reading, grade:3 mastery check 1 student friendly …intranet.usd443.org/wested/curriculum/third...

Reading, Grade:3 Mastery Check 1 Benchmark#: R.3.1.4.7 State Language:

The student sequences events and information in logical order.

Student Friendly Language:

I can sequence events in correct order.

DOK Level:

1

Concept (Students will know): events information logical order

Skills (Students will do):

sequences

Big Ideas: Using clue words helps the reader put events in logical order.

Essential Questions: Why do readers need to sequence events in logical order? What are clue words that help the reader sequence events?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons: Lost and Found TM 121A Radio Rescue TM 137 E

Teaching Strategies

Supplemental Materials:

Story Maps Graphic Organizers

Listening State Indicator R.I .4.7 GR 3

A 1. 1. 2

Speaking State Indicator k1 .4 .7

The student retells stories with a beginning, middle,

1 J Level

h he student follows simple three and four step I directions.

I

Concept (Students will know):

Beginning


Skills (Students will do): DOK Level

Retell I I Skills (Students will do): DOK Level

Big Ideas:

Retelling stories accordirlg to the sequence of events supports comprehension.

1 gl::simple three and four step directions 1 improves listening comprehension.

Essential Questions:

What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events?


wha t are simple three step directions? I wha t are simple four step directions? 1 I HOW does following simple three and four step 1 I directions improve-listening comprehension? I HOW does retellins support comprehension? 1 I

Reading State Indicator R.I .4.7 I

Writing State lndicator R.I .4.7

A 4. 2. 2

correctly (e.g., first, then, next, after).

A 3. 3. 5 Level 2 1 he student identifies the basic sequence of events in ~ lstories read. using key words or phrases.

I I


Sequence Words Transitional Words


Key Words Sequence of Events Kev Phrases


W f Y 1 Skills (Students will do): DOK Level I

Big Ideas:

Recognizing key words and key phrases helps sequencing.

Big Ideas:

Using sequence and transitional words helps to organize writing.

I I


What are transitional words? How do sequence and transitional words assist in


What is sequencing? What are key words? What are key phrases? How do key words and key phrases help to sequence events?

Reading 'Third Grade: Mastery Check 1,4 ,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Lan~uage: 'The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary

Student Friendlv Language: I can expand my sight word vocabulary. Skills (Students will do): expand

Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension, Essential Questions: What are the sight words for my grade? g

DOK Level: 1

Core Materials

(Any selection)

Houghton Mifflin Leveled Readers Macrnillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers


SSR Dolch List www.theschoolbell,corn

Teaching Strategies:

ist ten in^ State Indicator R.I .3.1 G R 3 1

' Level



0 m

Big Ideas:

I Essential Questions: I

Reading State Indicator R.I .3.1

A 3.2.2


Intermediate S~ght Words


Big Ideas:

Identifying intermediate sight words improves fluency and comprehension.


How does recognizing intermediate sight words help improve fluency and comprehension?

Speaking State Indicator b 3 . 1

I Level [7

rn- Concept (Students will know):

1 1


Big Ideas:

1 'Essential Questions:

Writing State Indicator R.I .3.1

A 4. 4. 9


Suffixes


Big Ideas:

Using prefixes and suffixes aid in writing. 7


What is a suffix? How does using prefixes and suffixes aid in writing?

Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.1.1, 3.1.2.4 (Rubric) State Language: The student uses decoding skills that include knowledge of

Student Friendlv Lanquaqe: I can use decoding skills (chunking, segmenting and blending, and word families) to help me read words I don't

words. The student uses a variety of word-recognition know and to read smoothly.

Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading

Skills (Students will do): Use strategies Reading unknowns Reading fluently

DOK Level: 2

Bia Ideas: 1

Essential Questions: What is fluent reading? What are decoding strategies I can use? What are some other word recognition strategies I can use? How will knowing these strategies help me read smoothly? Core Materials: (Any selection)

Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 137F Raisinq Draqons TM 393 C-D Poetry TM 151C Niqht of the PuR'liugs TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 1 19 F-G Cliff Haqqer TM 49D Biography TIM 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 21 3 C-D Across the Wide Dark Sea TM 183C Talkinq Cloth TM 233 D YunmilHalmon's Trip TM 21 3D Dancing Rainbows 'rM 259 C-D Trapped By Ice TIM 251 C-D Trickster Tales TM 301 D Theme 5 Connections TM 267 F Dogzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimby TM 399 C-D Theme 6 Connections TM 41 3 F-G Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers



Fluency Rubric Making Words Word Wall Activities Decoding Strategies Fix It Strategies Readers' Theater Scripts

Listening State Indicator R.I .I .I G R 3 I

Reading

A 1.1.6

State lndicator IR.1 .I .I

Level 21

Level

L

Concept (Students will know): s Skills (Students will do): DOK Level

0 - Big Ideas:

1 Essential Questions:

The student identifies initial, medial, or ending sounds.


Initial Sounds Medial Sounds Ending Sounds


Big Ideas:

initial, medial, and ending sounds improves


What is an ending sound? How does identifying an initial, medial, and ending

Speaking State Indicator 1R.1. 1 .I

1 Concept (Students will know):

Essential Questions: I l l

I

( Skills (Students will do): DOK Level

Writing State Indicator R.I .I .I

I


High Frequency Words


Big Ideas:

Using high frequency words impacts writing.


How do high frequency words impact writing?

Listening State Indicator R .A 2.4 GR3 I

Reading State Indicator R .A 2 .4

A 1. 1. 6

I Concept (Students will know): I

Level ( 2 1

I Skills (Students will do): DOK Level I



Initial sounds Medial sounds Ending sounds


Big Ideas:

Identifying an initial, medial, and ending sound improves listening comprehension.


What is an ending sound? How does identifying an initial, medial, and ending sound improve listening

Big Ideas:

I I 'Essential Questions:

Speaking State Indicator R.l.2.4

( ( Level (2 j The student uses appropriate greetings with a variety of responses.


Greetings, Responses


Big Ideas:

Using greetings and a variety of responses is essential to speaking.


What is a greeting? What is a variety of greeting responses? Why is it essential to use greetings and a variety of responses?

Writing State lndicator IR.1 2.4

A 4.1.1

Level (Z( The student writes 3-5 sentences related to a picture or prompt.


3-5 Sentences


Big Ideas:

Understanding sentence structure and subjectlverb agreement support writing.


Reading Third Grade: Mastery Check 2 ,4 ,8 Benchmark #: 3.1.2.2,3.1.2.5 (Rubric) State Lanquaqe: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Reading rate Narrative Expository Technical text

Student Friendlv Lan~uane:

I will read using expression, phrasing, stress, and rhythm of speech. I will adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension

Biq Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? Wh'at is intonation and rhythm What are the differences in reading narrative, expository, and technical text? How can knowing these elements of fluency help me comprehend different types of texts?

DOK Level: 2

Core Materials

(Any selection )

Available Houghton Mifflin Lessons: Two Days in May TM 99H


SSR Fluency Rubric Readers' 'Theater Scripts www.Iiteracyleader,com

Teachinq Strateqies:

Listening State Indicator b.1.2.2 GR 3

1 I Level 2 1 The student identifies initial, medial, or ending sounds.




Big Ideas:

Identifying initial, medial, and ending sounds improves listening comprehension.


l ~ h a t is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending

Reading State Indicator R.I 2 .2 ,

I ~ 1 ~ e v e l 1 I


7 7 Skills (Students will do): DOK Level

r- m

Speaking

I Essential Questions:

State lndicator R . 1.2.2

I

Writing State Indicator R.1 .2.2

A 4.1 .1

A 2. 1. 1

1 1 Level 12 1

Level

I he student writes 3-5 sentences related to a picture o r (

The student uses appropriate greetings with a variety of responses


Greetings Responses


Big Ideas:



What are various greeting responses? Why is it essential to use greetings and a variety of

prompt.


3-5 Sentences


Big Ideas:

understanding sentence structure and subjectherb agreement support writing. I I Essential Questions:

What is a sentence? What is a subject? What is a verb? What is a subjectherb agreement? How does understanding sentence structure and

Listening State lndicator IR. 1.2.5 GR 3 ) Speaking State lndicator R . 1.2.5

Level ~ Concept (Students will know):

\


0 - Big Ideas:


Level 1

rn Concept (Students will know):

s Skills (Students will do): DOK Level

0 - Big Ideas:

E7 P P


Reading State Indicator R-I 2.5 Writing State Indicator R.I 2.5

Level



0 - Big Ideas:

@


A 4.2.4 . @

A 4.3.3 Level 2 The student writes using a variety of text structures (e.g., cornpare/contrast, descriptive, cause-effect, and problem solution). The student applies use of voice that is appropriate to purpose and


Text Structure Audience


Big Ideas:

Recognizing text structure, voice, purpose and audience supports writing.

-


What is purpose? What is audience? How does recognizing text structure, voice, purpose

Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.3 (Rubric)

State Lannuane: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know): Sentence structures Fluent reading Instructional level

lndependent level

Student Friendly Lannuane: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do): Use sentence structure knowledge Read smoothly

Big Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently . Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcoming words to aid in fluent reading?

DOK Level: 2

Core Materials

(Any selection)

Houghton Mifflin Leveled Readers

MacMillan McGraw-Hill Leveled Readers


SSR Fluency Rubric Readers' Theater Scripts www.Iiteracyleader.com



Correct

Big Ideas:

Correcting and recognizing incorrect forms and structures assist listening comprehension.

Listening State Indicator IR. 1.2.3 GR 3

I I


How does correcting and recognizing incorrect forms

A 1.1.8

Reading State Indicator IR.1.2.3 .

Level (21 The student demonstrates ability to correct language by recognizing obviously incorrect forms and structures.


Forms Structures

I Concept (Students will know):

Big Ideas:

I

I

I Skills (Students will do): DOK ~ e v e l


I

Speaking State Indicator R.1.2.3

The student uses basic grammatical forms.



Big Ideas:

Using basic grammatical forms improves oral communication.


How do you identify basic grammatical forms? How do you create basic grammatical forms?

Writing State Indicator R.1.2.3 I I

I The student writes simole sentences with varied lengthslin correct w o r d 1 (e.g., declarative, interfogative, and imperative forms). The student writes grammatically correct simple, compound and complex sentences, using conjunctions (e.g., since, because, if, but, while).


Jsimple Sentences Correct Word Order I l~omplex and Compound Sentences 1 I I conjunctions 1 I Skills (Students will do): DOK ~ e v e l I

Big Ideas:

word order affects writing. I Development of simple sentences leads to writing I I complex and compound sentences. I


I

What is a simple sentence? What is a correct word order? What are complex and compound sentence? What are conjunctions? How does word order affect writing? How does development of simple sentences lead to writing complex and compound sentences?

Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.2.1 (Rubric) State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels. Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level

Student Friendly Language: I w~ll use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.

Skills (Students will do): Use knowledge Read fluently

Big Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the punctuation help me understand the text better?

DOK Level: 2

Core Materials

(Any selection)

Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers


Fluency Rubric Readers' Theater Scripts d.literacyleader.com


Listening State Indicator RI 2 .1 GR 3

1 1 Level 2 1 he student recognizes the differences of intonation 1 I with questions, exclamations, commands, and 1 I I statements.


Intonation Question Exclamation Command Statement


Big Ideas:

DOK Level I

Recognizing the difference of intonation improves listening comprehension.


What is intonation? What is a question? What is an exclamation? What is a command? What is a statement? How does recognizing the difference of

Reading State Indicator RI 2 .1

I I



I I

Big Ideas:


Speaking State lndicator RI .2.1

Writing State Indicator RI 2.1

A 2. 1. 2

1 ~A 4. 5. Level I

Level

The student uses correct ending punctuation and commas (e.g., lists, dates, and cities to states).

The student responds to needs by asking questions appropriate to the situation.


Questions Needs


Big Ideas:

Questions are necessary to communicate basic needs appropriate to situation.


How do you form a question? Why is it necessary for students to communicate basic



1

Big Ideas:

Using mechanics supports writing.


What is punctuation? What are commas? How does using mechanics support writing?

Reading, Grade:3 Mastery Check 2 Benchmark#: R.3.1.4.9A State Languaqe:

The student links cause and effects in appropriate-level narrative and expository texts.


I can link or connect what caused something to happen (effect) in a passage.

Concept (Students will know): narrative expository cause effect


links cause and effect

DOK Level:

2

Big Ideas: Students need to know that causes have effects.

Essential Questions: What is the difference between cause and effect? How can readers apply cause and effect in real life?

Core Materials

(Any selection)

Available Houghton Mifflin Lessons : Cliff Hallqer TM 49A Radio Rescue TM 137D

Teaching Strategies


Graphic Organizers

Listening State Indicator R . 1.4.9 GR3 1

I I


Skills (Students will do): DOKLevel I

Big Ideas: r r Essential Questions:

I

Speaking State Indicator R . 1.4.9

I I



1

Big Ideas:


Reading State Indicator R.1.4.9

I 1 I Level 1 (

I I


1


Big Ideas: I 1 Essential Questions:


A 4 . 2 . 4

1 1 Level 12 1 he student writes using a variety of text structures ( e l I g., compare/contrast, descriptive, cause-effect, and problem solution).


Text Structure


Big Ideas:

Recognizing text structure, voice and audience supports writing.

L


purpose? What is audience? How does recognizing text structure, voice, purpose and audience support

Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.3.5A State Lanquane: Student Friendly Lanquane:

The student determines the meaning of words through knowledge of word structure (e.g., compound, contractions, root words, prefixes, suffixes).

I can determine the meaning of words I don't know by knowing word structures (compounds, contractions, root words, prefixes( mis-, pre-, pro-, re-, un-), and suffixes ( -ed, -er, -est, -in!, -ly, -y )).

Concept (Students will know): meanings of words compounds contractions root words prefix suffix


determines meaning

I DOK Level:

2

Bin Ideas: Understanding word structures is necessary for identifying unknown words. Word structure helps readers discover meaning of unknown words. Essential Questions: What is a prefix, suffix, root word, compound word and contraction? Why is knowing the differences between word structures Core Materials (Any selection) Available Houghton Miffl in Lessons: Cliff Hanger 'rM 49C Lost and Found TM 121C Radio Rescue TM 137 F-G Poetry 151C Keeping Quilt TM 185C Talking Cloth TM 232 C Miss Rum~hius TM 279 F-G Trickster Tales TM 301C Mysterious Giant TM 361C Raising Dragons TM 393 C GardenIAbdul Gasazi TM 419C Dinosaur Bob TM 439 F-G Theme 3 Resources TM R18-23 Seal Surfer TM 69C-D Two Days in May TM 99 C,G

Teachinn Strategies

helpful when reading? Supplemental Materials:

Listening State Indicator R.I .3.5 G R ~ Speaking State lndicator IR.1 .3.5

Level


sz Skills (Students will do):

DOK Level

0 - Big Ideas:


Reading

Leve

rn Concept (Students w~l l know):


0 - Big Ideas:


State lndicator iR.1.3.5 State Indicator 1R.1 .3.5 Writing

,A 3. 1 . 2 A 3. 1. 7 A 3. 1 .9 Level

A 4. 4. 9

The student applies knowledge of letter-sound correspondences to identify intermediate (level 2) words.


Letter-sound Correspondence Intermediate Words


Identify

Big Ideas:

Applying letter-sound correspondence assists in identifying intermediate (level 2) words.


assist in identifying intermediate (level 2) words?

Level 2 The student uses prefixes and


Prefixes Suffixes


Big Ideas:

Using prefixes and suffixes aid in writing.


What is a suffix? How does using prefixes and suffixes aid in writing?

Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.4.2A State Lanquage: The student understands the purpose of text features (e.g., title, graphs and charts, table of contents, pictureslillustrations, boldface type, italics, glossary, index) and uses such features to locate information in and to gain meaning from appropriate level text.

Student Friendly Lanquaqe:

I can understand and use text features to help me gain meaning from a passage.

DOK Level:

2

Concept (Students wil l know): text features tit le graphslcharts table of contents pictures/illustrations boldface type italics glossary index


understands purpose locates information using features

Biq Ideas: Knowing the purpose of text features helps locate and gain meaning from text. Essential Questions: What are text features? How do text features help the reader gain information Core Materials [Any selection) Available Houghton Mifflin Resources: Lost and Found TM 121 H Garden of Abdul Gasazi TM 4 19 H Across Wide Dark Sea Social Studies Link TM 180-181 Cliff Hanqer Social Studies Link TM 46 Mulan Language Link TM 86 Grandma's Records Career Link TM 210 Talking Cloth Health Link TM 232 Dancinq Rainbows Science Link TM 258 Doqzilla Science Link TI\ 332 Mysterious Giant Social Studies Link TM 358 Raising Dragons Science Link TM 390 GardenlAbdul Gasazi Career Link TM416 Theme 4 :Fugitives on Four Legs TM 422 Nights of the Pufflinqs Science Link TM 36 Seal Surfer Career Link TM 66 The Livinn Desert TM 114 Trapped by Ice Media Link TM 248 Theme 5 A Wild Ride TM 263 Teachinq Strate~ies

from text? Supplemental Materials:

www.Iiteracvleader.com

Listening State Indicator R.I .4.2 GR3 I ,

Speaking State Indicator R.I .4.2

I 1 Level 2-1 1 I he student follows simple three and four step 1 I I he student responds to questions using appropriate ( I directions. I complete sentences. 1

I I


Simple Three Step Directions . Simple Four Step Directions

I 1


Questions Complete Sentences

I Skills (Students will do):

1

DOK Level Skills (Students will do): DOK Level 1 Respond II

I

Big Ideas:

Following simple three and four step directions improves listening comprehension.

Big Ideas:

Responding to questions using complete sentences enhances oral communication.

I I


What are simple four step directions? How does following simple three and four step


What is a complete sentence? How do you identify a question?

Writing State Indicator IR.1 4.2 Reading State Indicator R.I .4.2

A 3. 3. 8

1 Level 1 he student identifies basic text features such as title,

I 1 Level 21 I he student writes 3-5 sentences related to a picture orI

table of contents. and chapter headings. I I I


Text Features Title Table of Contents Chapter Headings


Skills (Students will do): DOK Level I Skills (Students will do): DOK Level

Writes

Big Ideas:

Using text features helps comprehension.

Big Ideas:

understanding sentence structure and subjecffverb

I agreement supports writing.

Essential Questions: Essential Questions:

What is a sentence? What is a subject? L s a verb? What is subjecffverb agreement? How does understanding sentence structure and subiecffverb aareement s u ~ ~ o r t writinq?

What is a text feature? What is a title? What is a table of contents? What are chapter headings? How do text features help with comprehension?

Reading, Grade:3 Mastery Check 3 Benchmark#: R.3.1.4.8A State Languaqe:

The student corrlpares and contrasts information (e.g., topics, characters) in text.

Student Friendly Lanquaqe:

I can compare and contrast information and characters when I am reading.

Concept (Students will know): topics characters text

Skills (Students w ~ l l do): compare contrast

DOK Level:

2

Big Ideas Comparing and contrastirlg topics and characters helps us understand their similarities and differences.

Essential Questions: What is comparing? What is contrasting? How does compare/contrast help the reader understand information?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons: IMiss Rumphius TM 273 A Theme 4 Connections TM 1 19D Theme 4 Resources TM R10-11 Theme Connections from Themes 1-6

Teaching Strategies


Graphic Orgar~izers

Listening State Indicator R.I .4.8 GR3 I Speaking State lndicator R.I .4.8

Level 2 1 l ~ h e student makes inferences and draws conclusions I lfrom short passages.

I I


Conclusion Inference

I Skills (Students will do): DOK Level

Infer Conclude m 1

Big Ideas:

Drawing conclusions and making inferences from text improves listening skills.

Essential Questions: What is a conclusion? What is an inference? How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve listening comprehension?

Reading State Indicator IR.1 .4.8

I I


A 3. 3. 16

Opinion Fact

Level 2


student distinguishes fact and opinion in various

Big Ideas:

Distinguishing between fact and opinion is critical to reading comprehension.

I I


between fact and opinion critical to reading comprehension? How is distinguishing between fact and opinion critical to



A 2. 1. 6 - A 2. 1. 2


Respond 1

~ e v e l 2

Big Ideas:

The student responds to questions using appropriate complete sentences.

Responding to questions and using complete sentences enhances oral communication.


What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?

Writing State Indicator R.1 .4.8

A 4. 2. 1 1 '4 4. 2.4 Level F-1 The student writes using a variety of text structures (e. lg., compare/contrast, descriptive, cause-effect, and 1 lproblem solution). 2 Concept (Students will know):

Text Structure 1 I I


2

Big Ideas:

Recognizing text structure, voice and audience supports writing.

L I


purpose? What is audience? How does recognizing text structure, voice, purpose and audience support

Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1 .I . I , 3.1.2.4 (Rubric) State Lanauaae: The student uses decoding skllls that include knowledge of phonetics and structural analysis when reading unknown words. The student uses a variety of word-recognition strategies to read fluently. Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading

Student Friendly Lanauaae: I can use decoding sk~lls (chunking, segmenting and blending, and word families) to help me read words I don't know and to read smoothly.


Bia Ideas: Strategies for decoding will help students read fluently. Essential Questions: What is fluent reading? What are decoding strategies I can use? What are sonie other word recogl-lition strategies I can use?

DOK Level: 2

1 Core Materials: (Any selection)

Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 137F Raisinq Dragons TM 393 C-D Poetry TM 151 C Nisht of the Pufflings TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 119 F-G Cliff Hanner TM 49D Bioqraphy Tlbl 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 213 C-D Across the Wide Dark Sea TM 183C Talking Cloth TM 233 D YunmilHalmonls Trip TM 213D Dancing Rainbows 'rM 259 C-D Trapped By Ice TI1251 C-D Trickster Tales TM 301 D Theme 5 Connections TM 267 F Dogzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimbv TM 399 C-D Theme 6 Connections TM 413 F-G Houghton Mifflin Leveled Readers Macmlllan McGraw-HIII Leveled Readers

Teachina Strateaies:



Listening State Indicator R.I . I . I GR3 1 Speaking State Indicator [R. 1.1.1

1 1 Level 2 1 he student identifies - - initial, medial, - or ending sounds.

I 1

Concept (Students will know): Concept (Students will know):



Identify - -- -. - - - - -


Big Ideas: - - 6 i g Ideas:

, identifying initial, medial, and ending sounds improves ~ I listening comprehension.


What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound im rove listenin com rehension? r

Reading State Indicator IR.1 .I .I Writing State Indicator [R. 1.1.1 1

1 Level 2 1 The stui3entspells higKfrequency words correctly.

Concept (Students will know): 1


~ i ~ h Frequency Words

I Skills (Students will do): DOK Level I I Skills (Students will do): DOK Level I

I Big Ideas: I Big Ideas:



What are high frequency words? How do high frequency words impact writing?

( Essential Questions: I

Listening State Indicator R.1.2.4 GR3 I Speaking State Indicator R.I .2.4

1 I I Level 2 1

- - il The student identifies initiall medial, or ending sounds.

I I




Identify

-


-

What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listening

Big Ideas:


Reading State Indicator R.I 2 .4


Big Ideas:

I I Essential Questions:

I

Level 2 The student uses appropriate greetings with a variety of responses.


~reet ings. Responses


I I

Big Ideas:


1 I




A 4 .1 .1

1 he student writes 3-5 sentences related to a picture or


3-5 Sentences

I Skills (Students will do): DOK Level I Write - 1 I Big Ideas:


I I


Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.2, 3.1.2.5 (Rubric) State Language: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. 'The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Readiqg rate Narrative Expository Technical text


I will read using expression, phrasing, stress, and rhythm of speech. I will adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension

Big Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? What is intonation and rhythm What are the differences in reading narrative, expository, and technical text?

DOK Level: 2

Core Materials

(Any selection )

Available Houghton Mifflin Lessons: Two Days in May TIM 99H


SSR Fluency Rubric Readers' Theater Scripts www.literacvleader.com

Teachinn Strategies:

Listening State Indicator IR.1 .2.2 GR3 1 Speaking State Indicator 1R.1 .2.2

1 1 Level 12 1 The-student identifies initial, medial, or ending-sounds.



Sk~lls (Students will do): DOK Level

ldentify - -- -



What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listeninq com~rehension? 1 I

Reading State lndicator R.I 2.2




Greetings Responses

A 2. 1. 1

I Skills (Students will do): D O K L ~ V ~ I I

Level 2

Big Ideas:


The student uses appropriate greetings with a variety of responses


What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of

Writing State Indicator IR. 1.2.2

A 4.1.1

Level 2 The student writes 3-5 sentences related to a picture or prompt.


3-5 Sentences


Big Ideas:

Understanding sentence structure and subjectherb agreement support writing.


What is a sentence? What is a subject? What is a 1 (verb? What is a subjectherb agreement? How 1 ldoes understanding sentence structure and 1 subiec~verb aqreement s u ~ ~ o r t writing?

Listening State Indicator IR.1 .2.5 GR 3

I 7 P I 1 Level



m


Speaking State Indicator IR.I .2.5

I r 7


0 r7

I

1 Big Ideas: I I

Reading State Indicator IR.1.2.5



I

I


,Essential Questions: ,

I 1 Essential Questions:


~ e x t Structure Voice

Writing State Indicator IR.1 2 .5

purpose Audience

A 4.2.4 B

A 4.3.3


j ~ r i t e 2

~ e v e l

Big Ideas:

l ~ e c o ~ n i z i n ~ text structure, voice, purpose and

Th=fG&ex€writes using a variety of text structures (e.g., cornpare/contrast, descriptive, cause-effect, and problem solution). The student applies use of voice that is appropriate to purpose and

laudience supports writing.


What is text structure? What is voice? What is purpose? What is audience?

I (HOW does recognizing text structure, voice, purpose ( ] (and audience suw~ort writinq?


State Languaae: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know\: Sentence structures Fluent reading lnstrl~ctional level Independent level

Student Friendlv Lanpuape: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do\: Use sentence structure knowledge Read smoothly

Bin Ideas: Knowing sentence structure will help students anticipate upcoming words and read more fluently . Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcorrliug words to aid in Ruent reading?

DOK Level: 2

Core Materials

(Any selection)




SSR Fluency Rubric Readers' Theater Scripts www.Iiteracvleader.com

Teachinp Strategies:

Listening State Indicator R.I 2.3 G R 3 I Speaking State lndicator IR.1 2 .3

I i A 1.1.8. ~ e v e l 21


Forms Structures

... --


The-student dem-onstrates ability to correct language by FecognizTKg obviously incorrect forms and structures.

Demofirate - - . ..

Correct

1 structures assist listening comprehension. 1

-- - 2-

-


/what is a grammatical form?

Big Ideas:

correcting and recognizing incorrect forms and

I I \ ~ h a t is a grammatical structure? 1 / ( How does correcting and recognizing incorrect forms 1 I and structures assist listenina comprehension?

A 2.1.5 ~ e v e l 21 I ~ h e student uses basic grammatical forms.


ram ma tical Forms 1


Big Ideas:


1 I


What are grammatical forms? How do you identify basic grammatical forms? How do you create basic grammatical forms?


I I Level 1 I I I



m

-




- -

I

Simple Sentences Correct Word Order Complex and Compound Sentences Conjunctions


Write 2

Big Ideas:

Word order affects writing. Development of simple sentences leads to writing complex and compound sentences.

Essential Questions: What is a s~mple sentence? What is a correct word order? What are comple:: and compound sentence? What are conjunctions? How does word order affect wr~ting? How does development of simple sentences lead to writing complex and compound sentences?

- -

A 4.5.2 1 Level 12 - 1 The student wrltes slmple sentences wlth varled lengths-ln correct word order (e g , declarative, lnterrogatlve, and ~mperatlve forms) The student wrltes grammatically correct slmple, compound and complex sentences, uslng conjunct~ons (e g , slnce, because, ~ f , but, wh~le)

Reading Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.2.1 (Rubric) State Language: The student uses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or independent reading levels. Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level

Student Friendly Language: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.


Bin Ideas: Understanding how our voice changes at punctuation marks will help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the punctuation help me understand the text better?

DOK Level: 2

Core Materials

(Any selection)



Fluency Rubric Readers' Theater Scripts www.literacyleader.com

Teaching Strate~ies:

Listening State Indicator RI .2.1 GR3 1 Speaking State Indicator RI 2.1

The student recognizes &e differences of intonation with questions, exclamations, commands, and I i The student responds to needs by asking questions

appropriate to the situation.

I statements. I Concept (Students will know):

Intonation Question Exclamation Command Statement


Questions Needs

I Skills (Students will do): DOK Level I I Skills (Students will do): DOK ~ e v e l I

Big Ideas:

Recognizing the difference of intonation improves

Recognize -.

Big Ideas:

~ues t ions are necessary to communicate basic needs 1

- 1-

I listening comprehension. I I I appropriate to situation. I I Essential Questions: Essential Questions:

How do you form a question? Why is it necessary for students to communicate basic

Reading State Indicator IRA 2 .1 Writing State Indicator IRA 2.1

A 4.5 .1 -

The student uses correct ending punctuation and I commas (e.g., lists, dates, and cities to states). I I I I


Punctuation Commas

Concept (Students will know): s I Skills (Students will do): D O K L ~ V ~ I I I Skills (Students will do): DOK ~ e v e l I

Big Ideas:

Using mechanics supports writiqg.

I Essential Questions: I Essential Questions:

l ~ h a t is punctuation? I what are commas? I I l ~ o w does using mechanics support writing? I I

Reading Third Grade: Mastery Check 1,4 ,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Language: The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary

Student Friendly Lanquane: I can expand my sight word vocabulary. Skills (Students will do): expand

Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension. Essential Questions: What are the sight words for my grade?

DOK Level: 1

Core Materials

(Any selection)

Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers


SSR Dolch List www.theschoolbell.com

Teachirlq Strateaies:

Listening State Indicator R.I 3 .1 G R 3 I

I I


I Skills (Students will do): DOK ~ e v e l I

Big Ideas:

l~ I Essential Questions: I


A 3.2.2 1 1 Level 2 The student identifies intermediate sight words.

I I


Intermediate Sight Words


ldentify

DOK Level

, r I I

Big Ideas:

Identifying intermediate sight words improves fluency and comprehension.


What are intermediate sight words? How does recognizing intermediate sight words kelp improve fluency and comprehension?



I I


0 m

Big Ideas:


I Writing State Indicator R.I .3.1

1 1 Level 12 1 The student uses prefixes and suffixes correctly.


Prefixes Suffixes


Big Ideas:

-using prefixes and suffixes aid in writing.

I 'Essential Questions: I

What is a prefix? I What is a suffix? How does using prefixes and suffixes aid in writing?

Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.101 State Lannuaqe:

'The student retells or determines important events and main ideas from narrative and expository texts.

Student Friendly Lan~uane:

I can retell the main idea and supporting details in a passage.

Concept (Students will know): important events main idea narrative expository

Skills (Students will do): retells determines important events

DOK Level:

2

Big Ideas:

Retelling helps the reader sequentially restate important events and main ideas in narrative and expository text.

Essential Questions: What is the main idea? How does a reader retell main ideas and important details in narrative and expository text?

Core Materials

(Any selections)

Available Houghton Mifflin Lessons: Lost and Found TM 121 A Grandma's Records TM 21 3A Miss Rumphius TIW 279E

Teachiqg Strategies


Graphic Organizers www.literacyleader.com

Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.11A State Language:

The student identifies the topic, main idea, and supporting details in appropriate-level text.

Student Friendlv Lanauaae:

I can identify the topic, main idea, and details in a passage.

DOK Level:

1

Concept (Students wil l know): topic main idea supporting detail

Skills (Students wil l do): identifies

Biq Ideas: Identifying the main idea, topic and details helps the reader comprehend text.

Essential Questions: How do readers identify the main idea, topic and deta~ls in a passage? What are the differences between the topic, main idea and details?

Core Materials

(Any selection)

Available Houghton Mifflin Lessons: Grandma's Records TM 213 A Talking Cloth TM 233A Dancing Rainbows TM 259A Miss Rumphius TM 259A Theme 2 Resources TM R14-15 'Theme 4 Writinq TM 43D

Teaching Strategies



A 1. 1. 9 - A 1. 1. 10 1 A 1.1.11 Level 2 1 I he student identifies the main idea of a short


Main ldea


ldentify r Big Ideas:

DOK Level I

Identifying the main idea improves listening comprehension.


What is the main idea? How does identifying the main idea improve listening comprehension?

Reading State lndicator R.1 .4.11

Speaking

A3. 3. 7

State lndicator R.I .4.11

Level 2

he student retells stories with a beginning, middle, 1

The student identifies the main idea of a short and simple passage.


Main ldea


Big Ideas:

Recognition of the main idea is essential to comprehension.


How can you find the main idea? Why is finding the main idea important?

and end.


Beginning End

Middle Stories


Retell

DOK Level

1 - Big Ideas:

Retelling stories according to the sequence of events supports comprehension.


What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support

Writing State lndicator IR.1 .4.11

A 4. 5. 1 A 4. 2. 2 Level 21 The student uses sequence and transitional words correctly (e.g., first, then, next, after).




Big Ideas:

Using sequence and transitional words helps to organize writing.



Reading, Grade:3 Mastery Check 4 Benchmark#: R.3.1.4.5A

State Language:

The student uses information from the text to make inferences and draw conclusions.


I can use my prior knowledge and clues the author gives me to figure out what the author is saying.

Concept (Students will know): text inference conclusion prior knowledge

Skills (Students will do): 1 draw conclusions make inferences uses information

DOK Level:

2

Big Ideas: Usirlg information in the text and my prior knowledge w~l l aid in making inferences and drawing conclusions.

Essential Questions: What is inference? How can inferences be made? Core Materials

(Any selection) Available Houghton Mifflin Lessons: Mulan TM 89A Radio Rescue TM 137D Theme 5 Resources TM R8-9 Raisinq Dragons TM 393 A Dinosaur Bob TM 439 E Theme 3 Resources TM R12 Across Wide Dark Sea TM 183 A Theme 4 Connections TM 11 9E Theme 5 Resources TM R 10-1 1 Poppa's New Pants TM 367A Theme 6 Connections TM 413D Theme 6 Resources TM R10 1

Teaching Strategies


QAR

Listening State Indicator IR. 1.4.5 GR3 1 Speaking State lndicator R . 1.4.5

A 2 1 6 A 2. 1 . 2




1

Big Ideas:

Responding to questions and using complete sentences enhances oral communication.


What is a complete sentence? How do you identify a question?

A 1. 1. 11

A I. I. 10

Reading

~ e v e l 2

State lndicator R.I .4.5

The student makes inferences and draws conclusions from short passages.


Conclusion l nference


Infer Conclude 2

Big Ideas:

improves listening skills.


conclusions from short passage? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve listening comprehension?

Writing State Indicator R . 1.4.5 1 ,

A 3. 3. 10 A 4. 5. 3 Level 21 I Level

The student clarifies and classifies information. The student draws inferences and conclusions from 1 short and simple passages.


inferences Conclusions


Conclude

Big Ideas:

Drawing inferences and conclusions will assist in comprehension.


How do you make inferences? How do you draw conclusions? Why do you make inferences and draw


Classification Clarification

I I


2

Big Ideas:

Classification and clarification of information improves writing.


What is classification? What is clarification? How does classification and clarification of information im rove writi .

Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.1.4.3 State Lamuage:

The student uses prior knowledge and content to make, revise, and confirm predictions


I can use what I already know and clues the author gives me to make, revise, and confirm predictions.

Concept (Students w ~ l l know): prior knowledge predictions content

Skills (Students will do): use make revise confirm

DOK Level:

2

Big Ideas: Students use prior knowledge to add to their schema, connect with the author, and make meaning of the text. Connecting prior knowledge to current selections provides motivation and purpose for reading.

Essential Questions: What is prior knowledge? What is a prediction? Why do readers make predictions while reading text? Why do readers change, revise and confirm predictions?

Core Materials

(Any selections)

Available Houghton Mifflin Resources: YunmilHalmon's Trip TM 213A 'Theme 5 Connections TM 267D


' Graphic Organizers

Teaching Strategies

Listening State Indicator IR. 1 .4.3 GR3 1

I Level I '

The student identifies key details from short passages.

I I


~e~ Details

Skills (Students will do): DOK ~ e v e l

ldentify

Big Ideas:

Identifying key details improves listening comprehension.


What are key details? How does identifying key details improve listening comprehension?

Reading State lndicator R . 1.4.3

Speaking State Indicator R.I .4.3

A 3.3. 2

Level l&Zl



.A 2. 1. 6

A 2. 1 . 2

The student uses prior knowledge to anticipate meaning and make sense of text across grade levels.


Prior Knowledge Meaning


To Anticipate

Big Ideas:

Prior knowledge helps with comprehension of texts.


How do you build prior knowledge? Why is prior knowledge important? How do you help students make predictions? How do you use prior knowledge to predict? What is a prediction?

I I


Respond 1

Level 121

Big Ideas:

Responding to questions using complete sentences enhances oral communication.

The student responds to questions using appropriate complete sentences.


What is a question? What is a complete sentence? How do you identify a question? How do you identify a complete sentence?

Writirlg State Indicator IR. 1.4.3

A 4. 2. 1 A 4. 5. 3 Level 2 The student clarifies and classifies information.


Classification Clarification


Classify

Big Ideas:

Classification and clarification of information improves writing.


What is clarification? How does classification and clarification of information

Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.2. I. I A State Language:

The student identifies and describes characters' physical traits, basic personality traits and actions.

Concept (Students wi l l know): character physical traits personality traits actions

Student Friendlv Lannuane:

I can identify and describe how characters look, act, and feel in a passage.

Skills (Students wi l l do): identifies describes

Big Ideas: Identifying and understanding characters' traits, emotions and motives help the reader understand the characters and their actions. Knowing about the character helps the reader understand the story better by making personal connections with the characters.

Essential Questions: What are the characters' physical traits, personality traits and actions?

Why does knowing the characters physical traits, personality traits and actions help the reader comprehend better?

DOK Level:

1

Core Materials

(Any selection)

Available Houghton Mifflin Lessons: Trickster Tales TM 285 Theme 3 Writinn Workshop TM 335 D Dinosaur Bob TM 439 E 'Theme 3 Resources TNI R12 Fairy Tales TM 295A

Teaching Strategies


Character Maps

Listening State Indicator ~ . 2 . 1 . 1 GR3 1

1 ( Level (2 1 The student identifies key details from short passages.

Speaking State Indicator b.2. 1 . I

I I


Beginning Middle End Stories

A 2. 1. 5


Key Details

Level rl


Identify

The student retells with a beginning, middle, and end.


I

Big Ideas:

key details improves listening comprehension.

Big Ideas:


I I



I I


Reading State Indicator k.2.1 . I

1 % 3. 3.9

Writing State Indicator (l3.2.1 .I

Level 2 The student writes simple sentences with varied

1 ~A 3 . 3 . l5 Level I

e student identifies and analyses story , plot, setting, character, point of view, problem and resolution. I 'r I lengths in correct word order (e.g., declarative, I I 1 interrogative, and imperative forms). I 1 I I


Story Plot Setting Character Point of View Problem Resolution


Simple Sentences Correct Word Order

I


2 Skills (Students will do): DOK Level

writes

Big Ideas:

lword order affects writing.

Big Ideas:

ldentifying the story components assists comprehension. I (~eve lo~men t of simple sentences leads to writing I 1 (complex and compound sentences. ' I Essential Questions: What is story? What is plot? What is setting? What is character? What is point of view? What is problem? What is resolution? How will identifying the story components assist comprehension? Why does the reader need to analyze a story for these components?


lwhat is a simple sentence? What is correct word I lorder? How does word order affect writing? How does 1 I ( (development of simple sentences lead to writing I I

com~lex and compound sentences?

Reading, Grade:3 Mastery Check 5 Benchmark#: R.3.2.1.2A State Larlnuane:

The student identifies and describes setting, environment, time of day or year, historical period, situation, place) of the story or literary text.

Student Friendly Lannuane:

I can identify and describe the setting: environment, time, situation, place, historical period, and year in a passage.

DOK Level:

1

Concept (Students will know): setting environment time of day or year historical period situation place passage

Skills (Students will do): identifies describes

Bin Ideas: The settirrg helps the reader to comprehend and relate to text Essential Questions: What is the setting of the passage? Why does the setting help the reader comprehend the text? How is the setting determined in the passage? Core ~ a t e r i a l s s t a l

(Any selection)

Available Houghton Mifflin Lessons: Garden of Abdul Gasazi 'rM 419A Dinosaur Bob TM 439 E 'Theme 3 Resources: TMR12 Fairy Tales TM 295 A

Teaching Strategies

Materials:

Listening State Indicator 'p.2. 1 .2 GR3 1

The student identifies key details from short passages.

A 1. 1. 11

A 1. 1. 10


Key Details

Level 12


Ildentify

DOK Level

1 1 L 1

Big Ideas:

Identifying key details improves listening comprehension.



Reading State lndicator I~.2.1.2

Speaking State Indicator ~ . 2 . 1 . 2

A 3. 3. 9

1 1 Level 2 1

Level 21

The student retells stories with a beginning, middle, land end.

The student identifies and analyzes story, plot, setting, character, point of view, problem and resolution.


Story Plot Setting Character Point of View Problem Resolution


Analyze

Big Ideas:

ldentifying the story components assists comprehension.


What is Point of view? What is a problem? What is resolution? How will identifying the story components assist comprehension? Why does the reader need to analyze a story for these components?

I 1


Beginning Middle Stories


Big Ideas:



wha t are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support

Writing State Indicator R.2.1.2

The student writes simple sentences with varied lengths in correct word order (e.g., declarative, interrogative, and imperative forms).


~ i m ~ l e Sentences Correct Word Order


Big Ideas:

Writes Use

Word order affects writing. Development of simple sentences leads to writing com lex and com ound sentences. P A Essential Questions:

1&21

What is simple sentence? What is correct word order? How does word order affect writing? How does the development of simple sentences lead to writing

I complex and compound sentences?

Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.1.4.4 State Languaqe:

The student generates and responds logically to literal, inferential, and critical thinking questions before, during and after readiug the text.


I can generate or learn to ask and answer important questions before, during, and after reading.

Concept (Students will know): literal inferential critical thinking before/during/after reading

Skills (Students will do): generates responds

DOK Level: 2

Big Ideas: Students must learn to generate and respond to appropriate questions before, during and after reading.

Essential Questions: What are questions that I can ask and answer before, during and after reading? Why do readers ask questions before, during and after reading text? What are some strategies I can use for finding answers to questions?

Core Materials

(Any selections) Houghton Mifflin Leveled Readers MacMillan McGraw-Hill Leveled Readers

Teaching Strateqies


QAR

Listening State lndicator (R.I .4.4 GR 3 (

Reading State Indicator k. 1.4.4

A 1. 1. 9 A 1. 1. 10 v

A 1. 1. I1

he student responds to stories by answering 1

Level

I lquestions using simple words, phrases (e.g., who, I

The student makes inferences and draws conclusions from short passages.


Conclusion Inference c Skills (Students will do): DOK Level

Draw Big Ideas:

Drawing conclusions and making inferences from text improves listening skills.


How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making an inference and drawing conclusions from a short passage improve

what, when, where, and how). 1 I Concept (Students w~l l know):

Where


Respond Answer

Big Ideas:

Answering questions after reading indicates understanding.


What are the 5Ws? How are they used? How do you use the 5Ws to summarize a story?

Speaking State Indicator ~R.I .4.4

1 I A 2. 1. 5

Level I I I

The student retells stories with a beginning, middle, and end.

I I



I Skills (Students will do): DOK Level I Retell r Big Ideas:



Writing State Indicator R.I .4.4 ,

grammatically correct simple, compound and complex sentences, using conjunctions (e.g., since, because, if, but, while).

A 4. 5 . 1


Level 2

m t e n c e s Correct Word Order 1 I I complex and Compound Sentences 1 I

conjunctions


Writes Use

Big Ideas:

l ~ o r d order affects writing. I ~evelopment of simple sentences leads to writing I

complex and compound sentences. I Essential Questions: What is a simple sentence? What is correct word order? What are complex and compound sentence? What are conjunctions? How does word order affect writing? How does development of simple sentences lead to writing complex and compound sentences?

Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.2.1.3 State Languaae:

'The student identifies plot sequence.


I can identify the plot sequence (beginning, middle, and end) in a passage.

Concept (Students will know): Plot Sequence Beginning Middle end


identifies

DOK Level: 1

Big Ideas:

'The plot sequence is a series of events that happenin the beginning, middle, and end of the story that give a story its meaning.

Essential Questions: What is plot sequence? How does a reader identify the plot sequence?

Core Materials

(Any selection)



IMacMillan McGraw-Hill Leveled Readers Lost and Found TM 121A Radio Rescue TM 137 E

Teaching Strategies

Listening State lndicator i3.2.1 . ~ G R 3 1 Speaking State Indicator R.2.1.3

1 1 Level 12 1 The student identifies key details from short passages.

1 1 Level 2 1 The student retells stories with a beginning, middle, and end.




I

DOK Level I J


ldentify 7 Retell I = Big Ideas: / Big l dey :

ldentify~ng key details improves listening Retelling stories according to the sequence of events supports comprehension. I ~ comprehension.

I I

Essential Questions: I



What are transitional words? What is sequencing? Why is it important to tell stories according to sequence of events? How does retelling support com rehension? r

Reading State Indicator IR.2.1.3 2 Writing State Indicator IR.2.1.3 I

L Level 2 I he student identifies the basic sequence of events in 1 he student uses sequence and transitional words 1

(correctly (e.g., first, then, next, after). I stories read, using key words or phrases. I I




Key Words Sequence of Events

I ~ e y Phrases

I Skills (Students will do): D O K L ~ V ~ I I Skills (Students will do): DOK Level

ldentify 1

Big Ideas:

~ e c o ~ n i z i n ~ key words and key phrases helps

Big Ideas:

Using sequence and transitional words helps organize writing. I sequencing.

1 1




What is sequencing? What are key words? What are key phrases?

( (HOW do k8y words and key phrases help to sequence 1 1 events? 2

Reading, Grade:3 Mastery Check 6 Benchmark#: R.3.1.3.2 A , R.3.1.3.3 State Lasguage: A The student determines the meaning of unknown words or phrases using context clues (e.g., definitions, restatements, examples, descriptions) from sentences or paragraphs

The student identifies and uses synonyms, antonyms, and homophones to determine the meaning of words.

Student Friendly Lan~uage:

I can determine the meaning of words I don't know by using context synOnyms~ and homophones.

Concept (Students w~ll know): words context clues sentences paragraphs synonyms antonyms homophones


Determines meaning

DOK Level:

2

Bia Ideas: Using clues around the unknown word will help in understanding the meaning of the unknown word. Essential Questions: What are context clues? How can a reader use context clues to understand unfamiliar words? What are synonyms? What are antonyms? What are homophones? Core Materials (Any selection) Available Houghton Mifflin Lessons: Dogzilla TM 3336 Dinosaur Bob TM 439H Antonyms: Theme 1 R19, Theme 2 R17, Theme 3 R19&23, Theme 4 R17, Theme 5 R 15, Theme 6 R 15&17 Synonyms: Theme 1 R 15&19, Theme 2 R 21, Theme 3 R17&19&21, 'Theme 4 69F, Theme 5 R17, Theme 6 R17&21 Homophones: Theme 5 251G, 2671 Theme 6 419D,E,F

Teaching strategies



A 1. 1. 10


A 2. 1. 7 I A 1.1.11' 1 Level (21 ( I he student makes inferences and draws conclusions I I from short passages.

I I


Conclusion l nference


Summary Simple Sentences


I

DOK Level I Skills (Students will do):

1

DOK Level

Infer Conclude Make

1

Big Ideas:

Drawing conclusions and making inferences from text improves listening skills

Big Ideas:

Oral description develops language skills.

I I


How do you draw conclusions from short passages? How do you make inferences from a short passage? How does making inferences and drawing conclusions from a short passage improve

I I


Writing State Indicator R.1.3.2

1 Reading State Indicator R.I .3.2

1 1 Level ~1

7 Concept (Students will know): Concept (Students will know):

Level 21 I


The student demonstrates comprehension of intermediate vocabulary in context.

A 3.2. 1 A 3.2. 3

I Skills (Students will do): DOK Level I Demonstrate I Big Ideas:

Comprehension of vocabulary in context.


What are intermediate words? How do you use the context to determine the meaning of intermediate vocabulary?


Reading 'Third Grade: Mastery Check 2,4,8 Benchmark #: 3.1.1.1,3.1.2.4 (Rubric) State Language: The student uses decoding sk~lls that include knowledge of phonetics and structural analysis when reading unknown words. The student uses a variety of word-recognition strategies to read fluently. Concept (Students will know): Decoding skills Structural analysis Word recognition strategies Fluent reading

Student Friendly Language: I can use decoding skills (chunking, segmenting and blending, and word families) to help me read words I don't know and to read smoothly.


Big Ideas: Strategies for decoding will help students read fluently. Essential Questions: What is fluent reading? What are decoding strategies I can use? What are some other word recognition strategies I can use?

DOK Level: 2

How will knowing these strategies help me read smoothly? Core Materials: (Any selection)

Available Houghton Mifflin Lessons: Mulan TM 89C Mysterious Giant TM 361 C-D Radio Rescue TM 1 37F Raisinn Dranons TM 393 C-D Poetry TM 151C Night of the P~~fflinqs 'TM 39 C-D Lost and Found TM121 D Theme 4 Connections TM 1 19 F-G Cliff Hanqer TM 49D Biography TM 147 C-D Keeping Quilt TM 185D Theme 4 Resources, TM, R14-19 Two Days in May TM 99C-D Fairy Tales TM 295 C-D Grandma's Records TM 21 3 C-D Across the Wide Dark Sea TM 1 83C Talking Cloth TM 233 D YunmilHalmon's Trip TM 213D Dancinq Rainbows TM 259 C-D Trapped By Ice TM 251 C-D Trickster Tales TM 301 D 'Theme 5 Connections TM 267 F Donzilla TM 333 C-D Theme 5 Resources TM R14 Pepita Talks Twice 'TM 337C-D Poppa's New Pants TM 367 C-D Ramona Quimbv TM 399 C-D Theme 6 Connections TM 41 3 F-G Houghton Mifflin Leveled Readers Iblacm~llan McGraw-HIII Leveled Readers




Speaking State Indicator R . 1.1.1 ,

Listening State Indicator R . 1.1.7 GR 3

I I


A 1.1.6



Sk~lls (Students will do): DOK Level

-- -

Level 2


0 m

B i g Ideas:

lldentifying initial, medial, and ending sounds improves 1 Big Ideas:

I I I listening comprehension.

I I


What is an ending sound? How does identifying an initial, medial, and ending

Reading State lndicator R . I. 1.1 Writing State lndicator R.I .l .l

1 Level I -

A 4.6.7


Level 2


High Frequency Words

The studentspells high frequency words correctly.


0 m Skills (Students will do): DOK ~ e v e l I Spell

Big Ideas: Big Ideas:



high frequency words? How do high frequency words impact writing?

Listening State Indicator R.I .2.4 G R 3 1

1 I Level 2 1

Speaking State Indicator LR.1 2.4


A 2 . 1 . 1

Level ?


The student uses approprrate greetings with a variety of responses.




Greetings, Responses

Identify _ _ _-- - - . -


-a Big Ideas: Big Ideas:




What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending sound improve listening



Reading State lndicator IR.1 2.4 Writing State Indicator IR.1 .2.4

A 4.1.1

I Level I

I 1 Level 2 1 The student writes 3-5 sentences related to a picture o r I

Concept (Students will know): Concept (Students will. know):

3-5 Sentences


m Skills (Students will do): DOK Level

write I

Big Ideas: Big Ideas:



What is a sentence? What is a subject? What is a verb? What is subject verb agreement? How does understanding sentence structure and subiect /verb aqreement su~por t writinq?

Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.2,3.1.2.5 (Rubric) State Lanquane: The student reads expressively with appropriate pace, phrasing, intonation, and rhythm of speech. The student adjusts reading rate to support comprehension when reading narrative, expository, and technical texts. Concept (Students will know): Reads expressively Pace Phrasing Intonation Rhythm Reading rate Narrative Expository \

Technical text

Student Friendlv Lannuarre:

I will read using expression, phrasing, stress, and rhythm of speech. I w~ll adjust my reading speed to help me understand what I read, Skills (Students will do): Read expressively Adjust rate Support comprehension

Bin Ideas: Knowing how and when to adjust reading pace and reading with correct phrasing and intonation will help students better comprehend different types of texts. Essential Questions: What is pace? When do I need to adjust? What is phrasing? What is intonation and rhythm What are the differences in readirlg narrative, expository, and technical text?

V h e n d different types of texts?

DOK Level: 2

Core Materials

(Any selection )

Available Houghton Mifflin Lessons: Two Days in May TM 99H




Listening State lndicator R.I .2.2 GR 3 1 Speaking State lndicator R.1 .2.2

A 1. 1. 6

1 ~ i g Ideas:

-- -- _





Level 121 _-.-me stu-dent identifies initial, medial, or ending sounds.

Identi@ - - -


What is an initial sound? What is a medial sound? What is an ending sound? How does identifying an initial, medial, and ending

-1

I sound im~rove listenina com~rehension?

Reading

I1 1 Level 12 1 ). he student uses appropriate greetings with a variety 1 I o f responses


Greetings Responses 1 Skills (Students will do): DOK Level

Big Ideas:


I I


What is a greeting? What are various greeting responses? Why is it essential to use greetings and a variety of res onses? 4

State Indicator R.I 2.2 Writing State lndicator IR. 1.2.2

Level



0 - Big Ideas:


I

3-5 Sentences

Big Ideas:

Understanding sentence structure and subjectherb agreement support writing.


does understanding sentence structure and

Listening State Indicator R.I .2.5 G R 3 1 . Speaking State Indicator R.I .2.5

I I Level 1

Concept (Students will know): Concept (Students will know): s Skills (Students will do): DOK Level

I I Skills (Students will do): DOK ~ e v e l 1

Big Ideas:

I I I

Essential Questions: I Essential Questions: I

Reading State Indicator iR.1.2.5 Writing State Indicator R.I .2.5

I Concept (Students will know): I I

A 4.2.4 . e

A 4.3.3


Text Structure Voice Purpose Audience

~ e v e l 2


write

TheSEdFnfwr~tes using a variety of text structures (e.g., compare/contrast, descriptive, cause-effect, and problem solutron). The student applies use of volce that is appropriate to purpose and

Big Ideas:



text structure? What is voice? What is purpose? What is audience? How does recognizing text structure, voice, purpose and audience s u ~ ~ o r t writinq?


State Language: The student uses knowledge of sentence structure to read fluently at instructional or independent reading levels. Concept (Students will know): Sentence struct1.1res Fluent reading Instructional level Independent level

Student Friendly Language: I can use my knowledge of sentence structure to help me read smoothly. Skills (Students will do): Use sentence structure knowledge Read smoothly

Big Ideas: 1 Essential Questions: What is sentence structure? What is fluent reading? What is instructional level? What is independent level? How can sentence structure be used to anticipate upcoming words to aid in fluent reading?

DOK Level: 2

Core Materials

(Any selection)





Teachinq Strategies:

Listening State Indicator F. 1.2.3 GR3 1 Speaking State lndicator R.I .2.3

I1 ( Level 12 1 The-student -. - - - - - d_emonstrategabilIty - to correct language by recognizirlg obviously incorrect forms and structures.


Forms Structures

Skills (Students will do): DOM Level

Correct

Big Ideas:

Correcting and recognizing incorrect forms and structures assist listening comprehension.


How does correcting and recognizing incorrect forms

Reading State Indicator R . 1 .2.3 - Concept (Students will know):

Level -

Big Ideas:

1

-



E

I

A 2.1.4

A 2.1.5 ~ e v e l (2 The student uses basic grammatical forms. ~

I 1


Grammatical Forms


I 1

Big Ideas:



What are grammatical forms? How do you identify basic grammatical forms? How do you create basic grammatical forms?

Writing State Indicator R.I .2.3 I , I

1 ~A 4.5.2 ~eve l 12 1 The studentyvrltes slmple sentences with vaned lengths ~n correct word order (e g., declarat~ve, interrogatne, and ~mperatlve forms) The student wrltes grammatically correct slmple, compound and complex sentences, uslng con~unct~ons (e g , slnce, because, ~ f , but, whlle)


isimple Sentences Correct Word Order I I I I lcomplex and Compound Sentences 1 I

conjunctions I I Skills (Students will do):

p r i t e

Big Ideas:

word order affects writing. I ~ e v e l o ~ m e n t of simple sentences leads to writirlg I

complex and compound sentences.

Essential Questions: What is a simple sentence? What is a correct word order? What are complex and compound ssntence? What are conjunctions? HOW does word order affect j~riting? HO\N does development of simple sentences lead to writing complex and compound sentences? I

Reading Third Grade: Mastery Check 2,4 ,8 Benchmark #: 3.1.2.1 (Rubric) State Lannuane: The student luses knowledge of conventions (e.g., question marks, exclamation points, commas, apostrophes, italics, graphics, hyphens) to read fluently at instructional or

Student Friendly Lannuaqe: I will use conventions (?, !, , ', italics, graphics, hyphens) to help me be a smooth reader.

Concept (Students will know): Conventions Question marks Exclamation points Commas Apostrophes Italics Graphics Hyphens Read fluently Instructional level Independent level


DOK Level: 2

Bin Ideas: Understanding how our voice changes at punctuation marks w~ll help students better comprehend text and read fluently. Essential Questions: What are the purposes of question marks, exclamation points, commas, apostrophes, italics, graphics, and hyphens? How does my voice change when I read these punctuation marks? Why should my voice change when I read punctuation? How does reading the p~~nctuation help me understand the text better? Core Materials

(Any selection)


t


Fluency Rubric Readers' Theater Scripts www.Iiteracyleader.com

Teachinq Stratenies:

Listening State Indicator ~i .2.1 GR3 I . Speaking State Indicator ~i .2.1

1 1 Level 2 1 A 2. 1. 2

The student recognizes the differences of intonation with questions, exclamations, commands, and statements.

Level 2 The student responds to needs by asking questions appropriate to ihe situation.


Questions Needs


Intonation Question Exclamation

Command Statement

1 Skills (Students will do): DOK Level I Skills (Students will do): DOK Level I I ~ Recognize

Big Ideas:

~ues t ions are necessary to communicate basic needs

Big Ideas:

Recognizing the difference of intonation improves I listening comprehension I appropriate to situation.


What is intonation? What is a question? What is an exclamation? What is a command? What is a


What is a basic need? How do you form a question?

I Istatement? How does recognizing the difference of I I w h y is it necessary for students to communicate basic I I intonation improve listening com~rehension? needs throuqh questions?

Reading State lndicator RI 2 .1 Writing State lndicator RI .2.1

Level - .

A 4. 5. 1 Level

The student uses correct endirlg punctuation and commas (e.g., lists, dates, and cities to states).


Punctuation Commas

Skills (Students will do): DOK Level I Skills (Students will do): DOK Level ' 1

Big Ideas:

Using mechanics supports writing.

I Big Ideas:

] Essential Questions: 1

I


l ~ h a t is punctuation? \What are commas? 1 H O W does using mechanics support writing?

Reading Third Grade: Mastery Check 1,4,8 Benchmark #: 3.1.3.1 (Dolch Checklist) State Lanquaqe: The student expands sight-word vocabulary. Concept (Students will know): Sight word vocabulary

Student Friendly Languaqe: I can expand my sight word vocabulary. Skills (Students will do]:

Bin Ideas: Knowing sight words with automaticity will increase fluency and comprehension. Essential Questions: What are the sight words for my grade? How will knowing sight words help my fluency and comprehension?

DOK Level:

Core Materials ,

I (Any selection)

Houghton Mifflin Leveled Readers Macmillan McGraw-Hill Leveled Readers Houghton Mifflin Vocabulary Readers

expand 1


SSR Dolch List www.theschoolbell.com

Teachiqq Strategies:

~istening State Indicator R.I 3.1 GR3 1 I

Speaking State Indicator ~ . 1 . 3 . 1

I Level



--


Big Ideas:

I Big Ideas:

I I Essential Questions:

I 1 Essential Questions: I

Reading State lndicator R.1 .3.1 State lndicator R.I 3.1

A 4. 4. 9


Intermediate Sight Words

Level 2 A 3.2.2


Prefixes Suffixes

The student uses prefixes andsuffixes correctly.

Level 2


The stu-dent identifies intermediate sight Words. -- 1


I Big Ideas: I Big Ideas:

Using prefixes and suffixes aid in writing. Identifying intermediate sight words improves fluency and comprehension.


What is a prefix? What is a suffix? How does using prefixes and suffixes aid in writing?

I Essential Questions: I What are intermediate sight words? How does recognizing intermediate sight words heip improve fluency and comprehension?

Reading, Grade:3 Mastery Check 8 Benchmark#: R.3.1.4.1 State Language:

The student recognizes the differences between narrative, expository, technical, & persuasive texts.

Student Friendlv Language:

I can recognize the difference between text types (narrative, expository, technical, and persuasive).

Concept (Students will know): narrative expository technical persuasive text

Skills (Students w~ll do): Recognize differences between

DOK Level: 1

Big Ideas: Understanding different text types will aid in comprehension. Knowing the purpose of text encourages you to adjust reading rate and pace.

Essential Questions: What is the difference between narrative, expository, technical and persuasive text? Why is it important to know the difference between narrative, expository, technical and persuasive text?

Core Materials

(Any selections)

Available Houghton Mifflin Resources: Focus on Genre Sections

Teachinq Strategies


Reading, Grade:3 Mastery Check 8 Benchmark#: R 3.1.4.12 State Larrguage:

The student explains the author's purpose (e.g., to persuade, to entertain, to inform)

Student Friendlv Lannuage:

I can explain why the author wrote the text: to entertain, to persuade, or to inform.

Concept (Students w~ll know): author's purpose

Skills (Students will do): explain

DOK Level: 2

Big Ideas: Understanding why the author wrote the text helps us comprehend the message.

Essential Questions: What is the author's purpose? Why is it important t o know the author's purpose?

Core Materials

(Any selection) Houghton Mifflin Leveled Readers IVlacMillan McGraw-Hill Leveled Readers

Teachina Strategies


Reading, Grade:3 Mastery Check 8 Benchmark#: R.3.1.4.14 State Languane:

The student distinguishes between fact & opinion in various texts.

Student Friendlv Language:

I can tell the difference between a fact and an opinion.

Concept (Students will know): Fact Opinion Various Texts

Skills (Students will do): Distinguishes

DOK Level: 2

Big Ideas: Distinguishing between fact and opinion helps us evaluate the validity of written and oral information. Knowing the differences between facts and opinions helps us make intelligent judgments Understanding opinions helps us acknowledge and accept other viewpoints.

Essential Questions: What is the difference between fact & opinion? Why is it important to know the difference between fact & opinion?

Core Materials

Available Houghton Mifflin Lessons: Night of the Pufflings TM 39A Theme 4 Connections TM 119D Biography TM 147H Theme 4 Resources TM R8-9

Teaching Strategies


Reading Third Grade: Mastery Check 8 Benchmark #: 3.1.4.6 State Language: The student identifies text structure (sequence, problem- solution) Concept (Students will know): Text structure Problemlsolution sequence

Student Friendlv Language: I can identify sequence and problem-solution text structures, Skills (Students will do): identify

Big Ideas: Knowing the way a text is organized can aid comprehension. Essential Questions: What is problemlsol~~tion structure? What is sequence structure? What are some key words associated with problemlsolution structure? What are some key words associated with sequence structure?

DOK Level: 2

Core Materials

(Any expository selections with sequence or problem- solution structure)

Available Houghton Mifflin Resources: Biography Theme Cliff Hanqer Social Studies Link TM 46 Nights of the Pufflings Theme 6 Helen Keller TM 402 Houghton Mifflin Leveled Readers MacMillan McGraw-Hill Leveled Readers


www.Iiteracvleader.com

Teachinq Strateqies:

Listening State Indicator R . 1.4.6 G R 3 1 Speaking State lndicator R . 1.4.6

Level


s Skills (Students will do):

DOK Level

0 - Big Ideas:


Reading State Indicator IR.1.4.6

A 2. 1. 5

Level

r r

Level

1 I


The student retells stories with a beginning, middle, and end.


Beginning IVliddle End Stories


Big Ideas:



Skills (Students will do): DOK Level I

Big Ideas:

l~ Essential Questions:

I

~ e x t Structure

Writing State Indicator R.I .4.6 -


A 4. 2.4

DOK Level I

Level 21

Big Ideas:

The student writes using a variety of text structures (e. g., compare/contrast, descriptive, cause-effect, and problem solution).




What is text structure? What is voice? What is purpose? What is audience? How does recognizing text structure, voice, purpose

s u ~ ~ o r t writinq?

reading, grade:3 mastery check 1 student friendly …intranet.usd443.org/wested/curriculum/third...

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