


Instructional Plan The following is a recommended progression to support the development of understandings necessary for the performance

expectation(s). Teachers should consider multiple data points when making instructional decisions.

CCCS WALT I Can… Instructional Strategy to teach WALT

Journey/Harcourt/Heinemann Common Core Resources

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. 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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can describe the main idea of a text and locate details in the text that support the main idea. I can summarize what the text says. I can identify the theme of a story using key details from the text. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used in acan locate and explain portions of a text that are difficult for me. I can list q literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Recount a story using key details

Journeys Unit 1 Lesson 1 A Fine, Fine School Unit 1, Lesson 2 The Trial of Cardigan Jones Unit 3, Lesson 13 Yonder Mountain Unit 3, Lesson 15 The Extra-Good Sunday Journeys Unit 4, Lesson 20 The Raven: An Inuit Myth Ready Common Core Lesson 7 (vocabulary: recount, bundle, tall tale, countryside, disbelief, folktale)


Instructional Plan

WALT WALT I can... Instructional Strategy to teach WALT


RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.4.4.B.8 Discuss the value of the American national heritage including: b. History and value of the American songs, symbols, slogans, and major holidays. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.

I can describe the main idea of a text and locate details in the text that support the main idea. I can summarize what the text says. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational texts at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Determine main idea and key details in

Journeys Unit 1, Lesson 5 Roberto Clemente: Pride of the Pittsburgh Pirates Unit 2, Lesson 10 The Young Thomas Edison Unit 3, Lesson 14 Aero and Officer Mike Unit 4, Lesson 17 The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Journeys Unit 4, Extending the Common Core My Favorite Pet Learnzillion PDF My Name is Sayeed (vocabulary: entertain, visitor, neighborhood, decorate, language, ancient) Harcourt Social Studies Unit 4 - Chapter 7 - Lesson 3 Being a Good Citizen pg 252-257


Instructional Plan



(vocabulary: cooperate, character trait, justice, boycott, hero) Unit 4 – Chapter 7 – Lesson 1 Rights of Citizens 227-247 (vocabulary: elect, election, ballot, majority rule, minority rights) Unite 4 Chapter 8 Constitution Day, p 270-271 (vocabulary: constitution, celebrate, signed, principles, recite, aloud) Leveled Readers: Citizens Lead the Way (below-Level), People Who Care (above-level) Ready Common Core Lesson 2 (vocabulary: community, detail, surefooted, handmade, visitors, ruins)


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can explain in detail how the illustrations in a text add to a character, setting, or mood of a story. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can define direcI can understand the meanings of words and phrases as they are used in a text. t/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Use illustrations to respond to text

Journeys Unit 1, Lesson 4 Pop’s Bridge Unit 2, Lesson 7 What Do Illustrators Do? Unit 4, Lesson 19 (2014) Two Bear Cubs Ready Common Core Lesson 21 (vocabulary: pictures, characters, setting, mood, hoist, anchor, harbor, tentacles)


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.

I can study illustrations, maps, and photographs to learn more about a topic. I can explain how illustrations, maps, and photographs are helpful in learning about a topic. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational texts at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -use HSS to review illustrations and words to demonstrate understanding

Journeys) Unit 1, Lesson 4 Pop’s Bridge Unit 2, Lesson 7 What Do Illustrators Do? Unit 3, Extending the Common Core Technology Wins the Game Unit 6, Lesson 26 The Foot Race Across America Harcourt Social Studies Unit 2 - Chapter 3 - Lesson 1 “Using Maps” pg 84-87 Unit 1 - Chapter 2 - Lesson 1 Map and Globe Skills pg 48-49 (vocabulary: border, relative location, aerial, grid system, geography) Unit 1 - Chapter 1 - Lesson 1 What is a Community? p 14-19 (vocabulary: community, citizen, culture, business, museum, law, government) Ready Common Core Lesson 17 (vocabulary: maps, photographs, illustrations, illustrator)


Instructional Supports and Scaffolds http://www.state.nj.us/education/modelcurriculum/success/ela/

Progression of Standards http://www.corestandards.org/ELA-Literacy/L/language-progressive-skills/

http://www.state.nj.us/education/modelcurriculum/success/ela/

http://www.corestandards.org/ELA-Literacy/L/language-progressive-skills/



Time Frame: November 16-January 29

Summary of Unit: By the end of Instructional Cycle 2, students will be able to: use details to identify character traits and how a character’s actions are important to the events in a story

describe a sequence of historical events

identify the steps taken in a process


use text features and internet searches to locate information

compare and contrast opinions




Language Skills

CCSS Weekly Language Skills

Grammar- L.3.1.c Use abstract nouns (e.g., childhood) Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

Unit 2 Lesson 9 Grammar- Abstract Nouns Spelling- Vowel Sound in town Vocabulary Strategy- Dictionary and Glossary Entry

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1.f Ensure subject-verb and pronoun-antecedent agreement Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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 Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).

Unit 2 Lesson 10 Grammar- Pronouns and Antecedents Spelling- Vowel Sound in talk Vocabulary Strategy- Shades of Meaning



Unit 3 Lesson 11 Grammar- Plural Nouns Spelling- Vowel Sound in joy Vocabulary Strategy- Suffixes -y, -ful, -ous

Grammar- L.3.2.c Use commas and quotation marks in dialogue. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g.,take steps).

Unit 3 Lesson 12 Grammar- Writing Quotations Spelling- Homophones Vocabulary Strategy- Idioms

Grammar- L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 3 Lesson 13 Grammar- Subject/Verb Agreement Spelling- Contractions Vocabulary Strategy- Homophones/Homographs

Grammar- L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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).

Unit 3 Lesson 14 Grammar- Pronoun-Verb Agreement Spelling- Vowel + /r/ sounds Vocabulary Strategy- Prefixes in-, im-

Grammar- L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing word.

Unit 3 Lesson 15 Grammar- Verb Tense

Spelling- -Vowel + /r/ sounds in nurse

Vocabulary Strategy- Using a Thesaurus


Vocabulary Strategy- L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Suggested holidays for Cycle 2: Social Studies Resources -Thanksgiving -Martin Luther King’s Birthday

21st Century/Future Ready Skills Future Ready Skills Organizer 21st Century Standards -Backchanneling: opportunities for digital conversation with sites like TodaysMeet, Padlet, EdmodoVocabulary Strategy- L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases. -Collaborative learning on Google apps (Docs, Forms, Slides, Sheets, etc) -Self-reflection and Self-assessment -Analyzing text and information to determine point of view -Collaborate to draw conclusions, understanding and tolerating other opinions -Use text and research to problem solve -Respond to text and information through online platforms, such as blogs, youtube, podcasts -Communicate and articulate thoughts accurately -Digital Storytelling -Project/Problem based learning opportunities (examples, but not limited to): -Debate -Webquest creation -Point of View Plays




Exit ticket


Teacher observations

One-minute journal responses Performance Task: Making a Difference in Our World Community Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.









http://kidblog.org/






http://wveis.k12.wv.us/teach21/public/project/Guide_print.cfm?upid=3518&tsele1=4&tsele2=103


Instructional Plan The following is a recommended progression to support the development of understandings necessary for the performance

expectation(s). Teachers should consider multiple data points when making instructional decisions.



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can describe a character’s traits (how they look and act), their dreams and fears, and their feelings. I can explain how a character’s actions are important to the events in a story. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Identify character traits in a story, use evidence from text to support your answer

Journeys Unit 1, Lesson 3 Destiny’s Gift Unit 2, Lesson 10 Young Thomas Edison Unit 3, Lesson 12 (2014) Tops and Bottoms Unit 3, Lesson 13 Yonder Mountain: A Cherokee Legend Unit Lesson 15: The Extra-Good Sunday Unit 3, Lesson 11 Jump! Unit 6, Lesson 29 A New Team of Heroes Ready Common Core L 6 (vocabulary: characters, traits, sequence, qualities, courage, pride)


Instructional Plan



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. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship.

I can describe the sequence of historical events after reading about it. I can describe the steps of a scientific process after reading about it. I can describe the steps of a process after reading a text describing how something works. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Research historical event in the US and determine sequence of events

Journeys Unit 1, Lesson 5 (2014) Roberto Clemente Unit 3, Lesson 11 Technology Wins the Game Unit 4, Lesson 17 The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Unit 5, Lesson 22 The Journey: Stories of Migration Harcourt Social Studies Unit 3 - Chapter 6 -Becoming a Citizen-- Just Like Me (p 238-241) (vocabulary: citizenship, constitution, succeed, celebrate, immigrants) Leveled Readers: We live in Communities (Below-Level), Sister Cities (On-Level), Communities of the Future (Above-Level) Discovery Education The Purpose of the Constitution video (TE Transcript in pdf: TG to the Constitution page 8-14) (vocabulary: documents, establish, preamble, ordinances, disagreement, debate) -Preamble Match


Instructional Plan




I can explain in detail how the illustrations in a text add to a character, setting, or mood of a story. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Demonstrate how illustrations impact a story by creating (new or different) illustrations for story

Journeys Unit 1, Lesson 3 Destiny’s Gift Unit 3, Lesson 15 The Extra-Good Sunday Unit 2, Lesson 11 Jump! Unit 4, Lesson 19 Dogzilla Ready Common Core L 21 (vocabulary: pictures, characters, setting, mood, hoist, anchor, harbor, tentacles) Harcourt Social Studies Unit 4 - Chapter 8 - Lesson 2 Map and Globe Skills p 278-279 (vocabulary: road map, features, thick, solid, locate)


Instructional Plan



RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.

I can locate information on web pages using sidebars, links, and search fields. I can understand that internet search engines display results based on keywords. I can use relevant keywords for internet searches. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) -Use Venn Diagram to determine difference between web-based and text-based text/graphic features -Questioning: text & graphic features & their purpose. What can we learn from the features? 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Complete webquest

Journeys Unit 2, Lesson 10 Moving Pictures Unit 3, Lesson 11 Sciences for Sports Fans Unit 3, Lesson 12 (2014) Goodness Garden Grows Unit 3, Lesson 14 Aero and Officer Mike Journeys Unit 1, Lesson 4 Bridges Unit 4, Lesson 16 Save the Rain Forest Harcourt Social Studies Unit 4 - Chapter 7 - Lesson 2 Duties of Citizens p 248-251 (vocabulary: responsibility, jury, consequences, common good, volunteer) Uni4 4 - Chapter 8 - Lesson 1 Structure of Government, p 266-269 (vocabulary: authority, government, service, legislative, executive, judicial) -Three Branches of Government Webquest -Kid-news sites with graphic organizer (examples: dogonews.com timeforkids.com) -Graphic Organizer: “Go on a News Hunt”

https://docs.google.com/a/edison.k12.nj.us/document/d/1ectH-yhil5HKoT7GirrtePU7pdNz4cfMETM5Jr3sHwY/edit?usp=sharing

http://www.dogonews.com/

http://www.timeforkids.com/


Instructional Plan



RI.3.6 Distinguish their own point of view from that of the author of a text 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community members and local officials.

I can understand that my opinion may or may not be the same opinion that is presented in a text. I can compare and contrast my opinion with the opinion of an author of a text I’m reading. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -HSS: How did point of view of freedom differ? -Respond to different point of view plays

Journeys Unit 1, Lesson 2 The Trial of Cardigan Jones Unit 3, Lesson 14 Aero and Officer Mike Unit 6, Lesson 28 My Blue Belt Day -Harcourt Social Studies Unit 3 - Chapter 6 - Lesson 1 Point of View: How did Change Affect Native Americans? p 194-195 (vocabulary: chief, tribe, rights, freedoms, elder, heritage) -Point of View Graphic Organizer pdf

https://docs.google.com/document/d/1Hg6HclnzGRrzQ4sT5FMMsiM0Ud78iSZNfpFoUZrQRSs/edit

https://docs.google.com/document/d/1Hg6HclnzGRrzQ4sT5FMMsiM0Ud78iSZNfpFoUZrQRSs/edit


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. 6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue

I can read a paragraph and understand the connections between the sentences. I can read about an event or process and describe what happened in order. I can read about an event or process and describe the cause and effect. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading)

3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Use research tools to make connection to how our community (or our country) was founded. (Connection to HSS). -Use Cause/Effect to respond to local issue

Journeys Unit 1, Lesson 5 Roberto Clemente: Pride of the Pittsburgh Pirates Unit 3, Lesson 14 Aero and Officer Mike Unit 5, Lesson 22 The Journey: Stories of Migration Unit 4, Lesson 19 Dogzilla Unit 4, Lesson 20 Clever Colonies Ready Common Core: Lesson 18 (vocabulary: cause, effect, sequence, signal) Ben Franklin pdf, (optional questions in Cause and Effect pdf) (vocabulary: inventor, experience, immediate, annually, humorous, explode) Harcourt Social Studies Unit 3 - Chapter 5 A Place Called Freedom. p 150-153 (vocabulary: loaned, plantation, cabins, settlement, carpenter, blacksmith)



Time Frame: February 1-April 15


determine the main idea and key details of informative text

write or speak about different parts of text

use text features and internet searches to locate information


use graphic features to learn more about a topic




Language Skills

CCSS Weekly Foundational Skills

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4a Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 4 Lesson 16 Grammar- What are Adjectives and Articles? Spelling- Vowel + /r/ sounds in air and fear Vocabulary Strategy- Context Clues


Unit 4 Lesson 17 Grammar- Adjectives that Compare Spelling- Words with /j/ and /s/ Vocabulary Strategy- Suffix -ly


Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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)

Unit 4 Lesson 18 Grammar- Using verb be and helping verbs Spelling- Spelling Words with /k/ and /kw/ Vocabulary Strategy- Word Roots

Grammar- L.3.1.d Form and use regular and irregular verbs Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words Vocabulary Strategy- L.3.4.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)

Unit 4 Lesson 19 Grammar- Irregular Verbs Spelling- Vowel Sounds in spoon and wood Vocabulary Strategy- Prefixes pre-, re-, bi-

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of keywords and phrases.

Unit 4 Lesson 20 Grammar- What’s an adverb? Spelling- Compound Words Vocabulary Strategy- Dictionary and Glossary

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Vocabulary Strategy- L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Unit 5 Lesson 21 Grammar- Adverbs that Compare Spelling- Words with -ed and -ing Vocabulary Strategy- Base Words and Prefix non-

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Unit 5 Lesson 22 Grammar- Making Comparisons Spelling- Changing Final y to i Vocabulary Strategy- Word Roots


Vocabulary Strategy- L.3.4.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)

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Vocabulary Strategy- L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Unit 5 Lesson 23 Grammar- Possessive Nouns and Pronouns Spelling- Suffixes -ful, -ly, and -er Vocabulary Strategy- Suffixes -er, -est

Suggested holidays for Cycle 3: Social Studies Resources -President’s Day -Black History Month -Women’s History Month -Read Across America

21st Century/Future Ready Skills Future Ready Skills Organizer 21st Century Standards -Backchanneling: opportunities for digital conversation with sites like TodaysMeet, Padlet, Edmodo -Collaborative learning on Google apps (Docs, Forms, Slides, Sheets, etc) -Self-reflection and Self-assessment -Analyzing text and information to determine main ideas and key details -Collaborate to draw conclusions to identify key aspects of a community -Use text and research to problem solve -Respond to text and information through online platforms, such as blogs, youtube, podcasts -Communicate and articulate thoughts accurately -Digital Storytelling




Exit ticket


Teacher observations End of Unit Assessment:

BizWorld Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.









http://kidblog.org/







Instructional Plan



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. 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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society

I can describe the main idea of a text and locate details in the text that support the main idea. I can summarize what the text says. I can identify the theme of a story using key details from the text. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text -Use text to recount stories

Journeys Unit 5, Lesson 21 (2014) Sarah, Plain and Tall Unit 5, Lesson 23 Journey of Oliver K. Woodman Unit 5, Lesson 24 Dog-Of-The-Sea-Waves Unit 6, Lesson 26 Paca and the Beetle Unit 6, Lesson 30 Saving Buster Harcourt Social Studies Unit 6 - Chapter 11 Alex and the Amazing Lemonade Stand, p 382-385 (vocabulary: business, cure, progress, inspiration, determination, fund)


Instructional Plan

WALT WALT I Can... Instructional Strategy to teach WALT


RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.4 Describe how supply and demand influence price and output of products.

I can describe the main idea of a text and locate details in the text that support the main idea. I can summarize what the text says. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.

1. Read Aloud/Shared Reading -Accountable Talk/ Conversation Circle -Backchanneling -Modeling 2. Direct Instruction (mini-lessons, guided reading) 3. Differentiated Literacy Stations: -Guided Reading/ Small Group Instruction -Skill-based Independent Reading -Journeys Workstations -Skill-based Technology Stations -Confer with students 4. Respond to Text

Journeys Unit 4, Lesson 20 Life on Ice Unit 5, Lesson 25 Mountains: Surviving on Mt. Everest Unit 6, Lesson 26 The Foot Race Across America Unit 6, Lesson 27 The Power of Magnets Ready Common Core Lesson 2 (vocabulary: carrier, llamas, spinners, weavers) Harcourt Social Studies Unit 6 - Chapter 11 - Lesson 1 Workers and Consumers, p 388-392 (vocabulary: product, producer, entrepreneur, consumer, interdependence, wage, income) -Learnzillion, Boston Tea Party (vocabulary: patriots, raid, parliament, imposing, smuggling, repeal, enacted, retaliate) April Fools Dogo News Article (vocabulary: transitioned, epic, lauding, technical, alignment, emanating, precise)


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can write or speak about a text and talk about different parts of the text like chapters, scenes, or stanzas. I can describe how one part of a text builds on the parts that came before it. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 1, Lesson 5 Roberto Clemente: Pride of the Pittsburgh Pirates Unit 4, Lesson 16 (2014) Judy Moody Saves the World! Unit 4, Lesson 18 (2014) Stopping by Woods on a Snowy Evening Unit 4, Lesson 16 (2014) My Smelly Pet Unit 2, Lesson 6 Max’s Words Unit 2, Lesson 6 Slither, Walk, and Fly Ready Common Core Lesson 13 (vocabulary: plot, chapter, mystery, disappeared, foolish)


Instructional Plan

WALT WALT I can... Instructional Strategies to Teach WALT


RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.C.10 Explain the role of money, savings, debt and investment in individuals’ lives

I can locate information on web pages using sidebars, links, and search fields. I can understand that internet search engines display results based on keywords. I can use relevant keywords for internet searches. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 4, Lesson 17 The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands Unit 4, Lesson 19 Whose Land Is It? Unit 5, Lesson 22 The Journey: Stories of Migration Unit 5, Lesson 25 Mountains: Surviving on Mt.Everest Harcourt Social Studies Unit 6 - Chapter 12 - Lesson 4 Explore your Community’s Economy, p.440-441 (vocabulary: produce, goods, services, business, advertising, resources) Ready Common Core Ready Common Core Lesson 10 (vocabulary: feature, evaporating, critters, adaptations)


Instructional Plan




I can explain in detail how the illustrations in a text add to a character, setting, or mood of a story. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 1, Lesson 4 Pop’s Bridge Unit 3, Lesson 15 The Extra-good Sunday Unit 4, Lesson 19 (2014) Two Bear Cubs Unit 4, Lesson 19 Dogzilla Ready Common Core -Ready Common Core Lesson 21 (vocabulary: inseparable, fathoms, anchored, bobbed)


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government

I can study illustrations, maps, and photographs to learn more about a topic. I can explain how illustrations, maps, and photographs are helpful in learning about a topic. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 2, Lesson 6 (2014) Bat Loves the Night Unit 4, Lesson 19 Whose Land Is It? Unit 5, Lesson 22 The Journey: Stories of Migration Unit 5, Lesson 23 Moving the U.S. Mail Harcourt Social Studies Unit 6 - Chapter 11 - Lesson 2 Map and Globe Skills: Read a Land Use and Products Map, p 398-399 Unit 6 - Chapter 12 - Lesson 2 Free Market Economy, p 422-425 (vocabulary: profit, free market, competition, demand, supply, scarcity) Ready Common Core Lesson 17 (vocabulary: device, mileage, maps, photographs, illustrations)


Subject: ELA/SS Integrated Curriculum Grade: Three

Time Frame: April 18-June 22


describe a sequence of historical events

distinguish own point of view after reading text

compare and contrast themes, settings, and plots of stories




Language Skills

CCSS Weekly Foundational Skills

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Vocabulary Strategy- L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 5 Lesson 24 Grammar- Complex Sentences Spelling- The Prefixes re- and un- Vocabulary Strategy- Shades of Meaning

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Spelling- L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Vocabulary Strategy- L.3.3.a Choose words and phrases for effect. L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Unit 5 Lesson 25 Grammar- Words that Compare Spelling- Suffixes -less and -ness Vocabulary Strategy- Analogies


Grammar- L.3.3.a Choose words and phrases for effect. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.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).

Unit 6 Lesson 26 Grammar- Abbreviation Spelling- VCCV Pattern Vocabulary Strategy- Suffix -ion

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

Unit 6 Lesson 27 Grammar- Contractions Spelling- Words with Double Consonants Vocabulary Strategy- Homographs/Homophones

Grammar- L.3.1.i Produce simple, compound, and complex sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Unit 6 Lesson 28 Grammar- Commas in Sentences Spelling- ough and augh Vocabulary Strategy- Word Roots


Unit 6 Lesson 29 Grammar- What is a proposition? Spelling- Words Ending with -er or -ie Vocabulary Strategy- Prefixes un- and dis-

Grammar- L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Spelling- L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Vocabulary Strategy- 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

Unit 6 Lesson 30 Grammar- Correct Pronouns Spelling- Words Beginning with a or be Vocabulary Strategy- Compound Words


night we went looking for them).

Suggested holidays for Cycle 4: Social Studies Resources -Autism Awareness Day -Memorial Day -Flag Day -Earth Day

21st Century/Future Ready Skills Future Ready Skills Organizer 21st Century Standards -Backchanneling: opportunities for digital conversation with sites like TodaysMeet, Padlet, Edmodo -Collaborative learning on Google apps (Docs, Forms, Slides, Sheets, etc) -Self-reflection and Self-assessment -Analyzing text and information to determine main ideas and key details -Collaborate to draw conclusions to identify key aspects of a community -Use text and research to problem solve -Respond to text and information through online platforms, such as blogs, youtube, podcasts -Communicate and articulate thoughts accurately -Digital Storytelling -Project/Problem based learning opportunities




Exit ticket


Teacher observations Performance Task:

Government Simulation Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.









http://kidblog.org/






https://docs.google.com/a/edison.k12.nj.us/document/d/1Kv5M-Ev5MZeFFylPVPJLIrgXOFXh4wuAVwHj49YVgoI/edit?usp=sharing


Instructional Plan



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.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can describe a character’s traits (how they look and act), their dreams and fears, and their feelings. I can explain how a character’s actions are important to the events in a story. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 2, Lesson 7 Jack Draws a Beanstalk Unit 3, Lesson 12 (2014) Tops and Bottoms Unit 4, Lesson 23 The Journey of Oliver K. Woodman Unit 5, Lesson 21 (2014) Sarah, Plain and Tall Unit 6, Lesson 30 Saving Buster Unit 5, Lesson 21 Two Bad Ants Unit 5, Lesson 22 The Grasshopper and the Ant


Instructional Plan



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. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government

I can describe the sequence of historical events after reading about it. I can describe the steps of a scientific process after reading about it. I can describe the steps of a process after reading a text describing how something works. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 4, Lesson 20 Life on Ice Unit 5, Lesson 25 Mountains: Surviving on Mt. Everest Unit 6, Lesson 26 The Foot Race Across America Unit 6, Lesson 27 Electromagnets and You Unit 6, Lesson 27 The Power of Magnets Harcourt Social Studies Unit 3-Chapter 5- Lesson 2 People Bring Changes, p162-167 (vocabulary: invention, engineer, right, vote, suffrage, slogan, equality, civil rights) Unit 3-Chapter 6- Lesson 3 Franklin and Jefferson, p210-211 (vocabulary: united, patriots, finest, self-evident, endowed) Ready Common Core -Ready Common Core: Lesson 3 (vocabulary: territory, expansion, time order, sequence) -Ready Common Core: Lesson 4 (vocabulary: expand, particles, cloud, process, frigid)


Instructional Plan



RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. 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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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.

I can describe a narrator or character’s point of view in a text. I can compare and contrast a narrator or character’s feelings about a topic and my own feelings. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 1, Lesson 2 The Trial of Cardigan Jones Unit 3, Lesson 15 The Extra Good Sunday Unit 5, Lesson 21 (2014) Sarah, Plain and Tall Unit 6, Lesson 29 A New Team of Heroes Ready Common Core -Ready Common Core: Lesson 16 (vocabulary: bolted, perched, delighted, disgusted, proud) -Point of View Mock Trial Play Script pdf (vocabulary: judge, bailiff, lawyer, plaintiff, defendant, recommendation)


Instructional Plan



RI.3.6 Distinguish their own point of view from that of the author of a text. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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. 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government.

I can understand that my opinion may or may not be the same opinion that is presented in a text. I can compare and contrast my opinion with the opinion of an author of a text I’m reading. I can talk about what a text says when answering questions about the text. I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 2, Lesson 10 The Young Thomas Edison Unit 2, Lesson 10 Moving Pictures Unit 6, Lesson 26 The Foot Race Across America Unit 6, Lesson 28 My Blue Belt Day! Unit 6, Lesson 28 Becoming Anything He Wants to Be Harcourt Social Studies Unit 3-Chapter 6- Lesson 3 Fighting for Freedom, p 204-209 (vocabulary: freedom, colony, tax, revolution, independence, constitution, patriotism, President) Ready Common Core -Ready Common Core: Lesson 11 (vocabulary: prank, impressive, immigrant, scaffold, pedestal, dismantle)


Instructional Plan



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) 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.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 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. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism.

I can compare and contrast the themes, plots, and settings of stories written by the same author about the same or similar characters. I can ask questions about what the text says and search the text to find the answers. I can answer questions about the text to show I understand it. I can understand the meanings of words and phrases as they are used in a text. I can define direct/actual language, and give examples. I can define figurative language, and give examples. I can determine if a word or phrase is being used literally or figuratively in a text. I can read and comprehend all genres of literature at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 4, Lesson 16 (2014) My Smelly Pet Unit 4, Lesson 18 Poems About Nature Unit 6, Lesson 28 My Blue Belt Day Unit 4, Lesson 19 Dogzilla Unit 4, TE Read Aloud Lesson 19 The Dragon’s Pearl Ready Common Core Ready Common Core: Lesson 22 (vocabulary: plots, series, setting, themes, frightened, uncharted) Harcourt Social Studies Unit 2 - Chapter 3 Walk Lightly, p 78-79 (vocabulary: icecaps, glisten, companion, eternity, harsh)


Instructional Plan



RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. 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.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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.

I can explain how the most important points in a text support the main idea. I can identify information from two texts about the same topic. I can compare and contrast the most important points presented in two texts on the same topic. I can talk about what a text says when answering questions about the text. [I can ask and answer questions about a text to show that I understand what it says. I can determine the meanings of words and phrases as they are used in a text. I can read and comprehend all genres of informational text at the end of the year. I can explain which portions of a text I understand. I can locate and explain portions of a text that are difficult for me. I can list questions I have about a text and ask for help in order to understand portions of a text that are too difficult for me.


Journeys Unit 5, Lesson 22 The Journey: Stories of Migration Unit 5, Lesson 23 Moving the U.S. Mail Unit 5, Lesson 24 The Land Volcanoes Built Unit 6, Lesson 27 The Power of Magnets Unit 6, Lesson 27 Electromagnets and You Ready Common Core -Ready Common Core: Lesson 20 (vocabulary: blustery, impractical, pricey, frustrating, portable, skeptical) Harcourt Social Studies Unit 3 - Chapter 5 Compare Primary and Secondary Sources, p. 168-169 (vocabulary- primary source, secondary source) Unit 3, Chapter 6 Two Different Ways of Life, p. 192-193





GRADE 3 ELA/SS WRITING MATRIX 50

WRITING GRADE 3


Writing Standards Matrix- Grade 3

Standard Writing


Sept. 2- Nov. 13


Nov. 16- Jan. 29


Feb. 1- Apr. 15

Instructional Cycle 4 Apr. 18- June 22

Text Types and Purposes

CC.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

x

CC.W.3.1.A

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

x

CC.W.3.1.B

Provide reasons that support the opinion. x

CC.W.3.1.C

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

x

CC.W.3.1.D

Provide a concluding statement or section. x

CC.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

X

CC.W.3.2.A Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

X

CC.W.3.2.B Develop the topic with facts, definitions, and details. X

CC.W.3.2.C Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

X


Standard Writing





CC.W.3.2.D Provide a concluding statement or section. X

CC.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

X x

CC.W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

X x

CC.W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

X x

CC.W.3.3.C Use temporal words and phrases to signal event order. X x

CC.W.3.3.D Use temporal words and phrases to signal event order. X x

Production and Distribution of Writing

CC.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.)

X X X x

CC.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 here.)

X X X x

http://www.corestandards.org/ELA-Literacy/L/3/


Standard Writing





CC. W3.6 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.

X X X x

Research to Build and Present Knowledge

CC.W.3.7 Conduct short research projects that build knowledge about a topic.

X X

CC.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.

X X

CC.W.3.9 Begins in Grade 4 NA NA NA NA

Range of Writing

CC.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.

X X x x

GRADE 3 ELA/SS WRITING UNIT 1 54

Subject: Writing

Grade: 3

Unit Title: Narrative

Time Frame: September 2- November 13

Summary of Unit: By the end of Instructional Cycle 1, students will be able to:

establish a situation and narrator and/or characters

organizes an event sequence

use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show responses of characters

use words and phrases to signal event order

provide closure

use graphic organizers to develop writing ideas

use planning, revising and editing to develop and strengthen writing

with guidance and support, use technology to produce, publish and collaborate with others

write routinely over extended time frames

Speaking/Listening and Language Skills: SL.3.1.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. SL.3.1.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). SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.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. SL.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.1.B Form and use regular and irregular plural nouns. SL.3.1.C Use abstract nouns (e.g., childhood) SL.3.1.D Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1.F Ensure subject-verb and pronoun-antecedent agreement. SL.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. SL.3.1.H Use coordinating and subordinating conjunctions. SL.3.1.I Produce simple, compound, and complex sentences. SL.3.2.A Capitalize appropriate words in titles

L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2.B Use commas in addresses.


L.3.2.C Use commas and quotation marks in dialogue. L.3.2.D Form and use possessives

L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 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).

21st Century Standards 21st Century/Future Ready Skills Future Ready Skills Organizer


Anecdotal Records

Portfolio Check

Exit Ticket

Class Record Sheet p. 85

Class Record Sheet p. 142 - Language Conventions On Demand Writing for Students to Practice Skills

Achieve the Core - Narrative Prompt - Click Here

America’s Choice Narrative Prompt - Click Here End of Unit Assessment: Students can choose one piece throughout the Instructional Cycle to publish

Author’s Chair Celebration - Bringing Closure - Click Here District Rubric- Click- Here

Executive Summary and Conversion Chart-Here

Suggested Writing Topics:

Personal Narrative

Fables

Narrative Fiction Pieces

Realistic Fiction Pieces See Independent Application p. 105 - 108 for other types of narrative writing ideas

Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.



https://docs.google.com/document/d/1aZdjCOdw1cECruOJj9DSI0FB3rG6drIm4yN-5_gaYk4/edit

https://drive.google.com/a/edison.k12.nj.us/file/d/0B3HkluU2X8Q_RkpRZmFydTBuMVk/view?usp=sharing

https://drive.google.com/a/edison.k12.nj.us/file/d/0B3HkluU2X8Q_WmtzbzFhNmlQR2s/view?usp=sharing

https://docs.google.com/document/d/1VcaPJgDth1yKR64pnsmrzIGA-4zvMCfhhU64obyZ4Tw/edit

https://docs.google.com/document/d/1PLXtY2s-iDJMgYpVrdNm0O8H7224kSG3tGNfiQXmNsg/edit


Instructional Plan

CCSS WALT I Can

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3.C Use temporal words and phrases to signal event order. W.3.3.D Provide a sense of closure. 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 here.) 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.

WALT

I can write a story about something that has happened or a made up story

I can tell the story in order from beginning to end

I can use words to describe the characters and setting in my story

I can use a character’s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events

I can show changes in time by using temporal words and phrases

I can write a conclusion that sums up the story

I can identify the writing style that best fits my task and purpose

I can use graphic organizers to develop my writing ideas

I can create a piece of writing that shows my understanding of a specific writing style

I can use prewriting strategies to formulate ideas

I can recognize that a good piece of writing requires more than one draft

I can edit to make my writing clearer

I can revise my writing to make sure I stay on topic

I can prepare a new draft with changes that strengthens my writing

I can use resources and technology to finish and share my work

I can work with others to create a writing project

I can use keyboarding skills to prepare my writing for publication

I can write for long or short periods of time, depending on my task

I can choose a writing structure to fit my task, purpose, and/or audience

I can write for a variety of reasons

I can complete a writing assignment in the time that my teacher has set for me.

Mentor Texts (LA Integration)

All Narrative stories in Unit 1 Reading can be selected to use as mentor texts and read under the lens of a writer

Anchor Charts

For each lesson, it is important to create collaborative anchor charts for student to reference later Click Here for examples to Anchor Charts


https://docs.google.com/a/edison.k12.nj.us/document/d/11ImLFE7dSKPYoAd-YVWxKsE0vPuwgamXvsym9yD2Ei8/edit?usp=sharing

5GRADE 3 ELA/SS WRITING UNIT 1 57

Instructional Strategy to teach WALT The Common Core Writing Book by: Gretchen Owocki

Establishing the Writing Environment

Review expectations and discuss what writing time looks like

Anchor Chart about what good writers do and think

Establishing the Writing Environment - America’s Choice

Click Here for resources to integrate daily routines and expectations


Model mini lessons - 5 -15 minutes - Click Here for Profession Resource for Teacher

developing topics

developing sequence in a story

hooking the reader

adding details/show not tell

adding dialogue

determining voice of a story

closure

clear and coherent writing

edit and revise

peer editing

Shared writing experiences

group stories, input from stories

create a shared writing piece to model for use during mini-lessons

Finding a Topic

Create a heart map for things they love, like to do, a special person

Create a jar with story starters for those who get stuck

Create a list of topics

LearnZillion Lesson - Brainstorming Ideas

LearnZillion Lesson - Choosing a Topic Creating Sequence

Sketch the Sequence (p. 89)

Use a Narrative Map (p. 89)

Jot notes about Sequence (p. 89)

Use Sticky Notes (p. 89)

LearnZillion Lesson - Organizing Story

LearnZillion Lesson - Using Temporal Words Establishing the Situation

Choose a few techniques from figure 3-11 (p.91) to introduce in different mini-lessons to students

Using Description

Detailing a Person, Place, Thing (p. 91)

Using Sensory Details (p. 92)

Showing, Not Telling (p. 92)

Drawing from Word Lists (p. 92)

LearnZillion Lesson - Adding Details to a Character Using Dialogue

Learn from Mentor Texts (p. 94)

Trying out Speech Bubbles (p. 94)

Practicing with a Painting (p. 94)

Using Dialogue Tags (p. 95)

LearnZillion Lesson - Adding Dialogue

https://drive.google.com/a/edison.k12.nj.us/file/d/0B3HkluU2X8Q_M21GMXNVRmU5cXc/view?usp=sharing

https://drive.google.com/a/edison.k12.nj.us/file/d/0B3HkluU2X8Q_MDNBSDQyM1pOSk0/view?usp=sharing

http://www.scholastic.com/teachers/top-teaching/2011/01/heart-maps-and-writing

http://www.education.com/activity/article/story-jar/

https://learnzillion.com/lessons/736-brainstorm-narrative-writing-topics

https://learnzillion.com/lessons/737-choose-a-writing-topic-from-a-list-of-brainstormed-ideas

https://learnzillion.com/lessons/738-organize-a-personal-narrative-in-chronological-order

https://learnzillion.com/lessons/739-use-temporal-transition-words-in-personal-narrative

https://learnzillion.com/lessons/740-add-details-about-characters-in-personal-narrative

https://learnzillion.com/lessons/741-add-dialogue-in-personal-narrative


Using Words and Phrases to Signal Event Order

Making the Process Explicit (p. 96)

Word bank words

Practice with Sequencing (p. 97) Providing a Sense of Closure

Learn from Mentor Texts (p. 99)

Techniques for Closure (Figure 3-16, p. 100) Peer Editing - Content Based

Conferring with Peers - Conference Routine (p. 103)

Figure 3-19 - Peer Conference Plans (p. 103) Evaluating and Analyzing Pieces

Analyzing Class Samples (p. 101)

Questions for Analyzing and Evaluating (Figure 3-17)

Analyzing and Evaluating Mentor Text (p. 101) Clear and Coherent Writing Using Development and Organization (these mini lessons should be used after some writing has been completed - rough drafts)

Rereading (p. 116)

Staying on Topic (p. 116)

Number the Sentence (p. 119)

Paragraphing (p. 120)

Attending to Voice (pgs. 124-127) Edit and Revise

Using an Editing Checklist (p. 143)

Using an Editing Circle (p. 145)

Playing with Punctuation (p. 146)

Analyze Class Samples /Mentor Texts (p. 147)

Use figure 5-7 and 5-8 to focus questions for students (p. 148 - 149)


Instructional Strategy to teach WALT

Small group for strategies and skills (based on formative assessments)

adding details

finding voice

figurative language

editing and revising

grammar skills

Journeys: Common Core Writing Handbook (consumable)

Conferring

choose a skill(s) to discuss individually with a child- provide precise feedback and next steps directions

Grammar skills

Time to write independently and with support

when teacher is pulling small groups/conferring, students should be working independently or with partner

Technology Integration

Brainstorming using different sources (ie: Padlet)

Drafting in Google Docs

Revising and Editing with a partner via shared google doc

Comic Strip Creators (p.95)

See Producing and Publishing Writing - p. 156 - 163 for different ways to integrate technology


Subject: Writing Grade: 3 Unit Title: Informational

Time Frame: November 16- January 29

Summary of Unit: By the end of Instructional Cycle 2, students will be able to: introduce the topic

group related information together

included illustrations when useful

develop the topic with facts, definitions and details

use linking words and phrases

provide a conclusion

plan, revise and edit a writing piece

with guidance and support, use technology to produce and publish writing, as well as interact and collaborate with others

conduct short research projects that build knowledge about a topic

recall information from experiences or gather information from print and digital sources

take brief notes on sources and sort evidence into provided categories


Speaking/Listening and Language Skills: SL.3.1.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. SL.3.1.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). SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.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. SL.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.1.B Form and use regular and irregular plural nouns. SL.3.1.C Use abstract nouns (e.g., childhood) SL.3.1.D Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1.F Ensure subject-verb and pronoun-antecedent agreement. SL.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. SL.3.1.H Use coordinating and subordinating conjunctions. SL.3.1.I Produce simple, compound, and complex sentences


SL.3.2.A Capitalize appropriate words in titles L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2.B Use commas in addresses. L.3.2.C Use commas and quotation marks in dialogue. L.3.2.D Form and use possessives L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 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



Anecdotal Records

Portfolio Check

Exit Ticket


Class Record Sheet p. 142 - Language Conventions On Demand Writing for Students to Practice Skills Achieve the Core - Informational Prompt- Click Here Informational Exemplar - Click Here End of Unit Assessment: Students can choose one piece throughout the Instructional Cycle to publish Author’s Chair Celebration - Bringing Closure - Click Here District Rubric- Click- Here Executive Summary and Conversion Chart-Here Suggested Writing Topics:

All About (ie: Choose a Science Topic from Instructional Cycle 2- Science) (ie: Or Animal read about in Instructional Cycle 2 - Reading)

Provide Facts and Opinions related to SS or Science topics

How To (ie: Complete a Math Problem)

Research and Lab Reports from Science

Informational Web Page

Documentary Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning



https://docs.google.com/a/edison.k12.nj.us/document/d/1G06eeOYPJoLzg4zeZ0nyJK1qGtUuZzgB9NiFCLPmugI/edit?usp=sharing

https://docs.google.com/a/edison.k12.nj.us/document/d/1fXDYgjAA2iNaHi9sSkPcBJAGeovITvah5IKQ6cmWi1w/edit?usp=sharing





Instructional Plan

CCSS WALT I Can

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.2.A- Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2.B Develop the topic with facts, definitions, and details. W.3.2.C- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2.D Provide a concluding statement or section. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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.3.7 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 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.

• I can write a paper to inform someone about or explain a topic • I can use details and facts to support the topic • I can use illustrations, pictures, or other media to help my reader understand the writing • I can connect my information using linking words and phrases • I can write a conclusion for my paper • I can identify the writing style that best fits my task and purpose • I can use graphic organizers to develop my writing ideas • I can create a piece of writing that shows my understanding of a specific writing style * When someone helps me: • I can use prewriting strategies to formulate ideas • I can recognize that a good piece of writing requires more than one draft • I can edit to make my writing clearer • I can revise my writing to make sure I stay on topic • I can prepare a new draft with changes that strengthens my writing * When someone helps me: • I can use resources and technology to finish and share my work • I can work with others to create a writing project • I can use keyboarding skills to prepare my writing for publication • I can learn new things about a topic by doing research • I can recall information from experiences or gather information from print and digital sources about a topic • I can take notes about a topic • I can sort the information from my notes into provided categories * I can write for long or short periods of time, depending on my task • I can choose a writing structure to fit my task, purpose, and/or audience • I can write for a variety of reasons • I can complete a writing assignment in the time that my teacher has set for me

http://www.corestandards.org/ELA-Literacy/W/3/2/d/


Mentor Texts (LA Integration) Stories from Unit 2 reading will be appropriate to use as mentor texts under the lens of a writer

Science Texts can be used to show different features of Informational Texts

Anchor Charts For each lesson, it is important to create collaborative anchor charts for student to reference later

Click Here for examples

https://docs.google.com/a/edison.k12.nj.us/document/d/1zcvEyeKOq_w5OiweK8nrYIJ0jG8erBBn0VevmzLaA-Q/edit?usp=sharing




developing topics

organizing an informational piece

developing the content (facts, definitions, details)

using illustrations and other media

writing a title and introduction

closure


edit and revise

peer editing

Shared writing experiences



Finding a Topic Finding a Meaningful Topic 1. and 2. (p.54)

Organizing the Piece Using Assigned Categories or Headings (p.54)

Developing Categories (p. 54)

Use a Planning Map (p. 54)

LearnZillion Lesson - Plan Using an Organizer Developing the Content

Elaboration (p. 54)

Stretching a Statement (p. 54)

LearnZillion Lesson - Introduce Topic Using Main Idea

LearnZillion Lesson - Write Paragraphs with Main Idea/Details Using Illustrations and Other Media (p. 58) Planning Research Opportunities

Use lessons from Anchor 7, (p. 166 - 171 - This will create shared writing lessons on research)

Use Note-Taking Forms (Figure 8-2)

Marking Print Sources (p. 178)

Marking Digital Resources (p. 179- 180) Crafting a Strong Introduction

Try different opening techniques (Use figure 2-14 and choose some to share with students/ p. 62)

Providing a Sense of Closure Learn from Mentor Texts (p. 60)

Techniques for Closure (Figure 2-15, p.63)

LearnZillion Lesson - Write a Concluding Paragraph Evaluating and Analyzing Pieces

Analyzing Class Samples - Use figure 2 -16 as a guide - p. 64

Analyzing and Evaluating Mentor Text (p. 65) Edit and Revise


Encourage the Circling of Suspicious Spellings (p. 144)

Conferring with Peers (Figure 2-18, p. 66)

LearnZillion Lesson - Revise Paragraphs with Catchy Beginnings

LearnZillion Lesson - Revise to Add Domain Specific Words


https://learnzillion.com/lessons/2205-plan-a-written-report-using-a-graphic-organizer

https://learnzillion.com/lessons/2178-introduce-a-topic-by-writing-the-main-ideas

https://learnzillion.com/lessons/2229-write-body-paragraphs-that-include-facts-and-details

https://learnzillion.com/lessons/2238-write-a-concluding-paragraph-for-a-report

https://learnzillion.com/lessons/2280-revise-paragraphs-to-include-a-catchy-beginning-sentence

https://learnzillion.com/lessons/2242-revise-a-report-to-add-domain-specific-words-and-definition-sentences


LearnZillion Lesson - Revise Paragraphs to Include Linking Words

LearnZillion Lesson - Add a Concluding Sentence to Paragraphs Producing and Publishing Writing To address CCSS W.3.6, please see Anchor 6 p. 156- 162. You will see multiple ideas for you to choose from based on your students.

https://learnzillion.com/lessons/2246-revise-paragraphs-to-include-linking-words-and-phrases

https://learnzillion.com/lessons/2288-add-a-concluding-sentence-to-paragraphs



Small group for strategies and skills (based on formative assessments) sentence structure

linking words and phrases

paragraph structure

adding details

expressing ideas

grammar

spelling


Conferring choose a skill(s) to discuss individually with a child- provide feedback and next steps directions based on anecdotal records

Grammar skills

Conferring with the Teacher (Figure 2-17, p. 66)

Revising and Editing with a Partner (Figure 2-18, p. 66)



Technology Integration Brainstorming using different sources (ie: Padlet)


Creating a How To Using Google Slides, can add media

Other interactive Apps

Final Writing Pieces can be in Digital Format - See Independent Application p. 67 - 71 for different ideas


Subject: Writing

Grade: 3

Unit Title: Opinion

Time Frame: February 1 - April 15

Summary of Unit: By the end of Instructional Cycle 3, students will be able to:

express an opinion

develop an opinion using facts and reasons

create a structure for my writing using different organizers

support my opinion with facts/reasons from different sources

link ideas using specific words and phrases

provide a sense of closure in my writing

revise writing using editing

respond to questions and suggestions from peers

with assistance, use digital tools to produce and publish writing

with guidance and support, recall information from experiences or gather information from provided sources to answer a question

write for varied lengths of time

Speaking/Listening and Language Skills: SL.3.1.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. SL.3.1.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). SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.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.3.4 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. SL.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.1.B Form and use regular and irregular plural nouns. SL.3.1.C Use abstract nouns (e.g., childhood) SL.3.1.D Form and use regular and irregular verbs SL.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1.F Ensure subject-verb and pronoun-antecedent agreement. SL.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.. SL.3.1.H Use coordinating and subordinating conjunctions. SL.3.1.I Produce simple, compound, and complex sentences.


SL.3.2.A Capitalize appropriate words in titles

L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2.B Use commas in addresses. L.3.2.C Use commas and quotation marks in dialogue. L.3.2.D Form and use possessives

L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3.A Choose words and phrases for effect. L.3.3.B Recognize and observe differences between the conventions of spoken and written standard English. 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



Anecdotal Records

Portfolio Check

Exit Ticket


Class Record Sheet p. 142 - Language Conventions On Demand Writing for Students to Practice Skills

Achieve the Core - Opinion Prompt - Click Here

Opinion Exemplar - Click Here End of Unit Assessment: Students can choose one piece throughout the Instructional Cycle to publish

Author’s Chair Celebration - Bringing Closure - Click Here District Rubric- Click- Here



https://docs.google.com/a/edison.k12.nj.us/document/d/1Q5peuIIjOgo8lP-xKF8kRZnIf55m5mLqYaltljzC6dY/edit?usp=sharing

https://docs.google.com/a/edison.k12.nj.us/document/d/1PglXvgBeY2cU6A4L93uqJUB-bv_m1m6eZuiF-UbwXXI/edit?usp=sharing




Executive Summary and Conversion Chart-Here Suggested Writing Topics:

Express Opinion about a favorite food, place, person

Opinion about a character read in Cycle 3 Reading

Opinion about a topic/theme read in Reading or Science

Persuasive Piece about a relevant Social Issue that Students can relate to

See Independent Application - p. 31 - 34 for other types of Opinion Writing Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning.



Instructional Plan

CCSS WALT I Can

Opinion

W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons W.3.1.A Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons W.3.1.B Provide reasons that support the opinion. W.3.1.C Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1.D Provide a concluding statement or section. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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.3.7 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 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.

I can determine my opinion or point of view on a topic or text

I can create an organizational structure to introduce my topic and opinion

I can write about something I have read

I can support my opinion with details from the text that I have noted on a graphic organizer

I can connect the details and reasons with words like: because, therefore, since, and for example




I can use prewriting strategies to formulate ideas*

I can recognize that a good piece of writing requires more than one draft *

I can edit to make my writing clearer*

I can revise my writing to make sure I stay on topic*

I can prepare a new draft with changes that strengthens my writing*

I can use resources and technology to finish and share my work*

I can work with others to create a writing project *

I can use keyboarding skills to prepare my writing for publication*

I can learn new things about a topic by doing research

I can recall information from experiences or gather information from print and digital sources about a topic

I can take notes about a topic

I can sort the information from my notes into provided categories




I can complete a writing assignment in the time that my teacher has set for me

*With Assistance



Stories from Unit 3 reading will be appropriate to use as mentor texts under the lens of a writer

Science texts can be used a springboard for an opinion on a specific, relevant topic

Anchor Charts

For each lesson, it is important to create collaborative anchor charts for student to reference later Click Here for Examples

https://docs.google.com/a/edison.k12.nj.us/document/d/1W1wTYW2mq-DVaTCePjEpr594W90xMDD_v9PHs7Y99Co/edit?usp=sharing




finding a topic

generating opinion topics

stating an opinion

supporting with details/facts

developing introduction

using linking words

providing sense of closure

editing/revising


peer editing Shared writing experiences



Finding a Topic

Opinions about text read in reading

Opinion about a topic in science

Generating Meaningful Topics (p. 19)

LearnZillion Lesson: Brainstorm Topics-Persuasive

LearnZillion Lesson: Brainstorm Topics - Argumentative

LearnZillion Lesson: Generating Topics (See page 7 for additional topic starters for opinion writing) Stating an Opinion

Here’s What I Thought (p. 20)

In My Opinion (p. 20)

LearnZillion Lesson: Inform an Idea Using Persuasion

LearnZillion Lesson: Writing a Thesis Statement

LearnZillion Lesson: Identifying an Opinion

LearnZillion Lesson: Develop a Thesis Using Details/Facts/Pictures to Support Opinion

Outlining Reasons for an Opinion (p. 22)

LearnZillion Lesson: Draft with Examples

LearnZillion Lesson: Reasons Using Text Evidence

LearnZillion Lesson: Providing Evidence Using Words to Express Opinion

Using Words to Express Opinions - Figure 1-12 (p. 21)

Create Class Generated Word Lists

LearnZillion Lesson: Connecting Ideas

LearnZillion Lesson: Using Linking Words Create Structure

Opinion Map (p. 11)

Use a Planning Map (p. 23)

LearnZillion Lesson: Plan and Organize

LearnZillion Lesson: Drafting Using a Graphic Organize

LearnZillion Lesson: Organizing Ideas

LearnZillion Lesson: Use Paragraph Form

LearnZillion Lesson: Use Transition Words to Link Paragraphs Crafting a Strong Introduction

Techniques for an Opening Statement- Figure 1 -13 (p. 25)


https://learnzillion.com/lessons/376-brainstorm-topics-for-an-opinion-letter

https://learnzillion.com/lessons/1233-brainstorm-topics-for-an-argumentative-essay

https://learnzillion.com/lessons/1228-generate-and-choose-a-topic-for-argumentative-writing

https://learnzillion.com/lessons/375-inform-a-specific-audience-about-an-idea-by-writing-a-persuasive-letter

https://learnzillion.com/lessons/377-write-a-thesis-statement-for-a-persuasive-letter

https://learnzillion.com/lessons/1880-identify-and-describe-opinion-writing

https://learnzillion.com/lessons/1284-develop-a-thesis-statement

https://learnzillion.com/lessons/1285-draft-body-paragraphs-with-real-life-examples

https://learnzillion.com/lessons/2187-develop-reasons-to-support-an-opinion-by-finding-examples-and-evidence-in-the-text

https://learnzillion.com/lessons/2187-develop-reasons-to-support-an-opinion-by-finding-examples-and-evidence-in-the-text

https://learnzillion.com/lessons/1292-connect-ideas-and-examples-in-argumentative-writing

https://learnzillion.com/lessons/2180-use-linking-words-and-phrases-to-connect-ideas-in-an-opinion-essay

https://learnzillion.com/lessons/378-plan-and-organize-a-persuasive-letter

https://learnzillion.com/lessons/2210-draft-an-opinion-essay-using-a-graphic-organizer-as-a-guide

https://learnzillion.com/lessons/1230-organize-ideas-for-an-argumentative-essay

https://learnzillion.com/lessons/1253-use-paragraph-form

https://learnzillion.com/lessons/1324-use-transition-words-to-link-paragraphs


Learn from Professional Authors (p. 24)

LearnZillion Lesson: Draft an Opening Paragraph - Persuasive

LearnZillion Lesson: Draft an Opening Paragraph - Argumentative

LearnZillion Lesson: Introducing Text - Opinion about literature

LearnZillion Lesson: Write a Strong Opening Providing a Sense of Closure

Techniques for Closure - Figure 1 -14 (p. 26)

Learn From Professional Authors (p. 26)

LearnZillion Lesson: Draft a Concluding Paragraph - Persuasive

LearnZillion Lesson: Draft a Concluding Paragraph - Argumentative

LearnZillion Lesson: Writing a Concluding Statement

LearnZillion Lesson: Write a Strong Conclusion Evaluating and Analyzing Pieces

Analyzing and Evaluating Opinion Pieces - Figure 1-15 (p. 27)

Analyzing and Evaluating Mentor Text - Figure 1-16 (p. 28) Plan Research Opportunities

See p. 166 - 171 to see different ways to incorporate shared research opportunities. This can also be addressed during science time

Research Guide 3-5 - Figure 8-2 (p. 176-177) Revise and Edit

Demonstration of Editing (p. 137 - 138)


Quick Editing Mini-lessons (p. 143)

Encourage the Circling of Suspicious Spellings (p. 144)

Studying Correct or Incorrect Usage (p. 145)

Use Editing Symbols (p. 144)

LearnZillion Lesson: Revise a Draft

LearnZillion Lesson: Revising by Rereading

LearnZillion Lesson: Revise Changing Order of Evidence

https://learnzillion.com/lessons/379-draft-an-opening-paragraph-for-a-persuasive-letter

https://learnzillion.com/lessons/1296-draft-an-introductory-paragraph-for-an-argumentative-essay

https://learnzillion.com/lessons/2179-introduce-a-text-in-an-opinion-essay

https://learnzillion.com/lessons/1231-write-a-strong-opening-and-thesis-statement

https://learnzillion.com/lessons/380-draft-a-concluding-paragraph-for-a-persuasive-letter

https://learnzillion.com/lessons/1297-draft-a-conclusion-paragraph-for-an-opinion-essay

https://learnzillion.com/lessons/2209-write-a-concluding-statement-to-support-your-opinion

https://learnzillion.com/lessons/1325-write-a-strong-conclusion

https://learnzillion.com/lessons/381-revise-a-persuasive-letter-draft

https://learnzillion.com/lessons/2211-revise-an-opinion-essay-by-rereading-a-draft

https://learnzillion.com/lessons/1329-revise-order-of-evidence-in-an-argumentative-essay



Small group for strategies and skills (based on formative assessments) expressing opinion stating reasons linking words and phrases grammar spelling Journeys: Common Core Writing Handbook (consumable)

Conferring choose a skill(s) to discuss individually with a child- provide feedback and next steps directions based on data analysis and anecdotal records -

Use Conference Routine - Figure 1-17 (p.29) to help guide discussion Grammar skills - See Conference Routine Figure 5-8 (p. 149) to help guide discussion Peer Conference Plan - Figure 9-8 (p. 192) - Supporting Evidence Peer Conference Plan - Figure 1 -18 (p. 30) - Stating Opinion



Technology Integration Brainstorming using different sources (ie: Padlet) Drafting in Google Docs Creating a How To Using Google Slides, can add media Other interactive Apps See Producing and Publishing Writing - p. 156 - 163 for different ideas using technology


Subject: Writing Grade: 3

Unit Title: Narrative

Time Frame: April 18- June 22

This Instructional Cycle revisits Cycle 1 and builds upon those skills to advance students’ skill set. Some students will still need reinforcement of earlier skills. Utilizing formative assessment will allow you to make the appropriate instructional decision. Summary of Unit: By the end of Instructional Cycle 4, students will be able to:

establish a situation and introduces a narrator and/or characters

organizes an event sequence

use dialogue and description to develop events or show responses of characters

use a variety of words and phrases to manage the event sequence

use concrete words and phrases and sensory details

provides a conclusion that follows from the narrated events

with guidance and support, develop and strengthen writing as needed by planning, revising and editing

with guidance and support, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others

demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting


Speaking/Listening and Language Skills: SL.3.1.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. SL.3.1.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). SL.3.1.C Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.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. SL.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. SL.3.1.B Form and use regular and irregular plural nouns. SL.3.1.C Use abstract nouns (e.g., childhood) SL.3.1.D Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. SL.3.1.F Ensure subject-verb and pronoun-antecedent agreement. SL.3.1.G Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. SL.3.1.H Use coordinating and subordinating conjunctions. SL.3.1.I Produce simple, compound, and complex sentences. SL.3.2.A Capitalize appropriate words in titles L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences


L.3.2.B Use commas in addresses. L.3.2.C Use commas and quotation marks in dialogue. L.3.2.D Form and use possessives L.3.2.E Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2.F Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. 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).



Anecdotal Records

Portfolio Check

Exit Ticket


Class Record Sheet p. 87 - Can use Grade 4 Skills to build upon 3rd grade skills with students that are ready

Class Record Sheet p. 142 - Language Conventions On Demand Writing for Students to Practice Skills End of Unit Assessment: Students can choose one piece throughout the Instructional Cycle to publish Author’s Chair Celebration - Bringing Closure - Click Here District Rubric- Click- Here






Executive Summary and Conversion Chart-Here Suggested Writing Topics:

Personal Narrative Fables Narrative Fiction Pieces Realistic Fiction Pieces Alternate Endings to Favorite Stories Continuation to a Story read in class Revisit pieces from Cycle 1 - Revise and Edit using different crafts See Independent Application p. 105 - 108 for other types of narrative writing ideas

Data driven instruction will enhance our ability to monitor the progress of our students. It is essential that we adjust our instructional plan to meet the needs of our students; so that by the end of a lesson or a weekly assessment 75% of our students can apply learning



Instructional Plan

CCSS

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.3.A Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3.B Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3.C Use temporal words and phrases to signal event order. W.3.3.D Provide a sense of closure. 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 here.) 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.

WALT I Can

I can write a story about something that has happened or a made up story

I can tell the story in order from beginning to end

I can use words to describe the characters and setting in my story

I can use a character’s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events

I can show changes in time by using temporal words and phrases

I can write a conclusion that sums up the story




I can use prewriting strategies to formulate ideas

I can recognize that a good piece of writing requires more than one draft

I can edit to make my writing clearer

I can revise my writing to make sure I stay on topic

I can prepare a new draft with changes that strengthens my writing

I can use resources and technology to finish and share my work

I can work with others to create a writing project

I can use keyboarding skills to prepare my writing for publication




I can complete a writing assignment in the time that my teacher has set for me




All Narrative stories from any Reading Cycle can be selected to use as mentor texts and read under the lens of a writer

Anchor Charts

For each lesson, it is important to create collaborative anchor charts for student to reference later Click Here for examples to Anchor Charts

https://docs.google.com/a/edison.k12.nj.us/document/d/11ImLFE7dSKPYoAd-YVWxKsE0vPuwgamXvsym9yD2Ei8/edit?usp=sharing




developing topics

developing sequence in a story

hooking the reader

crafting a title

adding details/show not tell

adding dialogue

determining voice of a story

closure


edit and revise

peer editing Shared writing experiences



Finding a Topic

Create a heart map for things they love, like to do, a special person

Create a jar with story starters for those who get stuck

Create a list of topics to use for future writing and post (pg 88) Creating Sequence

Sketch the Sequence (pg 89)

Use a Narrative Map (pg 89)

Jot Notes about Sequence (pg 89)

Use Sticky Notes (pgs 89-90) Establishing the Situation

Choose a few techniques from figure 3-11 (p.91) to introduce in different mini-lessons to students

LearnZillion Lesson - Creating Conflict Using Description

Detailing a person, place, thing (pg 91)

Elaborating an Event (pg 92)

Using Sensory Details (pg 92)

Showing, Not Telling (pg 92)

Drawing from Word Lists (pgs 92-93)

Rewording (pg 93)

LearnZillion Lesson - Adding Details to a Character

LearnZillion Lesson - Including All Events Using Dialogue

Learn from Professional Authors (pg 94)

Trying out Speech Bubbles (pg 94)

Practicing with a Painting (pg 94)

Using Dialogue Tags (pgs 95-96)

Weaving in Dialogue (pg 95)

LearnZillion Lesson - Describing Character Using Dialogue

LearnZillion Lesson - Adding Dialogue Using Words and Phrases to Signal Event Order

Making the process explicit (pg 96)

Word bank words

Practice with Sequencing (pg 97)

Learn from Other Students (pg 96)


http://www.scholastic.com/teachers/top-teaching/2011/01/heart-maps-and-writing

http://www.education.com/activity/article/story-jar/

https://learnzillion.com/lessons/4846-create-conflict-for-the-character

https://learnzillion.com/lessons/4845-add-specific-details-to-show-a-character-s-reactions

https://learnzillion.com/lessons/4848-include-all-the-events-that-lead-to-the-character-solving-his-her-problem

https://learnzillion.com/lessons/4850-describe-characters-through-dialogue

https://learnzillion.com/lessons/4851-include-dialogue-to-explain-what-is-happening-in-the-story


LearnZillion Lesson - Adding in Temporal Words

LearnZillion Lesson - Varying Transitions Providing a Sense of Closure

Learn from Mentor Texts (pg 99)

Techniques for Closure (Figure 3-16, p.100) Crafting a Title

Rationalizing Title Preferences (pg 99) Peer Editing - Content Based

Conferring with Peers - Conference Routine (pgs 103-104) Evaluating and Analyzing Pieces

Analyzing Class Samples (pg 101)

Questions for Analyzing and Evaluating (Figure 3-17) (pgs 101-102)

Analyzing and Evaluating Mentor Text (pg 101) Clear and Coherent Writing Using Development and Organization (these mini lessons should be used after some writing has been completed - rough drafts) (pgs 116-127)

Rereading (pg 116)

Staying on Topic (pgs 116-117)

Including Everything Important (pg 117)

Weeding Out Unimportant (pg 118)

Use Every Other Line (pg 119)

Sentence Dividing (pg 119)

Sentence Combining (pgs 119-120)

Identifying the Uses of Paragraphs (pgs 120-121) Adding Voice Attending to Voice LearnZillion Lesson - Revising Introductions LearnZillion Lesson - Adding Details to Ensure Flow of Story

Edit and Revise (pgs 143-149) Using an Editing Checklist Using an Editing Circle Playing with punctuation Studying Correct or Incorrect Usage Analyze Class Samples /Mentor Texts(p. 147) Use figure 5-7 and 5-8 to focus questions for students (p. 148 -

149)

https://learnzillion.com/lessons/4852-add-in-temporal-transitions

https://learnzillion.com/lessons/4853-change-transitions-to-include-many-different-transitions

https://learnzillion.com/lessons/4847-organize-the-story-so-that-the-plot-begins-naturally

https://learnzillion.com/lessons/4849-ensure-there-is-flow-to-the-story



Small group for strategies and skills (based on formative assessments)

adding details

finding voice

figurative language

editing and revising

grammar skills


Conferring

choose a skill(s) to discuss individually with a child- provide precise feedback and next steps directions

Grammar skills

See Figure 4- 7 (p. 131) for sentence stems to help you with conversation with students



Technology Integration

Brainstorming using different sources (ie: Padlet)


Revising and Editing with a partner via shared google doc

Comic Strip Creators (p.95)

See Producing and Publishing Writing - p. 156 - 163 for different ways to integrate technology

elementary ela/social studies integration grade 3 - edison · elementary ela/social studies...

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