final third grade ela pacing guide first...

Third Grade—1st Nine Week Period 1

Common Core State Standards Pacing Guide 2nd Edition

English Language Arts (ELA)

Third Grade—1st Nine Week Period

2nd Edition Developed By: Deborah Romero, Rebecca Perez, and Jennifer Russell ``````````````````````````````````````````````````````````````````````````````````````

Mr. Stan Rounds, Superintendent

Dr. Steven Sanchez, Deputy Superintendent

Prepared By: Lydia Polanco, Coordinator of Elementary Instruction

1ST Edition Developed By: Melissa Montoya, Rebekah Perez, Annette Otero-‐Nunez, Lydia Polanco


English Language Arts (ELA) Pacing Guide

Las Cruces Public Schools

Overview of the Common Core State Standards: The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-‐based effort to fulfill the charge issued by the states to create the next generation of standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The standards define what all students are expected to know and be able to do, not how teachers teach.1 Description of the Pacing Guide: A pacing guide is an interval based description of what teachers teach in a particular grade or course; the order in which it is taught, and the amount of time dedicated to teaching the content. Purpose of a Pacing Guide: The purpose of a pacing guide is to ensure that all of the standards are addressed during the academic year. Each pacing guide is nine weeks in duration. Components of the Pacing Guide:

• College and career (CCR) anchor standard-‐-‐define the skills and understandings that all students must demonstrate. • Grade level standard—defines what students should know and be able to do by the end of each grade level • Unpacked standard—provides a clear picture for the teacher as he/she implements the CCSS • Resources—Current district core resources • Depth of Knowledge — (DOK) Criteria for systematically analyzing the alignment between standards and standardized assessments

1 Retrieved from www.corestandards.org ,p. 6, Introduction: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects.


Key Points in English Language Arts

Reading

• The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college-‐ and career-‐level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

• Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.

• The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.

Writing

• The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.

• Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

• Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.


Speaking and Listening

• The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.

• An important focus of the speaking and listening standards is academic discussion in one-‐on-‐one, small group, and whole-‐class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.

Language

• The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

• The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.

• Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

• Just as media and technology are integrated in school and life in the twenty-‐first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.


Common Core State Standards

LCPS Pacing Guides

Core Language Arts Program Reading Street

Supplemental Technology

Based program to prepare for PARCC

Other Resources (i.e. leveled readers, informaSonal text, lexile ranges, etc.)

STANDARDS-‐BASED,

STANDARDS-‐DRIVEN


Third Grade Reading Standards for Literature:

Key Ideas and Details 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL 3.1 P R R R RL 3.2 P R R R RL 3.3 P R R R

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually

mean?)

Depth of Knowledge (DOK)

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from 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 3.1 Third grade students continue asking and answering questions to show they understand a text, and they are required to refer to the text to support their answers. (What are the most important events that happened in the story? How do you know? Where did the story take place? How do you know?)

(DOK 1) What might you include on a list about the items in Prudy’s collection? (DOK 3) What would happen if Prudy decided not to organiz her collection? Support your idea with details and example from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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 3.2 To recount a story means to tell the story. Students are asked to identify the central message, which would be the lesson or moral of the story, and then explain how the key details convey that lesson in the text. What lesson is this story teaching you? What is stated in the key details to support that?

(DOK 2) Can you explain how Bear’s behavior affected the outcome of the story? (DOK 3) Can you predict the outcome if Hare decided to be lazy like Bear? Construct an answer based on information from the story.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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 3.3 Students must be more specific in telling about characters concentrating on their traits, motivations, or feelings. The focus is on how characters influence plot development.

(DOK 1) Can you identify what the character is feeling at the beginning or end of the story? (DOK 3) How does this character affect what happens in the beginning or at the end of the story?


Vocabulary: R.L. 3.1 ask, answer, details, evidence, conclusion, infer (inferences), text, passage R.L. 3.2 fables, folktales, myths, lesson, moral R.L 3.3 characterization, feelings, traits, actions Resources: Reading Street Resources: R.L. 3.1 Prudy’s Problem Unit 2 Week 3 R.L. 3.2 Tops and Bottoms Unit 2 Week 4 R.L. 3.3When Charlie McButton Loses Power Unit 1, Week 1 Other Suggested Text: R.L. 3.1 Sarah, Plain and Tall By: Patricia MacLachlan (Suggested Text from Appendix B of Common Core)



Craft and Structure 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL 3.4 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


mean?)


4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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

RL 3.4 Third grade students are required to tell the meaning of words and phrases in a text, noting the differences between literal and nonliteral language.

Students will context clues to identify meaning of unknown word. Students will identify and understand author’s word choice. Students will recognize multiple meaning words and the way an author has chosen to use them.

This standard will be applied to all text throughout the school year.

(DOK 1) Which sentence uses the word chair to mean, “leader of the group?”

a. Harry sat on the soft, orange chair.

b. Sam moved the chairs for the president.

c. Chairs are made out of many materials.

d. Chris is the chair of the party committee.

(DOK 3) We are standing around the corral, leaning on the fence and watching the horses. “Midnight’s a good mother,” I said, as the baby horse followed closely behind her. Explain what the word corral means in the passage above.

Vocabulary: R.L. 3.4 Interpret, determine, literal and nonliteral, distinguish, definition, dictionary, glossary


Resources: Reading Street Resources: RL 3.4 Unit 6, week 2, Happy Birthday Mr. Kang Student edition page 196 (book one) Other Suggested Text: Fireflies By: Paul Fleischman (Suggested Text from Appendix B of Common Core), Amelia Bedelia Stories Reading Standards for Literature: Craft and Structure: RL 3.4 Literal /Non Literal Word Meaning Sentence 1: Hail hit the roof of our house sohard it made little dents in the surface. Sentence 2: When rabbits ate our vegetablegarden, Dad hit the roof! Sentence 1 Sentence 2

Word or Phrase hit the roof hit the roof

Context Clues so hard it made little dents in the surface When rabbits ate our vegetable garden

Your Knowledge Hail sometimes hits the roof of a house and makes dents.

People say that someone “hit the roof” when he or she became very mad.

Does the word/phrase mean exactly what it says?

Yes, the hail actually hit the roof of the house.

No, Dad did not actually hit the roof of the house.

Literal or Nonliteral? Literal Language Nonliteral Language

Meaning: Dad was very mad.



Integration of Knowledge and Ideas 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL 3.7 P R R R

Anchor Standard(s)

Reading Standards


mean?)


7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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 3.7 Third grade students must use pictures and written text to better understand different aspects of a story such as the mood, setting, and the characters.

(DOK 2) What do you notice about the characters in the illustration at the beginning of the story. (DOK 3) We have been reading Kumak’s Fish. Based on the illustration on pg. 105. What is your interpretation of the text?

Vocabulary: R.L. 3.7 mood, character traits, setting Resources: Reading Street Resources: RL 3.7 Unit 1 Week 3 Kumak’s Fish Unit 5 Week 3 Good-‐Bye 382 Shin Dang Dong Other Suggested Text: Tuesday, Sector 7– David Wiesner



Range of Reading and Level of Text Complexity 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RL 3.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


mean?)


10. Read and comprehend complex literary and informational texts independently and proficiently.

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.

RL 3.10 “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐grade staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at: DRA Level

Guided Reading

AR Level

Reading A-‐Z

Lexile ORF

30 F/NF

M 2.5-‐3.0 Q-‐R 500-‐549

80

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

Vocabulary: comprehend, independently, literature, character, plot, setting, author, genre

Resources: DRA/EDL (BOY= 30 F/NF) Lexile Level : 550-‐610 Fluency Rate: (BOY 80 and above)


Third Grade Reading Standards for Informational Text:

Key Ideas and Details 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 3.1 P R R R RI 3.2 P P R R

Anchor Standard(s)

Reading Standards


mean?)


1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the 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 3.1 Third grade students continue asking and answering questions to show they understand a text, and they are required to refer to the text to support their answers. (What are the most important events that happened in the story? How do you know? Where did the story take place? How do you know?)

(DOK 1) How would you describe the role of the father penguin in the story? (DOK 3) How would you describe the sequence of the growth of the penguin chick? What facts would you select to support the sequence?

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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

RI 3.2. Students must identify the main idea and find the most important details that strengthen the main idea.

(DOK 1) How can you recognize the main idea of the text? (DOK 3) What facts would you add to support and strengthen the main idea of the selection?

Vocabulary: R.I. 3.1 inference, message, purpose, basis, evidence, facts, cite evidence R.I. 3.2. main idea, determine, key supporting details, summary Resources: Reading Street Resources: R.I. 3.1 Penguin Chick Unit 2 week 1, R.I. 3.2 How to Raise a Raisin Unit 3, week 1



Craft and Structure 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 3.4 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards


mean?)


4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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 3.4 Find the meanings of general vocabulary words and academic vocabulary words specific to third grade topics or subjects. Students will practice using context clues, text features, dictionaries, glossaries, etc. to determine word meaning.

(DOK 1) Some countries may be found on the equator, an imaginary line drawn around the earth, dividing the earth into northern and southern hemispheres. the most northern part of the world, at the top

a. the part of the world that is covered with water

b. an imaginary line around the middle of the world

c. the most southern part of the world, the bottom.

(DOK 3) From the 1780’s to the 1880’s, thousands of children moved to the frontier. They started a new life at the western edge of settled land in the United States. Using the passage and a map of the United States, how would you describe the bold word frontier.

Vocabulary: RI 3.4 domain, prefixes, suffixes, multiple meanings, figurative language, dictionary, glossary, academic, determine, meaning, phrase(s), text, topic

Resources: readtennessee.org; readwritethink.org; engageny.org



Range of Reading and Level of Text Complexity 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RI 3.10 I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard

actually mean?)


10. Read and comprehend complex literary and informational texts independently and proficiently.

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.

RI 3.10 “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-‐by-‐ grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.”

Students will apply multiple cueing sources to read grade level poetry and prose. By the end of the 1st quarter students should be reading at:

Please remember, when determining if a student is proficient on this standard, each student’s data must be triangluated with different data points.

DRA Level

Guided Reading

AR Level Reading A-‐Z

Lexile ORF

30 F/NF M 2.5-‐3.0 N 500-‐549 80

Vocabulary: comprehend, technical text, science, history, social studies, level, range, compare, contrast, fiction, nonfiction

Resources:


Third Grade Reading Standards: Foundational Skills:

Phonics and Work Recognition 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RF 3.3a-‐d I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards

Unpacked (What does the standard actually mean?)


RF 3.3. Know and apply grade-‐level phonics and word analysis skills in decoding words.

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

Prefixes: prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐prefixes pre-‐, mid-‐, over-‐, out-‐ prefixes re-‐, un-‐, dis-‐, pre-‐ Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y

(DOK 1) Choose the correct word to fill in the blank. Juan came to school ____________ for the test.

a. misprepared b. reprepared c. unprepared d. disprepared

b. Decode words with common Latin suffixes.

Words with: -‐tion, -‐sion, -‐ture, -‐y, -‐ment, -‐ly, -‐le, -‐ist, -‐or See Resources for Latin Suffix Table*

(DOK 1) Choose the word that completes the sentence correctly. There was a lot of ______ in that movie.

a. action b. actsion c. actsin d. actshun

c. Decode multi-‐syllable words. Short vowels vc/cv

Vowel sounds in out & toy Syllable pattern v/cv &vc/v

(DOK 1) How many syllables are in the word dangerous?


Compound words Diagraphs sh, th, ph, ch, tch Plurals Vowels with r Syllable pattern VCCCV Syllable pattern CV/VC Vowel sounds in ball More vowel sounds in ball Vowel sounds in tooth & cook Schwa Multisyllabic words Related words

a. 5 b. 4 c. 3 d. 2

d. Read grade-‐appropriate irregularly spelled words.

See Resources for Irregularly Spelled Word List*

(DOK 1) Be able to read the 3rd grade 300 Fry Words quick as a snap. (DOK 4) Create a sentence using the 3rd grade 300 Fry Words.

Vocabulary: decode, phonics, prefix, suffix, syllable, vowels, roots, base words, affixes Resources: Reading Street Readers & Writers Notebook Reading Street RTI Kit Phonics/Phonemic Awareness Reading Street Resources: • Third Grade First Stop pages 147-‐148, Words with spl, thr, squ, str (pg. 302a, 306a, 318c) • Diagraphs sh, th, ph, ch, tch (336a, 350c,358c) • Contractions (372a, 376c, 388c) • Prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐ (406a, 410c, 418c) • Consonant Sounds /j/ and /k/ (440a, 444c, 452c) • Suffixes –ly, -‐full, -‐ness, -‐less (470a, 474c, 486c) • Words with wr, kn, mb, gn (504a, 508c 518c) • Plurals (22a, 26c, 32a) • RTI Phonics and Decoding Book Latin Suffixes List


Irregularly Spelled Words List


Third Grade Reading Standards: Foundational Skills:

Fluency 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 RF 3.4a-‐c I/P I/P I/P I/P

Anchor Standard(s)

Reading Standards



RF 3.4 Read with sufficient accuracy and fluency to support comprehension.

RF 3.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-‐level text with purpose and understanding.

RF 3.4 Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. When you read with purpose and understanding, you show the selection’s meaning as you read.

(DOK 1) • What is the topic? • What is the selection about? • Does that sound right? • Does that look right? • Does that make sense? To help you identify the purpose, you can ask yourself these questions about the selection: • Why did the author write this? • How should the purpose change

the way I read it? b. Read grade-‐level prose and poetry orally with accuracy, appropriate rate, and expression.

When you read with accuracy, you read the words in a selection correctly. When you read with appropriate rate, you read the selection quickly, slowly, naturally, or with some combination of the three, depending on what the selection is about. When you read with phrasing, you read the selection with pauses and stops. When you read with expression, you show the tone, or mood, of the selection.

(DOK 1/2) • Read the passage to yourself. • Then read it aloud. • Try to read the words correctly. • Think about when you should

stop, pause, speed up, or slow down.

• Think about how you can show expression.

• Make your reading sound like the characters are talking.

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

Reread the sentence. Read on to see if the author explains the word later. Slow down to see if you missed any important details that give you clues

(DOK 1/2) Try these strategies for words you don’t know:

• Reread.


about the word. Sound out the word. • Read on. • Slow down. • Sound it out. • When you are ready, read

the passage aloud to a partner.

Vocabulary: accuracy, fluency, rate, expression, rereading, self-‐correction, genres, purpose, skim, scan Resources: Reading Street Resources: • Third Grade First Stop pages 146-‐147, • Short Vowel VC/CV pages (TE pages 22a, 26c, 38c) • Plurals -‐s,-‐es (TE pages 58a, 62c, 72c) Adding –ed,-‐ing,and –est (TE pages 92a, 96c, 106c) • Long vowel digraphs (TE pages 124a, 128c, 140c) • Vowel sounds in out and toy (TE pages 162-‐163a, 166c, 176c) • Syllable pattern V/CV, VC/V (TE pages 202a, 206c, 216c) • Words ending in –le (TE pages 234a, 238c, 248c) • Compound Words (TE pages 268c, 272c, 282c) RTI Kit Phonics and Decoding Book


Third Grade Writing Standards:

Text Types and Purposes 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 W 3.3a-‐d P R R R

Anchor Standard(s)

Writing Standards


mean?)


3. Write narratives to develop real or imagined experiences or events using effective technique, well-‐chosen details, and well-‐structured event sequences.

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

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

W. 3.3 a. Third grade students write real and

imaginative stories with characters, problem and sequence of events.

(DOK 3/4) Construct a narrative piece about a time you received something special Show how and why this was memorable to you. Be sure to use effective technique, descriptive details, and clear event sequences.

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

b. Third grade students write about the thoughts, feeling and actions of characters through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing.


c. Use temporal words and phrases to signal event order.

c. Third grade students will use words to describe a position of an event in time (i.e. after, before, between, by, during, following, within, until, while, except, on, since).

d. Provide a sense of closure. d. Students will provide a natural closure for narrative (i.e. snappy ending).

Vocabulary: W.3.3 problem, character, detail, setting, audience, connect, clear, descriptive, details, develop, effective, event Resources: Reading Street, Writing Anchor papers Reading Street Assessment handbook


Third Grade Writing Standards:

Production and Distribution of Writing 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 W3.4 I/P I/P I/P I/P

Anchor Standard(s)

Writing Standards



4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W 3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.

W 3.4. With assistance, third grade students are expected to produce writing that is clear and understandable to the reader. Type of writing assignment and the writer’s designated reason for writing should be reflected in the student’s organization and development of a topic.

(DOK 3) The sentences can be put in order to form a paragraph about swimming. Which of these sentences should come first in the paragraph?

a. He ran out the door and leaped into the cool clear water in the swimming pool.

b. He quickly ran to the bedroom to change into his bathing suit.

c. He placed his clothes in a neat pile so they wouldn't get wrinkled while he was swimming.

d. Matt gazed out the window at the sparkling water.

(DOK 4) Look at the outline. Different Kinds of Birds A. Flightless Birds 1. Ostrich 2. Penguin B. __________________ 1. Cardinal 2. Mockingbird What needs to go in the blank in the outline? a. What Birds Eat


b. Birds That Fly c. Yellow Birds d. Birds with Wings

Vocabulary: W 3.4. clear, coherent, paragraph, develop, organize, purpose, audience, sequence, planning, revising, editing, publishing Resources: Reading Street, Writing Anchor papers Reading Street Assessment handbook


Third Grade Writing Standards: Range of Writing

1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 W3.10 I/P I/P I/P I/P

Anchor Standard(s)

Writing Standards


mean?)


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 tasks, purposes, and audiences.

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.

W.3.10 Students are required to produce numerous pieces of writing over various time frames to develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the student’s development of a topic related to the content area for which they are writing about.

To be determined

Vocabulary: Research, reflection, revise, proofread, history, social sciences, audience

Resources:


1st Quarter Third Grade

Speaking and Listening Standards: Comprehension and Collaboration

1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 SL 3.1a-‐d P R R R SL 3.2 P R R R SL 3.3 P R R R

Anchor Standard(s)

Speaking and Listening Standards


mean?)


1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others‟ ideas and expressing their own clearly and persuasively.

SL3.1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

SL3.1. Students will need ample opportunities to take part in a variety of rich, structured conversations. Students should be prepared to discuss the topic at hand.

(DOK 1) Use the following checklist: • Came up with an idea from the

text • Maintained a conversation • Stayed with one topic or idea • Used conversation strategies to

keep the conversation going • Thinking changed as a result of the

conversation (DOK 4) Use the following checklist: • Came up with an idea from the

text • Maintained a lengthy conversation • Stayed with one topic or idea • Used conversation strategies to

keep the conversation going • Thinking changed as a result of the

conversation • Explain the idea we talked about. • How did your thinking change

from the beginning of the

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).

Students actively engage as part of a whole class, in small groups, and with a partner, sharing the roles of participant, leader, and observer. Students at this level should engage in collaborative conversations (such as book groups, literature circles, buddy reading), and develop skills in active (close) listening and group discussion (looking at the speaker, turn taking, linking ideas to the speakers‟ idea, sharing the floor, etc).


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

Students will ask clarifying questions of their peers and their teacher while staying within the topic and be able to agree or disagree respectfully with others.

conversation to the end? • What can you do differently next

time to make the conversation even better?

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

Students should be able to explain their own ideas and how their thinking changed or is changing based on the direction of the conversation.

2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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 3.2. Third grade students will also determine the main idea and supporting details of a text read aloud or information presented in multiple formats.

(DOK 1-‐2) • I discovered three things about

this topic... • I found two interesting things

about this topic... • This topic mainly talked about…

3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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

SL 3.3 Students should also be able to listen carefully to what a speaker says and then ask questions to clarify what they heard. If something is not understood, students should be able to elaborate and provide details to build upon the speaker’s response.

(DOK 1-‐2) Students should be able to ask such questions as… • What are some of the challenges

of…? • Why did you choose this topic? • How does this effect…? • How would you advise…? • What is the most…? • What are some other

interesting…? • What are some of the things you

don’t like about…? Vocabulary: SL3.1 role, active listening, collaborate, discussion rules, conversation, t, clarify SL3.2 interpretation, key details, setting, sequence, character, author, plot SL3.3 elaborate, speaker, comprehend/understand Resources: Reading Street Resources: Reading Street Assessment Handbook


Third Grade Speaking and Listening Standards:

Presentation of Knowledge and Ideas 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 SL 3.6 P R R R

Anchor Standard(s)

Speaking and Listening Standards

Unpacked (What does the standard

actually mean?)


6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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

SL 3.6. Students will need to engage in behaviors (turn and talk, small group discussion, computer use, and writing and speaking learning activities) that lead to the expression of complete ideas both verbally and in writing. Students must be able to articulate their ideas in complete sentences.

(DOK 1-‐2)

Comp. Poor The response is fragmentary and indicates only minimal understanding of the story. It includes mainly random details and irrelevant information.

Fair The response is partial and indicates a fairly good understanding of the story. Mostly accurate details and ideas, some may be irrelevant or unrelated to the story.

Good The written response is complete. It indicates a very good understanding of the story and its problem, and provides accurate, and relevant details, information, and supportive reasoning.

Details from Text

None or only one detail from the text was used in the written reading response. The detail had no connection or support to the response.

One or two details were used from the text. The details only slightly supported and responded to the question.

Two or more details were used from the text. The details from the text clearly and completely support the response to the question.

Complete Sentences

The response is turned into a complete sentence in few to no cases

The response is turned into a complete sentence in some cases.

The response is turned into a complete sentence in all cases

Vocabulary: SL 3.6 contexts, formal, informal, speech styles, Standard English, conventions, grammar, appropriate, clarification, complete, order, produce, situation, speak, task Resources: Reading Street Assessment Handbook


Third Grade Language Standards:

Conventions of Standard English 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 L 3.1a-‐i P R R R L 3.2e-‐f I/P I/P I/P I/P

Anchor Standard(s)

Language Standards



1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L 3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the

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

L 3.1. An understanding of language is essential for effective communication. “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, knowledge of language, and vocabulary are unimportant to reading, writing, speaking, listening, and viewing; indeed, they are inseparable from such contexts.” Third grade students must have a command of the grammar and usage of spoken and written standard English (nouns, pronouns, verbs, adjectives, adverbs, simple verb tenses, subject/verb agreement). Students must be able to explain the proper functions of different parts of speech.

(DOK 1) Explain why the underlined word is incorrect in the sentence below. Our class goed on a field trip to the observatory after we raised money with bake sales.

b. Form and use regular and irregular plural nouns.

A singular noun names one person, place, or thing. A plural noun names more than one person, place, or thing. Irregular nouns have special plural forms.

(DOK 2) Write the plural form of each underlined word on the line. 1. The pond was full of goose. _______________ 2. The child ran in the grass. _______________ How would you classify regular and irregular plural nouns.


c. Use abstract

nouns (e.g., childhood).

An abstract noun names something you cannot see, hear, touch, smell, or taste, such as an idea or a feeling. truth, happiness, education

(DOK 1,2)

d. Form and use

regular and irregular verbs.

Some verbs do not add -‐ed to form the past tense. These verbs, called irregular verbs, change their form completely.

(DOK 1,2)

e. Form and use the

simple (e.g., I walked; I walk; I will walk) verb tenses.

A past-‐tense verb tells about an action that has already happened. A present-‐tense verb tells about an action that happens now. A future-‐tense verb tells about an action that is going to happen. Add the special verb will to write about the future.

(DOK 1/2) How would you classify the folowing sentences, present, past, future tense? 1. Gary walks along the beach. ____________ 2. In the morning, snow covered the ground. __________ 3. In the future, we will travel in new ways.


___________

f. Ensure subject-‐verb and pronoun-‐antecedent agreement*

A verb must agree with its subject in number.Add -‐s to most verbs if the subject is singular. Add -‐es to verbs that end in s, ch, sh, x, or z. Do not add -‐s or -‐es if the subject is plural or I or you.

(DOK 1) Last night I ______ a letter ro my grandmother to thank her for my birthday present. a. writed b. write c. wroted d. wrote (DOK 2) The birds (love, loves) our peanut butter cones. Use the correct form of the verb in parentheses. ________________________________________________________________________________________ How are love and loves alike? Different?

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

Add -‐er to most adjectives to compare two people, places, or things. This is called the comparative form of an adjective. Add -‐est to most adjectives to compare more than two. This is called the superlative form. Add -‐er to short adverbs to compare two actions. This is called the comparative form. Add -‐est to short adverbs to compare more than two actions. This is called the superlative form.

(DOK 1) Which word or words can complete the sentence correctly? Our white cat is __________ than our orange cat. a. fluffier b. fluffiest c. more fluffier d. fluffy (DOK 2) Each sentence has an adjective underlined. Which adjective is being used to compare two things? a. Of all the teachers, Mrs. Crocker is the friendliest. b. The sparkly dewdrops covered the grass. c. Oscar is taller than his brother, Hector. d. Today was the happiest day of my life.


h. Use coordinating and subordinating conjunctions.

A coordinating conjunction is a word that connects related words or groups of words. It connects words, phrases, and clauses that are equally important in a sentence. A subordinating conjunction joins a dependent clause with a main clause.

(DOK 1) I don't know how to swim, __________ Joseph has offered to teach me. A conjunction is a joining word. Which conjunction is missing from the sentence above? a. and b. but c. or d. for (DOK 2) The word "or" is a conjunction, or joining word. Which sentence is missing the conjunction "or"? a. Ronald is allergic to strawberries; __________ so is his little sister. b. Alex invited me to the movies, __________ I think I'll stay home and read. c. Our cow, Bluebell, had her calf last week, __________ our cat had kittens yesterday. d. Anna had to work on her test quickly, __________ she would run out of time.

i. Produce simple, compound, and complex sentences.

A simple sentence contains one subject and one predicate. It contains one complete thought. It has one independent clause. Two simple sentences may be joined to form a compound sentence, which contains two subjects and two predicates. It contains two complete thoughts. It has two independent clauses joined together. A sentence that contains two related ideas joined by a conjunction other than and, but, or or is called a

(DOK 1/2) Add a commoa follwed by and, but or or to comibne each pair of simple sentences into one compound sentence. Kendra likes to cook. Matt likes to eat. ________________________________________________________________________________________


complex sentence. Complex sentences have an independent clause and a dependent clause.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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

e. Use conventional spelling for high-‐ frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). ASSESSED WITH RF 3.3A-‐D

Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y



f. Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. ASSESSED WITH RF 3.3A-‐D

Short vowels vc/cv Vowel sounds in out & toy Syllable pattern v/cv &vc/v Compound words Diagraphs sh, th, ph, ch, tch Plurals Vowels with r Syllable pattern VCCCV Syllable pattern CV/VC Vowel sounds in ball More vowel sounds in ball Vowel sounds in tooth & cook Schwa (a neutral vowel that occurs in unstressed syllables such as the a in alone and sofa.) Multisyllabic words Related words

(DOK 1) How many syllables are in the word dangerous?

a. 5 b. 4 c. 3 d. 2

Vocabulary:


L 3.1. Command, convention, run-‐ons, fragment, grammar, adjectives, adverb, function, general, noun, pronoun, sentence, form, simple, tense, use, verb, agreement, antecedent, subject-‐verb, superlative, comparative, legibly, cursive L3.2 quote, capitalization, dialogue, punctuation, title, comma, reference materials Resources: Pearsonsuccessnet.com: Digital Whiteboard Transparencies (Grammar Transparencies, daily fix-‐it transparencies, skill lesson, writing transparencies and graphic organizers). What Did You Say? Write a single sentence on three sentence strips, varying the ending punctuation on each. Have students read sentences as they are punctuated. This activity can be adapted to include commas within the sentences to note how meaning is changed depending on where pauses are placed.


Third Grade Language Standards:

Vocabulary Acquisition and Use 1st Quarter Nine Weeks

Standard Q1 Q2 Q3 Q4 L 3.4a-‐d I/P I/P I/P I/P L 3.5a-‐c I/P I/P I/P I/P L 3.6 I/P I/P I/P I/P

Anchor Standard(s)

Language Standards


mean?)


4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L3.4. Determine or clarify the meaning of unknown and multiple-‐meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

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

The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes.

(DOK 3) Read the sentences below. 1. Mom put my class picture in a frame. 2. The builders finished the frame for our new house. 3. The frame around the mirror was made of gold. 4. The basketball player has a large frame. In which two sentences does the word frame have the same meaning?

a. 1 and 3 b. 2 and 4 c. 1 and 2 d. 2 and 3

(DOK 1) Jack and his mother washed the dishes in the kitchen. They spilled some water on the floor. Jack's mother asked him to bring her the ____ so they could clean the kitchen floor. a. mix b. map c. mop


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). FOLLOW READING STREET PHONICS SCOPE AND SEQUENCE

Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y



(DOK 3) The woman was careless with her purse. What is the correct meaning of the underlined word?

a. full of care b. using care c. with care d. lacking care

c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion) FOLLOW READING STREET PHONICS SCOPE AND SEQUENCE

Prefixes: prefixes un-‐, re-‐, mis-‐, dis-‐, non-‐prefixes pre-‐, mid-‐, over-‐, out-‐ prefixes re-‐, un-‐, dis-‐, pre-‐ Suffixes: adding –ed, -‐ing, -‐er, est suffixes –ly, -‐ful, -‐ness, -‐less suffixes –er, -‐or, -‐ess, -‐ist suffixes –y, -‐ish, -‐hood, -‐ment endings –s, -‐es, -‐ed, -‐ing suffixes –er, -‐or, -‐al, -‐less -‐ly, -‐ ful, -‐ness, -‐able endings –es, -‐ed, to y

(DOK 1) What is the root or base word in wonderful?

a. won b. wonder c. full d. wonders

(DOK 3) What is the root word of discomfort?

a. comfort b. dis c. fort d. com

d. Use glossaries or beginning dictionaries, both

print and digital, to determine or clarify the (DOK 1)

Sarah and Rob ran to the mailbox.


precise meaning of key words and phrases. They had entered a contest to pick the theme for the county fair. The announcement of the contest winner was to be in the mailbox today. What is the meaning of the word announcement?

a. a phone call from a very important person

b. a message given on the radio or television

c. an official statement or public notice

d. anything said by a government official

(DOK 3) Sarah and Rob ran to the mailbox. They had entered a contest to pick the theme for the county fair. The announcement of the contest winner was to be in the mailbox today. What is the meaning of the word announcement? Use a dictionary to define the word announcement, use the word in sentence

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

L3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

L3.5. Learning words at this stage includes exploring different shades of meaning and literal and nonliteral meanings for words and phrases, growing vocabulary

(DOK 1/3) Compare these sentences. 1. The air was filled with smoke because the entire building was on fire. 2. After the runner crossed the finish line, her lungs were on fire.


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

This standard encourages teachers to help students use language to describe his or her world. For example using a Semantic Map for a word and its uses or a Word Web.

(DOK 1/3) At the base camp, Dr. Mendoza shows us where we can store our gear for the night. She then goes to make some hot drinks for the team. I want to be helpful, so I offer to bring some food and water to the sled dogs. How can I use this word to tell about something in my life?

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

Being able to distinguish the finer shades of meaning between words helps students to be able to understand how word choice can make a huge difference in comprehension and enhances reading pleasure.

(DOK 1/3) One way to help understand shades of meaning is to arrange a group of words in a series, or particular order, as they move from one meaning to a meaning that is stronger or more powerful. Look at the following example: cool → cold → icy → frigid

6. Acquire and use accurately a range of general academic and domain-‐specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary

L3.6 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).

L3.6 “Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” “General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” “Domain-‐specific vocabulary (Tier 3) words are specific to a domain or

(DOK 1) Jerry was excited to see Adam. Adam had brought Jerry a cap from his vacation. Adam was being _________________. Choose the most specific word to complete the sentence.

a. thoughtful b. happy c. good


knowledge when encountering an unknown term important to comprehension or expression.

field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”

d. sad (DOK 2) Find the one word that fits in both blanks. We sat on the __________ while we fished in the river. Tyrone got money from his __________ to buy a CD.

a. bench b. umpire c. presents d. bank

Vocabulary: L3.4 reference materials, definitions, phrase, clarify, content, multiple meaning, range, strategies, phrase, known, meaning, root, unknown, dictionary, digital, glossaries, key, phrase, print L3.5 demonstrate, context, literal, nonliteral, phrase L3.6 domain, academic, scientific, historical, mathematical, phrase, relationship, spatial, specific, temporal, use, Resources: L 3.5 Semantic Mapping Make a web that supports understanding of the key features of a word or concept. Create a chart that has the targeted word in the center, with four boxes around it. Each box has a different activity associated with the word, such as synonyms, antonyms, illustration, and definition and use.

L 3.4 and 3.5 Frayer Model: The Frayer Model is a graphical organizer used to define words and acquire new vocabulary.


Balanced Classroom Assessment Strategies

Selected Response

Constructed Response

Performance Assessment

Informal Assessment

Multiple Choice

Fill-‐in-‐the-‐blank (words, phrases)

Presentation

Oral questioning

True–False

Essay Movement

Observation

Matching

Short answer (sentences, paragraphs)

Science lab

Interview

Diagram

Athletic skill

Conference

Web

Dramatization

Process description

Concept Map

Enactment

Checklist

Flowchart

Project

Rating scale

Graph

Debate

Journal sharing

Table

Model

Thinking aloud process

Matrix

Exhibition

Student self-‐assessment

Illustration

Recital

Peer review

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