language arts third grade - okaloosa schools

OKALOOSA COUNTY SCHOOL DISTRICT

CURRICULUM GUIDE

LANGUAGE ARTS

Third Grade

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer


Curriculum Guide for Language Arts

REV 052012 Third Grade Language Arts – Quarter 1

CONTENTS

Mission Statement..............................................................................................................................................................3

Suggestions for Implementing Curriculum Guides .........................................................................................................3

Florida Department of Education Website ......................................................................................................................3

OCSD Curriculum and Pacing Guide ∞ Overview .....................................................................................................4

Language Arts Curriculum Guide ................................................................................................................................5

Year-long Benchmarks with Civics ...................................................................................... 5

Quarter 1 ................................................................................................................................. 9

Quarter 2 ............................................................................................................................... 13

Quarter 3 ............................................................................................................................... 17

Quarter 4 ............................................................................................................................... 20

OCSD’s Elementary Comprehensive Literacy Model Overview ................................................................................ 22

Language Arts K-5 Resources....................................................................................................................................... 25

Writing Pacing Guide ................................................................................................................................................... 26

Writing Resources ........................................................................................................................................................... 31

Assessment / Curriculum / Monitoring Information from FLDOE............................................................................... 32

Additional Literature (by writing process topic, by grade level) ............................................................................... 33

2011 FCAT 2.0 Reading Grade 3.................................................................................................................................. 50

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY ........................................................ 51




Mission Statement Engage students in authentic literacy tasks maximizing student achievement by aligning grade-level benchmarks to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade level,

Implement the OCSD Comprehensive Balanced Literacy Model,

Enhance the curriculum by using resources and instructional technology, and

Differentiate instruction as needs are identified by assessments/progress monitoring.

In addition, teachers should:

Collaborate with the reading leadership team to maximize school resources and expertise,

Document questions and suggestions for improvement of the Curriculum Guide,

Stay abreast of the Florida Department of Education website and Just Read, Florida!, and

Provide students the opportunity to assess on-line textbooks.

Florida Department of Education Website

Next Generation Sunshine State Standards: http://www.floridastandards.org/homepage/index.aspx

Common Core Standards: http://www.corestandards.org/

http://www.floridastandards.org/homepage/index.aspx

http://www.corestandards.org/




OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a language arts curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality

instruction for each nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers

ready access to resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Language Arts Curriculum Guide specifies the language arts content to be covered within each nine-week instructional period.

Their guide identifies Next Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their

students or school needs.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark

Column Two – Focus Skill

Generally based on the sequence of instruction as presented in the textbook adoption

Column Three – Progress Monitoring / Assessment

Provides teachers with myriad of assessment and monitory resources available

Column Four – Literacy Connection/Vocabulary/Reading

Suggests instructional activities, including media (DVD/Video/CD), websites, and student involvement tasks

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is specific to their school’s or student’s needs

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx.

http://www.okaloosaschools.com/OkaloosaSchools/SchoolDistrict/CurriculumInstruction/CurriculumGuides/tabid/378/Default.aspx



REV 052012 Third Grade Language Arts – Year-long Benchmarks with Civics

Language Arts Curriculum Guide Year-long Benchmarks

Benchmark Reading Unit and Focus Skill Progress Monitoring and Assessment Schedule

Additional Reading Resources Open: Specific to teacher, grade, subject, school

LA.3.5.1.1 The student will demonstrate beginning cursive writing skills. LA.3.3.1.1 The student will prewrite by generating ideas from multiple sources. LA.3.3.1.2 The student will prewrite by determining purpose. LA.3.3.1.3 The student will use prewriting strategies to generate ideas and formulate a plan using organizational strategies to make a plan for writing that includes a main idea. LA.3.3.2.1 / 3.W.2 The student will write a draft appropriate to the topic, audience, and purpose using a pre-writing plan to develop the main idea with supporting details that describe or provide facts and / or opinions. LA.3.3.3.1 / 3.W.5 The student will revise by evaluating the draft for use of ideas and content, logical organization, voice, point of view, and word choice.

Writing the cursive alphabet Pre-writing Drafting 1st Quarter: Logical organization 1st - 4th Quarters: Word choice and point of view Figurative language,

characterization, and plot

Be informed, perform a task. 2nd - 3rd Quarters: Preparing to take a test 3rd- 4th Quarters: Voice 4th Quarter: Rhythm and dialogue Making a report Conducting an interview

Multi-step directions Revising with tools Audience and purpose Graphics Audience and purpose

Handwriting Without Tears (Olsen) Zaner Bloser Evan-Moor MacMillan McGraw Hill series Melissa Forney resources Six Trait Writing resources Four Blocks Literacy Model resources Teaching Writing Skills with Children’s Literature (Dierking; Maupin House) Cracking Author’s Craft (Laminack; Heinemann) Daily 6-Trait Writing (Evan-Moor) Take it to your seat: Writing Centers (Evan-Moor) Writing Makeovers (Creative Teachers Press) Nothing Ever Happens on 90th Street (Schotter; Scholastic) If You Were a Writer (Nixon; Aladdin)




LA.3.3.3.4 The student will revise by applying appropriate tools or strategies to refine the draft. LA.3.3.5.1 / 3.W.4 The student will prepare writing in a format appropriate to audience and purpose. LA.3.3.5.2 / 3.W.6 The student will add graphics where appropriate. LA.3.3.5.3 The student will share the writing with the intended audience. LA.3.4.1.1 / 3.W.3 The student will write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events. LA.3.4.1.2 / 3.W.3 The student will write a variety of expressive forms that may employ, but not be limited to, figurative language, rhythm, dialogue, characterization, plot, and appropriate format. LA.3.4.2.1 / 3.W.2 The student will write in a variety of informational / expository forms (e.g., rules, summaries, procedures, recipes, notes / messages, labels, instructions, graphs / tables, experiments, rubrics). LA.3.4.2.2 / 3.W.8 The student develops and demonstrates technical writing

Show: Don’t Tell! Secrets of Writing (Nobisso; Gingerbread House) What Do Author’s Do? (Christelow; Sandpiper) Author: A True Story (Lester; Sandpiper) Live Writing; Writer’s Notebook; and others by Ralph Fletcher The Daily Five ( Boushey & Moser) The Café Book (Boushey & Moser) www.unitedstreaming.com www.mimioconnect.com

http://www.unitedstreaming.com/

http://www.mimioconnect.com/




that provides information related to real-world tasks including recording information related to a topic, including visual aids. LA.3.4.2.3 / 3.W.2 The student develops and demonstrates technical writing that provides information related to real-world tasks including writing informational / expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information. LA.3.4.2.4 / 3.W.10 The student develops and demonstrates technical writing that provides information related to real-world tasks including writing a variety of communications (friendly letter, thank you notes, formal letters, messages). LA.3.6.1.1 / 3.W.2 The student will read informational text and organize information for different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task. LA.3.6.4.1 / 3.W.6 The student will use appropriate available technologies to enhance communication and achieve a purpose. LA.3.6.4.2 / 3.W.6 The student will use digital tools to present and publish in a variety of media formats.




Civic and Political Participation SS.3.C.2.1: Indentify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues. (Civics and political benchmark must be embedded in Language Arts

Curriculum.)

Unit: 1

First Day Jitters Page 14 All Are Equal: It’s the Law! Page 82

Unit:2

The Strongest One Pages 156-169 Wolf! Pages 182-203 What’s in Store for the Future? Pages 216-219

Unit:3

Feed the World: Page 308 For the Birds: Page 342 Saving the Sand Dunes: Page 344

Unit: 4

Red & Her Friends Pages 12-13 Cook-a-Doodle-Doo! Pages 14-37 Community Works Pages 48-49 Seven Spools of Thread Pages 50-71 Washington Weed Whackers Pages 78-79 Gorilla Garden Pages 92-93 Here’s My Dollar Pages 94-105 Neighbors Recycling Pages 108-109 My Very Own Room Pages 116-137 World Cup Wonders Pages 146-147 Susan B. Anthony Pages 148-149

Unit:5

Boom Town Page 155 Let’s Trade Page 152 How to Earn Money Page 178 Making a Difference Page 184 Beatrice’s Goat Page 188 Ugandan Girl Reaches Goal Page 212 A Carousel of Dreams Pages 222

Unit: 6

A Castle on Viola St.: Page 294 Pledging Allegiance: Page 348 Becoming a Citizen: Page 349 An American Hero Flies Again Page 350 Who is Uncle Sam: Page 354




Quarter 1

Benchmark Reading Unit and Focus Skill Progress Monitoring and Assessment

Schedule Additional Reading Resources

Standard 6: Vocabulary Development Use multiple strategies to develop grade appropriate vocabulary. LA.3.1.6.1 / 3.RFS.3 The student uses new vocabulary that is introduced and directly taught. LA.3.1.6.3 / 3.RL.4, 3.L.4 The student uses context clues to determine meanings of unfamiliar words. LA.3.1.6.5 / 3.L.4 The student relates new vocabulary to familiar words. LA.3.1.6.8 / 3.L.4 The student uses knowledge of antonyms, synonyms, homophones, and homographs. LA.3.1.6.9 / 3.RL.4 The student determines the correct meaning of words with multiple meanings in context. LA.3.1.6.10 / 3.L.4 The student determines meanings of unfamiliar words by using a dictionary, thesaurus, and digital tools. LA.3.1.4.4 3.RFS.4 The student will use self-correction when subsequent reading indicates an earlier misreading.

Vocabulary:

Word parts, compound words

Use of new words

Context clues

Connecting to known vocabulary

Homographs

Multiple meaning words

Dictionary skills

Self-correction

Comprehension:

Identify text features

Purpose for reading

Reading fluency

Selection of appropriate reading

materials

Story structure: plot development

Problem and solution

Compare characters, setting, and

events

Author’s purpose

Text features

Cause and effect

Cause and effect AND text

features—TEXT Structure

Connect and compare

Main idea and supporting details.

Fix-up strategies and monitoring

of own comprehension

Main idea

Grammar:

Sentences and fragments; end

punctuation; statements and

MacMillan McGraw-Hill weekly assessment MacMillan McGraw-Hill selection assessment MacMillan McGraw-Hill Unit Tests District Cold Reads School / Teacher made cold reads Teacher made vocabulary tests DRA 2 DEA test MacMillian McGraw Hill grammar assessment (in grammar workbook with series) DOL assessments Student writing samples Teacher made assessments Qualitative Spelling Inventory (QSI) – available with Words Their Way (but you don’t have to do Words Their Way to give this assessment) Weekly Spelling Test MacMillan McGraw Hill spelling workbook assessment Student writing samples

MacMillan McGraw-Hill weekly selection that introduces the vocabulary Vocabulary Cartoons (Burchers, New Monic Books) 240 Vocabulary Words 3rd Grade Kids Need to Know (Beech, Scholastic) Word-A-Day program (available through Really Good Stuff) The King Who Rained (Fred Gwynne-- and other texts by same author) A Frog in my Throat (Loreen Leedy—and other texts by same author) Scholastic Dictionary of Idioms (Terban; Scholastic) Noteable author for instructional strategies: Robert Marzano MacMillan McGraw Hill Weekly Reading Selections Four Blocks Literacy Model Resources (Carson Dellosa Publishing) Scholastic Professional Books resources (viewable at scholastic.com) Cover a Word series (context clues; Carson-Dellosa) Teaching Writing Skills with Children’s Literature (Dierking and Anderson-McElveen; Maupin House) Reading Aloud Across the Curriculum (Laminack and Wadsworth; Heinemann) Harcourt Science leveled Readers




LA.3.1.7.1 / 3.RIT.5/7 The student will identify a text’s features, use them to make and confirm predictions, and establish a purpose for reading. LA.3.1.5.1 / 3.RFS.3 The student will apply letter-sound knowledge to decode unknown words quickly and accurately in context. LA.3.1.5.2 / 3.RFS.4 The student will adjust reading rate based on purpose, text difficulty, form, and style. LA.3.2.1.8 / 3.RL.10 The student will select a balance of age- and ability- appropriate fiction materials to read based on interest and teacher recommendations, to continue building a core foundation of knowledge. LA.3.2.1.2 Identify and explain elements of story structure. LA.3.1.7.2 / 3.RL.9 The student identifies the author’s purpose in text and how an author’s perspective influences text. LA.3.2.2.1 / 3.RIT.5 The student identifies the purpose of text features (table of contents, glossary, headings, charts, graphs, diagrams, and illustrations). LA.3.1.7.4 3.RIT.3 The student identifies cause and effect relationships in text.

questions

Commands and exclamations

Compound sentences

Actions verbs

Common and proper nouns

Singular and plural nouns

Irregular plural nouns

Spelling:

Words with short vowels

The CVCe pattern

Words with /a/

Words with /o/

Words with long /i/

Words with long /e/

Words with /ch/

Words with th, wh, sh

Time For Kids magazines (available with series) Noteable Authors for instructional strategies:

Debbie Diller Debbie Miller Sharon Taberski Fountas and Pinnell Harvey and Goudvis Dina Zike Grammar Tales Melissa Forney- Reader’s Theaters and supplemental from Razzle Dazzle Writing, Writing Superstars, etc. ; Make step foldable of each sentence type for student use. Daily Oral Language Eats, Shoots, and Leaves (Truss; Putnam) Punctuation Takes a Vacation (Pulver; Scholastic) Brainpop.com (types of sentences) Caught Ya series (Kiester; Maupin House) Daily Language Review series (Evan-Moor) MacMillan McGraw Hill series Cunningham and Hall resources (Good Apple publishing) Words Their Way (Bear, et.al; Prentice Hall)

Building Spelling Skills series (Evan- Moor)




LA.3.1.7.5 / 3.RL.9 The student identifies the text structure an author uses (comparison, contrast, cause and effect, sequence of events) and explains how it impacts meaning in text. LA.3.1.7.7 / 3.RL.9 The student will compare and contrast topics, settings, characters, and problems in two texts. LA.3.2.2.3 The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing. LA.3.1.7.3 3.RIT.1/.2 The student will determine explicit ideas and information in grade level texts, including but not limited to main idea, relative supporting details, strongly implied message, inference, and chronological events. LA.3.1.7.8 / 3.RFS.4 The student uses strategies to repair comprehension when self-monitoring indicates confusion. LA.3.2.2.2 / 3.RIT.1 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.3.3.4.6 / 3.L.2 The student edits writing for grammar and language conventions, including the correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences. LA.3.3.4.4 / 3.W.5, 3.L.1 The student edits writing for grammar and language conventions, including




the correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns. LA.3.3.4.2 / 3.W.3, 3.L.1 The student edits writing for grammar and language conventions, including the correct use of capitalization for proper nouns , including holidays, product names, titles used with someone’s name, initials, and geographic locations. LA.3.3.4.1 / 3.W.5, 3.L.2 The student edits writing for grammar and language conventions, including the correct use of spelling, using spelling patterns and generalizations and using a dictionary or other resources as necessary.




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.

Benchmark Reading Unit and Focus Skill Progress Monitoring and Assessment

Schedule Additional Reading Resources

LA.3.1.7.8 / 3.RFS.4 The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing, questioning, and clarifying by checking other sources. LA.3.1.6.7 / 3.RFS.3 The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words. LA.3.1.4.3 / 3.RFS.3 The student will decode multi-syllabic words in isolation and in context. LA.3.1.4.2 / 3.RFS.3 The student will use knowledge of the pronunciation of complex word families to decode words in these families. LA.3.1.6.2 / 3.SL.1 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.3.1.7.8 / 3.RFS.4 The student will use strategies to repair comprehension of grade-appropriate text when self-monitoring indicates confusion, including but not limited to rereading, checking context clues, predicting, summarizing,

Vocabulary:

Introduce vocabulary

Review vocabulary

Content vocabulary

Words in context


Context clues

Word clues

Words with Suffixes

Synonyms

Dictionary skills

Dictionary


Decoding multi- syllables

Decoding /ur/ words

Analyzing familiar and unfamiliar

text

Comprehension: Main idea and details

Generating questions

Chronological order

Compare and contrast

Summarizing

Authors purpose

Plot development

Making inferences

Problem and solution

Cause and effect

Connect and compare

MacMillan McGraw-Hill weekly assessment MacMillan McGraw-Hill selection assessment MacMillan McGraw-Hill Unit Tests District Cold Reads School / Teacher made cold reads Teacher made vocabulary tests DRA 2 DEA test MacMillan McGraw-Hill Unit Tests MacMillian McGraw Hill grammar assessment (in grammar workbook with series) DOL assessments

Student writing samples Teacher made assessments Qualitative Spelling Inventory (QSI) – available with Words Their Way (but you don’t have to do Words Their Way to give this assessment) Weekly Spelling Test

See resources in Quarter 1




questioning, and clarifying by checking other sources. LA.3.1.7.3 / 3.RIT.2 The student will determine explicit ideas and information in grade level texts, including but not limited to main idea, relative supporting details, strongly implied message, inference, and chronological events. LA.3.2.2.1 / 3.RIT.5 The student identifies the purpose of text features (table of contents, glossary, headings, charts, graphs, diagrams, and illustrations). LA.3.2.2.2 / 3.RIT.1 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.3.2.2.3 / 3.RIT.2 The student will organize information to show an understanding of main ideas within a text through charting, mapping, or summarizing. LA.3.2.1.2 Identify and explain elements of story structure LA.3.2.1.7 / 3.RL.1, 3.RIT.1 The student will respond to, discuss, and reflect on various literary selections connecting text to self, text to world, text to text. LA.3.3.4.3 / 3.L.2 The student edits writing for grammar and language conventions, including the correct use of punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives.

Grammar:

Possessive nouns

Sentence combining with nouns

Punctuation and capitalization

of book titles

Action verbs

Present tense verbs

Past tense verbs

Future tense verbs

Commas in dates and places

Commas in a Series

Writing:

Time order words; transitions

Teach with social studies /

geography

Spelling:

Consonant blends

Words with /n/gn,kn;/r/wr

Words with /ar/

Words with /ur/

Words with /u/, /u/, and /u/

Words with /n/gn,kn;/r/wr

Words with /ar/ and /or/

MacMillan McGraw Hill spelling workbook assessment Student writing samples




LA.3.3.4.6 / 3.L.2 The student edits writing for grammar and language conventions, including the correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences. LA.3.3.4.2 / 3.L.1 The student edits writing for grammar and language conventions, including the correct use of capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations. LA.3.3.4.4 / 3.L.1 The student edits writing for grammar and language conventions, including the correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns. LA.3.3.4.1 / 3.L.2 The student edits writing for grammar and language conventions, including the correct use of spelling, using spelling patterns and generalizations and using a dictionary or other resources as necessary. LA.3.3.2.2 / 3.W.2 The student will draft writing by organizing information into a logical sequence through the use of time-order words and cause-effect transitions. LA.3.4.2.5 / 3.W.10 The student develops and demonstrates technical writing that provides information related to real-world tasks by writing simple directions to familiar locations using cardinal directions and landmarks,




and create an accompanying map. LA.3.3.4.1 / 3.L.2 The student edits writing for grammar and language conventions, including the correct use of spelling, using spelling patterns and generalizations and using a dictionary or other resources as necessary. LA.3.1.6.8 / 3.L.4 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words. LA.3.1.4.1 / 3.RFS.3 The student will use knowledge of the pronunciation of root words and other morphemes to decode words.




Quarter 3

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Additional Reading Resources

LA.3.1.6.6 / 3.L.5 The student will identify “shades of meaning” in related words. LA.3.2.2.4 / 3.RL.10, 3.RIT.10 The students will identify the characteristics of a variety of types of text. LA.3.2.2.5 / 3.RIT.10 The student will select a balance of age- and ability- appropriate non-fiction materials to read based on interest and teacher recommendations, to continue building a core foundation of knowledge. LA.3.6.3.1 / 3.RIT.2 The student will determine main content and supporting details, including distinguishing fact from opinion, in a print media message. LA.3.3.3.2 / 3.W.5 The student will revise by creating clarity by using a combination of sentence structures to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning. LA.3.3.4.5 / 3.W.5, 3.L.1 The student edits writing for grammar and language conventions, including the correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.

Vocabulary:

Context clues

Examples

Dictionary skills

Idioms

Dictionary

Multiple meanings

Editing for correct use of

apostrophes

Word parts

Contractions

Ending –er and –est

Possessives

Compound words

Word families

Identifying meaning in related

words

Comprehension:

Informational text

Non-fiction text selection

Chronological order of events

Determine implied inference /

drawing conclusions

Identify plot, character, and

setting

Compare characters

Plot development: making

predictions

Compare and contrast

Author’s purpose

MacMillan McGraw-Hill weekly assessment MacMillan McGraw-Hill selection assessment MacMillan McGraw-Hill Unit Tests District Cold Reads School / Teacher made cold reads Teacher made vocabulary tests DRA 2 DEA test MacMillian McGraw Hill grammar assessment (in grammar workbook with series) DOL assessments

Student writing samples Teacher made assessments

Qualitative Spelling Inventory (QSI) – available with Words Their Way (but you don’t have to do Words Their Way to give this assessment) Weekly Spelling Test MacMillan McGraw Hill spelling





LA.3.3.3.3 / 3.W.5 The student will revise by creating interest by adding supporting details and modifying word choices using resources and reference material. LA.3.4.3.1 / 3.W.1 The student will write persuasive text that attempts to influence the reader. LA.3.1.6.4 The student will categorize key vocabulary and identify salient features. LA.3.1.6.8 / 3.L.4 The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meaning of words.

Cause and effect

Relevant facts and details

Research and study skills

Interpret graphical information

Grammar:

Sentence combining with verbs

Capitalizing proper nouns

Verbs be, do, and have

Main and helping verbs

Correct verb forms

Pronouns

Pronouns usage

Subject and object pronouns

Subject verb agreement

Linking verbs

Irregular verbs

Subject and object pronouns

Possessive pronouns

Possessive pronoun usage

Ending punctuation

Quotation marks

Contractions with not

Writing:

Sentence fluency; clarify

meaning

Supporting details and word

choices (with reference material)

Persuasive writing (can do with

social studies)

workbook assessment Student writing samples




Spelling:

Words with /oi/

Words with /o/

Plurals

Compound words

Words with inflected endings

Words with endings y to i

Words with /ou/

Words with soft c and g

Homophones




Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Additional Reading Resources

LA.3.2.1.5 / 3.L.5 The student will identify and explain an author’s use of descriptive, idiomatic, and figurative language and examine how it is used to describe people, feelings, and objects. LA.3.2.1.3 / 3.RL.4 The students will identify and explain how language choice helps to develop mood and meaning in poetry. LA.3.2.1.4 / 3.RL.4 The student will identify an author’s theme, and use details from the text to explain how the author developed that theme. LA.3.1.7.6 / 3.RL.9 The student will identify themes or topics across a variety of fiction and non-fiction selections. LA.3.2.1.1 3.RL.10 The student will understand the distinguishing features among the common forms of literature. LA.3.2.1.6 / 3.W.10 The students will write a book report or review that identifies the main idea, characters, setting, sequence of events, and problem/solution.

Vocabulary:

Context clues: figurative

language

Analogies

Context clues / paragraph clues

Prefixes

Word parts / Greek roots

Analogies

Word parts: suffixes

Dictionary: multiple-meaning

words

Comprehension: Plot development: Make predictions Make judgments Draw conclusions

Problem and solution Relevant facts and details Chronological order Main idea and details

Relevant details: draw Similes and rhythmic patterns Connect and compare Figurative language

Essential message / theme Author’s purpose Essential message Free verse and rhyme Book reports

MacMillan McGraw-Hill weekly assessment MacMillan McGraw-Hill selection assessment MacMillan McGraw-Hill Unit Tests District Cold Reads School / Teacher made cold reads DRA 2 DEA test

MacMillan McGraw Hill grammar assessment (in grammar workbook with series) DOL assessments

Student writing samples Teacher made assessments

Qualitative Spelling Inventory (QSI) – available with Words Their Way (but you don’t have to do Words Their Way to give this assessment)





LA.3.3.4.5 / 3.L.1 The student edits writing for grammar and language conventions, including the correct use of subject/verb and noun/pronoun agreement in simple and compound sentences. LA.3.5.2.1 3.SL.1 The student will recall, interpret, and summarize information presented orally. LA.3.5.2.2 / 3.SL.4 The student will plan, organize, and give an oral presentation and use appropriate voice, eye, and body movements for the topic, audience, and occasion. LA.3.6.2.1 / 3.W.8 The student will determine information needed for a search by narrowing or broadening a topic, indentifying key words LA.3.6.2.2 / 3.W.8 The student will use predetermined evaluation criteria to select appropriate reference materials. LA.3.6.2.3 / 3.W.2 The student will communicate information in an informational report that includes main idea and relevant details. LA.3.6.2.4 / 3.W.6 The student will record basic bibliographic data and recognize property rights. LA.3.6.3.2 The student will identify and explain different production elements used in media messages and use the elements in a multimedia production.



REV 052012 Third Grade Language Arts

OCSD’s Elementary Comprehensive Literacy Model Overview

Okaloosa County School District embraces the State’s mandate to include all reading components as outlined in the Florida Reading Formula

in elementary reading instruction across the district. As outlined below, the various components of a comprehensive balanced literacy model

are the essential foundation to high quality reading instruction that includes a balance of reading and writing components addressed on a daily

basis.

REV 072012

Key: READING—PA=phonological awareness, PH=phonics, F=fluency, V=vocabulary, C=comprehension ASSESSMENT—S=screening, D=diagnostic, PM=progress monitoring

Component Description Time

Allocation Frequency of Use

Ideas/Sources for Implementation

Read Alouds, Interactive Read

Alouds

(PA, PH, F, V, C)

Teachers read aloud to students from a variety of genre often above the students’ instructional reading level to allow for enhancement of listening and

speaking vocabulary. During this component teachers initially articulate

metacognitive strategies (thought processes) and elements of f luency so

students can observe behaviors of an accomplished reader. Over time, students are invited to participate in the read aloud experience by articulating their

thought processes in understanding the text, discussing text interactions,

reflecting on personal interactions w ith the text, and w riting reflections about the

text. Additionally, specif ic comprehension and vocabulary strategies are

modeled by the teacher during reading of the text (i.e. cause-effect, compare/contrast, etc). In addition to interactive read alouds, teachers should

also spend uninterrupted time reading aloud to their students to model f luent

reading.

15-20 minutes, K-2

20-30 minutes,

3-5

Daily during literacy and content area

blocks

high interest literature

aw ard w inning literature

varied genre (poetry, f iction, non-fiction, etc.)

author studies

Shared Reading

(PA, PH, F, V, C; D, PM)

Shared Reading is an interactive reading experience that occurs w hen students

join in or share the reading of a big book or other enlarged text w hile guided and

supported by the teacher. It is through shared reading that the students can

observe an eff icient reader’s reading process and use of reading strategies. During shared reading, the teacher demonstrates f luent reading behaviors such

as prosodic elements w hile students enjoy the moderate level of scaffolding to

support their reading process. Access to the text is critical during shared

reading; therefore, all students must have a copy or should be able to view a

projected copy of the text. In early grades, books are read multiple times allow ing students to acquire concepts of print, language patterns, and develop

phonological aw areness.

10-15 minutes Daily varied genre to include: poetry,

charts, new spaper or magazine

clippings, introductions to novels, short stories; f iction and non-

fiction selections (w hich can be

displayed by ELMO or LCD

projector)

shared reading selections from the basal series

big books

Guided Reading

(PH, F, V, C; D, PM)

Guided reading occurs in a small group setting of four to six students w ho are w orking w ith the teacher to process increasingly challenging texts w ith

understanding and f luency. The teacher selects and introduces instructional

level texts to readers, supports them w hile reading the text, engages the readers

in discussion, and performs a mini-lesson after the reading. During the lesson,

60 minutes of literacy block

Daily as a

component of the literacy block with

instructional leveled reading material

reading basal materials—leveled books, anthology selections

appropriately leveled trade




the teacher acts as facilitator by asking students to make predictions, posing

questions and confirming comprehension strategy applications, and scaffolding

students to become problem solvers and self -reliant learners. All students read

the text during guided reading at their ow n pace – round robin is NOT used as an instructional strategy during this time. Often after reading a text, the teacher

extends the meaning of the text through w riting, text analysis, or another

learning activity. The lesson may also include w ork w ith w ords based on the

specif ic needs of the small group. Teachers should monitor student progress

through anecdotal notes, running records, or f luency checks in order to assure correct placement in and movement betw een flexible groupings. Needs-based

groups may also be called during this small group time. While students and

teacher are engaged in group w ork, the remainder of students should be

engaged in meaningful literacy activities at stations or w ithin the scope of the Daily Five. These activities should allow students to engage in practice of

recently taught literacy skills.

In upper primary and intermediate grades, teachers can use literature circles in

lieu of a reading group activity. Literature circles are student-facilitated reading

clubs or meetings w here students have prepared notes prior to gathering to discuss reactions, interesting vocabulary, and literary elements of the text.

Literature circle attendees may be assigned a role for their preparations, but the

roles should be diminished once the students are comfortable and understand

how to do each. Teachers w ill confer w ith groups to assist in targeting discussion points and w ill take anecdotal notes during this time.

15-25 minutes per group

rotation among reading groups

across the week’s time.

Frequency of group meetings dictated by student needs

with less successful readers meeting

daily with teacher.

books, at teacher’s discretion

novels may be used for literature

circles

Familiar Reading

(PA, PH, F, V, C; PM)

During familiar, or independent, reading time, students re-read materials that

have been previously read thus allow ing students to engage in f luent and expressive reading, practice effective strategies on easy material, become more

know ledgeable about story structure and text features, expand vocabulary

know ledge, and promote independent problem-solving activities. Students

should select materials for familiar reading that can be read independently (97%

or higher accuracy level).

20 minutes Daily previously read basal reading selections or leveled readers

Accelerated Reader (AR)

selections

trade books

multiple genres of leveled

reading selections at independent reading level

classroom and student-

generated stories, books, charts, and poetry

materials in students’ book boxes

big books

Writing Workshop

(PH, V; D, PM)

Writing workshop contains several daily components to include teacher directed mini-lesson, independent writing time for students, teacher/student conferencing, and teacher-led small group work. Writing workshop begins with a brief mini-lesson including explicit instruction for all students in a topic that will improve their writing process such as knowledge of writing strategies, author’s craft and skills, or fundamentals of drafting a text. After the mini-lesson, the students begin writing independently to apply the focus of the mini-lesson, and then continue to work on self-selected pieces. In order for students to spend quality time engaged in the writing process, all students do not need to be in the same stage of the writing process at the same time. During independent writing time, the teacher circulates among students, conferences with children to encourage their writing

20 to 60 minutes

depending on students’ age

Daily teacher/student generated lists of

w riting topics

w riting journals/portfolios

math journals

conferencing—teacher and peer

author’s chair

author’s fair

publishing of w ork

w riting to prompts




process, and collects anecdotal notes regarding student performance for instructional planning or future conferences. Teachers may also use time during this writing period to assemble small groups of students with similar needs to receive explicit instruction and guided practice. Students should be encouraged to utilize the entire writing process by publishing several selected works throughout the year. At the close of the writing workshop, the teacher should reserve a few minutes to review the focus of the day’s writing lesson, and also to allow selected students to share their writing progress on current writing samples.

Guided Writing

(PA, PH, V; D, PM)

Guided reading and guided writing are often used in complimentary lessons with younger students to draw attention to concepts of print, high frequency words, and new vocabulary. Through analysis of anecdotal notes, teachers determine when guided writing activities such as shared writing, interactive writing, or writing aloud are necessary. These authentic writing opportunities are meant to instantiate, or deeply embed, the learning that is occurring for students. By selecting the best instructional method necessary for student scaffolding (writing aloud, shared writing, or interactive writing), the teacher is able to thoughtfully meet the needs of her students.

15-20 minutes Frequency determined by the

teacher

student generated topics

teacher generated topics literature logs journals/travel logs assisted writing responses

reflective journals

Spelling/Word Study

(PH, V; D, PM)

Spelling or word study activities are an integral part of the reading and content area curriculum providing students explicit instruction in orthographic skills such as examining word parts for common vowel patterns, identifying word families, identifying Latin or Greek roots, and identifying base words in order to utilize this information to problem-solve words encountered in text. Whole and small group instruction is often encountered in daily lessons thus creating an opportunity for new learning and guided practice.

20 minutes Daily high frequency or high interest words

spelling words from basal series

word wall words content area vocabulary materials to use during

lessons: white boards, magnetic

letters, literacy task cards,

etc.




Language Arts K-5 Resources

www.internet4classrooms.com/lang_elem.htm

www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html www.homeworkspot.com/elementary/language www.kidsolr.com/language_arts

www.youth.net/cec/ceclang/ceclang-elem.html http://free.ed.gov/subjects.cfm?subject_id=78 www.cloudnet.com/~edrbsass/edeng.htm

www.readwritethink.org www.middleweb.com/CurrLangArt.html http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS www.pitt.edu/~poole/eledLAKidLit.html www.cln.org/subjects/english.html

http://www.internet4classrooms.com/lang_elem.htm

http://www.findingdulcinea.com/guides/Education?Elementary-School-English.pg_0.html

http://www.homeworkspot.com/elementary/language

http://www.kidsolr.com/language_arts

http://www.youth.net/cec/ceclang/ceclang-elem.html

http://free.ed.gov/subjects.cfm?subject_id=78

http://www.cloudnet.com/~edrbsass/edeng.htm

http://www.readwritethink.org/

http://www.middleweb.com/CurrLangArt.html

http://k6educators.about.com/od/languageart1/Language_Arts_Lesson_Plans_Reading_Writing_Language_Arts_Lessons.htm

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://education.smarttech.com/STE/EN-us/eD+RESOURCE/CLASSROOM+RESOURCES/ELEMENTARY/ENGLISH+AND+LANGUAGE+ARTS

http://www.pitt.edu/~poole/eledLAKidLit.html

http://www.cln.org/subjects/english.html



REV 052012 Third Grade Language Arts – Writing Pacing Guide

Writing Pacing Guide

Quarter 1

Standard Benchmark with Description

Prewriting

The student will use prewriting strategies to generate ideas and formulate a plan.

LA.3.3.1.1 The student will prewrite by generating ideas from multiple sources (e.g., text, brainstorming, graphic

organizer, drawing, writers notebook, group discussion, printed material).

LA.3.3.1.2 The student will prewrite by determining the purpose (e.g., to entertain, to inform, to communicate, to

persuade) and the intended audience of a writing piece.

LA.3.3.1.3 The student will prewrite by using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea.

Drafting

The student will write a draft appropriate to the topic, audience, and purpose.

LA.3.3.2.1 The student will draft writing by using a prewriting plan to develop the main idea with supporting details

that describe or provide facts and/or opinions.

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.3.3.4.1

The student will edit for correct use of spelling, using spelling patterns and generalizations (e.g., word

families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary.

LA.3.3.4.2 The student will edit for correct use of capitalization for proper nouns, including holidays, product names,

titles used with someone's name, initials, and geographic locations.

LA.3.3.4.5 The student will edit for correct use of subject/verb and noun/pronoun agreement in simple and compound sentences.

LA.3.3.4.6 The student will edit for correct use of end punctuation for compound, declarative, interrogative, and exclamatory sentences.




Quarter 1 continued


Publishing

The student will write a final product for the intended audience.

LA.3.3.5.1 The student will prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia).

LA.3.3.5.2 The student will add graphics where appropriate.

LA.3.3.5.3 The student will share the writing with the intended audience.

LA.3.4.1.2 The student will write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song

lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

Informative

The student develops and demonstrates expository writing that provides information related to real-world tasks

LA.3.4.2.1 The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures,

recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics).

LA.3.4.2.2 The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related

to a topic, including visual aids as appropriate.

LA.3.4.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters,

messages, invitations).

Penmanship The student engages in the writing process and writes to communicate ideas and experiences

LA.3.5.1.1 The student will demonstrate beginning cursive writing skills.




Quarter 2

Quarter 1 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Drafting

The student will write a draft appropriate to the topic, audience, and purpose.

LA.3.3.2.2 The student will draft writing by organizing information into a logical sequence through the use of time-order words and cause/effect transitions.

Revising

The student will revise and refine the draft for clarity and effectiveness.

LA.3.3.3.1 The student will revise by evaluating the draft for use of ideas and content, logical organization, voice

(e.g., formal or informal), point of view, and word choice.

LA.3.3.3.2

The student will revise by creating clarity by using a combination of sentence structures (e.g., simple,

compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning.

LA.3.3.3.3 The student will revise by creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus).

LA.3.3.3.4 The student will revise by applying appropriate tools or strategies to refine the draft (e.g., peer review,

checklists, rubrics).

Editing for Language

Conventions

The student will edit and correct the draft for standard language conventions.

LA.3.3.4.3 The student will edit for correct use of punctuation, including end punctuation, apostrophes, commas,

colons, quotation marks in dialogue, and apostrophes in singular possessives.

LA.3.3.4.4 The student will edit for correct use of present and past verb tense, noun-pronoun agreement, noun-verb agreement, subjective and objective pronouns, and plurals of irregular nouns.

Creative

The student develops and demonstrates creative writing

LA.3.4.1.1 The student will write narratives based on real or imagined events or observations that include

characters, setting, plot, sensory details, and a logical sequence of events.

Informative

The student develops and demonstrates expository writing that provides information related to real-world tasks

LA.3.4.2.5 The student will write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map.




Quarter 2 continued


Informational Text

The student comprehends the wide array of informational text that is part of our day to day experiences.

LA.3.6.1.1

The student will read informational text (e.g., graphs, charts, manuals) and organize information for

different purposes, including but not limited to being informed, following multi-step directions, making a report, conducting interviews, preparing to take a test, and performing a task.

Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.3.6.2.3 The student will communicate information in an informational report that includes main ideas and

relevant details with visual support (e.g., text supported by poster, diagram, idea map).

Quarter 3

Quarters 1 and 2 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Creative

The student develops and demonstrates creative writing.

LA.3.4.1.2

The student will write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song

lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format.

Informative

The student develops and demonstrates expository writing that provides information related to real-world

tasks.

LA.3.4.2.3 The student will write informational/expository essays that contain at least three paragraphs and include

a topic sentence, supporting details, and relevant information.

Research Process

The student uses a systematic process for the collection, processing, and presentation of information.

LA.3.6.2.4 The student will write a variety of communications (e.g., friendly letters, thank-you notes, formal letters,

messages, invitations).




Quarter 4

Quarters 1, 2 and 3 benchmarks are continued throughout this quarter. Only benchmarks new to this quarter are added.


Persuasive

The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader.

LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.

Media Literacy

The student develops and demonstrates an understanding of media literacy as a life skill that is integral to informed decision making.

LA.3.6.3.2 The student will identify and explain different production elements used in media messages (e.g., color, sound effects, animation) and use the elements appropriately in a multimedia production.

Technology

The student develops the essential technology skills for using and understanding conventional and current tools, materials, and processes.

LA.3.6.4.2 The student will use digital tools (e.g., word processing, multimedia authoring, web tools, graphic organizers) to present and publish in a variety of media formats.




*Writing Resources

But How Do You Teach Writing by Barry Lane

Cracking Open the Author’s Craft by L. Laminack

A Writer’s Notebook: Unlocking the Writer Within You by R. Fletcher

A Writer Teaches Writing (revised) by D. Murray

Creating Writers Through 6-Trait Writing Assessment and Instruction by V. Spandel

The Art of Teaching Writing by L. Calkins

Teaching the Youngest Writers by M. Freeman

Writing Through Childhood: Rethinking Process and Product by S. Harwayne

Literacy Work Stations: Making Centers Work by D. Diller

Melissa Forney resources

Six Traits Writing resources

Four Blocks Literacy Model

Teaching Writing Skills with Children’s Literature (Dierking; Maupin House)

Daily 6-Trait Writing by Evan Moor

Take It to Your Seat: Writing Centers by Evan Moor

Writing Makeovers, Creative Teahers press

Nothing Ever happens on 90th Street by Schotter, Scholastiv

If You Were a Writer by Nixon, Aladdin

Show Don’t Tell! Secrets of Writing by Nobisso, Gingerbread house

What Do Author’s Do? By Christelow, Sandpaper

Author: A True Story by Lester, Sandpiper

Live Writing; Writers’ Notebook and others by Ralph Fletcher

*See other resources by cited authors




Assessment / Curriculum / Monitoring Information from FLDOE

Administer Discovery Education Assessment (DEA) - Predictive Assessment (3-5)

Reading vocabulary, application, literary analysis, writing process, writing application/communication, and informational

literacy.

Dates:

AP 1: August - October

AP 2: December - January

AP 3: April - May

IF: DEA scale score falls within the Red range by Proficiency by Skill

IF: DEA scale sore falls within the Yellow range by Proficiency by Skill

IF: DEA scale score falls within the Green or Blue range by Proficiency by Skill

THEN: Administer FAIR Reading Comprehension to

determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge

Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time

smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Students not responding and making progress will be further diagnosed and instruction will be modified to be more explicit and in smaller groups. Students not making progress will be served with different materials in subsequent years to accelerate their reading skills. Programs and Materials: Macmillan Treasures or Reading Mastery Plus Macmillan Triumphs Intervention

THEN: Administer FAIR Reading Comprehension to

determine a lexile level and Lexiled Passages to determine text reading efficiency

Compare results to other assessment data (DRA 2, unit tests, etc)

Further Diagnostic Evaluation: Use DEA Drilldown Report (sorted by teacher, sorted by skill) and FAIR data to determine the level of daily differentiated intervention required for students. Vocabulary knowledge

Comprehension knowledge Text reading efficiency Determine need for more intensity: additional time

smaller group size more targeted instruction Determine progress monitoring steps:

How frequently will progress be checked? What instrument will be used to check? Provide differentiated small group instruction with appropriate level text and supplemental materials. Programs and Materials: Macmillan Treasures with differentiated small group instruction Macmillan Triumphs Intervention

THEN: Continue with enhanced instruction that follows a

developmental reading continuum including instruction with higher level comprehension, vocabulary, phonics, and fluency at the word and/or connected text level.

Programs and Materials: Macmillan Treasures Appropriate leveled text and materials for small group




Additional Literature (by writing process topic, by grade level)

(This list was originally developed by Lucy McCormick Calkins for use with her program “The Art of Writing” and expanded for use by the Okaloosa County School District.)

Grade 1

The Writing Process: Launching the Writing Workshop

Arthur Writes a Story Marc Brown

The Importank Book Margaret W. Brown

The Letters Are Lost Lisa C. Ernst

My Book By Me Dana M. Rau

My Five Senses Margaret Miller

Would You Rather.. John Burningham

Writing Places Pamela Chanko

A Tree Is Nice Janice May Udry

Honey, I Love Eloise Greenfield

The Writing Process: Memoir/Personal Narrative

A Chair For My Mother Vera B. Williams

Just Us Women Jeannette Caines

Little Nino's Pizzeria Karen Barbour

Night in the Country Cynthia Rylant

Night Shift Daddy Eileen Spinelli

Owl Moon Jane Yolen

Shortcut Donald Crews

When Everybody Wore a Hat William Steig

The Writing Process: Composition: Characters Who Write

Arthur's Pen Pal Lillian Hoban

Author: A True Story Helen Lester

Cherries and Cherry Pitts Vera B. Williams

Dear Juno Soyung Pak

Dear Mr. Blueberry Simon James

From Pictures To Words Janet Stevens

Harold And The Purple Crayon Crockett Johnson

Mr. Putter & Tabby Write The Book Cynthia Rylant




The Writing Process: Composition: Letter Writing/Diaries/Journals

Click, Clack, Moo: Cows That Doreen Cronin

Dear Peter Rabbit Alma F. Ada

Dear World Takayo Nado

Diary of a Wombat Jackie French

Diary of a Worm Doreen Cronin

First Year Letters Julie Danneberg

The Gardener Sarah Stewart

A Letter To Amy Ezra J. Keats

The Writing Process: Nonfiction: Describing a Process

Bread Comes To Life George Levenson

From Flower To Honey Robin Nelson

How a Seed Grows Helene J. Jordan

How To Hide a Crocodile Ruth Heller

Liftoff! Carmen Bredeson

Ten Seeds Ruth Brown

We Need Directions! Sarah De Capua

Flash, Crash, Rumble & Roll Franklyn Branley

The Writing Process: Narrative Procedure

Apple Farmer Annie Monica Wellington

Cassie's Word Quilt Faith Ringgold

Duck in the Truck Jez Alborough

Good-night, Owl Pat Hutchins

How To Talk To Your Dog Jean Craighead George

Jump, Frog, Jump Robert Kalan

Kitten's First Full Moon Kevin Henkes

My Mother's Pearls Catherine M. Fruisen

Building Comprehension Skills: Determining Importance and Summarizing Information

Arthur's Funny Money Lillian Hoban

The Big, Fat Enormous Lie Marjorie Sharmat

Bringing The Rain To Kapiti Plain Verna Aardema




I Need a Lunch Box Jeannette Caines

The Jacket I Wear In The Snow Shirley Neitzel

Rabbit and Hare Divide An Apple Harriet Ziefert

Sam and The Lucky Money Karen Chinn

Building Comprehension Skills: Questioning, Predicting, and Inferring

Are You My Mother Philip D. Eastman

Be Brown! Barbara Bottner

Sitting Down To Eat Bill Harley

Where is the Green Sheep? M. & J. Fox

Who Stole The Cookies? Judith Moffatt

Who Took The Farmer's Hat? Joan Nodset

Something Beautiful Sharon D. Wyeth

Enriching The Reader's Experience: Visualizing

At The Beach Huy Voun Lee

Calabash Cat James Rumford

Doodler Doodling Rita G. Gelman

Fishing in the Air Sharon Creech

I Had A Hippopotamus Hector V. Lee

Mouse Paint Ellen S. Walsh

Sidewalk Circus Paul Fleischman

What I See Holly Keller

Enriching The Reader's Experience: Wordplay and Language Skills

Baby Beluga Ashley Wolff

I Kissed The Baby! Mary Murphy

Pig Pigger Piggest Rick Walton

Sheep Out To Eat Nancy Shaw

So Much Trish Cooke

The Worrywarts Pamela D. Edwards

Clara Caterpillar Pamela D. Edwards

The Cake That Mack Ate Mary Ann Kovalski

Look I Can Read Susan Hood




Genre Studies: Biographies

Betsy Ross and The Silver Thimble Stephanie Greene

The Boy Who Loved To Draw Barbara Brenner

Dr. Suess Dana M. Rau

Honest Abe Edith Kunhardt

If A Bus Could Talk Faith Ringgold

Johnny Appleseed Patricia Demuth

A Weed Is A Flower Aliki

Home Run Robert Burleigh

George Washington Garnet Jackson

Grade 2

The Writing Process: Launching the Writing Worksho

The Day Eddie Met The Author Louise Borden

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

I Love Saturdays Y Domingos Alma Flor Ada

Irene and the Big, Fine Nickel Irene Smalls

Nothing Ever Happens on 90th Street Roni Schotter

Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write

Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe




Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback

The Huckabuck Family and How…. Carl Sandburg

Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams





An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fowler

The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan

Building Commprehension Skills: Questioning, Predicting, and Inferring

Cam Jansen and the Chocolate Fudge Mystery David Adler

The Dinosaurs of Waterhouse Hawkins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Flying Over Brooklyn Myron Uhlberg

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni

My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett




Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-goebel

Grade 3


The Day Eddie Met The Author Louise Borden

From Idea to Book Pam Marshall

How a Book is Made Aliki

How Are You Peeling? Sexton Freymann

Knots On A counting Rope Bill Martin, Jr.

The Stories Julian Tells Ann Cameron

Uptown Bryan Collier

Voices in the Park Anthony Browne


David Gets in Trouble David Shannon

Grandma's Records Eric Velasquez

Today Was A Terrible Day Patricia Giff

Irene and the Big, Fine Nickel Irene Smalls


Rocks In His Head Carol Hurst

Thomas & the Library Lady Pat Mora

Chicken Sunday Patricia Polacco

The Writing Process-Composition: Characters Who Write




Aunt Isabel Tells A Good One Kate Duke

Bud Barkin, Private Eye James Howe

Donavan't Word Jam Monalisa DeGross

The Furry News Loreen Leedy

Joody Moody Megan McDonals

Keepers Jeri Watts


Saguaro Moon: A DesertJournal Kristin Pratt-Serafini

Some Good News Cynthia Rylant

The Writing Process-Composition: Letter Writing/Diaries/Journals

The Armadillo From Amarillo Lynne Cherry

The Clue of the Left-handed Envelope George Stanley

Dear Benjamin Banneker Andrea Pinkney

Dear Mrs. Larue: Letters from Obed.School Mark Teague

The Empty Envelope Ron Roy

Grace's Letter to Lincoln Connie Roop

Pink and Say Patricia Polacco

Raising Sweetness Diane Stanley

The Writing Process-Nonfiction: Describing A Process

Basketball in Action John Crossingham

Digging Up Dinosaurs Aliki

The Emperior Lays an Egg Brenda Guiberson

From Wax to Crayon Michael Forman

Switch On, Switch Off Melvin Berger

What Do You Do When/Wants to Eat You? Steve Jenkins

Where Do Puddles Go? Fay Robinson

Wiggling Worms At Work Wendy Pfeffer


Highway Builders Georgie Adams

How to Make Marjorie Priceman

Joseph Had A Little Overcoat Simms Taback




Pete's A Pizza William Steig

Stella Louella's Runaway Book Lisa Ernst

Zoom Istvan Banyai

Three Days on a River Vera Williams


An Angel for Solomon Singer Cynthia Rylant

Hey! Get Off Our Train John Burmingham

It Could Still be a Mammal Allan Fowler

The Library Sarah Stewart

Measuring Penny Loreen Leedy

Nobody Owns the Sky Reeve Lindbergh

Smoky Night Eve Bunting

What You Know First Patricia MacLachlan


Cam Jansen and the Chocolate Fudge Mystery David Adler

Clever Beatrice Margaret Willey

The Dinosaurs of Waterhouse Hawkins Barbara Kerley

The Enormous Crocodile Roald Dahl

The Teacher's Secret Life Stephen Krensky

The Other Side Jacqueline Woodson

Trouble On the T-ball Team Eve Bunting

The Truth About the Moon Clayton Bess

What Will the Weather Be? Lynda DeWitt

Enriching the Reader's Experience: Visualizing

Applelmando's Dreams Patricia Polacco

Dinner at Aunt Connie's House Faith Ringgold

Flying Over Brooklyn Myron Uhlberg

Gila Monsters Meet You At the Airport M. Weinman Sharmat

How I spent My Summer Vacation in the A Mark Teague

Madlenka's Dog Peter Sis

Matthew's Dream Leo Lionni




My Life With the Wave Catherine Cowan

Meanwhile Jules Feiffer

The Legend of the Indian Paintbrush Tomie dePaula

Enriching the Reader's Experience: Wordplay and Language Skills

Eight Ate Marvin Terban

Good Night, Good Knight Shelley Thomas

Let the Fun Begin: Nifty Knock-Knocks… Scott Peterson

Many Lusious Lollipops Ruth Heller

The War Between the Vowels/Consonants Pricilla Turner

Things that Are Most in the World Judi Barrett

Under, Over, By the Clover: What is a Prep Brian Cleary

What Do You Hear When cows Sing: Marco Maestro


A Boy Called Slow Joseph Bruchac


Eleanor Barbara Cooney

George Washington's Teeth Deborah Chandra

Girl Who Struck Out Babe Ruth Jean Parnell

If I Only Had a Horn: Young Louis Armstrong Roxanne Orgill

Mother To Tigers George Lyon

The Pot the Juan Built Nancy Andrews-goebel

The Story of Ruby Bridges Robert Coles

Grade 4


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Lowery Nixon

The School Story Andrew Clements




You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Own Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


Absent Author Ron Roy

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad

Tales From The House of Bunnicula James Howe


The Color of My Words Lynn Joseph

Trial By Journal Kate Klise

The Writing Process: Composition: Letter Writing/Diaries/ Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Little Wolf's Handy Book of Poems Ian Whybrow

Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan




How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

The Chocolate Touch Patrick S. Catling

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi




Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan

Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Weslandia Paul Fleischman


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson

Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

We'll Race You, Henry Barbara Mitchell

Only Passing Through Anne Rockwell

The Tarantula In My Purse Jean Craighead George




Grade 5


CDB! William Steig

Daydreamers Tom Feelings

Fantastic! Wow! And Unreal! Ruth Heller

How Writers Work Ralph Fletcher

Live Writing Ralph Fletcher

The Making of a Writer Joan Lowery Nixon


You Have To Write Janet S. Wong


A Girl From Yamhill Beverly Cleary

Homesick, My Own Story Jean Fritz

Knots in My Yo-yo String Jerry Spinelli

Leon's Story Leon Tillage

Looking Back Lois Lowry

My Brother Martin Christing King Farris

Through My Eyes Ruby Bridges

When I Was Your Age Amy Ehrlich


It Came From Beneath The Bed James Howe

Jazmin's Notebook Nikki Grimes

Love That Dog Sharon Creech

Pedro's Journal Pam Conrad


The Color of My Words Lynn Joseph

The Absent Author Ron Roy

Just Justice Karen Hesse

The Writing Process: Composition: Letter Writing/Diaries/Journals

Dame Shirley and The Gold Rush John Holder

Dear Little Wolf Ian Whybrow

Harriet The Spy Louise Fitzhugh




Love, Ruby Lavender Deborah Wiles

P.S. Longer Letter Later P. Danzinger

Tooth and Claw Ted Lewin

Dear Napoleon Elvira Woodruff

Watching Desert Wildlife Jim Arnosky


How Baseball Works Keltie Thomas

Grow It Again Elizabeth Macleod

How To Make A Million Rowland Morgan

How To Talk To Your Cat Jean Craighead George

Make Amazing Toy and Game Amy Pinchuk

Picture This: How Pictures Work Molly Bang

The Wildlife Detectives Donna M. Jackson

The Writing of The Star Spangled Scott Ingram


And Then What Happened, Paul Revere Jean Fritz

How To Build a Time Machine Hazel Richardson

How To Eat Fried Worms Thomas Rockwell

Lost! A Story in String Paul Fleischman

Maniac Magee Jerry Spinelli

Revolting Recipes Roald Dahl

Sarah, Plain and Tall Patricia MacLachan


Black Potatoes Susan C. Bartoletti

Earth To Matthew Paula Danzinger

Getting Near To Baby Audrey Couloumbis

Global Warming Laurence Pringle

A Journey Into a Lake Rebecca L. Johnson

Richard Wright and The Library Card William Miller

Sun and Spoon Kevin Henkes

The Three Questions Jon J. Muth




When The Circus Came To Town Laurence Yep


Encyclopedia Brown Solves Them All Donald J. Sobol

Farewell, My Lunchbag Bruce Hale

Freedom Crossing Margaret Clark

Frindle Andrew Clements

How Come The Best Clues Linda Bailey

Maniac Magee Jerrry Spinelli

A Place Called Ugly Avi

Sammy Keyes and the Hotel Thief Wendelin Van Draanen


Castles Philip Steele

Charlie and The Chocolate Factory Roald Dahl

The Daydreamer Ian McEwan

Everglades Jean Craighead George

Lizard Music Daniel Pinkwater

Night of the Gargoyles Eve Bunting

7 Sector 7 David Wiesner

Picture of Hollis Woods Patricia Giffy


The Circus of Words Richard Lederer

Guppies in Tuxedos Marvin Terban

Go Hang a Salami! Jon Agee

Jokelopedia, The Biggest, Best Ilana Weitzman

Kids Write Right Jan Venolia

Pun and Games Richard Lederer

Who Ordered the Jumbo Shrimp? Jon Agee

Your Foot's on My Feet Marvin Terban


We'll Never Forget You, Roberto Trudie Engel

Handel, Who Knew What M.T. Anderson




Lives of The Musician Jean Craighead George

This Land is My Land George Littlehead

Walt Whitman Barbara Kerley

Malcolm X Walter Dean Myers

The Tarantula In My Purse Jean Craighead George




2011 FCAT 2.0 Reading Grade 3

NGSSS Benchmark Content Focus Number of Points Possible

Reporting Category 1. Vocabulary

LA.3.1.6.3 Context clues 2

LA.3.1.6.8 Synonyms 3

LA.3.1.6.9 Analyze words in text 3

Reporting Category Point Total 8

Reporting Category 2. Reading Application

LA.3.1.7.2 Author's purpose 2

LA.3.1.7.3 Chronological order; Conclusions/inferences; Relevant details 8

LA.3.1.7.4 Cause and effect 3

LA.3.1.7.5 Text structures/organizational patterns 1

LA.3.1.7.7 Compare 2


Reporting Category 3. Literary Analysis: Fiction and Nonfiction

LA.3.2.1.2 Character development; Character point of view; Plot development; Problem/resolution 12


Reporting Category 4. Informational Text/Research Process

LA.3.6.1.1 Locate, interpret, organize information; Text features 9





Excerpts from:

FLORIDA COMPREHENSIVE ASSESSMENT TEST® DESIGN SUMMARY

III. Content Categories

Tables 2–6 present the content categories for FCAT Science and Writing, FCAT 2.0 Reading and Mathematics, and the Algebra 1 EOC Assessment, along

with the approximate percentage of raw-score points that will be derived from each content category.

Table 3: FCAT 2.0 Reading

Grade Vocabulary Reading Application Literary Analysis

Fiction/Nonfiction

Informational Text/Research

Process

3–5 15-25% 25-35% 25-35% 15-25%

Table 6: FCAT Writing

The writing assessment is administered to students in grades 4, 8, and 10. It provides one prompt for each grade to which stu dents are expected to draft a

response according to a specific purpose (mode). The student response should integrate the writing elements of focus, organization, support, and

conventions. The possible modes of writing used at each grade are presented in the table below.

Grade Narrative

Writing to tell a story Expository

Writing to explain Persuasive

Writing to convince

4 NA

IV. Reading Passages

Proposed reading passages are reviewed by Florida educators for quality and grade-level appropriateness. Criteria for this review can be found in the FCAT

2.0 Reading Test Item Specifications. A review is also conducted by a committee of Florida citizens to ensure the passages are free of bias or cultural

insensitivity.




Table 7: Lengths of Reading Passages

Grade

Number of Words per Passage

Range Average

3 100–700 500

4 100–900 500

5 200–1000 600

Table 8: Reading Passage Types and Percentage of Test

Literary passages provide entertainment or inspiration and include fiction, nonfiction, poetry, and drama.

Informational passages are subject-matter centered and the language may be used to solve problems, raise questions, provide information, or present

new ideas. The context of these passages includes everyday life outside of the classroom.

Grade Literary Text Informational Text

3 60% 40%

4 50% 50%

5 50% 50%

V. Cognitive Complexity

FCAT, FCAT 2.0, and EOC assessment items are classified using a model with origins in the works of Dr. Norman Webb1 on depth of knowledge and the

cognitive classification system used for the National Assessment of Educational Progress (NAEP). With this system, items are classified on the cog nitive

demand inherent in the test item, not on assumptions about the student’s approach to the item.

Low-complexity items rely heavily on recall and recognition. Moderate-complexity items require more flexible thinking and may require informal reasoning or

problem solving. High-complexity items are written to elicit analysis and abstract reasoning. Tables 9-11 present the range for the percentage of raw-score

points by cognitive complexity level on each FCAT, FCAT 2.0, and EOC assessment.

1

Webb, Norman L. and others. “Webb Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of

Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx.




Table 10: Percentage of Points by Cognitive Complexity Level for FCAT 2.0 Reading

Grades Low Moderate High

3 25–35 50–70 5–15

4 20–30 50–70 10–20

5-7 15–25 50–70 15–25

VI. Test Length and Item/Prompt Types

Table 12: Duration of Test

The table below displays the number of minutes allowed for the 2011 regular test takers. With the exception of FCAT Writing, and FCAT Reading and

Mathematics Retakes, which must be taken in one day, all tests are administered in two sessions.

Grade Reading Mathematics Science Writing

3 120 140 NA NA

4 120 140 NA 45

5 120 140 110 NA

6 120 140 NA NA

Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA




Table 13: Length of Tests

This table provides an approximate range for the number of items on each test.


3 50–55 50–55 NA NA

4 50–55 50–55 NA 1 prompt

5 50–55 50–55 60–65 NA

Table 14: Item Types and Numbers

This table gives ranges for the approximate number of items by item type.

FCAT/FCAT 2.0/EOC Test Design Summary © 2010 Florida Department of Education


3 50–55 MC 50–55 MC NA NA

4 50–55 MC 35–40 MC 10–15 GR

NA 1 prompt

5 50–55 MC 35–40 MC 10–15 GR

60–65 MC NA

Retake 55-60 MC 30-35 MC 20-25 GR

NA NA

Key

GR – Gridded-Response

MC – Multiple-Choice

FR – Fill-in Response

language arts third grade - okaloosa schools

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