curriculum map subject english language arts grade 3 first ... · curriculum map subject english...

Curriculum Map Subject English Language Arts Grade 3 First Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%sequence%important%when%analyzing%the%plot%of%a%story?%%Why%is%it%necessary%to%use%context%when%determining%the%meanings%of%words%in%a%story%or%passage?%%How%does%a%narrator’s%point%of%view%affect%the%meaning%of%a%story?!Reading!Complex!Texts! TN Literature!!

RL!1>Quote!accurately!from!a!text!when!explaining!what!the!text!says!explicitly!and!drawing!inferences!from!the!text.!!RL!2>!Determine!a!theme!of!a!story,!drama,!or!poem!from!details!in!the!text,!including!how!characters!in!a!story!or!drama!respond!to!challenges!or!how!the!speaker!in!a!poem!reflects!upon!a!topic;!summarize!the!text.!!RL!3>Compare!and!contrast!two!or!more!characters,!settings,!or!events!in!a!story!or!drama;!drawing!on!specific!details!in!the!text!(e.g.,!how!characters!interact).!!!RL!4>!Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!distinguishing!literal!from!nonliteral!language.!RL!6>!Distinguish!their!own!point!of!view!from!that!of!the!narrator!or!those!of!the!characters.!!!!

Standard!5>Logic!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!Standard!8!Literature!!SPI!0301.8.2!Identify!setting,!characters,!and!plot!in!a!reading!selection.!SPI!0301.8.4!Recognize!basic!plot!features!of!fairy!tales,!folk!tales,!fables,!and!myths.!!!!!!!!!!!!

Literature!• TN Literature!• Identify!and!describe!characters!in!

literature!• Recognize!and!use!sequence!words!

to!help!with!comprehension!• Summarize!a!story!using!evidence!

from!the!text!• Create!mental!pictures!to!assist!

with!comprehension!• Draw!conclusions!based!on!

evidence!in!the!text!• Describe!setting!of!a!story!• Place!story!events!in!order!

(beginning,!middle,!end)!!• Describe!how!a!character’s!actions!

affect!the!plot!• Read!and!understand!stories!and!

poems!• Identify!story!elements!• Make!inferences!and!draw!

conclusions!!• Use!a!variety!of!comprehension!

strategies!to!make!meaning!from!text!

• Cite!evidence!from!the!text!when!answering!questions!

Comprehension!skills:!Plot,!character,!setting,!sequence!of!events,!point!of!view,!inference!and!conclusions!!!Comprehension!strategies:!Prior!knowledge,!summarize,!visualize,!ask!and!answer!questions!!Text!Selections—Short!Pieces:!Boom%TownAA!(see!Edmodo)!What%About%Me?%(see!Edmodo!and!Boston)%Alexander%Who%Used%to%Be%Rich%Last%SundayA(see!!Edmodo!and!Boston)!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!

text!or!texts,!drawing!on!specific!details!from!the!text!(RL1,!RL!2,!RI!1)!

• Plot!diagram!or!story!board!of!a!“fresh!read”!text)!(RL!3)!

• TeacherTmade!or!district!common!assessments!in!PARCC!format!(all)!

• Anecdotal!evidence!from!classroom!discussions!(all)!

Writing!to!Texts! TN Writing!!W1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!!W!3TWrite!narratives!to!develop!real!or!

Standard!3>Writing!!SPI!0301.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!

Writing!• Write!in!a!variety!of!modes!!• Write!in!response!to!literature!!• Cite!evidence!from!the!text!to!

support!key!points!!• Edit!and!revise!own!writing!!

!

Routine!Writing!• Two!column!notes!• Story!summaries!• Constructed!responses!to!teacher!

questions!• Explanations!of!processes!(e.g.,!a!

science!experiment,!learning!log)!!

!!!

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! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!!!

Daily/weekly!writing:!Students!should!write!constantly!in!response!to!literature.!Some!activities!could!include!but!are!not!limited!to:!• Story!summaries!• Subject!area!journal!entries!• Constructed!responses!to!teacher!

questions!about!texts!!*Reinforce!Paragraph!StructureT!topic!sentence,!supporting!details!!!Analyses:!Opinion!LetterTStudents!write!a!letter!to!a!parent,!friend,!or!sibling!expressing!their!opinion!about!ways!to!use!money!wisely.!!They!should!draw!evidence!from!at!least!one!of!the!texts!read!during!these!weeks!to!support!their!opinions.!!Description!(Informational)!Students!select!a!character!from!one!of!the!stories!and!write!a!brief!character!sketch.!They!should!use!facts!and!details!from!the!story!to!support!key!points.!!!Narrative!Writing:!Friendly!letterTStudents!write!a!letter!to!a!friend!or!family!member!describing!how!Alexander!spent!his!dollar.!They!should!use!facts!and!details!from!the!story!to!support!key!points.!

Research!Project! No!research!project!this!threeTweek!period! ! ! !For!Reading!and!Writing!in!Each!Module!

TN Language!!L1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!i.!Produce!simple,!compound,!and!complex!sentences.!!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!

Standard!1>Language!!SPI!0301.1.4!Identify!correctly!used!capital!letters!in!names,!dates,!and!addresses. SPI!0301.1.6!Select!the!compound!sentence!that!correctly!combines!two!simple!sentences.!SPI!0301.1.7!Recognize!correct!capitalization!and!end!punctuation!

TN Language!• Use!ageTappropriate!capitalization!

and!punctuation!!• Recognize!and!use!different!types!

of!sentences!• Compose!complete!sentences!• Recognize!and!correct!incomplete!

sentences!• Combine!short,!choppy!sentences!

Language!Arts:!!Sentence!&!sentence!fragments,!write!in!complete!sentences,!use!a!dictionary!and!a!glossary,!write!4!types!of!sentences,!use!correct!end!punctuation!and!capitalization,!write!compound!sentences,!combine!sentences!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionTbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!

within!context.!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!SPI!0301.1.10!Identify!declarative,!interrogative,!and!exclamatory!sentences!by!recognizing!appropriate!end!marks.!!

to!make!compound!sentences!• Edit!writing!for!errors!in!sentence!

construction!• Participate!in!group!editing!(e.g.,!

Morning!Message,!Daily!FixTIt)!• Edit!writing!errors!in!sentence!

construction!and!language!mechanics!

• Edit!own!writing!for!gradeTappropriate!spelling!

• Spell!high!frequency!words!correctly!

• Edit!writing!to!correct!spelling!errors!

• Make!subject!–!verb!agreement!

Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• TeacherTmade!or!district!common!

assessments!in!PARCC!format!!

L!4>Determine!or!clarify!the!meaning!of!unknown!and!multiple!meaning!words!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!an!array!of!strategies.!!a.!Use!sentenceTlevel!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!the!precise!meaning!of!key!words!and!dictionaries.!!!

SPI!0301.1.11!Rearrange!and!identify!words!in!alphabetical!order!(e.g.,!lists,!phone!directory).!SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!common!abbreviations!within!context.!SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!multipleTmeaning!words,!within!context.!SPI!301.1.20!Determine!word!meaning!through!context!clues.!!

TN Language!• Use!context!to!determine!the!

meanings!of!homonyms!• Use!alphabetical!order!to!find!

words!in!a!dictionary!or!glossary!• Use!a!dictionary!or!glossary!to!

check!or!confirm!the!meanings!of!unfamiliar!words!

• Locate!words!with!prefixes!and!suffixes!

• Determine!the!meaning!of!unknown!words!in!context!

• Substitute!a!synonym!for!an!unfamiliar!word!in!context!

• Use!guide!words!and!knowledge!of!alphabetical!order!to!locate!words!in!the!dictionary!

Vocabulary!strategies:!Word!structure!for!compound!words,!dictionary/glossary,!context!clues,!reference!sources!

!!

Performance!Assessments!• Teacher!observation!• TeacherTmade!or!district!common!


TN Speaking and Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneTonTone,!in!groups,!and!teacherT!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!b.!Follow!agreedTupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!!d.!Explain!their!ideas!and!understanding!in!light!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!

TN Speaking and Listening!• Participate!actively!in!class!

discussions!by!answering!and!asking!questions!

• Follow!established!rules!for!group!behavior!

• Speak!in!complete!sentences!

Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations!!Performance!Assessment!Teacher!observation!!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! of!the!discussion.!!

SL!2>!Determine!the!main!ideas!and!supporting!details!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!3>!Ask!and!answer!questions!about!information!from!a!speaker,!offering!appropriate!elaboration!and!detail.!!SL!6>!Speak!in!complete!sentences!when!appropriate!to!task!and!situation!in!order!to!provide!requested!detail!or!clarification.!!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>!Know!and!apply!grade!level!phonics!and!word!analysis!skills!in!decoding!words.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!!c.!Decode!multiTsyllable!words.!!d.!Read!gradeTappropriate!irregularly!spelled!words.!!RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!onTlevel!text!with!purpose!and!understanding.!!b.!Read!onTlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!c.!Use!context!to!confirm!or!selfTcorrect!word!recognition!and!understanding,!rereading!as!necessary.!!

Standard!1>Language!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!!!Standard!8>Literature!(CFU)!

√ 0301.8.4!Read!with!increasing!fluency!and!confidence!from!a!variety!of!texts!(paired!readings,!shared!readings,!choral!reading,!teacherTled!reading,!reading!from!CDs)!

TN Reading Foundational Skills!• Read!and!spell!words!with!the!

short!vowel!(CVVC)!pattern!• Read!and!spell!words!with!common!

long!vowel!patterns!• Read!and!spell!words!with!plurals,!

endings,!prefixes,!and!suffixes!• Identify!and!produce!rhyming!

words!• Read!orally!with!fluency!and!

comprehension!

Word!study!and!spelling:!!VCCV!patterns,!base!words!with!endings!–ed,!T!ing,!T!er,!Test,!vowel!digraphs!and!diphthongs,!identify!and!write!plurals!–s,!Tes!,!prefixes!and!suffixes!–un,!Tly,!!!Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!• Spelling!of!gradeTappropriate!

words!in!daily/weekly!writing!!Fluency:!Current!goal!of!80T90!WCPM!with!expression!and!understanding!!

Weeks!4>6! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%sequence%important%when%analyzing%the%plot%of%a%novel?%%Why%is%it%necessary%to%use%context%when%determining%the%meanings%of%words%in%a%story%or%passage?%%How%does%a%narrator’s%point%of%view%affect%the%meaning%of%a%story?!Reading!Complex!Texts! TN Literature!!

RL!1TRefer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RL!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!the!details!in!the!text.!!RL!3TDescribe!characters!in!a!story!(e.g.,!their!

Standard!5>Logic!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!Standard!8!Literature!!SPI!0301.8.2!Identify!setting,!characters,!and!plot!in!a!reading!selection.!SPI!0301.8.4!Recognize!basic!plot!features!of!fairy!tales,!folk!tales,!fables,!and!myths.!

Literature!• Identify!and!describe!characters!in!

literature!• Recognize!and!use!sequence!words!

to!help!with!comprehension!• Summarize!a!story!using!evidence!

from!the!text!• Create!mental!pictures!to!assist!

with!comprehension!• Draw!conclusions!based!on!

Comprehension!Skills!Literary!elements!(plot,!character,!setting),!narrative!text!structure,!point!of!view!!Extended!Text:!Literature!Read!aloud/read!along!of!Sarah,)Plain) and)Tall)(Or!other!appropriately!complex!literary!text;!TNSS% Appendix%B,!page!52).!!Focus!on!the!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!traits,!motivations,!or!feelings)!and!explain!how!their!actions!contribute!to!the!sequence!of!events!!RL!4>Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!distinguishing!literal!from!nonliteral!language.!!RL!5>!Refer!to!parts!of!stories,!dramas,!and!poems!when!writing!or!speaking!about!a!text!using!terms!such!as!chapter,!scene,!and!stanza;!describe!how!each!successive!part!builds!on!earlier!sections.!!RL!6>!Distinguish!their!own!point!of!view!from!that!of!the!narrator!or!those!of!the!characters.!!

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evidence!in!the!text!• Describe!setting!of!a!story!• Place!story!events!in!order!

(beginning,!middle,!end)!!• Describe!how!a!character’s!actions!

affect!the!plot!• Read!and!understand!chapter!

books!• Identify!story!elements!• Make!inferences!and!draw!

conclusions!!• Use!a!variety!of!comprehension!

strategies!to!make!meaning!from!text!

• Cite!evidence!from!the!text!when!answering!questions!

content!taught!this!quarter!that!are!applicable!to!the!text,!such!as!character,!setting,!story!structure,!and!sequence!of!events.!!See!the!TNSS!Performance!Task!under!Writing!for!assessment!details.!!

Writing!to!Texts! TN Writing!!W1>Write!opinion!pieces!on!topics!or!texts,!supporting!a!point!of!view!with!reasons!and!information.!!a.!Introduce!a!topic!or!text!clearly,!state!an!opinion,!and!create!an!organizational!structure!in!which!related!ideas!are!grouped!to!support!the!writer’s!purpose.!b.!Provide!reasons!that!are!supported!by!facts!and!details.!!W!3TWrite!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!!W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!!!

Standard!3>Writing!!SPI!0301.3.3!Choose!a!topic!sentence!for!a!paragraph.!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!

Writing!• Write!in!a!variety!of!modes!!• Write!in!response!to!literature!!• Cite!evidence!from!the!text!to!

support!key!points!!• Edit!and!revise!own!writing!!

!

Routine!Writing!• Two!column!notes!• Chapter!summaries!• Constructed!responses!to!teacher!

questions!!Analysis:!Write!an!opinion!paper!based!on!the!novel:!!You!wake!up!in!the!middle!of!the!night!to!find!yourself!sitting!at!the!kitchen!table!with!Papa,!Anna!and!Caleb.!You!are!anticipating!the!coming!of!Sarah!and!want!to!write!her!all!about!life!on!the!Prairie.!Before!you!can!convince!her!that!the!prairie!is!where!she!should!be,!you!need!to!do!some!investigating!on!your!own.!Find!out!everything!you!can!about!life!on!the!prairie,!using!details!in!the!story!and!information!found!in!other!texts.!Find!interesting!facts!that!would!draw!someone!to!that!area.!When!your!research!is!complete,!you!will!write!a!letter!to!Sarah!assuring!her!that!the!Prairie!is!the!best!place!for!her!to!be.!!!TNSS!Performance!Task!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Prompt:%Students!write!a!narrative!describing!key!events!in!Sarah,!Plain!and!Tall,!explicitly!referring!back!to!the!book!to!place!the!events!in!sequential!order.%(RL3.1;!adapted!from!TNSS!Appendix!B,!p.!52)!!or!Rewrite!a!portion!of!the!story!from!a!different!point!of!view!

Research!Project! No!research!project!this!threeTweek!period! ! ! !For!Reading!and!Writing!in!Each!Module!

TN Language!!L1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!!f.!Ensure!subjectTverb!and!pronounTantecedent!agreement.!!i.!Produce!simple,!compound,!and!complex!sentences.!!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!the!precise!meaning!of!key!words!and!dictionaries.!e.!Use!conventional!spelling!for!highTfrequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).!!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionTbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!!g.!Consult!reference!materials,!including!beginning!dictionaries,!as!needed!to!check!and!correct!spellings.!!

Standard!1>Language!!SPI!0301.1.6!Select!the!compound!sentence!that!correctly!combines!two!simple!sentences.!SPI!0301.1.7!Recognize!correct!capitalization!and!end!punctuation!within!context.!SPI!0301.1.10!Identify!declarative,!interrogative,!and!exclamatory!sentences!by!recognizing!appropriate!end!marks.!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!!.!!!!!!!!!!!


and!punctuation!!• Compose!complete!sentences!• Recognize!and!correct!incomplete!





construction!• Edit!own!writing!for!gradeT

appropriate!spelling!• Spell!high!frequency!words!

correctly!• Edit!writing!to!correct!spelling!

errors!• Make!subject!–!verb!agreement!!!!!!!!

Language!Arts:!!Sentence!&!sentence!fragments,!write!in!complete!sentences,!write!4!types!of!sentences,!use!correct!end!punctuation,!write!compound!sentences,!combine!sentences!!Performance!Assessments!• Use!of!language!conventions!in!


assessments!in!PARCC!format!!!!!!!!!!!!!!!!!

! L!4>Determine!or!clarify!the!meaning!of!unknown!and!multiple!meaning!words!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!an!array!of!strategies.!!a.!Use!sentenceTlevel!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!!!

SPI!0301.1.11!Rearrange!and!identify!words!in!alphabetical!order!(e.g.,!lists,!phone!directory).!SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!common!abbreviations!within!context.!


meanings!of!multiple!meaning!words!

• Use!guide!words!and!knowledge!of!alphabetical!order!to!locate!words!

Vocabulary!strategies:!Word!structure,!dictionary/glossary,!context!clues!for!multiple!meaning!words,!reference!sources,!context!clues!!Performance!Assessments!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!the!precise!meaning!of!key!words!and!dictionaries.!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionTbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!!!

SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!multipleTmeaning!words,!within!context!

in!the!dictionary!• Use!a!dictionary!or!glossary!to!


• Locate!words!with!prefixes!and!suffixes!



• !

• Teacher!observation!• TeacherTmade!or!district!common!


! TN Speaking and Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneTonTone,!in!groups,!and!teacherT!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!b.!Follow!agreedTupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!!d.!Explain!their!ideas!and!understanding!in!light!of!the!discussion.!!SL!2>!Determine!the!main!ideas!and!supporting!details!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!3>!Ask!and!answer!questions!about!information!from!a!speaker,!offering!appropriate!elaboration!and!detail.!!SL!6>!Speak!in!complete!sentences!when!appropriate!to!task!and!situation!in!order!to!provide!requested!detail!or!clarification.!!






Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations!!Performance!Assessment!Teacher!observation!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>!Know!and!apply!grade!level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!!c.!Decode!multisyllable!words.!!d.!Read!gradeTappropriate!irregularly!spelled!words.!!RF!4>!Read!with!sufficient!accuracy!and!fluency!

Standard!1>Language!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!!!!!Standard!8>Literature!(CFU)!





words!

Word!study!and!spelling:!!VCCV!patterns,!base!words!with!endings!–ed,!T!ing,!T!er,!Test,!vowel!digraphs!and!diphthongs,!identify!and!write!plurals!–s,!Tes,!prefixes!and!suffixes!–un,!Tly!!Performance!Assessments:!• Oral!reading!fluency!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!to!support!comprehension.!!a.!Read!onTlevel!text!with!purpose!and!understanding.!!b.!Read!onTlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!c.!Use!context!to!confirm!or!selfTcorrect!word!recognition!and!understanding,!rereading!as!necessary.!!


• Read!orally!with!fluency!and!comprehension!



Weeks!7>9! ! ! ! !Essential)Questions:)))What%steps%must%be%taken%to%cite%evidence%from%the%text%when%making%a%point%or%stating%a%claim?%What%steps%must%be%taken%when%formulating%a%summary?%Why%is%it%important%to%be%able%to%determine%the%main%idea%of%an%informational%text?!Reading!Complex!Text! TN Informational Text!!

RI!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!!RI!2TDetermine!the!main!idea!of!a!text;!recount!the!key!details!and!explain!how!they!support!the!main!idea.!!RI!3>!Describe!the!relationship!between!a!series!of!historical!events,!scientific!ideas!or!concepts,!or!steps!in!technical!procedures!in!a!text,!using!language!that!pertains!to!time,!sequence,!and!cause/effect.!!RI!4>!Determine!the!meaning!of!general!academic!and!domainTspecific!words!and!phrases!in!a!text!relevant!to!a!grade!3!topic!or!subject!area.!!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!!RI!7>!Use!information!gained!from!illustrations!(e.g.,!7.!maps,!photographs)!and!the!words!in!a!text!to!demonstrate!understanding!of!the!text!(e.g.,!where,!when,!why,!and!how!key!events!occur).!!

Standard!6>Informational!Text!SPI!0301.6.2!Identify!the!stated!main!idea!in!a!reading!selection.!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).!!SPI!0301.6.5!Recognize!the!parts!of!a!book!(e.g.,!glossary,!table!of!contents)!!

TN Informational Text!• Use!text!features!to!assist!with!

understanding.!• Use!photos!to!make!meaning!• Use!guide!words!and!knowledge!of!

alphabetical!order!to!locate!words!in!the!dictionary!

• Describe!what!a!selection!is!mostly!about!

• Recognize!and!use!the!parts!of!a!book!

• Identify!the!main!idea!of!a!selection!

• Take!brief!notes!while!reading!!• Summarize!information!from!a!

variety!of!texts!!

Comprehension!skills:!Main!idea!and!details,!sequence!of!events,!visual!and!graphic!information,!academic!language!!Comprehension!Strategies:!Graphic!organizers,!summarize!!Text!Selections>>Short!Pieces:!My%Rows%and%Piles%of%Coins%(see%Edmodo)%If%You%Made%a%Million%(see%Edmodo)!Penguin%Chick%(see%Edmodo)!Selected!texts!for!research!project!!Additional!Performance!Assessments:!• Written!summary!of!a!“fresh!read”!

text!or!texts,!drawing!on!specific!details!from!the!text!!

• TeacherTmade!or!district!common!assessments!in!PARCC!format!!

• Anecdotal!evidence!from!classroom!discussions!!

Writing!to!Texts! TN Writing!W2>Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!

Standard!4>Research!SPI!0301.4.3!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0301.4.4!From!a!given!list,!identify!information!that!is!(or!is!not)!available!in!

TN Writing!• Distinguish!between!different!types!

of!reference!sources!• Take!notes!on!information!

gathered!• Select!a!narrow!topic!for!a!factual!

Routine!Writing!take!notes!for!research!project,!complete!graphic!organizers!Research!project!paper!or!notes!for!oral!presentation!!Analysis:!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!!

a!certain!reference!source!(e.g.,!what!information!does!one!find!in!a!thesaurus).!!!!!

report!• Make!a!network!tree!to!organize!

ideas!and!information!• Take!notes!on!information!

gathered!• Write!and!present!a!factual!report!

(can!be!in!the!form!of!a!PPT!presentation,!poster,!outline!for!and!oral!presentation,!paper,!etc.)!

!

Compare!and!contrast!information!gathered!from!two!or!more!sources!gathered!during!research.!!The!written!product!can!be!a!Venn!Diagram,!Double!Bubble!Thinking!Map,!or!short!paper.!

Research!Project! W4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!!W5TWith!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!!W6>With!guidance!and!support!from!adults,!use!technology!to!produce!and!publish!writing!(using!keyboarding!skills)!as!well!as!to!interact!and!collaborate!with!others.!!W7TConduct!short!research!projects!that!use!several!sources!to!build!knowledge!through!investigation!of!different!aspects!of!a!topic.!W8T!Recall!relevant!information!from!experiences!or!gather!relevant!information!from!print!and!digital!sources;!summarize!or!paraphrase!information!in!notes!and!finished!work,!and!provide!a!list!of!sources.!

Standard!4>Research!SPI!0401.4.2!Complete!a!graphic!organizer!(e.g.,!chart,!web)!organizing!material!collected!from!text!or!technological!sources.!!Standard!7>Media!!GLE!0301.7.2!Use!media!to!publish!and!present!information!!

Research!• Select!and!narrow!a!topic!for!an!

extended!writing!piece!(factual!report)!!

• Use!a!graphic!organizer!(web)!to!group!ideas!and!information!Gather!information!from!a!variety!of!sources!!

• Synthesize!information!from!a!variety!of!sources!!

• Edit!and!revise!own!writing!!!!• Use!technology!to!prepare!and!

present!writing!!• Use!all!the!steps!of!the!writing!

process!!• Present!findings!orally!to!the!class!

Factual!report!Students!will!select!a!topic!from!Social!Studies!or!Science,!conduct!research,!and!prepare!and!present!a!factual!report!that!synthesizes!information!from!multiple!sources.!!The!report!may!be!in!the!form!of!a!poster,!PowerPoint!presentation,!or!other!designated!mode,!as!directed!by!the!teacher.!

For!Reading!and!Writing!in!Each!Module!

TN Language!!L1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!!b.!Form!and!use!regular!and!irregular!plural!nouns.!!f.!Ensure!subjectTverb!and!pronounTantecedent!agreement.!!i.!Produce!simple,!compound,!and!complex!sentences.!!L!2>!Demonstrate!command!of!the!conventions!

Standard!1>Language!!SPI!0301.1.1!Identify!the!correct!use!of!nouns!(i.e.,!as!subjects,!singular!and!plural)!within!context.!SPI!0301.1.7!Recognize!correct!capitalization!and!end!punctuation!within!context.!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!!!!!!


and!punctuation!!• Compose!complete!sentences!• Recognize!and!correct!incomplete!





construction!

Language!Arts:!!Types!of!sentences,!compound!sentences,!roles!of!nouns!in!sentences,!editing!own!writing!!Performance!Assessments!• Use!of!language!conventions!in!


assessments!in!PARCC!format!!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!!b.!Use!commas!in!addresses.!!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!the!precise!meaning!of!key!words!and!dictionaries.!!e.!Use!conventional!spelling!for!highTfrequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).!!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionTbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!!g.!Consult!reference!materials,!including!beginning!dictionaries,!as!needed!to!check!and!correct!spellings.!!

!!!!!!!!!!!!!!

• Edit!own!writing!for!gradeTappropriate!spelling!

• Spell!high!frequency!words!correctly!

• Capitalize!proper!nouns!when!writing!

• Edit!writing!to!correct!spelling!errors!

• Form!and!use!irregular!plural!nouns!• Edit!own!writing!for!errors!in!the!

use!of!irregular!plural!nouns!• Make!subject!–!verb!agreement!!!!

!!!!!!!!!!!!!

! L!4>Determine!or!clarify!the!meaning!of!unknown!and!multiple!meaning!words!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!an!array!of!strategies.!!a.!Use!sentenceTlevel!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!the!precise!meaning!of!key!words!and!dictionaries.!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionTbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!!

Standard!1>Language!SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!common!abbreviations!within!context.!SPI!0301.1.15!Recognize!root!words!and!their!various!inflections!(e.g.,!walks,!walking,!walked).!SPI!0301.1.16!Determine!word!meanings!using!prefixes,!suffixes!and/or!context!clues.!SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!multipleTmeaning!words,!within!context.!SPI!301.1.20!Determine!word!meaning!through!context!clues.!!


meanings!of!homonyms!• Use!a!dictionary!or!glossary!to!


• Determine!the!meanings!of!words!with!the!prefix!“Tun”!and!the!suffix!“T!ly”!

• Locate!other!words!with!prefixes!and!suffixes!



• Use!guide!words!and!knowledge!of!alphabetical!order!to!locate!words!in!the!dictionary!

Vocabulary!strategies:!Word!structure!(prefixes!and!suffixes),!dictionary/!glossary,!context!clues!for!multiple!meaning!words,!reference!sources,!context!clues!!Performance!Assessments!• Teacher!observation!• TeacherTmade!or!district!common!


! TN Speaking and Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneTonTone,!in!groups,!and!teacherT!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!!b.!Follow!agreedTupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!






Speaking!and!Listening:!Group!behaviors,!classroom!routines!and!procedures,!collaborative!conversations,!oral!presentation!!Performance!Assessments!• Teacher!observation!• TeacherTmade!rubric!for!oral!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!ideas!and!understanding!in!light!of!the!discussion.!!SL!2>!Determine!the!main!ideas!and!supporting!details!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!!SL!3>!Ask!and!answer!questions!about!information!from!a!speaker,!offering!appropriate!elaboration!and!detail.!!SL!6>!Speak!in!complete!sentences!when!appropriate!to!task!and!situation!in!order!to!provide!requested!detail!or!clarification.!!

presentation!!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>!Know!and!apply!grade!level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!!c.!Decode!multisyllable!words.!!d.!Read!gradeTappropriate!irregularly!spelled!words.!!RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!!a.!Read!onTlevel!text!with!purpose!and!understanding.!!b.!Read!onTlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings.!!c.!Use!context!to!confirm!or!selfTcorrect!word!recognition!and!understanding,!rereading!as!necessary.!

Standard!1>Language!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!!Standard!8>Literature!(CFU)!






words!• Read!orally!with!fluency!and!

comprehension!

Word!study!and!spelling:!!VCCV!patterns,!base!words!with!endings!–ed,!T!ing,!T!er,!Test,!vowel!digraphs!and!diphthongs,!identify!and!write!plurals!–s,!Tes!,!prefixes!and!suffixes!–un,!Tly,!!!Performance!Assessments:!• Oral!reading!fluency!



!


Curriculum Map Subject English Language Arts Grade 3 2nd Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !

Essential)Questions:)Why$is$it$important$to$identify$the$characters,$setting,$and$plot$of$a$story?$Why$is$sequencing$important$when$analyzing$the$plot$of$a$story?$Why$is$sequencing$important$when$analyzing$the$plot$of$a$story?$$How$can$identifying$a$cause;effect$relationship$help$you$better$understand$the$story?))Reading!Complex!Texts! TN Literature!!

RL!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!

referring!explicitly!to!the!text!as!the!basis!

for!the!answers.!

RL!2>!Recount!stories,!including!fables,!folktales,!and!myths!from!diverse!

cultures;!determine!the!central!message,!

lesson,!or!moral!and!explain!how!it!is!

conveyed!through!key!details!in!the!text.!

RL!3>!Describe!characters!in!a!story!(e.g.,!their!traits,!motivations,!or!feelings)!and!

explain!how!their!actions!contribute!to!

the!sequence!of!events.!

RL!4>!Determine!the!meaning!of!words!

and!phrases!as!they!are!used!in!a!text,!

distinguishing!literal!from!nonliteral!

language.!!TN Informational Text!RI!1!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!


for!the!answers.!

RI!5B!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!

locate!information!relevant!to!a!given!

topic!efficiently.!

RI!7!Use!information!gained!from!

illustrations!(e.g.,!maps,!photographs)!

and!the!words!in!a!text!to!demonstrate!

understanding!of!the!text!(e.g.,!where,!

when,!why,!and!how!key!events!occur).!

RI!9>!Compare!and!contrast!the!most!

important!points!and!key!details!

presented!in!two!texts!on!the!same!topic!

Standard!5>Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!text.!!

SPI!0301.5.3!Identify!stated!causeBeffect!relationships!in!text!

!

Standard!6>Informational!Text!SPI!0301.6.1!Select!questions!used!to!focus!and!clarify!thinking!before,!

during,!and!after!reading!text.!

SPI!0301.6.2!Identify!the!main!idea!

and!supporting!details!in!text. SPI!0301.6.3!Indicate!which!illustration!or!graphic!best!supports!a!

particular!text.!

SPI!0301.6.4!Locate!information!

using!available!text!features!(e.g.,!

charts,!maps,!graphics).!

SPI!0301.6.7!Arrange!a!set!of!instructions!in!a!sequential,!stepBbyB

step!order.!

!

!

Standard!8>Literature!SPI!0301.8.2!Identify!setting,!characters,!and!plot!in!a!reading!

selection.!!

SPI!0301.8.3!Check!for!understanding!after!reading!(e.g.,!

draw!conclusions!based!on!evidence!

gained!while!reading,!identify!the!

stated!or!implied!main!idea).!

!!

!

!

!

Literature!• Determine!what!a!story!is!

mostly!about!

• Describe!main!and!supporting!

characters!

• Monitor!reading!to!ensure!that!

it!makes!sense!

• Use!a!variety!of!fixBup!strategies!

when!meaning!breaks!down!

• Use!facts!and!details!to!draw!

conclusions!about!characters!

and!events!

• Locate!evidence!in!the!story!to!

support!my!conclusions!

• Ask!questions!about!a!story!

• Describe!main!and!supporting!

characters!

Use!illustrations!to!help!with!

meaning.!

• Identify!causes!and!effects!

• Identify!the!beginning,!middle,!

and!end!of!a!story!

• Use!story!structure!and!clue!

words!to!determine!cause!and!

effect!

• Draw!conclusions!using!details!

from!the!story!to!support!my!

conclusion!

• Recognize!and!use!text!features!

to!read!a!howBto!article!

• Arrange!a!set!of!howBto!

instructions!in!sequential!order!

• Evaluate!the!effectiveness!of!

visual!and!graphic!information!

• Compare!and!contrast!

information!from!two!texts!on!

the!same!topic!

Comprehension!skills:!!Character,!draw!conclusions,!cause!and!effect,!

draw!conclusions/make!inferences!

!Comprehension!Strategies:!!Monitor!

and!FixBup,!context!clues,!ask!

questions,!story!structure!

!

!

Text!SelectionB!Short!Pieces:!Prudy’s$Problem$and$How$She$Solved$It!!(see!Edmondo)!

William’s$House$(see!Edmondo)!

The$Gardener$!

!

RS!Paired!Selections:!“Worms!at!

Work,!““Log!Cabins”!or!other!related!

nonfiction!text!(CC!Appendix!B,!pp.!

53B57)!!!

Additional!Performance!Assessments:!• Teacher!Observation!

• Oral!reading!fluency!

• Weekly!writing!

• “Fresh!Read”!

!

!

!

!

!

!

Writing!to!Texts! TN Writing!!W!1>!Write!opinion!pieces!on!topics!or!

texts,!supporting!a!point!of!view!with!

Standard!3>Writing!!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!

Writing!• Prepare!final!copies!of!an!

original!piece!of!writing!

Routine!Writing:!Students!should!write!constantly!in!response!to!

literature.!Some!activities!could!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!reasons.!

a.!Introduce!the!topic!or!text!they!are!

writing!about,!state!an!opinion,!and!

create!an!organizational!structure!that!

lists!reasons.!

b.!Provide!reasons!that!support!the!

opinion.!

c.!Use!linking!words!and!phrases!(e.g.,!

because,!therefore,!since,!for!example)!to!

connect!opinion!and!reasons.!

d.!Provide!a!concluding!statement!or!

section!

W!2>!Write!informative/!explanatory!texts!

to!examine!a!topic!and!convey!ideas!and!

information!clearly.!!

a.!Introduce!a!topic!and!group!related!

information!together;!include!illustrations!

when!useful!to!aiding!comprehension.!!

b.!Develop!the!topic!with!facts,!

definitions,!and!details.!!


also,!another,!and,!more,!but)!to!connect!

ideas!within!categories!of!information.!!


section.!!

W!5B!With!guidance!and!support!from!

peers!and!develop!and!strengthen!writing!

as!needed!by!planning,!revising,!and!

editing.!

!!

!.!

!

and!flow!of!ideas!in!a!paragraph.!!

SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!

SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!

paragraph.!!

SPI!0301.3.7!Choose!the!most!

specific!word!to!complete!a!simple!

sentence.!!

SPI!0301.3.8!Select!an!appropriate!title!that!reflects!the!topic!of!a!

written!selection.!!

!

√ 0301.3.8!Use!all!steps!in!the!writing!process:!brainstorm!and!

organize!ideas,!create!a!first!

draft,!revise!and!proofread!draft,!

share!completed!work.!!

!

!


information!from!two!texts!

• Edit!and!revise!writing!!!

• Use!a!rubric!to!evaluate!writing!!!

• Write!in!response!to!literature,!

citing!evidence!from!the!text!to!

support!points!made!

• Write!a!paragraph!or!paper!

comparing!information!from!

two!texts!

• Use!details!from!both!texts!to!

support!my!key!points!

• Add!signal!words!to!my!opinion!

paragraph!

• Summarize!the!steps!in!a!

process!in!sequential!order!

include!but!are!not!limited!to:!!

• Story!summaries!

• Subject!area!journal!entries!

• Constructed!responses!to!teacher!

questions!about!texts!!

*Reinforce!Paragraph!StructureB!topic!

sentence,!supporting!details!!

!

Analysis!(informational/Explanatory)!!After!reading!the!interview!“Meeting!

The!Challenge!of!Collecting”!p.!220B

223,!have!students!use!a!Venn!

diagram!to!organize!thoughts:!How!

are!Prudy’s!Museum!and!the!Field!

Museum!of!Natural!History!alike?!How!

are!they!different?!

!Narrative:!!Have!students!retell!The!Gardner!using!the!illustrations.!!If!

students!have!trouble!retelling!the!

story,!use!the!scoring!rubric!on!p.!299!

to!assist!students.!

!

Summary:!Imagine!a!friend!has!asked!

you!what!The!Gardener!is!about.!!In!

four!or!five!sentences,!explain!its!

important!points.!

Or!

Summarize!one!of!the!story!selections!

using!a!Story!Map.!!!

!

Analysis:!(Opinion)!Write!a!paragraph!comparing!

William’s!house!to!the!log!cabins!

described!in!the!article,!then!state!

which!one!you!would!prefer!to!live!in!

and!why.!Cite!evidence!from!both!

texts!to!support!your!opinion.!

!

Research!Project! TN Writing!No!Research!Project!this!3!week!period!

!

!

! !


TN Language!!L!1>Demonstrate!command!of!the!

Standard!1>Language!SPI!0301.1.1!Identify!the!correct!use!

Language!Conventions!• Edit!own!writing!for!errors!in!

Language!Conventions:!!• Grammar,!Usage,!and!Mechanics:!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!conventions!of!standard!English!grammar

and usage!when!writing!or!speaking.!!b.!Form!and!use!regular!and!irregular!

plural!nouns.!

d.!Form!and!use!possessives.!

L!2>!Demonstrate!command!of!the!

conventions!of!standard!English!

capitalization,!punctuation,!and!spelling!

when!writing.!!

f.!Use!spelling!patterns!and!

generalizations!(e.g.,!word!families,!

positionB!based!spellings,!syllable!

patterns,!ending!rules,!meaningful!word!

parts)!in!writing!words.!!

g.!Consult!reference!materials,!including!

beginning!dictionaries,!as!needed!to!

check!and!correct!spellings.!

L!4>!Determine!or!clarify!the!meaning!of!

unknown!and!multipleBmeaning!word!and!

phrases!based!on!grade!3!reading!and!

content,!choosing!flexibly!from!a!range!of!

strategies.!!

d.!Use!glossaries!or!beginning!

dictionaries,!both!print!and!digital,!to!

determine!or!clarify!the!precise!meaning!

of!key!words!and!phrases.!

of!nouns!(i.e.,!as!subjects,!singular!

and!plural)!within!context.!

SPI!0301.1.8!Choose!the!correct!formation!of!contractions!and!plurals!

within!context.!

SPI!0301.1.11!Rearrange!and!identify!words!in!alphabetical!order!(e.g.,!

lists,!phone!directory). !SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!

√ 0301.1.17 Continue!to!develop!the!ability!to!distinguish!sounds!

and!sound!patterns!within!

words.!!

!

!

!

the!use!of!!irregular!plural!

nouns!!

• Make!subjects!and!verbs!agree!!

• Form!and!use!irregular!plural!

nouns!!

• Participate!in!group!editing!

(e.g.,!Morning!!Message,!Daily!

FixBIt)!!

• Read!and!spell!compound!

words!!!

• Read!grade!level!text!with!

fluency!and!comprehension!!!

• Use!the!dictionary!to!check!

spelling!of!unfamiliar!words!!!

• Edit!writing!for!errors!in!spelling!

• Identify!plural!possessive!nouns!

• Use!plural!possessive!nouns!in!

sentences!

• Edit!writing!for!errors!in!the!use!

of!plural!possessive!nouns!

• Read,!write,!and!spell!words!

with!suffixes!–ly,!Bful,!Bness,!Bless!


with!the!spelling!patterns!

taught!this!unit.!

• Edit!writing!for!errors!in!

spelling.!

!

Irregular!plural!nouns,!plural!

possessive!nouns!

!

Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!

• TeacherBmade!or!district!common!

assessments!in!PARCC!format!

!

TN Language!L!4>!Determine!or!clarify!the!meaning!of!




strategies.!

a.!Use!sentenceBlevel!context!as!a!clue!to!

the!meaning!of!a!word!or!phrase.!

!

SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!

common!abbreviations!within!

context.!

SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!

multipleBmeaning!words,!within!

context.!

SPI!301.1.20!Determine!word!

meaning!through!context!clues!

√ 0301.1.20!Use!a!variety!of!previously!learned!strategies!

(e.g.,!roots!and!affixes,!context,!

reference!resources)!to!

determine!the!meanings!of!

• Use!word!structure!to!

determine!the!meanings!of!

unfamiliar!words!!

• Determine!the!meanings!of!

unknown!words!in!context!

• Use!the!dictionary!to!check!or!

confirm!the!meaning!of!

unfamiliar!words!

!

Vocabulary!strategies:!Dictionary!skills,!context!clues,!word!structure!

!

Performance!Assessments!• Teacher!observation!



!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!unfamiliar!words.!

!

!

TN Speaking and Listening!SL1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneBonBone,!in!

groups,!and!teacherB!led)!with!diverse!

partners!on!grade!3!topics!and!texts,!

building!on!others’!ideas!and!expressing!

their!own!clearly.!!

b.!Follow!agreedBupon!rules!for!

discussions!(e.g.,!gaining!the!floor!in!

respectful!ways,!listening!to!others!with!

care,!speaking!one!at!a!time!about!the!

topics!and!texts!under!discussion).!!

d.!Explain!their!own!ideas!and!

understanding!in!light!of!the!discussion.!!

SL!2>Determine!the!main!ideas!and!

supporting!details!of!a!text!read!aloud!or!

information!presented!in!diverse!media!

and!formats,!including!visually,!

quantitatively,!and!orally.!!

SL!3B!Ask!and!answer!questions!about!information!from!a!speaker,!offering!

appropriate!elaboration!and!detail.!!

SL!6B!Speak!in!complete!sentences!when!

appropriate!to!task!and!situation!in!order!

to!provide!requested!detail!or!

clarification.!

!

Standard!2>Speaking!and!Listening!!!!!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!

turns,!behaving!courteously,!not!

interrupting,!listening,!remaining!on!

task),!identify!those!that!are!

appropriate!(or!inappropriate)!for!

group!activities.!

!

!

• Participate!actively!in!class!

discussions!by!asking!and!

answering!questions!

• Follow!established!rules!for!

group!behavior!

!

• Continuation/maintenance!of!

classroom!rules!and!procedures!!

• Engaging!actively!in!Responsive!

Classroom!activities!such!as!

Morning!Meeting!

!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>!Know!and!apply!gradeBlevel!phonics!and!word!analysis!skills!in!decoding!

words.!

c.!Decode!multisyllable!words.!

d.!Read!gradeBappropriate!irregularly!

spelled!words.$$RF!4>Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!

a.!Read!onBlevel!text!with!purpose!and!

understanding.!

b.!Read!onBlevel!prose!and!poetry!orally!

with!accuracy,!appropriate!rate,!and!

expression!on!successive!readings!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(orincorrectly)!spelled!words!in!context.!

SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!

within!words.!!

√ 0301.1.17!Continue!to!maintain!

and!develop!the!ability!to!

distinguish!sounds!and!sound!

patterns!within!words.!!

!Standard!8>Literature!√ 0301.8.4!Read!with!increasing!

fluency!and!confidence!from!a!

Reading!Foundational!Skills!• Monitor!reading!to!ensure!that!

it!makes!sense!

• Use!a!variety!of!fixBup!strategies!

when!meaning!breaks!down!


with!the!spelling!patterns!

taught!this!unit.!

• Edit!writing!for!errors!in!

spelling.!


fluency,!accuracy,!and!at!an!

appropriate!rate!

• Reread!when!necessary!to!

Word!study!and!spelling:!Compound!

words,!digraphs,!contractions,!

consonant!sounds,!suffixes!–ly,$;ful,$;ness,$;less,$,!syllables!V/CV,!VC/V,!syllable!pattern!c!+!le,!compound!

words!

Performance!Assessments:!• Patterns!spelled!correctly!in!daily!

writing!

!

Fluency:!Current!goal!of!85B95!WCPM!

with!expression!and!understanding!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!c.!Use!context!to!confirm!or!selfBcorrect!

word!recognition!and!understanding,!

rereading!as!necessary.!!

variety!of!texts!(e.g.,!paired!

readings,!shared!reading,!choral!

reading,!teacherBled!reading,!

reading!from!tapes/CDs).!!

!!

ensure!that!I!!!understand!what!

I!am!reading.!


with!suffixes!–ly,!Bful,!Bness,!B

less.!


fluency!and!accuracy!and!at!an!

appropriate!rate.!

!

Performance!Assessments!• Oral!reading!fluency!check!

• Performance!reading!such!as!

Readers’!Theatre!

!

!

Weeks!4>6! ! ! ! !Essential)Questions:)Why$is$sequencing$important$when$analyzing$a$series$of$historical$events?$How$does$a$narrator’s$point$of$view$affect$the$meaning$of$a$story?$Why$is$it$important$to$understand$the$impact$of$cause$and$effect$relationships?)Reading!Complex!Texts) TN Informational Text!!

RI!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!


for!the!answers.!

RI!3>Describe!the!relationship!between!a!series!of!historical!events,!scientific!ideas!

or!concepts,!or!steps!in!technical!

procedures!in!a!text,!using!language!that!

pertains!to!time,!sequence,!and!

cause/effect!

RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!


topic!efficiently.!

RI!8BDescribe!the!logical!connection!between!particular!sentences!and!

paragraphs!in!a!text!(e.g.,!comparison,!

cause/effect,!first/second/third!in!a!

sequence).!

!

!!

Standard!5>Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!

text.!!

SPI!0301.5.3!Identify!stated!causeBeffect!relationships!in!text.!!

SPI!0301.5.4!Determine!sequence!of!

events!in!text.!

√ 0301.5.3!Compare!and!contrast!

two!characters,!ideas,!or!stories.!

!

Standard!6>Informational!Text!SPI!0301.6.1!Select!questions!used!to!focus!and!clarify!thinking!before,!

during,!and!after!reading!text.!!

SPI!0301.6.4!Locate!information!

using!available!text!features!(e.g.,!

charts,!maps,!graphics).!

SPI!0301.6.5!Recognize!the!parts!of!a!book!(e.g.,!glossary,!table!of!

contents).!

!

!

Informational!Text!• Create!mental!pictures!to!assist!

with!comprehension!

• Draw!conclusions!based!on!text!

evidence!

• Determine!cause!and!effect!!

• Identify!and!describe!the!

sequence!of!events!in!a!story!!!


information!and!ideas!!

• Identify!and!make!

generalizations!!

• Identify!plot!and!theme!!

• Use!a!variety!of!comprehension!

strategies!before,!during,!and!

after!reading!

• Identify!a!selection!as!fiction!or!

nonBfiction!

• Use!the!parts!of!a!book!when!

reading!an!extended!text!

!

Comprehension!Skills:!cause!and!effect,!sequence!of!events,!compare!

and!contrast!

!Comprehension!Strategies:!!Answer!questions,!ask!questions,!

activate!and!use!prior!knowledge,!

monitor!and!fixBup,!graphic!organizers!

$Extended!Text:!Literature!(weeks!4>6)!Read!aloud/!Read!along!of!

The$Story$of$Ruby$Bridges$by!Robert!Coles!and/or!

Martin$Luther$King$Jr.$and$the$March$on$Washington$by$Frances!E.!Ruffin$!

Students!read/listen!to!Robert!Coles’s!

retelling!of!a!series!of!historical!events!

in!The$Story$of$Ruby$Bridges!and/or!read!Martin$Luther$King$Jr.$and$the$March$on$Washington.!Using!their!knowledge!of!how!cause!and!effect!

gives!order!to!events,!they!use!specific!

language!to!describe!the!sequence!of!

events!that!leads!to!Ruby!

desegregating!her!school!or!Dr.!King’s!

giving!his!famous!speech.![RI.3.3]!

Additional!Text!Selections/Activities>>Short!Pieces:!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Students!of!history:!in!1957,!nine!courageous!African>American!students!began!theintegration!of!Central!High!School!in!Little!Rock,!Arkansas.!!

Ruby!Bridges!Bio!!

Ruby!Bridges!Meets!the!President!Video!!!

Additional!activity:!Corners:!Have!the!following!4!words!

taped!up!in!the!4!corners!of!your!

classroom:!patient;$courageous$;hopeful$;peaceful!!

Call!students’!attention!to!the!

following!statement:!"The!word!that!

best!describes!Ruby!Bridges!is..."

Writing!to!Texts! TN Writing!W1>!Write!opinion!pieces!on!topics!or!

texts,!supporting!a!point!of!view!with!

reasons.!

a.!Introduce!the!topic!or!text!they!are!

writing!about,!state!an!opinion,!and!

create!an!organizational!structure!that!

lists!reasons.!

b.!Provide!reasons!that!support!the!

opinion.!


because,!therefore,!since,!for!example)!to!

connect!opinion!and!reasons.!


section.!

W!3>Write!narratives!to!develop!real!or!

imagined!experiences!or!events!using!

effective!technique,!descriptive!details,!

and!clear!event!sequences.!

a.!Establish!a!situation!and!introduce!a!

narrator!and/or!characters;!organize!an!

event!sequence!that!unfolds!naturally.!

b.!Use!dialogue!and!descriptions!of!

Standard!3>Writing!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!


paragraph.!!



!

Writing!• Write!a!descriptive!paper!in!

response!to!literature!

• Cite!evidence!from!the!text!to!

support!key!ideas!and!details!

• Revise!letter!to!ensure!that!the!

sequence!of!events!is!correct!

and!that!sequence!words!are!

used!

• Write!a!closing!sentence!or!

paragraph!

• Edit!for!grammar!and!mechanics!

Routine!Writing!Following!each!chapter,!or!page!

selections,!have!students!write!in!

response!to!what!you!have!read.!!This!

can!take!the!form!of!a!summary,!twoB

column!notes,!or!a!learning!log.!

!Analyses!• Narrative:!After!reading!The$Story$

of$Ruby$Bridges,$write!a!paper!retelling!the!sequence!of!events!

that!led!to!Ruby!desegregating!her!

school!(or!similar!assignment!

related!to!Martin$Luther$King$Jr.).!• Opinion:!Write!a!personal!letter!

to!Ruby!Bridges!or!Martin!Luther!

King!explaining!how!or!why!you!

do/do!not!think!his/her!actions!

have!influenced!your!education!

today.!Have!students!follow!the!

steps!(revising,!editing,!

publishing).!!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!actions,!thoughts,!and!feelings!to!develop!

experiences!and!events!or!show!the!

response!of!characters!to!situations.!

c.!Use!temporal!words!and!phrases!to!

signal!event!order.!

d.!Provide!a!sense!of!closure.!

W!4BWith!guidance!and!support!from!

adults,!produce!writing!in!which!the!

development!and!organization!are!

appropriate!to!task!and!purpose.!

W!5BWith!guidance!and!support!from!

peers!and!adults,!develop!and!strengthen!

writing!as!needed!by!planning,!revising,!

and!editing.!

• Students!can!also!revise!the!letter!

written!by!a!peer!using!a!writing!

rubric!that!identifies!a!clear!topic,!

details,!organizational!skills,!and!

mechanics.!

!

ThinkBPairBShare!Activity:!Have!each!

student!fill!in!a!chart!comparing!

herself!or!himself!to!a!classmate.!Then!

the!class!will!create!a!class!chart!of!all!

the!differences!they!observed.!Point!

out!the!differences!we!all!have.!TNSS!Performance!Task:!!After!reading!Robert!Coles’s!retelling!

of!a$series$of$historical$events$in!The$ Story$of$Ruby$Bridges$(or$Martin$ Luther$King),!have!students!display$ their!knowledge!of!how!cause$and$ effect$gives!order!to!events,!they!should!use$specific!language$to!describe$the!sequence$of!events!that!leads!to!Ruby!desegregating!her!

school!or!Dr.!King!giving!his!famous!

speech.![RI.3.3]!

Research!Project! TN Writing!No!Research!Project!this!3!week!period!

!

!

! !


TN Language!!L!1BDemonstrate!command!of!the!

conventions!of!standard!English!grammar!

and!usage!when!writing!or!speaking.!!

d.!Form!and!use!regular!and!irregular!

verbs.!

e.!Form!and!use!the!simple!(e.g.,!I!

walked;!I!walk;!I!will!walk)!verb!tenses.!

f.!Ensure!subjectBverb!and!pronounB antecedent!agreement.!




when!writing.!!



positionB!based!spellings,!syllable!

Standard!1>Language!SPI!0301.1.2!Identify!the!correct!use!of!verbs!(i.e.!present,!past,!and!

future!tense)!within!context.!

SPI!0301.1.5!Select!the!simple!

subject!and!predicate!of!a!sentence.

Language!Conventions!• Recognize!verbs!by!how!they!

are!used!in!sentences!

• Use!verbs!correctly!in!sentences!

• Use!verb!tenses!appropriately!

• Use!correct!subjectBverb!

agreement!!

Language!Conventions:!Verbs!and!verb!phrases!(action/linking,!

main/helping),!subjects!and!

predicates!!Performance!Assessments!• Use!of!language!conventions!in!




!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!patterns,!ending!rules,!meaningful!word!

parts)!in!writing!words.!!


beginning!dictionaries,!as!needed!to!

check!and!correct!spellings.!

!

! L!4>!Determine!or!clarify!the!meaning!of!




strategies.!!

d.!Use!glossaries!or!beginning!

dictionaries,!both!print!and!digital,!to!

determine!or!clarify!the!precise!meaning!

of!key!words!and!phrases.!

Standard!1>Language!SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!

multipleBmeaning!words,!within!

context.!

SPI!301.1.20!Determine!word!

meaning!through!context!clues.!

Vocabulary!• Use!context!to!determine!the!

meanings!of!unfamiliar!words!

• Use!the!dictionary!or!glossary!to!

check/confirm!word!meanings!

Vocabulary!Strategies:!Context!clues,!dictionary/glossary!!




!

! TN Speaking and Listening!SL!2>Determine!the!main!ideas!and!

supporting!details!of!a!text!read!aloud!or!

information!presented!in!diverse!media!

and!formats,!including!visually,!

quantitatively,!and!orally.!

SL!3>!Ask!and!answer!questions!about!information!from!a!speaker,!offering!

appropriate!elaboration!and!detail.!

Standard!2>Communication!SPI!0301.2.1!Identify!the!main!idea!

of!a!speech.!!

SPI!0301.2.3!Given!a!written!summary!of!a!speech,!choose!from!a!

list!of!ideas!the!one!not!mentioned!in!

the!speech.!!

!

TN Speaking and Listening!• Describe!the!main!idea!of!a!

speech!

Summarize!a!speech!

Speaking!and!Listening:!Group!behaviors,!classroom!routines!

and!procedures,!collaborative!

conversations,!main!idea!of!a!speech!

Performance!Assessment!Teacher!observation!!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>Know!and!apply!grade!level!phonics!and!word!analysis!skills!in!decoding!

words.!

a. Identify!and!know!the!meaning!of!the!

most!common!prefixes!and!

derivational!suffixes.!

c. Decode!multisyllable!words!

d. Read!grade!appropriate!regularly!

misspelled!words.!

RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!

a. Read!onBlevel!text!with!purpose!and!

understanding.!

b. Read!onBlevel!prose!and!poetry!

orally,!with!accuracy,!appropriate!

rate,!and!expression!on!successive!

readings.!

c. Use!content!to!confirm!or!selfBcorrect!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(orincorrectly)!spelled!words!in!context.!


within!words.!!

!Standard!8>Literature!!√ 0301.8.4!Read!with!increasing!





reading!from!tapes/CDs).!

!

Reading!Foundational!Skills!• Irregular!plurals;!rBcontrolled!

vowels;!prefixes!midB,!pre,!overB

,!outB;!suffixes!–er,Bor,!Bess,!Bist;!

syllable!pattern!VCCCV!!


fluency,!accuracy,!and!

expression!!!

• Use!monitor!and!fixBup!

strategies!to!ensure!

comprehension!

!!

Word!study!and!spelling:!!• Irregular!plurals;!rBcontrolled!

vowels;!prefixes!mid;,$pre,$over;,$outB;!suffixes!–er,$;or,$;ess,$;ist;$syllable!pattern!VCCCV!

!

Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!

• Spelling!of!gradeBappropriate!

words!in!daily/weekly!writing!

!Fluency:!Current!goal!of!85B95!WCPM!

with!expression!and!understanding!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!word!recognition!and!understanding,!

rereading!as!necessary.!

!

Weeks!7>9! ! ! ! !Essential)Questions:)What$evidence$must$be$taken$to$cite$evidence$from$the$text$when$making$a$point$or$stating$a$claim?$What$steps$must$be$taken$when$formulating$a$summary?$Why$is$it$important$to$use$correct$format$when$writing$a$letter?!!Reading!Complex!Texts! TN Literature!

RL!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!


for!the!answers.!RL!4B!Determine!the!meaning!of!words!

and!phrases!as!they!are!used!in!a!text,!

distinguishing!literal!from!nonliteral!

language!

!

!

TN Informational Text!!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!


topic!efficiently.!

RI!9>!Compare!and!contrast!the!most!

important!points!and!key!details!

presented!in!two!texts!on!the!same!topic! !

Standard!5>Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!

text.!!

√ 0301.5.3!Compare!and!contrast!

two!characters,!ideas,!or!stories.!!

!

Standard!8>Literature!√ 0301.8.2!Demonstrate!

strategies!for!determining!

meaning!while!reading!(e.g.,!

formulate!clarifying!questions,!

predict!outcomes,!create!a!

mental!image).!

√ 0301.8.10!Explore!the!use!of!language!in!literary!texts!(e.g.,!

rhythm,!beat,!imagery,!simile,!

and!metaphor).!

!

!

Literature!• Draw!conclusions!using!details!

from!the!story!

• Ask!questions!while!I!am!

reading!to!help!with!

understanding!

• Discuss!the!features!of!letters!

and!poetry!

• Use!details!from!a!poem!to!

write!a!letter!

• Pay!attention!to!the!use!of!

commas!in!letters!• Compare!and!contrast!two!or!

more!things.!

• Identify!clue!words!that!signal!

comparisons!and!contrasts!

• Use!monitor!and!fix!up!

strategies!to!ensure!that!my!

reading!makes!sense!

• Locate!similes!in!context!

Recognize!the!features!of!a!

search!engine!

!

Informational!Text!• Compare!and!contrast!two!or!

more!things.!

!

Comprehension!skills:!draw!conclusions,!compare!and!contrast!

!

Comprehension!strategies:!ask!questions,!monitor!and!fix!up!

!

Text!Selection:!Short!Pieces:!!Night$Letters$RS!Paired!Selection:!“dear!stars”!or!

other!related!text!(CC!Appendix!B,!pp.!

53B57)!

Volcanoes:$Nature’s$Incredible$Fireworks$Selected!texts!for!research!project!

Additional!Performance!Assessments:!• After!reading,!have!students!write!

2B3!questions!about!what!they!

have!read!to!draw!a!conclusion.!!

Make!sure!students’!questions!

lead!them!to!a!conclusion!about!

what!they!have!read.!

!

Additional!Performance!Assessments:!• Have!students!write!a!paragraph!

or!paper!comparing!how!people!

and!nature!are!connected.!

Writing!to!Texts! TN Writing!!W!2>!Write!informative/!explanatory!texts!

to!examine!a!topic!and!convey!ideas!and!

information!clearly.!!

a.!Introduce!a!topic!and!group!related!

information!together;!include!illustrations!

when!useful!to!aiding!comprehension.!!

b.!Develop!the!topic!with!facts,!

Standard!3>Writing!!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!

and!flow!of!ideas!in!a!paragraph.!!

SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!


• Make!my!subjects!and!verbs!

agree!

• Edit!writing!for!errors!in!subjectB

verb!agreement!

• Write!a!letter!

• Use!details!from!the!poem!to!

write!my!letter!• Pay!attention!to!the!use!of!

Routine!Writing!Take!notes!for!research!project!

!Summary:!!Imagine!a!friend!has!asked!

you!what!Night$Letters!is!about.!!In!four!or!five!sentences,!explain!its!

important!points.!(Explanatory)!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!definitions,!and!details.!!


also,!another,!and,!more,!but)!to!connect!

ideas!within!categories!of!information.!!


section.!!

W!3>Write!narratives!to!develop!real!or!

imagined!experiences!or!events!using!

effective!technique,!descriptive!details,!

and!clear!event!sequences.!

a.!Establish!a!situation!and!introduce!a!

narrator!and/or!characters;!organize!an!

event!sequence!that!unfolds!naturally.!

b.!Use!dialogue!and!descriptions!of!

actions,!thoughts,!and!feelings!to!develop!

experiences!and!events!or!show!the!

response!of!characters!to!situations.!

c.!Use!temporal!words!and!phrases!to!

signal!event!order.!

d.!Provide!a!sense!of!closure.!

paragraph.!!

SPI!0301.3.7!Choose!the!most!

specific!word!to!complete!a!simple!

sentence.!!



!

commas!in!letters!• Use!commas!correctly!in!my!

letter!

• Write!a!summary!

• Use!details!from!my!reading!to!

write!my!summary!

• Write!a!draft!of!a!book!review!

• Check!to!ensure!that!all!my!

details!support!my!opinion!of!

the!book!

Narrative!Writing:!Narrative!

!After!reading!the!poem!“dear!stars,”!

write!a!letter!to!Lily!from!the!stars.!!

Think!about!what!the!stars!might!say!

to!Lily!in!a!letter,!using!evidence!from!

the!story!to!support!key!points.!

!

Research!Project! TN Writing!W4>!With!guidance!and!support!from!

adults,!produce!writing!in!which!the!development!

and!organization!are!appropriate!to!task!

and!purpose.!!

W5BWith!guidance!and!support!from!

peers!and!adults,!develop!and!strengthen!

writing!as!needed!by!planning,!revising,!

and!editing.!!

W6BWith!guidance!and!support!from!

adults,!use!technology!to!produce!and!

publish!writing!(using!keyboarding!skills)!

as!well!as!to!interact!and!collaborate!with!

others.!!

W7>!Conduct!short!research!projects!that!build!knowledge!about!a!topic.!

W8>!Recall!information!from!experiences!

or!gather!information!from!print!and!

digital!sources;!take!brief!notes!on!sources!

and!sort!evidence!into!provided!

categories.!

!

Standard!4>Research!SPI!0401.4.3!Complete!a!graphic!

organizer!(e.g.,!chart,!web)!

organizing!material!collected!from!

text!or!technological!sources.!

!

Standard!6>Informational!Text!SPI!0301.6.5!Recognize!the!parts!of!a!book!(e.g.,!glossary,!table!of!

contents).!

!

Standard!7>Media!SPI!0301.7.4!Choose!the!most!

effective!medium!to!enhance!a!

short!oral!presentation!(e.g.,!still!

pictures,!a!model,!short!video!clip,!

recording).!

!

Research!• Select!and!narrow!a!topic!for!an!

extended!writing!piece!(factual!

report)!!

• Use!a!graphic!organizer!(web)!to!

group!ideas!and!information!

• Gather!information!from!a!

variety!of!sources!!

• Synthesize!information!from!a!

variety!of!sources!!

• Edit!and!revise!own!writing!!!!

• Use!technology!to!prepare!and!

present!writing!!

• Incorporate!visuals!into!a!

presentation!

• Use!all!the!steps!of!the!writing!

process!!

• Present!findings!orally!to!the!

class!

Factual!Report!Have!students!research!Tsunamis!or!

some!other!type!of!natural!disaster!

using!an!encyclopedia!or!earth!science!

textbooks!to!prepare!a!factual!report.!

Students!may!use!the!internet!and!use!

key!words!such!as:!tsunamis,!

oceanography!and!tidal!waves.!!

!

Additional!related!research!topics!(natural!disasters):!Hurricanes!

Volcanoes!

Earthquakes!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1BDemonstrate!command!of!the!

conventions!of!standard!English!grammar!

and!usage!when!writing!or!speaking.!!

d.!Form!and!use!regular!and!irregular!

verbs.!

e.!Form!and!use!the!simple!(e.g.,!I!walked;!

I!walk;!I!will!walk)!verb!tenses.!

f.!Ensure!subjectBverb!and!pronounB antecedent!agreement.!




when!writing.!!



positionB!based!spellings,!syllable!patterns,!

ending!rules,!meaningful!word!parts)!in!

writing!words.!!


beginning!dictionaries,!as!needed!to!check!

and!correct!spellings.!

!

Standard!1>Language!SPI!0301.1.2!Identify!the!correct!use!of!verbs!(i.e.!present,!past,!and!

future!tense)!within!context.!

SPI!0301.1.5!Select!the!simple!

subject!and!predicate!of!a!sentence.

Language!Conventions!• Recognize!verbs!by!how!they!

are!used!in!sentences!

• Use!verbs!correctly!in!sentences!

• Use!verb!tenses!appropriately!

• Use!correct!subjectBverb!

agreement!!• Use!commas!correctly!In!letters!

Language!Conventions:!Verbs!and!verb!phrases!(action/linking,!

main/helping),!subjects!and!

predicates!!Performance!Assessments!• Use!of!language!conventions!in!




!

! L!4>!Determine!or!clarify!the!meaning!of!




strategies.!

!

Standard!1>Language!SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!

common!abbreviations!within!

context.!

Language!Conventions!Use!word!structure!to!determine!

the!meanings!of!unfamiliar!words!

Vocabulary!Strategies!Word!structure,!compound!words,!

contractions!

!




!! TN Speaking and Listening!!

SL1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneBonBone,!in!

groups,!and!teacherB!led)!with!diverse!

partners!on!grade!3!topics!and!texts,!

building!on!others’!ideas!and!expressing!

their!own!clearly.!

b.!Follow!agreedBupon!rules!for!

discussions!(e.g.,!gaining!the!floor!in!

respectful!ways,!listening!to!others!with!

care,!speaking!one!at!a!time!about!the!

Standard!2>Communication!SPI!0301.2.1!Identify!the!main!idea!

of!a!speech.!!

SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!

turns,!behaving!courteously,!not!

interrupting,!listening,!remaining!on!

task),!identify!those!that!are!

appropriate!(or!inappropriate)!for!

group!activities.!

SPI!0301.2.3!Given!a!written!

Speaking!and!Listening!• Participate!actively!in!class!

discussions.!

• Follow!established!rules!for!

group!behavior!• Listen!to!a!speech!and!

determine!the!main!idea!• Summarize!a!speech!!

Speaking!and!Listening:!• Continuation/maintenance!of!

classroom!rules!and!procedures!

• Engaging!actively!in!Responsive!

Classroom!activities!such!as!

Morning!Meeting!!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!topics!and!texts!under!discussion).!

d.!Explain!their!own!ideas!and!

understanding!in!light!of!the!discussion.!

!

summary!of!a!speech,!choose!from!a!

list!of!ideas!the!one!not!mentioned!

in!the!speech.!

Reading!Foundational!Skills! TN Reading Foundational Skills!RF!3>!Know!and!apply!gradeBlevel!phonics!and!word!analysis!skills!in!decoding!words.!

c.!Decode!multisyllable!words.!

RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!

a.!Read!onBlevel!text!with!purpose!and!

understanding.!

b.!Read!onBlevel!prose!and!poetry!orally!

with!accuracy,!appropriate!rate,!and!

expression!on!successive!readings!

!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(orincorrectly)!spelled!words!in!

context.!


within!words.!

√ 0301.1.17!Continue!to!maintain!


distinguish!sounds!and!sound!

patterns!within!words.!!

!

Literature!√ 0301.8.4!Read!with!increasing!





reading!from!tapes/CDs).!

Reading!Foundational!Skills!• Read,!write,!and!spell!words!

with!the!/j/,!/k/,!and!/s/!sounds!

• Decode!longer!words!


fluency!and!accuracy!and!at!an!

appropriate!rate!

• Adjust!my!reading!rate!when!

necessary!

Pay!attention!to!phrasing!while!

reading!!

Word!study!and!spelling:!!• Sounds!of!/j/,!/k/,!/s/!

!

Fluency:!Current!goal!of!90B100!WCPM!

Appropriate!phrasing!!!Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!

• Spelling!of!gradeBappropriate!

words!in!daily/weekly!writing!

!

!


Curriculum Map Subject English Language Arts Grade 3 3rd Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)How$can$the$effect$of$being$unique$sometimes$be$positive$and$negative?$What$strategies$do$good$writers$and$readers$use?$How$can$key$details$help$in$comparing$and$contrasting$two$texts$on$the$same$topic?$How$do$writers$organize$and$develop$research$projects$that$build$knowledge$about$a$topic?)Reading!Complex!Texts! TN Literature!!

RL!1"!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RL!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.!!TN Informational Text!RI!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!RI!8"!Describe!the!logical!connection!between!particular!sentences!and!paragraphs!in!a!text!(e.g.,!comparison,!cause/effect,!first/second/third!in!a!sequence).!!

Standard!5>Logic!SPI!0301.5.3!Identify!stated!cause"effect!relationships!in!text.!!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!!Standard!6>Informational!Text!SPI!0301.6.1!Select!questions!used!to!focus!and!clarify!thinking!before,!during,!and!after!reading!text.!!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).!!Standard!8>Literature!SPI!0301.8.4!Recognize!basic!plot!features!of!fairy!tales,!folk!tales,!fables,!and!myths.!!!!!!

Literature!• Identify!cause!and!effect!with!and!

without!clue!words!• Locate!clue!words!that!signal!cause!

and!effect!relationships.!• Answer!questions!and!cite!

evidence!from!the!text!to!support!responses!

• Determine!the!sequence!of!events!in!a!reading!passage,!with!and!without!clue!words!

• Identify!the!features!of!a!fairy!tale!• Compare!and!contrast!information!

and!ideas!across!texts!• Ask!questions!to!focus!and!clarify!

thinking!during!and!after!reading!• Draw!a!generalization!and!support!

it!with!information!from!the!text!• Compare!and!contrast!information!

and!ideas!• Locate!clue!words!that!signal!

comparisons!and!contrasts!• Identify!cause!and!effect!• Ask!questions!to!focus!and!clarify!

thinking!during!and!after!reading!Identify!and!use!text!features!(captions!and!photographs)!

Comprehension!skills:!!Cause!and!effect,!generalize,!sequence!of!events,!compare!and!contrast!!Comprehension!strategies:!!Ask!and!answer!questions,!prior!knowledge,!monitor!and!fix!up!!Text!Selections—Short!Pieces:!Wings!"""week!1!(see!Edmodo!and!Boston)$Hottest,$Coldest,$Highest,$Deepest—week$2$(see$Edmodo)$Rocks$in$His$Head—week$3$(see$Edmodo)$$!Additional!Performance!Assessments:!• Create!graphic!organizer!to!compare!

and!contrast!characters!or!information!in!a!!“fresh!read”!or!text!!

• Teacher"made!or!district!common!assessments!in!PARCC!format!

• Anecdotal!evidence!from!classroom!discussions!!

Writing!to!Texts! TN Writing!!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!

Standard!3>Writing!!SPI!0301.3.1!Identify!the!purpose!for!writing!(i.e.,!to!entertain,!to!inform,!to!respond!to!a!picture,!story,!or!art).!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0301.3.7!Choose!the!most!specific!word!to!complete!a!simple!sentence.!!SPI!0301.3.8!Select!an!appropriate!title!that!reflects!the!topic!of!a!

Writing!• Compare!and!contrast!two!

characters!• Write!a!compare!and!contrast!

paper!• Cite!evidence!from!the!two!texts!to!

support!points!made!• Proofread,!edit!and!revise!writing!• Pay!particular!attention!to!

sentence!lengths!and!sentence!fragments!

• Gather!information!for!a!personal!narrative!about!a!character!from!a!


questions!about!texts!!*Reinforce!Paragraph!Structure"!topic!sentence,!supporting!details!!!Analyses!!(Explanatory/Informational)!1.!Write!an!essay!comparing!and!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!W!3>!Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!a.!Establish!a!situation!and!introduce!a!narrator!and/or!characters;!organize!an!event!sequence!that!unfolds!naturally.!b.!Use!dialogue!and!descriptions!of!actions,!thoughts,!and!feelings!to!develop!experiences!and!events!or!show!the!response!of!characters!to!situations.!c.!Use!temporal!words!and!phrases!to!signal!event!order.!d.!Provide!a!sense!of!closure.!W!5>!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W!6>!With!guidance!and!support!from!adults,!use!technology!to!produce!and!publish!writing!(using!keyboarding!skills)!as!well!as!to!interact!and!collaborate!with!others!W!10>!Write!routinely!over!extended!time!frames!(time!for!research,!reflection,!and!revision)!and!shorter!time!frames!(a!single!sitting!or!a!day!or!two)!for!a!range!of!discipline"specific!tasks,!purposes,!and!audiences.!

written!selection.!!!

selection!• Organize!information!in!a!5W’s!

Chart!

contrasting!the!main!characters!from!the!two!selections!read!the!last!three!weeks.!They!should!draw!evidence!from!the!texts!to!aid!in!the!comparison.!

Or!2.!You!are!a!journalist!for!a!travel!magazine.!Write!an!article!for!the!magazine!comparing!and!contrasting!two!or!three!sights!you!have!seen!in!“Hottest,!Coldest,!Highest,!Deepest”.!The!article!should!draw!evidence!from!the!text!when!comparing!the!locations.!!Narrative!Write!a!personal!narrative!for!one!of!the!characters!from!the!texts.!Include!evidence!from!the!text!about!on!how!their!unique!qualities!made!them!stand!out!in!a!crowd.!

Research!Project! No!Research!Project!this!3!week!period! !!

! !


TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!f.!Ensure!subject"verb!and!pronoun" antecedent!agreement.!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!d.!Form!and!use!possessives.!

Standard!1>Language!SPI!0301.1.5!Select!the!simple!subject!and!predicate!of!a!sentence.!!SPI!0301.1.14!Recognize!usage!errors!occurring!within!context!(i.e.,!double!negatives,!troublesome!words:!to/too/two;!their/there/they’re).!!√ 0301.1.1!Know!and!use!

appropriately!the!meaning,!forms,!and!functions!of!…pronouns!(e.g.,!subject!and!object!pronouns,!substitution!for!nouns,!agreement!with!

Language!Conventions!• Define!and!identify!possessive!

pronouns!• Use!possessive!pronouns!in!writing!• Define!and!identify!subject!and!

object!pronouns!• Use!subject!and!object!pronouns!

correctly!when!writing!• Distinguish!between!homophone!

pairs!consisting!of!possessive!pronouns!and!contractions!

• Correctly!use!other!types!of!troublesome!words!

• Edit!writing!for!errors!in!grammar!

Language!Conventions:!!possessive!pronouns,!usage!errors,!subject!and!object!pronouns,!editing!!Performance!Assessments:!• Daily!Grammar!Fix"It!• Edit!journal!entries,!summaries,!etc.!

for!correct!grammatical!structure!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!e.!Use!conventional!spelling!for!high"frequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).!

antecedents)…!!!

and!mechanics!!

L!4"!Determine!or!clarify!the!meaning!of!unknown!and!multiple"meaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!L!5>!Demonstrate!understanding!of!word!relationships!and!nuances!in!word!meanings.!a.!Distinguish!the!literal!and!nonliteral!meanings!of!words!and!phrases!in!context!(e.g.,!take!steps).!

Standard!1>Language SPI!301.1.20!Determine!word!meaning!through!context!clues.!!

Vocabulary!• Locate!words!that!can!be!defined!in!

context!!• Demonstrate!how!to!use!context!

clues!(think!aloud,!explain!to!the!class,!etc.)!

• Identify!and!determine!the!meanings!of!simple!idiomatic!expressions!

Vocabulary!strategies:!!• Using!context!cues!to!find!meaning!

of!unfamiliar!word!• Using!Idioms!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!common!


TN Speaking and Listening!!SL1>!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!b.!Follow!agreed"upon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!SL2>!Determine!the!main!ideas!and!supporting!details!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!SL!6>!Speak!in!complete!sentences!when!appropriate!to!task!and!situation!in!order!to!provide!requested!detail!or!clarification.!!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!Standard!7>Media!SPI!0301.7.1!Determine!the!main!idea!in!a!visual!image.!!!

TN Speaking and Listening!• Participate!actively!in!large!and!

small!group!discussions!• Follow!rules!for!group!behavior!• Assume!a!specific!role!(e.g.,!leader,!

reporter)!in!a!small!group!activity!• Analyze!media!and!express!an!

opinion!• Provide!reasons!from!the!

presentation!to!support!opinions!

Speaking!and!Listening:!• Continuation!of!rules!and!

procedures!for!Responsive!Classrooms!

!Performance!Assessments!• Cooperative!learning/small!group!

activities!• Media!viewing!and!analysis"search!

or!have!students!search!for!videos!on!child!prodigies.!!Have!them!view!and!analyze!the!video!clip(s)!and!discuss!the!impact!of!the!information.!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Reading!Foundational!Skills!

TN Reading Foundational Skills!RF!3>!Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!a.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!!

Standard!1>Language!SPI!0301.1.8!Choose!the!correct!formation!of!contractions!and!plurals!within!context.!!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!SPI!0301.1.16!Determine!word!meanings!using!prefixes!and!suffixes!and/or!context!clues.!!!Standard!8>Literature!√ 0301.8.4!Read!with!increasing!

fluency!and!confidence!from!a!variety!of!texts!(e.g.,!paired!readings,!shared!reading,!choral!reading,!teacher"led!reading,!reading!from!tapes/CDs).!!

Reading!Foundational!Skills!• Use!word!parts!to!decode!words!

with!irregular!plurals!• Read,!write,!and!spell!words!with!

irregular!plurals!• Read!grade!level!text!with!

accuracy,!expression,!and!at!an!appropriate!pace!

Word!study!and!spelling:!!• Irregular!plurals!!• rIcontrolled!vowels!• Prefixes!preI,$midI,$overI,$and$outI!!

!Performance!Assessments:!• Oral!reading!fluency!checks/running!

records!• Spelling!of!grade"appropriate!words!

in!daily/weekly!writing!!Fluency:!Current!goal!of!95"105!WCPM!with!expression!and!understanding!!!

Weeks!4>6! ! ! ! !Essential)Questions:)What$strategies$do$good$writers$and$readers$use?$How$can$key$details$help$when$comparing$and$contrasting$two$texts$on$the$same$topic?))!Reading!Complex!Texts) TN Literature!!

RL!1>Refer!to!details!and!examples!in!a!text!when!explaining!what!the!text!says!explicitly!and!when!drawing!inferences!from!the!text.!!RL!2>!Recount!stories,!including!fables,!folktales,!and! myths!from!diverse!cultures;!determine!the!central!message,!lesson,!or!moral!and!explain!how!it is!conveyed!through!key!details!in!the!text.!RL!3"Describe!characters!in!a!story!(e.g.,!their!traits,!motivations,!or!feelings)!and!explain!how!their!actions!contribute!to!the!sequence!of!events!!RL!4>Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!distinguishing!literal!from!nonliteral!language.!!RL!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.!!

Standard!5>Logic!!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!!!Standard!8>Literature!SPI!0301.8.2!Identify!setting,!characters,!and!plot!in!a!reading!selection.!!SPI!0301.8.4!Recognize!basic!plot!features!of!fairy!tales,!folk!tales,!fables,!and!myths.!!SPI!0301.8.6!Determine!the!problem!in!a!story!and!recognize!its!solution.!

TN Literature!!• Identify!plot!and!theme!• Retell!key!plot!events!using!the!

words!“beginning,”!!“middle,”!and!“end”!

• Discuss!the!problem!in!a!story!and!tell!how!it!was!solved!

• Use!evidence!from!my!reading!to!make!generalizations!

• Use!graphic!organizers!to!organize!my!thinking!

• Identify!cause!and!effect!with!and!without!clue!words!

• Determine!the!sequence!of!events!in!a!reading!passage,!with!and!without!clue!words!

• Ask!questions!to!focus!and!clarify!thinking!during!and!after!reading!

• Ask!appropriate!questions!to!assist!with!comprehension!

• Describe!how!a!character’s!actions!affect!the!plot!

Extended!Text:!$Literature!The$Stories$Julian$Tells!by!Ann!Cameron!or!Read!aloud/read!along$The$Lighthouse$Family:$The$Storm$By!Cynthia!Rylant!(Focus!on!the!skills!taught!this!quarter!that!are!applicable!to!the!text!such!as!cause!and!effect,!sequence!of!events,!compare!and!contrast,!making!generalizations,!plot,!theme,!and!sequence!of!events,!etc.)!$

Or:!Teachers!may!substitute!an!equally!complex!extended!work!of!literature!if!the!substituted!novel!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!pg!52.!of!the!TNSS!for!suggestions.!!!Focus!on!the!content!taught!this!quarter!that!are!applicable!to!the!text!such!as!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!!!!

• Read!and!apply!reading!strategies!when!interpreting!chapter!books!

!!

cause!and!effect,!sequence!of!events,!compare!and!contrast,!making!generalizations,!plot,!theme,!and!sequence!of!events,!etc.)!!Additional!Performance!Assessments:!!• Create!graphic!organizer!to!compare!

and!contrast!characters!or!information!in!a!!“fresh!read”!or!text!!


• Anecdotal!evidence!from!classroom!discussions!

Writing!to!Texts! TN Writing!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!3>!Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!a.!Establish!a!situation!and!introduce!a!narrator!and/or!characters;!organize!an!event!sequence!that!unfolds!naturally.!b.!Use!dialogue!and!descriptions!of!actions,!thoughts,!and!feelings!to!develop!experiences!and!events!or!show!the!response!of!characters!to!situations.!c.!Use!temporal!words!and!phrases!to!signal!event!order.!d.!Provide!a!sense!of!closure.!!

Standard!3>Writing!!SPI!0301.3.1!Identify!the!purpose!for!writing!(i.e.,!to!entertain,!to!inform,!to!respond!to!a!picture,!story,!or!art).!!!!

Writing!• Select!a!character!from!a!story,!

read!and!plan!to!write!a!letter!to!the!character!or!from!the!character!

• Make!a!sequence!chain!to!organize!ideas!


questions!about!texts!!*Reinforce!Paragraph!Structure"!topic!sentence,!supporting!details!!!Analysis!(Informational/Explanatory)!Explain!how!Julian’s!feelings!about!eating!the!fig!leaves!changed!over!the!course!of!the!chapter!“Because!of!Figs.”!Cite!examples!from!the!text!to!illustrate!key!points.!OR!Compare!and!contrast!Pandora’s!feelings!and!life!when!she!lived!alone!at!the!lighthouse!to!when!the!mice!and!Seabold!entered!her!life.!Use!text!evidence!and!signal!words!to!recount!the!events.!!Narrative!The$Stories$Julian!Tells!is!an!example!of!a!series!of!personal!narratives.!Using!the!story!as!a!model,!write!a!personal!narrative!about!a!major!event!in!your!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!life,!such!as!the!time!when!you!lost!your!first!tooth.!!Use!some!of!the!same!strategies!the!author!used!to!develop!your!narrative.!Or!You!are!Pandora!and!Seabold!is!in!the!midst!of!readying!his!boat!to!return!to!sea.!Write!a!farewell!letter!to!Seabold.!Include!text!evidence!about!the!experiences!you!and!Seabold!have!shared!at!the!lighthouse.!!

Research!Project! No!Research!Project!this!3!week!period!!

!!

! !


TN Language!!L!1"!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!f.!Ensure!subject"verb!and!pronoun" antecedent!agreement.!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Capitalize!appropriate!words!in!titles.!!d.!Form!and!use!possessives.!e.!Use!conventional!spelling!for!high" frequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!position"based!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!g.!Consult!reference!materials,!including!beginning!dictionaries,!as!needed!to!check! !

Standard!1>Language!SPI!0301.1.4!Identify!correctly!used!capital!letters!in!names,!dates,!and!addresses.!!SPI!0301.1.5!Select!the!simple!subject!and!predicate!of!a!sentence.!SPI!0301.1.9!Identify!the!correct!use!of!commas!with!dates,!addresses,!items!in!a!series,!and!the!greeting!and!closing!of!a!friendly!letter.!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!SPI!0301.1.14!Recognize!usage!errors!occurring!within!context!(i.e.,!double!negatives,!troublesome!words:!to/too/two;!their/there/they’re).!!!SPI!0301.1.16!Determine!word!meanings!using!prefixes!and!suffixes!and/or!context!clues.!!√ 0301.1.1!Know!and!use!

appropriately!the!meaning,!forms,!and!functions!of!…pronouns!(e.g.,!subject!and!object!pronouns,!substitution!for!nouns,!agreement!with!antecedents)…!

Language!Convention!• Use!knowledge!of!root!words!and!

affixes!to!determine!the!meaning!of!unknown!word!

• Create!new!words!using!the!affixes!("er,!"ess,!"ist,!etc.)!

• Singular!and!plural!pronouns,!subject!and!object!pronouns,!possessive!pronouns,!contractions,!prepositions!

• Recognize!the!use!of!capital!letters!in!book!titles!

• Edit!writing!for!errors!in!grammar!and!mechanics!

• Identify!and!use!abstract!nouns!• Define!and!identify!prepositions!• Use!prepositions!in!writing!and!

speaking!• Edit!writing!for!errors!in!grammar!

and!mechanics!• Use!capital!letters!correctly!in!

names,!dates,!and!addresses!• Use!commas!correctly!in!the!

greeting!and!closing!of!a!friendly!letter!

Language!Conventions:!!• Singular!and!plural!pronouns,!

subject!and!object!pronouns,!possessive!pronouns,!contractions,!prepositions,!capital!letters!in!titles!

• Abstract!Nouns!(TNSS)!• Prepositions!!!Performance!Assessments:!

• Daily!Grammar!Fix"It!• Edit!journal!entries,!summaries,!

etc.!for!correct!grammatical!structure!

!!

! L!4> Determine!or!clarify!the!meaning!of! SPI!0301.1.19!Recognize!grade! • Use!different!types!of!context!clues! Vocabulary!Strategies!and!Skills:!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!unknown!and!multiple"meaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!sentence"level!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!c.!Use!a!known!root!word!as!a!clue!to!the!meaning!of!an!unknown!word!with!the!same!root!(e.g.,!company,!companion).!L!5"!Demonstrate!understanding!of!word!relationships!and!nuances!in!word!meanings.!a.!Distinguish!the!literal!and!nonliteral!meanings!of!words!and!phrases!in!context!(e.g.,!take!steps).!

appropriate!vocabulary,!including!multiple"meaning!words,!within!context.!!SPI!0301.1.20!Determine!word!meaning!through!context!clues.!!!

to!determine!the!meanings!of!unfamiliar!words.!

• Use!different!types!of!word!structures!to!determine!meaning.!

• Context!clues!(homographs,!idioms)!• Word!structure!(endings,!compound!

words,!suffixes)!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!common!

assessments!in!PARCC!format!!!

! TN Speaking and Listening!SL!1>Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!3!topics!and!texts, building!on!others’!ideas!and!expressing!their!own!clearly.!b.!Follow!agreed"upon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!SL!2>Determine!the!main!ideas!and!supporting!details!of!a!text!read!aloud!or!information!presented!in!diverse!media!and!formats,!including!visually,!quantitatively,!and!orally.!SL!3>!Ask!and!answer!questions!about!information!from!a!speaker,!offering!appropriate!elaboration!and!detail.!

Standard!2>Communication!SPI!0301.2.1!Identify!the!main!idea!of!a!speech.!!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!SPI!0301.2.3!Given!a!written!summary!of!a!speech,!choose!from!a!list!of!ideas!the!one!not!mentioned!in!the!speech.!!!

TN Speaking and Listening!• Describe!the!main!idea!of!a!speech!• Summarize!a!speech!• Participate!actively!in!large!and!

small!group!discussions!• Follow!rules!for!group!behavior!• Come!to!a!discussion!prepared!• Stay!on!topic!during!a!discussion!• Assume!a!specific!role!(e.g.,!leader,!

reporter)!in!a!small!group!activity!

Speaking!and!Listening:!• Main!idea!of!a!speech!• Summary!of!a!speech!• Continuation!of!rules!and!


• Cooperative!learning/small!group!activities!

!!Performance!Assessments!• Cooperative!learning/small!group!

activities!• Presentation!of!speeches!

TN Reading Foundational Skills!RF!3"Know!and!apply!grade"level!phonics!and!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(or!

Reading!Foundational!Skills!• Create,!decode,!!and!utilize!words!

Word!study!and!spelling:!!• Irregular!plurals;!r"controlled!

Reading

Foundational!Skills!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!word!analysis!skills!in!decoding!words.!a.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!c.!Decode!multisyllable!words.!d.!Read!grade"appropriate!irregularly!spelled!words.!RF!4"Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings!c.!Use!context!to!confirm!or!self"correct!word!recognition!and!understanding,!rereading!as!necessary.!

incorrectly)!spelled!words!in!context.!!Standard!8>Literature!√ 0301.8.4!Read!with!increasing!

fluency!and!confidence!from!a!variety!of!texts!(e.g.,!paired!readings,!shared!reading,!choral!reading,!teacher"led!reading,!reading!from!tapes/CDs).!!

!

with:!Irregular!plurals;!r"controlled!vowels;!prefixes!midI,$pre,$overI,$out";!suffixes!–er,$Ior,$Iess,$Iist;!syllable!pattern!VCCCV!

• Read!grade!level!text!with!fluency,!accuracy,!and!expression!

• Use!monitor!and!fix"up!strategies!to!ensure!comprehension!!

vowels;!prefixes!midI,$pre,$overI,$out";!suffixes!–er,$Ior,$Iess,$Iist;!syllable!pattern!VCCCV!

!Performance!Assessments:!• Oral!reading!fluency!checks/running!

records!• Spelling!of!grade"appropriate!words!

in!daily/weekly!writing!!Fluency:!Current!goal!of!95"105!WCPM!with!expression!and!understanding!

Weeks!7>9! ! ! ! !Essential)Questions:)How$do$you$organize$and$develop$research$projects$that$build$knowledge$about$a$topic?$Why$is$sequencing$important$when$writing$a$howIto$paper?!!Reading!Complex!Texts!

!

TN Literature!RL!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RL!5"!Refer!to!parts!of!stories,!dramas,!and!poems!when!writing!or!speaking!about!a!text,!using!terms!such!as!chapter,!scene,!and!stanza;!describe!how!each!successive!part!builds!on!earlier!sections.!RL!9>!Compare!and!contrast!the!themes,!settings,!and!plots!of!stories!written!by!the!same!author!about!the!same!or!similar!characters!(e.g.,!in!books!from!a!series).!TN Informational Text!!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!

Standard!5>!Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!text.!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!√ 0301.5.3!Compare!and!contrast!

two!characters,!ideas,!or!stories.!!√ 0301.5.4!Draw!inferences!and!

adjust!predictions!during!reading.!!

!Standard!6>Informational!Text!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).!!!

Literature!• Compare!and!contrast!details!from!

the!text!• Locate!clue!words!that!signal!

comparisons!and!contrasts!• Use!evidence!from!the!text!to!

make!predictions!• Confirm!or!deny!predictions!based!

on!evidence!from!the!text!• Identify!and!make!generalizations!

about!text!• Locate!clue!words!that!signal!

generalizations!• Use!text!features,!likes!maps!and!

illustrations,!to!make!meaning!• Recognize!that!a!story!is!told!in!

sequential!order!• Identify!the!sequence!of!events!in!a!

story!• Compare!and!contrast!details!from!

the!text!• Recognize!comparison!and!contrast!

text!structure!• Use!monitor!and!fix"up!strategies!

Comprehension!skills:!!Generalize,!compare!and!contrast,!generalize,!text!features!!Comprehension!strategies:!!Ask!and!answer!questions,!prior!knowledge,!monitor!and!fix!up,!predict!!Text!Selections:!America’s$Champion$Swimmer:$Gertrude$Ederle$(Edmodo$and$Boston)$Suki’s$Kimono$(Boston)$Texts!for!research!project!!Additional!Performance!Assessments:!• Create!graphic!organizer!to!compare!

and!contrast!characters!or!information!in!a!!“fresh!read”!or!other!selected!text!!


• Anecdotal!evidence!from!classroom!discussions!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Reading!Complex!Texts!

!

TN Literature!RL!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RL!5"!Refer!to!parts!of!stories,!dramas,!and!poems!when!writing!or!speaking!about!a!text,!using!terms!such!as!chapter,!scene,!and!stanza;!describe!how!each!successive!part!builds!on!earlier!sections.!RL!9>!Compare!and!contrast!the!themes,!settings,!and!plots!of!stories!written!by!the!same!author!about!the!same!or!similar!characters!(e.g.,!in!books!from!a!series).!TN Informational Text!!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!

Standard!5>!Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!text.!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!√ 0301.5.3!Compare!and!contrast!

two!characters,!ideas,!or!stories.!!√ 0301.5.4!Draw!inferences!and!

adjust!predictions!during!reading.!!

!Standard!6>Informational!Text!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).!!!

to!help!with!understanding!Informational!Text!• Locate!clue!words!that!signal!

comparisons!and!contrasts!• Use!evidence!from!the!text!to!

make!predictions!• Confirm!or!deny!predictions!based!

on!evidence!from!the!text!• Identify!and!make!generalizations!

about!text!• Locate!clue!words!that!signal!

generalizations!• Use!text!features,!likes!maps!and!

illustrations,!to!make!meaning!

!

Writing!to!Texts! TN Writing!!W2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!3"!Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!a.!Establish!a!situation!and!introduce!a!narrator!and/or!characters;!organize!an!event!sequence!that!unfolds!naturally.!b.!Use!dialogue!and!descriptions!of!actions,!thoughts,!and!feelings!to!develop!experiences!and!events!or!show!the!response!of!characters!to!situations.!

Standard!3>Writing!!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0301.3.7!Choose!the!most!specific!word!to!complete!a!simple!sentence.!!SPI!0301.3.8!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!!!

Writing!• Write!a!paper!comparing!and!

contrasting!two!places!or!events!• Reference!details!from!the!story!to!

support!points!made!• Use!clue!words!to!signal!

comparison!and!contrast!• Edit!writing!for!errors!in!grammar!

and!mechanics!


questions!about!texts!!*Reinforce!Paragraph!Structure"!topic!sentence,!supporting!details!!!Analysis:!! Write!a!paper!comparing!and!contrasting!Jangmi’s!home!in!Korea!with!her!new!home!in!America!!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!c.!Use!temporal!words!and!phrases!to!signal!event!order.!d.!Provide!a!sense!of!closure.!

Research!Project! TN Writing!W!4>!With!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose!W!5>!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W!6>!With!guidance!and!support!from!adults,!use!echnology!to!produce!and!publish!writing!(using!keyboarding!skills)!as!well!as!to!interact!and!collaborate!with!others.!W!7>!Conduct!short!research!projects!that!build!knowledge!about!a!topic.!W!8>!Recall!information!from!experiences!or!gather!information!from!print!and!digital!sources;!take!brief!notes!on!sources!and!sort!evidence!into!provided!categories.!

Standard!4>Research!SPI!0301.4.1!Identify!the!most!reliable!sources!of!information!to!support!a!research!topic.!!SPI!0301.4.3!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!SPI!0301.4.4!From!a!given!list,!identify!information!that!is!(or!is!not)!available!in!a!certain!reference!source!(e.g.,!what!information!does!one!find!in!a!thesaurus).!!Standard!6>Informational!Text!SPI!0301.6.7!Arrange!a!set!of!instructions!in!a!sequential,!step"by"step!order.!

Research!• Narrow!a!topic!for!research!and!

writing!• Gather!information!from!a!reliable!

and!appropriate!source!about!a!person!or!topic!

• Write!a!well"organized!informative!paragraph!

• Evaluate!the!reliability!of!resources!• Organize!ideas!into!a!beginning,!

middle,!and!end!!

Performance!Assessment!Use!an!online!directory!to!gather!information!about!a!person!or!topic!and!use!that!information!to!write!a!how>to!paper!about!that!topic.!!For!example,!students!could!research!information!about!rock!collecting!and!describe!how!to!start!a!rock!collection!or!they!can!research!how!to!become!a!competitive!simmer!like!Gertrude!Ederle!and!write!a!paper!about!how!to!become!a!champion!swimmer.!They!should!take!care!to!arrange!their!instructions!in!sequential!order.!Students!should!also!be!prepared!to!present!their!information!to!classmates.!!


TN Language!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!g.!!Form!and!use!comparative!and!superlative!adjectives!and!adverbs,!and!choose!between!them!depending!on!what!is!to!be!modified!L!2>Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Capitalize!appropriate!words!in!titles!L!3!"Use!knowledge!of!language!and!its!conventions!when!writing,!speaking,!reading,!or!listening.!a.!Choose!words!and!phrases!for!effect.*!b.!Recognize!and!observe!differences!between!the!conventions!of!spoken!and!written!standard!English.!

Standard!1>Language!SPI!0301.1.3!Identify!the!correct!use!of!adjectives!(i.e.,!comparative!and!superlative)!within!context.!! 0301.1.1!Know!and!use!

appropriately!the!meaning,!forms,!and!functions!of!…!adverbs!(e.g.,!common!formation!and!placement!in!a!sentence).!

!!!!

Language!Conventions!• Define!and!identify!adjectives!• Define!and!identify!articles!• Use!adjectives!and!articles!in!

writing!• Write!book!titles!correctly!• Edit!writing!for!errors!in!grammar!

and!mechanics!• Locate!examples!of!formal!and!

informal!language!(e.g.,!cool!to!mean!stylish!or!trendy)!and!discuss!when!to!use!each!type!!!

• Define!and!identify!adverbs!• Use!adverbs!in!writing!

Language!Conventions:!!Adjectives!and!articles,!Capitalize!words!in!a!title,!adjectives!that!compare,!adverbs!!Performance!Assessments!• Use!of!language!conventions!in!

daily/weekly!writing!• Teacher"made!or!district!common!

assessments!in!PARCC!format!!!

!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!! L!4"!Determine!or!clarify!the!meaning!of!

unknown!and!multiple"meaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!sentence"level!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!L!5>!Demonstrate!understanding!of!word!relationships!and!nuances!in!word!meanings!c.!Distinguish!shades!of!meaning!among!related!words!that!describe!states!of!mind!or!degrees!of!certainty!(e.g.,!knew,!believed,!suspected,!heard,!wondered).!

Standard!1>Language!SPI!0301.1.20!Determine!word!meaning!through!context!clues.!

Vocabulary!• Identify!and!produce!synonyms!• Use!synonyms!to!determine!the!

meanings!of!unfamiliar!words!in!context!!!

Vocabulary!Strategies:!Context!clues!and!word!structure!!Performance!Assessments!• Teacher!observation!• Teacher"made!or!district!common!


! TN Speaking and Listening!!SL!1"!Engage!effectively!in!a!range!of!collaborative!discussions!(one"on"one,!in!groups,!and!teacher"!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!b.!Follow!agreed"upon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!ideas!and!understanding!in!light!of!the!discussion.!SL!4>!Report!on!a!topic!or!text,!tell!a!story,!or!recount!an!experience!with!appropriate!facts!and!relevant,!descriptive!details,!speaking!clearly!at!an!understandable!pace.!!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!

Speaking!and!Listening!• Participate!actively!in!large!and!

small!group!discussions!• Follow!rules!for!group!behavior!• Assume!a!specific!role!(e.g.,!leader,!

reporter)!in!a!small!group!activity!

Speaking!and!Listening:!• Continuation!of!rules!and!


• Cooperative!learning/small!group!activities!


activities!!

Reading!Foundational!Skills!

TN Reading Foundational Skills!RF!3>!Know!and!apply!grade"level!phonics!and!word!analysis!skills!in!decoding!words.!c.!Decode!multi"syllable!words.!d.!Read!grade"appropriate!irregularly!spelled!words.!RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!on"level!text!with!purpose!and!understanding.!b.!Read!on"level!prose!and!poetry!orally!with!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!SPI!0301.1.14!Recognize!usage!errors!occurring!within!context!(i.e.,!double!negatives,!troublesome!words:!to/too/two;!their/there/they’re).!√ 0301.1.17!Continue!to!maintain!


Reading!Foundational!Skills!• !Read,!write,!and!spell!words!with!

the!V/V!syllable!pattern!• Read,!write,!and!spell!words!with!

the!CVVC!and!CVV!patterns!• Recognize!that!homophones!are!

words!that!sound!alike!but!have!different!spellings!and!meanings!!

• Read!grade!level!text!with!fluency,!accuracy,!and!expression!

• Read!grade!level!text!at!an!

Word!study!and!spelling:!!• Syllables!V/V!• Syllable!patterns!CVVC,!CVV!!!Performance!Assessments:!Fresh!reads,!silent!reading!fluency!!Fluency:!! Current!goal!of!102"112!WCPM!Accuracy!and!appropriate!pace/rate!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!accuracy,!appropriate!rate,!and!expression!on!successive!readings!

distinguish!sounds!and!sound!patterns!within!words.!!

!

appropriate!rate!

!


Curriculum Map Subject English Language Arts Grade 3 Fourth Nine Weeks

! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Weeks!1>3! ! ! ! !Essential)Questions:)How$do$readers$determine$a$story’s$theme?$What$are$the$important$elements$of$informational$text$and$how$are$they$connected$to$the$main$idea?$Can$you$determine$events$that$connect$with$ideas$and$how$they$correlate$with$cause$and$effect?$How$would$you$explain$the$similarities$and$differences$of$key$details$in$the$text?$What$does$it$mean$to$examine$a$topic$and$convey$ideas?)Reading!Complex!Texts!

TN Literature!!RL!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RL!2>!Recount!stories,!including!fables,!folktales,!and!myths!from!diverse!cultures;!determine!the!central!message,!lesson,!or!moral!and!explain!how!it!is!conveyed!through!key!details!in!the!text!RL!6>!Distinguish!their!own!point!of!view!from!that!of!the!narrator!or!those!of!the!characters.!RL!9>!Compare!and!contrast!the!themes,!settings,!and!plots!of!stories!written!by!the!same!author!about!the!same!or!similar!characters!(e.g.,!in!books!from!a!series).!RL!10>!By!the!end!of!the!year,!read!and!comprehend!literature,!including!stories,!dramas,!and!poetry,!at!the!high!end!of!the!grades!2–3!text!complexity!band!independently!and!proficiently.!!TN Informational Text!RI!1G!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RI!2>!Determine!the!main!idea!of!a!text;!recount!the!key!details!and!explain!how!they!support!the!main!idea.!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!RI!6>!Distinguish!their!own!point!of!view!from!that!of!the!author!of!a!text.!RI!9>!Compare!and!contrast!the!most!important!points!and!key!details!presented!in!two!texts!on!the!same!topic.!!

Standard!5>Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!text.!!SPI!0301.5.3!Identify!stated!causeGeffect!relationships!in!text.!!SPI!0301.5.4!Determine!sequence!of!events!in!text.!!√ 0301.5.3!Compare!and!contrast!two!

characters,!ideas,!or!stories.!!!Standard!6>Informational!Text!SPI!0301.6.2!Identify!the!stated!main!idea!in!a!reading!selection.!!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).! 0301.6.4!Identify!the!main!idea!and!

supporting!details!in!text.!!Standard!8>Literature! 0301.8.12!Explore!the!concept!of!

first!person!point!of!view.!!!!!

Literature!• Draw!conclusions!about!facts!and!

details!in!a!story!• Summarize!a!story!• Recognize!when!story!is!told!from!

the!first!person!point!of!view!• Use!prior!knowledge!to!assist!with!

meaning!• Compare!and!contrast!information!

and!ideas!• Recognize!and!make!

generalizations!• Determine!the!sequence!of!events!

in!a!story!• Cite!evidence!from!the!text!to!

support!key!ideas!• Use!a!variety!of!strategies!to!make!

meaning!from!text!including:!predict,!text!structure,!monitor!and!fixGup,!summarize,!prior!knowledge!

!Informational!Text!• Determine!the!main!idea!and!key!

supporting!details!• Use!text!structure!to!identify!main!

idea!!• Use!text!features!to!aid!in!

comprehension!when!reading!expository!nonfiction!!

• Locate!key!words!such!as!who,$what,$where,$why,!and!when!to!help!with!main!idea!and!details!

• Determine!cause!and!effect!• Locate!clue!words!that!signal!

cause!and!effect!• Examine!the!features!of!a!textbook!• Compare!and!contrast!across!texts!• Examine!the!use!of!first!person!

Comprehension!skills:!!Draw!conclusions,!point!of!view,!generalizations,!draw!conclusions,!compare!and!contrast,!cause!and!effect,!main!idea!and!details!!Comprehension!strategies:!!Summarize,!prior!knowledge,!text!structure!!Text!Selections—Short!Pieces:!Me$&$Uncle$Romie$(Boston)$The$Story$of$the$Statue$of$Liberty$(Boston)$Talking$Walls$(Edmodo)$!Additional!Performance!Assessments:!Utilize!close!reading!strategies!when!reading!RS!Paired!Selection:!“Country!to!City”!or!other!related!nonfiction!text!(CC!Appendix!B,!pp.!53G57)!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!point!of!view!!

Writing!to!Texts! TN Writing!!W!2>!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!W!3G!Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!a.!Establish!a!situation!and!introduce!a!narrator!and/or!characters;!organize!an!event!sequence!that!unfolds!naturally.!b.!Use!dialogue!and!descriptions!of!actions,!thoughts,!and!feelings!to!develop!experiences!and!events!or!show!the!response!of!characters!to!situations.!c.!Use!temporal!words!and!phrases!to!signal!event!order.!d.!Provide!a!sense!of!closure.!W!5G!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!!

Standard!3>Writing!!SPI!0301.3.1!Identify!the!purpose!for!writing!(i.e.,!to!entertain,!to!inform,!to!respond!to!a!picture,!story,!or!art).!!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0301.3.7!Choose!the!most!specific!word!to!complete!a!simple!sentence.!SPI!0301.3.8!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!

Writing!• Write!a!comparison/contrast!

paper!• Use!details!from!the!story!to!

support!points!made!• Organize!information!logically!• Cite!evidence!from!the!text!when!

writing!• Organize!writing!around!a!central!

focus!• Select!details!to!support!the!focus!• Add!exact!words!to!make!writing!

clearer!• Edit!writing!for!errors!in!language!

conventions!• !

Routine!Writing!• Graphic!Organizers!(TGchart,!Venn,!

Double!Bubble,!etc.)!• Story!summaries!• Constructed!responses!• Subject!area!journal!entries!!Analyses!!(Explanatory)!A!famous!proverb!says!”Never!judge!a!book!by!its!cover”.!It!means!you!can't!tell!everything!about!a!person!by!the!their!outward!appearance.!You!have!to!get!to!know!the!type!of!person!they!are!on!the!inside!and!the!person’s!true!character.!Think!about!the!story!Me$and$Uncle$Romie,!compare!and!contrast!James’!feelings!about!Uncle!Romie!on!that!first!day!compared!to!the!day!he!left!the!city.!Use!text!evidence!to!support!your!writing.!!Narrative!You!are!have!been!hired!to!assist!Bartholdi!in!the!designing!and!building!of!the!Statue!of!Liberty.!Write!a!letter!to!your!cousin!in!America!describing!the!process!by!which!the!statue!was!created.!Cite!evidence!from!the!story!when!retelling!the!events!from!your!point!of!view.!

Research!Project! No!Research!Project!this!three>week!period!For!Reading!and!Writing!in!Each!Module!

TN Language!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!c.!Use!abstract!nouns.!g.!Form!and!use!comparative!and!superlative!adjectives!and!adverbs,!and!choose!between!them!depending!on!what!is!to!be!modified.!h.!Use!coordinating!and!subordinating!conjunctions.!

Standard!1>Language!SPI!0301.1.3!Identify!the!correct!use!of!adjectives!(i.e.,!comparative!and!superlative)!within!context.!!SPI!0301.1.6!Select!the!compound!sentence!that!correctly!combines!two!simple!sentences.!! 0301.1.1!Know!and!use!

appropriately!the!meaning,!forms,!

Language!Conventions!• Define!and!identify!adverbs!that!

compare!• Use!adverbs!that!compare!in!

writing!• Define!and!identify!conjunctions!• Use!conjunctions!in!writing!to!

combine!words!and!phrases!• Discuss!the!functions!of!different!

Language!Conventions:!!Conjunctions,!adjectives,!articles,!adverbs,!abstract!nouns!!Performance!Assessments:!• Daily!Grammar!FixGIt!• Edit!journal!entries,!summaries,!




! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionGbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words!

and!functions!of!…adverbs!(e.g.,!common!formation!and!placement!in!a!sentence).!

parts!of!speech!within!sentences!• Edit!writing!for!errors!in!language!

conventions!• Identify!and!correctly!use:!

adjectives!and!articles,!adjectives!that!compare!!

!!!

L!4G!Determine!or!clarify!the!meaning!of!unknown!and!multipleGmeaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!L!5>!Demonstrate!understanding!of!word!relationships!and!nuances!in!word!meanings!c.!Distinguish!shades!of!meaning!among!related!words!that!describe!states!of!mind!or!degrees!of!certainty!(e.g.,!knew,!believed,!suspected,!heard,!wondered)!

Standard!1>Language SPI!0301.1.16!Determine!word!meanings!using!prefixes!and!suffixes!and/or!context!clues.!!SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!multipleGmeaning!words,!within!context.!!SPI!0301.1.20!Determine!word!meaning!through!context!clues.!!!

Vocabulary!• Use!context!clues!to!determine!the!

meanings!of!homonyms!

Vocabulary!strategies:!!Context!clues!(homonyms),!word!structure!!Performance!Assessments!• Teacher!observation!• TeacherGmade!or!district!common!


TN Speaking and Listening!!SL!1!Engage!effectively!in!a!range!of!collaborative!discussions!(oneGonGone,!in!groups,!and!teacherG!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly!b.!Follow!agreedGupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!!SL!5>!Create!engaging!audio!recordings!of!stories!or!poems!that!demonstrate!fluid!reading!at!an!understandable!pace;!add!visual!displays!when!appropriate!to!emphasize!or!enhance!certain!facts!or!details.!SL!6GDifferentiate!between!contexts!that!call!for!formal!English!(e.g.,!presenting!ideas)!and!situations!where!informal!discourse!is!appropriate!(e.g.,!smallGgroup!discussion);!use!formal!English!when!appropriate!to!task!and!situation.!!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(taking!turns,!behaving!courteously,!not!interrupting,!listening,!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!√ 0301.2.12!Participate!in!creative!and!

expressive!responses!to!text!(e.g.,!choral!reading,!discussion,!dramatizations,!oral!presentations,!personal!experiences).!


discussions.!• Follow!established!rules!for!group!

behavior!• Prepare!and!present!an!audio!

recording!of!a!story!or!poem!• Use!visuals!to!accompany!the!

recording!

Speaking!and!Listening:!• Continuation!of!classroom!rules!

and!procedures!• Continuation!of!Responsive!

Classroom!activities!such!as!Morning!Meeting!

• Engaging!actively!in!Responsive!Classroom!activities!such!as!Morning!Meeting!


activities!!

TN Reading Foundational Skills!RF!3GKnow!and!apply!gradeGlevel!phonics!and!word!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(or!

Reading!Foundational!Skills!• Read,!write,!and!spell!words!with!

Word!study!and!spelling:!!• Vowel!sound!in!ball!

Reading!

Foundational!Skills!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!analysis!skills!in!decoding!words.!d.!Read!gradeGappropriate!irregularly!spelled!words.!RF!4>!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!onGlevel!text!with!purpose!and!understanding.!b.!Read!onGlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings!c.!Use!context!to!confirm!or!selfGcorrect!word!recognition!and!understanding,!rereading!as!necessary.!!

incorrectly)!spelled!words!in!context.!SPI!0301.1.15!Recognize!root!words!and!their!various!inflections!(e.g.,!walks,!walking,!walked).!!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!! 0301.1.17!Continue!to!maintain!and!

develop!the!ability!to!distinguish!sounds!and!sound!patterns!within!words.!!

Standard!8>Literature!√ 0301.8.4!Read!with!increasing!

fluency!and!confidence!from!a!variety!of!texts!(e.g.,!paired!readings,!shared!reading,!choral!reading,!teacherGled!reading,!reading!from!tapes/CDs).!!

various!ways!of!spelling!the!vowel!sound!in!ball,$suffixes$–y,$Jish,$Jhood,$Jment$

• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!expression,!and!at!an!appropriate!rate!

• Suffixes$–y,$Jish,$Jhood,$Jment$• Multisyllabic!words!!!Performance!Assessments:!• Oral!reading!fluency!

checks/running!records!• Spelling!of!gradeGappropriate!

words!in!daily/weekly!writing!!Fluency:!Current!goal!of!110G120!WCPM!with!expression!and!understanding!!!

Weeks!4>6! ! ! ! !Essential)Questions:)How$do$readers$determine$a$story’s$theme?$What$are$the$important$elements$of$informational$text$and$how$are$they$connected$to$the$main$idea?$Can$you$determine$events$that$connect$with$ideas$and$how$they$correlate$with$cause$and$effect?$How$would$you$explain$the$similarities$and$differences$of$key$details$in$the$text?$What$does$it$mean$to$examine$a$topic$and$convey$ideas?))Reading!Complex!Texts)

!TN Informational Text!!RI!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RI!2G!Determine!the!main!idea!of!a!text;!recount!the!key!details!and!explain!how!they!support!the!main!idea.!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!RI!6>!Distinguish!their!own!point!of!view!from!that!of!the!author!of!a!text.!

!Standard!6>Informational!Text!SPI!0301.6.1!Select!questions!used!to!focus!and!clarify!thinking!before,!during,!and!after!reading!text.!!SPI!0301.6.2!Identify!the!stated!main!idea!in!a!reading!selection.!!SPI!0301.6.4!Locate!information!using!available!text!features!(e.g.,!charts,!maps,!graphics).!!!!

Informational!Text!• Determine!the!main!idea!and!key!

supporting!details!• Use!text!structure!to!identify!main!

idea!• Locate!key!words!such!as!who,$

what,$where,$why,!and!when!to!help!with!main!idea!and!details!

• Determine!cause!and!effect!• Locate!clue!words!that!signal!cause!

and!effect!• Examine!the!features!of!a!textbook!• Compare!and!contrast!across!texts!

Comprehension!skills:!!Compare!and!contrast,!main!idea!and!details!!Comprehension!Strategies:!!Summarize,!prior!knowledge,!text!structure!!Extended!Text:!!Bats:$Creatures$of$the$Night$by!Joyce!Milton!!Another!text!about!bats!(ex.!Bats!by!Gail!Gibbons,!Zipping,$Zapping,$Zooming$Bats!by!Ann!Earle,!Bat$Loves$the$Night$!by!Nicola!Davies!,!Screech:$A$Book$about$Bats!by!Melvin!&!Gilda!Berger,!Bats!by!Celia!Bland,!or!Stellaluna!by!Janelle!Cannon)!!

Or!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Teachers!may!substitute!an!equally!complex!extended!work!of!informational!literature!if!the!substituted!text!better!suits!the!needs!of!their!students!and!allows!them!to!address!the!same!standards.!See!Appendix!B!of!the!TNSS!for!suggestions.!

Writing!to!Texts! TN Writing!W!2G!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!3>!Write!narratives!to!develop!real!or!imagined!experiences!or!events!using!effective!technique,!descriptive!details,!and!clear!event!sequences.!a.!Establish!a!situation!and!introduce!a!narrator!and/or!characters;!organize!an!event!sequence!that!unfolds!naturally.!b.!Use!dialogue!and!descriptions!of!actions,!thoughts,!and!feelings!to!develop!experiences!and!events!or!show!the!response!of!characters!to!situations.!c.!Use!temporal!words!and!phrases!to!signal!event!order.!d.!Provide!a!sense!of!closure.!W!8>!Recall!information!from!experiences!or!gather!information!from!print!and!digital!sources;!take!brief!notes!on!sources!and!sort!evidence!into!provided!categories.!

Standard!3>Writing!!SPI!0301.3.1!Identify!the!purpose!for!writing!(i.e.,!to!entertain,!to!inform,!to!respond!to!a!picture,!story,!or!art).!!SPI!0301.3.3!Choose!a!topic!sentence!for!a!paragraph.!!SPI!0301.3.4!Choose!a!supporting!sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0301.3.7!Choose!the!most!specific!word!to!complete!a!simple!sentence.!!

Writing!• Write!a!compare/contrast!

paragraph!• Use!facts!and!details!from!reading!

selections!to!support!key!ideas!• Use!graphic!organizers!to!organize!

ideas!for!a!story!or!paper!• Use!comparisons!to!strengthen!

descriptions!

Routine!Writing!• Graphic!Organizers!(TGchart,!Venn,!

Double!Bubble,!etc.)!• Story!summaries!• Constructed!responses!• Subject!area!journal!entries!!Analysis!(Opinion)!Read!two!stories!about!bats.!Have!students!create!a!chart!&!take!notes!about!each!story.!Write!a!paragraph!summarizing!two!stories!about!the!same!topic,!bats,!then!tell!which!story!you!prefer!and!why,!citing!evidence!from!both!texts!to!support!key!reasons.!!Narrative!Read!Stellaluna$(teacher!read!aloud!or!students!read).!In!Stellaluna,!a!baby!bat!had!to!live!like!a!bird!in!order!to!survive!without!her!mother.!The!bat!and!birds!became!very!close!friends!despite!their!differences.!Write!your!own!story!about!unlikely!animal!friends.!Choose!two!animals!and!write!a!narrative!in!which!one!animal!must!act!like!the!other!in!order!to!survive,!just!like!Stellaluna.!Use!facts!and!details!from!the!story!to!help!you!build!yours.!!!

No!Research!Project!this!three>week!period!Research Project!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!For!Reading!and!Writing!in!Each!Module!

TN Language!!!L!1>!Demonstrate!command!of!the!conventions!of!standard!English!grammar!and!usage!when!writing!or!speaking.!a.!Explain!the!function!of!nouns,!pronouns,!verbs,!adjectives,!and!adverbs!in!general!and!their!functions!in!particular!sentences.!f.!Ensure!subjectGverb!and!pronounGantecedent!agreement.!e.!Form!and!use!prepositional!phrases.!(Grade!4!Standard)!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Capitalize!appropriate!words!in!titles.!!d.!Form!and!use!possessives.!e.!Use!conventional!spelling!for!highGfrequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).! f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionGbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!g.!Consult!reference!materials,!including!beginning!dictionaries,!as!needed!to!check!!

Standard!1>Language!SPI!0301.1.4!Identify!correctly!used!capital!letters!in!names,!dates,!and!addresses.!!SPI!0301.1.7!Recognize!correct!capitalization!and!end!punctuation!within!context.!!SPI!0301.1.13!Recognize!grade!level!compound!words,!contractions,!and!common!abbreviations!within!context.!!√ 0301.1.3!Know!and!apply!correctly!

the!rules!for!capitalization!(e.g.,!names,!dates,!cities!and!states,!addresses,!holidays,!titles!of!books,!first!word!in!a!sentence,!proper!nouns,!titles,!abbreviations,!parts!of!a!friendly!letter,!first!word!in!a!direct!quotation).!!

√ !!

Language!Conventions!• Use!capital!letters!to!write!the!

days!of!the!weeks,!months!of!the!year,!and!holidays!

• Use!capital!letters!when!writing!titles!and!abbreviations!for!titles!when!they!are!used!with!a!person’s!name!(e.g.,!Dr.!Smith,!Reverend!Jones)!

• Use!different!types!of!context!clues!to!determine!the!meanings!of!unfamiliar!words.!


Language!Conventions:!!Capital!letters,!context!clues!!Performance!Assessments:!• Daily!Grammar!FixGIt!• Edit!journal!entries,!summaries,!


!!!

! L!4G!Determine!or!clarify!the!meaning!of!unknown!and!multipleGmeaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!a.!Use!sentenceGlevel!context!as!a!clue!to!the!meaning!of!a!word!or!phrase.!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!L!5G!Demonstrate!understanding!of!word!relationships!and!nuances!in!word!meanings.!a.!Distinguish!the!literal!and!nonliteral!meanings!of!words!and!phrases!in!context!(e.g.,!take!steps).!b.!Identify!realGlife!connections!between!words!and!their!use!(e.g.,!describe!people!who!are!friendly!or!helpful).!L!6>!Acquire!and!use!accurately!gradeGappropriate!

SPI!0301.1.19!Recognize!grade!appropriate!vocabulary,!including!multipleGmeaning!words,!within!context.!!SPI!0301.1.20!Determine!word!meaning!through!context!clues.!!!

Vocabulary!• Use!different!types!of!context!

clues!to!determine!the!meanings!of!unfamiliar!words.!


Vocabulary!Strategies!and!Skills:!!Dictionary/glossary,!context!clues!!Performance!Assessments!• Teacher!observation!• TeacherGmade!or!district!common!




! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!conversational,!general!academic,!and!domain!specific!words!and!phrases,!including!those!that!signal!spatial!and!temporal!relationships!(e.g.,!After!dinner!that!night!we!went!looking!for!them).!

! TN Speaking and Listening!SL!1> Engage!effectively!in!a!range!of!collaborative!discussions!(oneGonGone,!in!groups,!and!teacherG!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!b.!Follow!agreedGupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!SL!5>Create!engaging!audio!recordings!of!stories!or!poems!that!demonstrate!fluid!reading!at!an!understandable!pace;!add!visual!displays!when!appropriate!to!emphasize!or!enhance!certain!facts!or!details.!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!!



behavior!• Discuss!what!a!book!read!aloud!or!

a!presentation!is!mostly!about!• Participate!in!a!taped!Readers’!

Theater!activity!


classroom!rules!and!procedures!• Engaging!actively!in!Responsive!


!Performance!Assessments!• Perform!a!Reader’s!Theater.!Have!

students!create!props!and!scenery.!!Record!the!performance.!

• Small!group!discussions!


TN Reading Foundational Skills!RF!3G!Know!and!apply!gradeGlevel!phonics!and!word!analysis!skills!in!decoding!words.!d.!Read!gradeGappropriate!irregularly!spelled!words.!RF!4G!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!onGlevel!text!with!purpose!and!understanding.!b.!Read!onGlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings!c.!Use!context!to!confirm!or!selfGcorrect!word!recognition!and!understanding,!rereading!as!necessary.!!!!!!!!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!! 0301.1.17!Continue!to!maintain!and!

develop!the!ability!to!distinguish!sounds!and!sound!patterns!within!words.!!

!Standard!8>Literature! 0301.8.4!Read!with!increasing!

fluency!and!confidence!from!a!variety!of!texts!(e.g.,!paired!readings,!shared!reading,!choral!reading,!teacherGled!reading,!reading!from!tapes/CDs).!!

!!

Reading!Foundational!Skills!• Read,!write,!and!spell!words!with!

the!vowel!sounds!in!tooth!and!cook!

• Edit!writing!for!errors!in!spelling!• Read!grade!level!text!with!fluency,!

accuracy,!expression!and!at!an!appropriate!rate!!

Word!study!and!spelling:!!• Vowels!in!tooth,$cook$!• Multisyllabic!words!!Performance!Assessments:!• Oral!reading!fluency!


words!in!daily/weekly!writing!!Fluency:!Current!goal!of!110G120!WCPM!with!expression!and!understanding!

Weeks!7>9! ! ! !



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!Essential)Questions:)Essential)Questions:)How$do$readers$determine$a$story’s$theme?$What$are$the$important$elements$of$informational$text$and$how$are$they$connected$to$the$main$idea?$Can$you$determine$events$that$connect$with$ideas$and$how$they$correlate$with$cause$and$effect?$How$would$you$explain$the$similarities$and$differences$of$key$details$in$the$text?$What$does$it$mean$to$examine$a$topic$and$convey$ideas?)Reading!Complex!Texts!

TN Literature!RL!1>Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RL!2>Recount!stories,!including!fables,!folktales,!and!myths!from!diverse!cultures;!determine!the!central!message,!lesson,!or!moral!and!explain!how!it!is!conveyed!through!key!details!in!the!text.!RL!3>Describe!characters!in!a!story!(e.g.,!their!traits,!motivations,!or!feelings)!and!explain!how!their!actions!contribute!to!the!sequence!of!events.!RL!4>!Determine!the!meaning!of!words!and!phrases!as!they!are!used!in!a!text,!distinguishing!literal!from!nonliteral!language.!RL!10>By!the!end!of!the!year,!read!and!comprehend!literature,!including!stories,!dramas,!and!poetry,!at!the!high!end!of!the!grades!2–3!text!complexity!band!independently!and!proficiently.!!TN Informational Text!!RI!1>!Ask!and!answer!questions!to!demonstrate!understanding!of!a!text,!referring!explicitly!to!the!text!as!the!basis!for!the!answers.!RI!2>Determine!the!main!idea!of!a!text;!recount!the!key!details!and!explain!how!they!support!the!main!idea.!RI!5>!Use!text!features!and!search!tools!(e.g.,!key!words,!sidebars,!hyperlinks)!to!locate!information!relevant!to!a!given!topic!efficiently.!RI!8>!Describe!the!logical!connection!between!particular!sentences!and!paragraphs!in!a!text!(e.g.,!comparison,!cause/effect,!first/second/third!in!a!sequence).!RI!10>By!the!end!of!the!year,!read!and!comprehend!informational!texts,!including!history/social!studies,!science,!and!technical!texts,!at!the!high!end!of!the!grades!2–3!text!complexity!band!independently!and!proficiently.!!

Standard!4>Research!SPI!0301.4.3!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!!!Standard!5>Logic!SPI!0301.5.1!Draw!appropriate!inferences!and!conclusions!from!text.!!SPI!0301.5.3!Identify!stated!causeGeffect!relationships!in!text.!!!Standard!6>Informational!Text!SPI!0301.6.2!Identify!the!stated!main!idea!in!a!reading!selection.!!!!Standard!8>Literature!SPI!0301.8.4!Recognize!basic!plot!features!of!fairy!tales,!folk!tales,!fables,!and!myths.!!SPI!0301.8.6!Determine!the!problem!in!a!story!and!recognize!its!solution.!

Literature!• Identify!the!plot!of!a!story!(e.g.,!

beginning,!middle,!end)!• Retell/visualize!key!events!in!the!

plot!• Identify!the!theme!(big!idea)!of!a!

story!• State!the!theme!in!one!sentence!• Determine!cause!and!effect!

relationships!• Identify!and!make!generalizations!• Locate!clue!words!that!signal!

generalizations!• Make!predictions!using!evidence!in!

the!text!• Determine!the!main!idea!and!

supporting!details!• Use!text!features!(map)!to!make!

meaning!when!reading!nonfiction!• Compare!and!contrast!information!

and!ideas!• State!the!theme!in!one!sentence!• Cite!evidence!from!the!text!to!

support!the!choice!of!a!theme!!Informational!Text!• Determine!cause!and!effect!• Locate!clue!words!that!signal!cause!

and!effect!• Determine!the!main!idea!and!key!

supporting!details!• Identify!and!use!text!features!• Locate!clue!words!that!signal!

generalizations!• Make!predictions!using!evidence!in!

the!text!!

Comprehension!Skills:!Plot!and!theme,!cause!and!effect,!generalizations,!main!idea!and!details! !Comprehension!Strategies!Predict,!visualize,!ask!and!answer!questions!!Text!Selections:!Two$Bad$Ants$(Edmodo)$Elena’s$Serenade$Texts!appropriate!for!research!project! !Additional!Performance!Assessments:!Close!reading!of!a!work!of!informational!text!and!sample!TNSS!Performance!Task,!such!as:!Students!use!text!features,!such!as!the!table!of!contents!and!headers,!found!in!Aliki’s!text!Ah,!Music!!to!identify!relevant!sections!and!locate!information!relevant!to!a!given!topic!(e.g.,!rhythm,!instruments,!harmony)!quickly!and!efficiently.!!

Writing!to!Texts! TN Writing!!W!2G!Write!informative/explanatory!texts!to!examine!a!

Standard!3>Writing!!SPI!0301.3.4!Choose!a!supporting!

Writing!• Write!a!“how!to”!paper!or!write!a!

Analysis:!(Opinion)!(from!Edmodo)!On!page!366!the!text!of!Two$Bad$Ants!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!4GWith!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!W!5G!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W!6GWith!guidance!and!support!from!adults,!use!technology!to!produce!and!publish!writing!(using!keyboarding!skills)!as!well!as!to!interact!and!collaborate!with!others.!

sentence!that!best!fits!the!context!and!flow!of!ideas!in!a!paragraph.!!SPI!0301.3.5!Identify!unnecessary!information!in!a!paragraph.!!SPI!0301.3.6!Rearrange!sentences!to!form!a!sequential,!coherent!paragraph.!!SPI!0301.3.7!Choose!the!most!specific!word!to!complete!a!simple!sentence.!!SPI!0301.3.8!Select!an!appropriate!title!that!reflects!the!topic!of!a!written!selection.!

piece!of!informational!text!that!uses!text!features!

• Organize!information!logically!• Revise!writing!to!make!information!

flow!more!smoothly!• Edit!writing!for!language!

conventions!• Select!an!appropriate!way!to!

publish!a!piece!of!original!research!and!writing!

• Use!technology!to!publish!a!final!copy!

states,!“There!was!something!about!this!unnatural!place!that!made!the!ants!nervous.!!In!fact!they!left!in!such!a!hurry!that!none!of!them!noticed!the!two!small!ants!who!stayed!behind.”!The!two!who!stayed!behind!made!their!decision!because!they!could!have!an!unlimited!supply!of!this!“most!delicious!food!ever!tasted.”!They!thought!they’d!have!everything!they’d!need.!!Based!upon!the!text,!write!a!paper!in!which!you!evaluate!the!decision!of!the!ants!to!stay!in!this!“unnatural!place”!and!at!least!two!of!the!ant’s!near!misses.!!Connect!these!events,!in!your!writing,!to!their!eventual!decision!to!return!home.!Do!you!think!they!made!the!right!choice?!!Optional:!Author!Study:!Compare!and!Contrast!two!books!written!by!the!same!author.![For!example,!Chris!Van!Allsburg,!the!author!of!Two$Bad$Ants,!wrote!several!books!such!as!The$Sweetest$Fig,!Jumanji,!etc.)!Have!students!create!a!chart!and!take!notes!about!the!plot,!theme,!setting,!language!(figurative!language,!vivid!words),!common!elements,!etc.]!Evaluate!the!chart,!discuss!what!two!stories!do!and!do!not!have!in!common.!Then,!write!a!paragraph!comparing!and!contrasting!the!two!books!by!this!author!or!an!author.!Use!this!activity!as!a!springboard!for!a!discussion!on!how!each!author!has!his/her!own!style!of!writing.!!

Research!Project! TN Writing!W!2G!Write!informative/explanatory!texts!to!examine!a!topic!and!convey!ideas!and!information!clearly.!a.!Introduce!a!topic!and!group!related!information!

Standard!4>Research!SPI!0301.4.3!Select!appropriate!sources!from!which!to!gather!information!on!a!given!topic.!

Research!• Narrow!a!topic!for!research!and!

writing!• Gather!information!from!a!reliable!

Compare/Contrast!Paper!Brainstorm!names!of!animals!that!are!often!found!in!literature!(fox,!snake,!rabbit,!turtle,!spider,!wolf,!bear,!etc.)!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!together;!include!illustrations!when!useful!to!aiding!comprehension.!b.!Develop!the!topic!with!facts,!definitions,!and!details.!c.!Use!linking!words!and!phrases!(e.g.,!also,!another,!and,!more,!but)!to!connect!ideas!within!categories!of!information.!d.!Provide!a!concluding!statement!or!section.!W!4GWith!guidance!and!support!from!adults,!produce!writing!in!which!the!development!and!organization!are!appropriate!to!task!and!purpose.!W!5G!With!guidance!and!support!from!peers!and!adults,!develop!and!strengthen!writing!as!needed!by!planning,!revising,!and!editing.!W!6GWith!guidance!and!support!from!adults,!use!technology!to!produce!and!publish!writing!(using!keyboarding!skills)!as!well!as!to!interact!and!collaborate!with!others.!

SPI!0301.4.4!From!a!given!list,!identify!information!that!is!(or!is!not)!available!in!a!certain!reference!source!(e.g.,!what!information!does!one!find!in!a!thesaurus).!!!!

and!appropriate!source!about!a!person!or!topic!

• Write!a!wellGorganized!informative!paragraph!

• Evaluate!the!reliability!of!resources!

• Make!a!graphic!organizer!to!organize!ideas!

• Organize!ideas!into!a!beginning,!middle,!and!end!!

Have!students!select!one!fiction!&!nonfiction!text!about!this!animal.!Have!students!write!an!essay!or!create!a!PowerPoint!explaining!how!animals!are!portrayed!in!literature!versus!their!true!personality!or!traits.!!!

Or!How>To!Paper!Write!a!“how!to”!paper!explaining!how!to!perform!a!task!(ex.!play!soccer,!regroup!numbers,!research!a!topic).!Create!a!brochure!that!explains!how!to!perform!the!task.!It!should!include!text!features,!be!informative,!and!explain!the!steps!one!must!perform!to!complete!the!task.!


TN Language!L!2>!Demonstrate!command!of!the!conventions!of!standard!English!capitalization,!punctuation,!and!spelling!when!writing.!a.!Capitalize!appropriate!words!in!titles.!b.!Use!commas!in!addresses.!c.!Use!commas!and!quotation!marks!in!dialogue.!!a.!Use!correct!capitalization.!(Grade!4!standard)!c.!Use!a!comma!before!a!coordinating!conjunction!in!a!compound!sentence.!(Grade!4!standard)!a.!Use!punctuation!to!separate!items!in!a!series.!(Grade!5!standard)!b.!Use!a!comma!to!separate!an!introductory!element!from!the!rest!of!the!sentence.!(Grade!5!standard)!c.!Use!a!comma!to!set!off!the!words!yes!and!no!(e.g.,!Yes,!thank!you),!to!set!off!a!tag!question!from!the!rest!of!the!sentence!(e.g.,!It’s!true,!isn’t!it?),!and!to!indicate!direct!address!(e.g.,!Is!that!you,!Steve?).!(Grade!5!standard)!e.!Use!conventional!spelling!for!highGfrequency!and!other!studied!words!and!for!adding!suffixes!to!base!words!(e.g.,!sitting,!smiled,!cries,!happiness).!f.!Use!spelling!patterns!and!generalizations!(e.g.,!word!families,!positionGbased!spellings,!syllable!patterns,!ending!rules,!meaningful!word!parts)!in!writing!words.!

Standard!1>Language!SPI!0301.1.4!Identify!correctly!used!capital!letters!in!names,!dates,!and!addresses.!!SPI!0301.1.6!Select!the!compound!sentence!that!correctly!combines!two!simple!sentences.!!SPI!0301.1.7!Recognize!correct!capitalization!and!end!punctuation!within!context.!!SPI!0301.1.9!Identify!the!correct!use!of!commas!with!dates,!addresses,!items!in!a!series,!and!the!greeting!and!closing!of!a!friendly!letter.!√ 0301.1.3!Know!and!apply!correctly!

the!rules!for!capitalization!(e.g.,!names,!dates,!cities!and!states,!addresses,!holidays,!titles!of!books,!first!word!in!a!sentence,!proper!nouns,!titles,!abbreviations,!parts!of!a!friendly!letter,!first!word!in!a!direct!quotation).!

√ 0301.1.17!Continue!to!maintain!and!develop!the!ability!to!distinguish!sounds!and!sound!patterns!within!

Language!Conventions!• Identify!and!correctly!use:!!!!!!!!capital!letters,!abbreviations!

combining!sentences,!commas,!and!quotations!!

• Edit!writing!for!gradeGappropriate!errors!in!language!conventions!

• !Use!commas!• With!a!conjunction!to!join!two!

sentences,!to!separate!words!in!a!series,!after!the!greeting!and!closing!of!a!friendly!letter,!between!a!city!and!a!state,!between!the!day!and!year!in!a!date,!and!after!introductory!words!in!a!sentence.!

Language!Conventions:!!Capital!letters,!abbreviations,!combining!sentences,!commas,!and!quotations!!!Performance!Assessments:!• Daily!Grammar!FixGIt!• Edit!journal!entries,!summaries,!


!!!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!g.!Consult!reference!materials,!including!beginning!dictionaries,!as!needed!to!check!and!correct!spellings.!

words.!!!!

! L!4G!Determine!or!clarify!the!meaning!of!unknown!and!multipleGmeaning!word!and!phrases!based!on!grade!3!reading!and!content,!choosing!flexibly!from!a!range!of!strategies.!b.!Determine!the!meaning!of!the!new!word!formed!when!a!known!affix!is!added!to!a!known!word!(e.g.,!agreeable/disagreeable,!comfortable/uncomfortable,!care/careless,!heat/preheat).!d.!Use!glossaries!or!beginning!dictionaries,!both!print!and!digital,!to!determine!or!clarify!the!precise!meaning!of!key!words!and!phrases.!!!

Standard!1>Language!SPI!0301.1.16!Determine!word!meanings!using!prefixes!and!suffixes!and/or!context!clues.!!SPI!301.1.20!Determine!word!meaning!through!context!clues.!!!!

Vocabulary!• Use!a!glossary!to!define!unfamiliar!

words!• !Use!knowledge!of!prefixes!and!

suffixes!to!determine!word!meaning!

Vocabulary!Strategies:!Glossary,!word!structure!(prefix!and!suffix)!!Performance!Assessments!• Teacher!observation!• TeacherGmade!or!district!common!


! TN Speaking and Listening!!SL!1>!Engage!effectively!in!a!range!of!collaborative!discussions!(oneGonGone,!in!groups,!and!teacherG!led)!with!diverse!partners!on!grade!3!topics!and!texts,!building!on!others’!ideas!and!expressing!their!own!clearly.!b.!Follow!agreedGupon!rules!for!discussions!(e.g.,!gaining!the!floor!in!respectful!ways,!listening!to!others!with!care,!speaking!one!at!a!time!about!the!topics!and!texts!under!discussion).!d.!Explain!their!own!ideas!and!understanding!in!light!of!the!discussion.!SL!5>!Create!engaging!audio!recordings!of!stories!or!poems!that!demonstrate!fluid!reading!at!an!understandable!pace;!add!visual!displays!when!appropriate!to!emphasize!or!enhance!certain!facts!or!details.!

Standard!2>Communication!SPI!0301.2.2!Given!a!list!of!interactive!behaviors!(i.e.,!taking!turns,!behaving!courteously,!not!interrupting,!listening,!remaining!on!task),!identify!those!that!are!appropriate!(or!inappropriate)!for!group!activities.!!√ 0301.2.12!Participate!in!creative!and!

expressive!responses!to!text!(e.g.,!choral!reading,!discussion,!dramatizations,!oral!presentations,!personal!experiences).!!

!

Speaking!and!Listening!• Prepare!and!present!an!audio!

recording!of!a!story!or!poem!• Use!visuals!to!accompany!the!

recording!• Participate!actively!in!class!


behavior!


classroom!rules!and!procedures!• Engaging!actively!in!Responsive!


!!!Performance!Assessments!• Audio!recording!of!story!or!poem!

accompanied!by!visuals!


TN Reading Foundational Skills!RF!3>!Know!and!apply!gradeGlevel!phonics!and!word!analysis!skills!in!decoding!words.!a.!Identify!and!know!the!meaning!of!the!most!common!prefixes!and!derivational!suffixes.!c.!Decode!multisyllable!words.!d.!Read!gradeGappropriate!irregularly!spelled!words.!RF!4G!Read!with!sufficient!accuracy!and!fluency!to!support!comprehension.!a.!Read!onGlevel!text!with!purpose!and!understanding.!

Standard!1>Language!SPI!0301.1.12!Choose!correctly!(or!incorrectly)!spelled!words!in!context.!!SPI!0301.1.18!Distinguish!individual!sounds,!including!consonant!blends,!within!words.!!!Standard!8>Literature!√ 0301.8.4!Read!with!increasing!


Reading!Foundational!Skills!• Apply!phonetic!rules!when!writing!

words!with!the!vowel!sounds!in!tooth!and!cook,!schwa,!endings!!–tion,$Jsion,$Jture,!multisyllabic!words!

• Edit!writing!for!gradeGappropriate!errors!in!spelling!

• Read!grade!level!text!with!fluency,!accuracy,!expression!and!at!an!

Word!study!and!spelling:!!Multisyllabic!words!!• Oral!reading!fluency!


words!in!daily/weekly!writing!!Fluency:!!Current!goal!110G120!WCPM!



! TN State Standards! TN!DOE!SPIs!or!CFUs! Outcomes!!(I!can…)! Content!b.!Read!onGlevel!prose!and!poetry!orally!with!accuracy,!appropriate!rate,!and!expression!on!successive!readings!c.!Use!context!to!confirm!or!selfGcorrect!word!recognition!and!understanding,!rereading!as!necessary.!

variety!of!texts!(e.g.,!paired!readings,!shared!reading,!choral!reading,!teacherGled!reading,!reading!from!tapes/CDs).!

!

appropriate!rate!

!


curriculum map subject english language arts grade 3 first ... · curriculum map subject english...

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