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3rd GradeSECOND QUARTER LEARNING PRIORITIES

EMPHASIZED READING COMPETENCIESREADING LITERATURE READING NONFICTIONKEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

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.

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

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

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

CRAFT AND STRUCTURE CRAFT AND STRUCTURE4. Determine the meaning of words and

phrases as they are used in a text, distinguishing literal from nonliteral language.

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.

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.

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

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Distinguish their own point of view from that of the author of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS

INTEGRATION OF KNOWLEDGE AND IDEAS

7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story.

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text

Integrated Standards: Standard 1--Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. is part of accomplishing each competence. Progress in each standard is the basis for standard 10 progress—by the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.

Readings, Timelines, and Activity Resources for learning about Chicago are available at http://teacher.depaul.edu .

PARCC Constructed Response resources including rubrics are at

2nd Quarter 2015-16 http://teacher.depaul.edu Core Connections 2015

http://teacher.depaul.edu/

http://teacher.depaul.edu/PARCCGuides.html .

SOURCE of Common Core Standards cited in this guide: http://www.corestandards.orgThe standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

2nd Quarter 2015-16 http://teacher.depaul.edu Core Connections 2015 2

http://www.corestandards.org/

http://teacher.depaul.edu/PARCCGuides.html

LANGUAGE Third Grade These lists are set up with lines so that you can set your students’ learning priorities for this quarter. Students also can use these lists to set and record progress.

CONVENTIONS IN WRITING AND SPEAKING 1. Observe conventions of grammar and usage.

__a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in specific sentences.

__b. Form and use the simple (e.g., I walked, I walk, I will walk) verb tenses.__c. Ensure subject-verb and pronoun-antecedent agreement.*__d. Produce simple, compound, and complex sentences.

2. Observe conventions of capitalization, punctuation, and spelling.__a. Use correct capitalization.__b. Use quotation marks in dialogue.__c. Use conventional spelling for high-frequency and other studied words and for

adding suffixes to base words (e.g., sitting, smiled, cries, happiness).__d. Use spelling patterns and generalizations (e.g., word families, position-based

spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

__e. Consult reference materials, including dictionaries, as needed to check and correct spellings.

3. Make effective language choices.__a. Use words for effect.*

VOCABULARY ACQUISITION AND USE 4. Determine word meanings (based on grade 3 reading).

__a. Determine or clarify the meaning of unknown or multiple-meaning words through the use of one or more strategies, such as understanding how the word is used in a sentence; analyzing the word’s sounds, spelling, and meaningful parts; and consulting glossaries or beginning dictionaries, both print and digital.

__b. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

__c. 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).

__d. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

5. Understand word relationships.__a. Build real-life connections between words and their use (e.g., describe people

who are friendly or helpful).__b. Distinguish among related words that describe states of mind or degrees of

certainty (e.g., knew, believed, suspected, heard, wondered). 6. Use words that are in common, conversational vocabulary as well as grade-

appropriate academic vocabulary and domain-specific words (in English language arts, history/social studies, and science) taught directly and acquired through reading and responding to texts.

* Conventions standards noted with an asterisk (*) need to be revisited by students in subsequent grades as their writing and speaking grows in sophistication.


Analyze Craft and StructureCCSSR5 (writer’s choices) and CCSSR6 (purpose)Students should be able to interpret the writer’s use of these techniques to communicate the theme of a story or central idea of nonfiction.

Story Writers Poets Nonfiction Writers Biographers

actioncolloquialismdescriptive detailsdialoguefigurative languageflashbackforeshadowinghyperboleidiomimageryironymetaphormoodnarrator first person second person third person omniscient

onomatopoeiaplot twistpoint of viewrepetitionsatiresensory detailsimilestory within a storysuspensesymbolismnarrationtonevisual detailvoice

alliterationfigurative languagehyperboleimageryironymetaphormetermoodnarratoronomatopoeiaparadoxpersonificationpoint of viewrepetitionrhymerhythmsatiresensory detailsimilesymbolismtonevisual detailvoice

allusionanalogyanecdoteargumentboldfacecaptionscomparecontrastdatadebatedescriptiondetailsdialogueexamplesfigurative languagegraphheadingshumorillustrationsimagerynarrativepoint of viewquotationssarcasmsatiresequencetext structure: cause-effect compare/

contrast description problem-solution sequence

tabletimelinetitles and subtitlestonetransitionvoice

A biographer may use many of the nonfiction writer’s techniques as well as techniques of the story writer. Usually, these techniques are part of a biography. challenges commentary conflict conflict

resolution context

details dialogue mood quotations perspectives tone


Third Grade: Second Quarter, Weeks 11-12 Learning PrioritiesLITERATURE

Week of November 16 Week of November 23Literature Genre _ story _ folk tale __humor _fable _

fantasy _poem _realistic fiction __mystery __historical fiction __myth

story _ folk tale __humor _fable _ fantasy _poem _realistic fiction

__mystery __historical fiction __myth

Reading LiteratureCCSSRL3.2 infer themeCCSSRL3.3 analyze character, plot

How did the writer help you understand that CCSSRL3.5

Infer: How characters feel about

each other What the motives are for

actions What the effects are of the

action inferredExplain how you draw those conclusions.Question

Answer evidence

Analyze: How did the writer help you understand that?

Analyze: How did the writer “build” the story with parts of the plot?Constructed Response: Write the journal of a character.

Infer: How characters feel about

each other What the motives are for

actions What the effects are of the

actionsExplain how you draw those conclusions.Question

Answer evidence

Analyze: How did the writer help you understand that?

Analyze: How did the writer “build” the story with parts of the plot?

Constructed response: write the journal of a character.

Word Patterns and GrammarCCSSR.3.4

Identify, use prefixes Identify and use suffixes

Writingconventions

Improve writing—add adjectives.

Improve writing—add adjectives.

PARCC/NWEA Guiding Questions for fiction

Skills Development Guides for Small Group and Independent WorkAnalyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrastComprehensive story reading guides inference

Infer the meaning of a word from context main idea or theme motiveparts of a storysequenceSummarize


http://teacher.depaul.edu/SequenceGuides.htm

http://teacher.depaul.edu/IdentifyPartsofaStory.htm

http://teacher.depaul.edu/analyzethemainideaortheme.htm

http://teacher.depaul.edu/identify_analyze_infer_MAIN_IDEA_or_THEME.htm

http://teacher.depaul.edu/html/Skill-Author_Purpose_Techniques.html

http://teacher.depaul.edu/SummarizeFictionandNonfiction.htm

http://teacher.depaul.edu/Infer-AnalyzetheMotiveforanAction.html

http://teacher.depaul.edu/InferMeaningofaWordfromContext.html

http://teacher.depaul.edu/Make-ExplainanInference.html

http://teacher.depaul.edu/ComprehensiveFictionAssessment.htm

http://teacher.depaul.edu/compareandcontrast.html

http://teacher.depaul.edu/ClassifytoClarify.htm

http://teacher.depaul.edu/analyzeandinfercharactertraitsandfeelings.htm

http://teacher.depaul.edu/cause_effect_relations.htm

http://teacher.depaul.edu/AnalyzeRelationships.htm

http://teacher.depaul.edu/Documents/FictionQuestions.pdf

http://teacher.depaul.edu/html/Writing1.htm

http://teacher.depaul.edu/html/vocabulary.html


http://teacher.depaul.edu/html/Guide_Assess_Fiction.html


Third Grade: Second Quarter, Weeks 11-12 Learning PrioritiesNONFICTION LITERACY IN

SCIENCE AND SOCIAL SCIENCE

EXPLORE EXAMINE EXPLAIN

Preview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of November 16 Week of November 23Nonfiction Sources

__ topic/trade book _ biography_ history __article _video __textbook

__museum exhibit

_ topic/trade book _ biography_ history __article _video __textbook

__museum exhibitScience and Social Science

DEVELOP NONFICTION LITERACYCCSSRI3.2 summarize/analyze ideasCCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question.

Use text features to locate information quickly.

Make glossary Use graphic organizer to

clarify:Central Idea: _________________________

Supporting Ideas Important examples

Write the response to the FOCUS question.


Use text features to identify information quickly.

Make glossary Use graphic organizer to

clarify:Central Idea: ____________________________

Supporting Ideas Important example

Write the response to the Focus question.


http://teacher.depaul.edu/Science_Activities_Assessments.html

Third Grade: Second Quarter, Weeks 13-14 Learning PrioritiesLITERATURE

Week of November 30 Week of December 7Literature

GenrePoem Poem

Reading LiteratureCCSSRL3.2: themeCCSSRL3.4 how a poet uses words and phrases to communicate a message (CCSSRL3.5)

Interpret author's choice of words, relate to purpose; author’s choice of examples.

What is the message—andhow does a writer accomplish that purpose with the parts of the poem?

INTEGRATE WRITING:Write poem with vivid language or add a stanza to a poem

Interpret author's choice of words, relate to purpose; author’s choice of examples.

What is the message—andhow does a writer accomplish that purpose with the parts of the poem?

INTEGRATE WRITING:Constructed response—compare two poems—analyze use of figurative language, examples the writer uses to help the reader “see” the message.

Word Patterns and GrammarCCSSRI.3.4Analyze word patternsInfer from context

Analyze writer’s use of Figurative language

Word What It Means in this Context

Make your own figurative language sentences.

Analyze writer’s use of Figurative language

Word What It Means in this Context

Make your own figurative language sentences.

Writingconventions

Make punctuation chart—how to use punctuation to help readers comprehend.

Add examples to punctuation chart.


Skills Development Guides for Small Group and Independent WorkAnalyze relationshipsauthor's purpose and techniquescause-effect relations character traits Classify Compare and contrastComprehensive story reading guides























inference



EXPLORE EXAMINE EXPLAIN

Preview the text and graphics.FOCUS on a BIG question.Identify IDEAS through examples.Answer the BIG question!

Week of November 30 Week of December 7Nonfiction Sources __ topic/trade book _ biography

_ history __article _video __textbook __museum exhibit

_ topic/trade book _ biography_ history __article _video __textbook __museum exhibit

Science andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI3.3 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

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. How does the writer include

examples, headings, and illustrations—what did the writer want you to think was important as you read?

Use graphic organizer to show a topic with ideas and information from the text.

Make glossary




Make glossary

Nonfiction Guides Assessments

PARCC/NWEA Guiding Questions nonfiction


http://teacher.depaul.edu/Documents/NonfictionPassageQuestions.pdf

http://teacher.depaul.edu/NonfictionAssessments.html

http://teacher.depaul.edu/html/Guide_Assess_Nonfiction.html

http://teacher.depaul.edu/social_studies.html



Third Grade: Second Quarter, Weeks 15-16 Learning Priorities

LITERATURE

Week of December 14 Week of January 4Literature

Genre_ story _ folk tale __humor _fable _

fantasy _poem _realistic fiction __mystery __historical fiction __myth


__mystery __historical fiction __myth

Reading LiteratureCCSSRL3.2—communicating an ideaCCSSRL3.5 Author’s choices and purpose (CCSSRL3.6)

Choose your favorite story or poem read so far this semester. Explain what the writer included to help make it interesting and to communicate the theme.

Compare and contrast a poem and a story or two stories—with the same theme.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

INTEGRATE WRITING:Write constructed response:How are the two alike? How are they different?

Word Patterns and Grammar

Make a glossary of literary techniques.

Identify contractions in reading. Make a contractions chart with

examples

WritingImprove clarity (CCSSW3.5)

Add adjectives to improve writing.

Improve writing for focus and support




























Week of December 14 Week of January 4Nonfiction Sources


__museum exhibit


__museum exhibitScience andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI3.2 summarize, main ideaCCSSRI3.7 integrate information and ideas from different sources




Combine information from illustrations and explanations—may be from a video and a text-- to respond to a question.

Make glossary

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. Use graphic organizer to show a

topic with ideas and information from the text.

Combine information from two different sources to respond to the FOCUS question.

Combine information from illustrations and explanations—may be from a video and a text-- to respond to the Focus question.

Make glossary INTEGRATE WRITINGEXPLAIN: How does the writer include examples, headings, and illustrations—what did the writer want you to think was important as you read?










LITERATURE

Week of January 11 Week of January 18Literature Genre _ story _ folk tale __humor _fable

_ fantasy _poem _realistic fiction __mystery __historical fiction

__myth

Biography (relate to Dr. Martin Luther King, Jr.)

Reading Literature Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out themes, 3 (analyze relationships and character development),5) analyze the writer’s choice of words, characters, events to communicate t theme and accomplish purpose (6) 4 (infer word meaning from context)

Compare and contrast a poem and a story or two stories—with the same theme.

Analyze author’s choices of words that describe.

How does the writer help you understand the theme?

How does the writer accomplish the purpose—to communicate the message?

INTEGRATE WRITING:Write constructed response:How are the two alike? How are they different?

How do you read a biography—and how is reading it different from reading historical fiction?What strategies do you use to:figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it.Identify challenges, choices,causes and effectsInfer feelings, traits, predictions.

INTEGRATE WRITINGWrite to explain what important event shows about the character traits of the person profiled in the biography.

Word Patterns and Grammar

Write sentences with possessives

Make compound word chart.

Writing Identify examples of quotations in reading. Add dialogue to a story or a report you write, including quotation marks.

Identify examples of quotations in reading. Add dialogue to a story or a report you write, including quotation marks.

























Week of January 11 Week of January 18Nonfiction Sources

__ topic/trade book _ biography_ history __article _video

__textbook __museum exhibit


__museum exhibitScience andSocial Science

DEVELOP NONFICTION LITERACYCCSSRI3.2 summarize/analyze ideas

CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea

Integrate NONFICTION reading and visual resources to explore a topic with a Focus Question. How do you learn

from a video? Report on a Video: Important ideas Central Idea that they

support Analyze how the video

communicated central and supporting ideas.

Make glossary based on video


INTEGRATE WRITING: Analyze two different texts on the

same topic. Compare and contrast.

Text 1: Central Idea: _______________________________ Supporting Ideas

Text 2 or VIDEO: Central Idea: _______________________________ Supporting Ideas

How are the texts different in the ideas and kinds of examples they include?How are they alike?










LITERATURE

Week of January 25 Week of February 1 comprehensive assessment

Literature Genre _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction

__mystery __historical fiction _myth


__mystery __historical fiction _myth

Reading LiteratureCCSSRL.3.2Summarize and infer themeCCSSR3.5 and 3.6—analyze author’s choices to communicate the theme

Analyze how the writer communicates the theme of a story. Include the elements of fiction and techniques appropriate for third grade such as dialogue, narrator.

Integrate Writing Constructed Response:

Explain how the writer communicated the theme.

Students analyze and write constructed response based on a story: explain how the narrator helps the reader understand the characters and events.

Students exchange and improve each other’s constructed response for focus and support.

Word Patterns and GrammarCCSSRI.3.4Analyze word patternsInfer from context

Identify, explain how prefixes and suffixes affect word meaning—give examples in a list or chart

Give examples of words: contractions possessives compound prefix and suffix

WritingConventions

Improve constructed response for use of conventions.

Students make writer’s guide: How to Write a Good constructed response.



























NONFICTION LITERACY INSCIENCE AND SOCIAL SCIENCE

Week of January 25 Week of February 1 comprehensive assessment

Nonfiction Sources


__museum exhibit


__museum exhibitScience andSocial ScienceDEVELOP NONFICTION LITERACYCCSSRI3.5 and 3.6—author’s craft and structure—Week of January 25 focuses on video analysis.

How does a writer construct nonfiction?How does a reader comprehend nonfiction?


INTEGRATE WRITING: Analyze two different texts

on the same topic. Compare and contrast.

Text 1: Central Idea: _______________________________ Supporting Ideas

Text 2 or VIDEO: Central Idea: _______________________________ Supporting Ideas

Write constructed response comparing and contrasting two texts on the same topic.

Then use the PARCC rubric for third grade constructed response to improve the response.

Link to PARCC Rubric for3rd grade







http://teacher.depaul.edu/Documents/Grade_3_July_29_Rubric_Final.pdf

