NORWELL PUBLIC SCHOOLSELA CURRICULUM MAP/PACING GUIDE

THIRD GRADE

SUBJECT: English Language Arts Strand(s); Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT ONESUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

retell stories, including fables, folktales and myths from diverse culture (RL 2) describe character in the story (traits, motivations, feeling, appearance) (RL 3) as an element of fiction, identify characters (RL ­ MA 8a) determine the meaning of academic and domain­specific words and phrases in a text relevant to grade 3 topic or subject area (RI 4) decode multisyllable words (RF 3c) recognize open and closed syllable types (RF 3c) read grade­appropriate irregularly spelled words (RF 3d) come to discussions prepared, having read or studied required material (SL 1a) follow agreed upon rules for discussion (SL 1b) explain the function of nouns (L 1a) produce simple sentences (L 1i) capitalize appropriate words in titles (L 2a)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT ONESUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes CommonAssessments/ Benchmarks

What literaryelements makeup literature?

How do wedescribecharacters in astory?

Why is itimportant toeffectivelycommunicate?

abbreviation, action verb,address, adjective, adverb,alphabetical order,antonym, appropriate,author’s claim/ author’smessage, author’s intent,author’s purpose, booktitle, brainstorm, capital/capitalize, character,characteristics /traits,classify, comments,compound noun,comprehend/comprehension,contraction, contribute/contribution, convey,creative, culture, decode,describe/ description,descriptive words,determine, dialogue, diary/journal, dictionary,directions, discussion,diverse, draft, edit,emotion, essay,exclamation point,exclamatory sentence,feedback, fiction, figurativelanguage, format, genre,glossary, Google, graphicorganizer, Greek, groupwork, hyphen, ideas,indent, independently,informational text,instructions, interaction ofcharacters, invitation,irregular, key details,

Short Texts

Myths/Fables:The Odyssey(The One­eyedGiant)

Poetry:The ImportantBook

SocialStudies:ABC’ s ofNorwell

Science:­ PearsonChapters 10and 11

­ How MatterWorks

­ Ways MatterChanges

Students will be able to:

retell stories describe characters identify characters determine the meaning of academic and

domain­specific words within nonfiction decode multisyllable words recognize open and closed syllables read grade­level irregularly spelled

words come to discussions prepared follow agreed upon rules for discussion explain the function of nouns produce simple sentences capitalize appropriate words in titles

Use questions and prompts such as:

Use time order words when sequencingstory.

Respond to story by describing themain character’s personality traits. Usedetails in the text to support yourdescription.

What makes that syllable closed?open?

Use the words in the sentence to helpyou with the meaning of that word.

What is the function of a noun? What makes that a sentence? How do we show we are being active

listeners? How do we come to discussions

prepared? What are the nouns in this sentence?

Reading/Writing to Complex Text ­ RoutineWriting to Develop and Convey Understanding:

Answer the following questions based upon the story,The Odyssey; The One­eyed Giant. Students must atleast produce simple sentences and use appropriatecapitalization.

1. What is the genre of this story?2. Using adjectives, how would you describe TheOne­eyed Giant (traits, motivations, feelings,experience)?3. Name the main characters in this story.

Reading/Responding to Complex Text ­Responding to Develop and ConveyUnderstanding:

Based upon a selected myth at each student’sindependent reading level, be prepared to discusscharacter traits, culture, and motivation of maincharacter during leveled reading group discussion.

Research Project:States of Matter Booklet

Reading and Writing: Foundational Skills

Phonics, Word Recognition, and Fluency:­ Assess student ability to recognize and readmulti­syllable words and grade appropriate irregularlyspelled words.­ In leveled reading groups, assess student ability todistinguish between open and closed syllables found intext­ Running record using independent reading level

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

Latin, legend, lesson,literature, main character,major character, minorcharacter, motivation,multiple meaning,multisyllabic, myth,nonfiction, noun, object,period, plan, plural,predicate, predict,proficiently, recount,reflection, retell, role, rootword, sequence, sign,simple sentence, singular,specific, subject, suffix,suggestion, syllable,synonym, table ofcontents, title, verb, verbtense, writing process

appropriate text. Read with appropriate pace and a rate95 ­ 100 words per minute.

Study and Apply Grammar:­ In leveled reading groups, assess student ability toexplain the function of nouns and identify nouns foundin text

Study and Apply Vocabulary:­ Given a cloze paragraph,assess student ability to usespecific science vocabulary to demonstrateunderstanding.

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT TWOSUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

ask and answer questions to demonstrate understanding of a text (RL 1 and RI 1) dermine the central message, lesson or moral of a story, including fables, folktales and myths from diverse cultures (RL 2) refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza (RL 5) distinguish their point of view from that of a narrator’s, character’s or author’s of a text (RL 6 and RI 6) explain how specific aspects of text’s illustrations contribute to what is conveyed by the words in the story (RL 7) as an element of fiction, identify setting (RL ­ MA 8a) use text features and search tools to locate information relevant to a given topic (RI 5) identify and understand the meaning of common prefixes and suffixes (RF 3a) recognize magic­e syllable type (RF 3c) introduce the topic and state an opinion within an opinion piece (W 1a) provide a concluding statement within an opinion piece (W 1d) introduce a topic within an informative/explanatory piece (W 2a) include illustrations when useful within an informative/explanatory piece (W 2a) provide a concluding statement within an informative/explanatory piece (W 2d) establish a situation and introduce a narrator and/or characters within a narrative piece (W 3a) use time order words and phrases to signal event order within a narrative (W 3c) stay on topic when engaging in conversations (SL 1c) speak clearly when presenting information orally (SL 4) speak in complete sentences when appropriate to task and situation (SL 6) explain the function of verbs (L 1a) produce compound sentences (L 1i)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

use commas in addresses (L 2b) determine the meaning of unknown or multiple meaning words through the use of context clues (L 4a)

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT TWOSUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes Common Assessments/ Benchmarks

What issetting?

Why is itimportant touse contextclues tounderstandmeanings ofwords?

Why is itimportant todiscernpoint ofview?

How do textfeatureshelp uslocateinformation?

accounts, adjective, adverb,analysis/ analyze, answer,antonym, appropriate, argument,article, aspect, audience, author,author’s claim/ author’s message,author’s intent, author’s purpose,boldface, brainstorm, caption,cast, central message, chapter,character, characteristics /traits,checklist, classify, closing,comma, compound sentence,comprehend/ comprehensionconclude/ conclusion, conflict,contribute/ contribution,conversation, convey, culture,cursive, definition, demonstrate,detail, determine, diagram,dialogue, digital text, discussion,distinguish, diverse, draft, edit,effect, essay, example,experience, explain/ explanation,fable, fact, fairy tale, fantasy,feedback, figurative language,firstperson, focus, folktale, formalEnglish, friendly letter, genre,group work, heading, historicalfiction, illustrate/ illustration,illustrator, importance, indent,independently,index, inform, informal English,information, informational text,

Short Texts

Myths/Fables:­ Tops andBottoms

­ The Boy WhoCried Wolf

­ The Magic ofCoyote

­ Pushing up TheSky

Extended Text

Literature:LighthouseFamily; The Stormby Cynthia Rylant

Students will be able to:

ask and answer questions todemonstrate understanding ofliterature and informational texts

determine the central message,lesson or moral of a story

refer to parts of stories, dramas, andpoems when writing or speakingabout a text

distinguish their point of view fromthat of a narrator, characters orauthor

explain how specific aspects of text’sillustrations contribute to what isconveyed by the words in a story

identify setting of a story use text features and search tools to

locate information relevant to a giventopic

identify and understand the meaningof common prefixes and suffixes

recognize magic­e syllable type introduce the topic, state an opinion

and provide a concluding statementwithin an opinion writing piece

introduce a topic, include illustrationsand provide a concluding statementwithin an informative/explanatorywriting piece

establish a situation, introduce a

Reading/Writing to Complex Text ­ RoutineWriting to Develop and Convey Understanding:Answer the following questions based upon thestory, Tops and Bottoms. Students must producecompound sentences:

1. What is the moral or central message of thisstory?2. Retell the story from the point of view of one ofthe characters.3. Using the six story illustration sequence cards,put story events in correct order and use time orderwords in your retelling.

Reading/Writing to Complex Text ­ AnalysesFocused on Opinions:After reading two pieces of fiction, at eachstudent’s independent reading level, students writean opinion piece on their favorite setting andexplain why the setting is their favorite. The pieceneeds to have an introduction that states anopinion, have a concluding statement and includecompound sentences.

Narrative Writing:Convey personal experiences through the writingprompt “When you find yourself in a new place,what problems might you meet?” The piece mustestablish a situation and introduce a narrator and/orcharacters, use time order words and phrases tosignal event order, and include compound

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

interaction of characters,introduction, italics, key details,key words, label, legend, lesson,literature, locate, main heading,minor character, mood, moral,multiple meaning, multisyllabic,myth, narrative, narrator, nurseryrhyme, opinion, order of events,organizational structure, organize,outline, paragraph, parenthesis,passage, past tense, personalnarrative, persuade/ persuasive,persuasive writing, plan, play,poem/ poetry, poet, point of view,prefix, presentation, proficiently,proofread, provide, question,quote, recount, reflection, relevant,revise, run­on sentence,semicolon, sequence of events,setting, signature, specific,subheading, substantive topics,suffix, text, text features, textstructure, third person, topic, topicsentence, understand/understanding, valid, valid reason,vocabulary, where, writing process

narrator and/or characters and usetime order words and phrases withina narrative writing piece

stay on topic when engaging inconversations

speak clearly when presentinginformation

speak in complete sentences whenappropriate to task and situation

explain the function of verbs produce compound sentences use commas in addresses determine the meaning of unknown or

multiple meaning word through theuse of context clues

Use questions and prompts such as:

Use time order words whensequencing story.

Identify the setting of the story anduse all five senses to describe thesetting.

In what paragraph/chapter did youfind that information?

How does clear speaking sound? What features can we use to help

locate relevant information in a text? How is your point of view different

from thenarrator’s/author’s/character’s?

What is the verb in this sentence?

sentences. The setting and some character traitsneed to be described within the narrative.

Research Project:Norwell Project ­ Including a presentation in whichstudents are assessed on Speaking and ListeningStandards from Units One and Two

Reading and Writing: Foundational Skills

Phonics, Word Recognition and Fluency:­ In leveled reading groups, assess student abilityto identify magic­e syllable types found in text­ Running record using independent reading levelappropriate text. Read with appropriate pace and arate 100­105 words per minute.

Study and Apply Grammar: ­ In leveled reading groups, assess student abilityto explain the function of verbs and identify verbsfound in text

Study and Apply Vocabulary:­ Assess student ability to identify the meanings ofgiven prefixes and suffixes­ Given a cloze paragraph, assess student ability touse context clues to determine which unknownword/phrase makes the sentences correct

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT THREESUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

when asking and answering questions to demonstrate understanding of a text, refer explicitly to the text as the basis for the answer (RL 1 and RI 1) when determining the central message, lesson or moral of a story, explain how it is conveyed through key details in the text (RL 2) as elements of fiction, identify problem and solution of a story ( RL ­ MA 8a) as an element of fiction, identify plot of a story (RL ­ MA 8a) identify elements of poetry such as rhyme, rhythm, figurative language, alliteration and onomatopoeia (RL ­ MA 8a) determine the main idea of a text and retell key details (RI 2) use information gained from words in a text to demonstrate understanding of the text (RI 7) use context to confirm or self­correct word recognition and understanding, rereading as necessary (RF 4c) recognize vowel teams syllable type (RF 3c) organize an event in sequence within a narrative piece (W 3a) use figurative language and the sounds of words in all types of writing, including poetry (W ­ MA 3a) build on others’ comments when engaging in discussion (SL 1c) determine the main idea and supporting details of a text read aloud or a presentation (SL 2) explain the function of adjectives (L 1a) form and use regular and irregular plural nouns (L 1b) consult reference materials, including dictionaries, to check and correct spelling (L 2g) recognize and observe differences between conventions of spelling (L 3b) determine the meaning of unknown or multiple meaning words through the use of glossaries/dictionaries (L 4d)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT THREESUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes Common Assessments/Benchmarks

What ispoetry?

What is theplot of astory?

What arekey detailsin text?

Why issequenceimportant?

How do weusereferencematerials?

adjective, adverb,alliteration, appropriate,audience, author’s claim/author’s message,author’s intent, author’spurpose, biography,body, brainstorm,business letter, chart,checklist, classify,comments, comparative,comprehend/comprehension,conversation, convey,culture, definition, detail,determine, dictionary,digital dictionary, digitaltext, discussion, diverse,draft, edit, events,experience, expression,fable, fairy tale, fantasy,feedback, figurativelanguage, fluently/fluency, folktale, friendlyletter, grammar, graph,graphics, group work,idiom, important,importance,independently,inference, informationaltext, italics, key details,legend, lesson, literature,main idea, main topic,media, minor character,moral, multiple meaning,multisyllabic, myth, oral,organizational structure,

Short Text

Literature:­ The Gardener

­ A Symphony ofWhales

­ Rocks in HisHead

­ Hottest ColdestHighest Deepest

Poetry:Joyful Noise:Poems for TwoVoices

Extended Text

Informational:….If You Lived atthe Time of theAmericanRevolution

Students will be able to:

demonstrate an understanding of a text,when asking and answering questions,referring explicitly to the text as thebasis for the answer

explain how the central message, lessonor moral of a story is conveyed throughkey details in the text

identify problem and solution of the story identify plot of the story identify elements of poetry such as

rhyme, rhythm, figurative language,alliteration and onomatopoeia

identify the main idea of informationaltext

retell key details from informational text use information gained from words in

informational text to demonstrate anunderstanding

use context to confirm or self­correctword recognition and understanding,rereading as necessary

recognize vowel teams syllable type organize an event in sequence within a

narrative piece use figurative language and sounds of

words in all types of writing includingpoetry

build on others’ comments whenengaging in conversation

determine the main idea and supportingdetails of a text read aloud or apresentation

explain the function of adjectives form and use regular and irregular plural

Reading/Writing to Complex Text ­ RoutineWriting Focused on Developing andConveying Understanding:Answer the following questions based upon thestory, A Symphony of Whales. Students need toproduce compound sentences, when applicableform and use irregular plural nouns correctly,consult reference materials, including adictionary, to check and correct spelling. Also,students need to refer explicitly to the text asthe basis for their answers.1. What is the plot of this story?2. Using details from the story, explain howhumans helped the whales in this story.3. Use at least four vocabulary words from thestory to retell the main events of this story in thecorrect sequence.4. What is the central message, lesson ormorale of the story? What key details in the textexplain this?

Reading/Responding to Complex Text ­Analyses Focused on Informing/ExplainingIn leveled reading groups, students will identify,through the reading of poetry, elements of poetrysuch as rhyme, rhythm, alliteration, andonomatopoeia. Poems found in Joyful Noiserepresent complex text that may be used.

Reading/Writing to Complex Text ­ AnalysesFocused on Opinions:After reading the story The Gardener, explain ifyou think Lydia Grace’s family should have senther to live with her uncle in the city? Supportyour opinion with details from the story.Students need to introduce the topic, state an

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

outline, paragraph, plan,plot, precise,presentation, proficiently,proofread, punctuation,purpose, recount,reflection, revise, run­onsentence, scanning,selection,self­monitoring, setting,specific, style,supporting ideas,thesaurus, tone, topic,video, writing process

nouns consult reference materials to check and

correct spelling and to determine themeaning of unknown or multiple meaningwords

recognize and observe differencesbetween conventions of spelling

Use questions and prompts such as:

What is the problem in the story? What is the solution to the problem in

the story? How does the story end? What is the plot of the story? How can you check if that word is

spelled correctly? How can you find the meaning of that

word? What is the rule that vowel teams

usually follow? What details in the text support your

answer? What noun does that adjective describe? What kind of adjective is this word?

opinion and provide a concluding statementwithin the opinion writing piece. Also, studentsneed to produce compound sentences, usefigurative language, when applicable form anduse irregular plural nouns correctly, and consultreference materials, including a dictionary, tocheck and correct spelling. Also, students needto refer explicitly to the text as the basis for theiropinion. Reading and Writing: FoundationalSkills

Phonics, Word Recognition and Fluency:­ In leveled reading groups, assess studentability to identify vowel teams syllable typesfound in text­ Running record using independent reading levelappropriate text. Read with appropriate pace anda rate 105 ­ 110 words per minute. Studentsshould use context to confirm or self­correctword recognition and understanding, rereadingas necessary.­ Assess student dictionary skills ­ To checkand correct spelling

Study and Apply Grammar:­ In leveled reading groups, assess studentability to explain the function of adjectives andidentify adjectives found in text­ Assess student ability to form and use irregularplural nouns­ Assess student knowledge of figurativelanguage ­ onomatopoeia and alliteration

Study and Apply Vocabulary ­ Assess student dictionary/glossary skills ­ Todetermine the meaning of unknown or multiplemeaning words

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT FOURSUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

explain how characters’ actions contribute to the sequence of events (RL 3) determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (RL 4) use information gained from illustrations in a text to demonstrate understanding of the text (RI 7) recognize bossy­r syllable type (RF 3c) ask clarifying questions when engaging in discussions (SL 1c) ask and answer questions about information from a speaker, offering appropriate elaboration and detail (SL 3) present information orally, speaking clearly at an understandable pace with expression (SL 4) explain the function of adverbs (L 1a) form and use possessives (L 2d) use conventional spelling for high­frequency and other studied words and for adding suffixes to base words (L 2e) acquire and use accurately grade­appropriate conversational, general, academic and domain­specific words and phrases, including those that signal spatial and

temporal relationships (L 6)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT FOURSUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

Academic Vocabulary CommonResources

Student Outcomes Common Assessments/Benchmarks

How doillustrationsgive usinformation?

How do wepresentinformationclearly?

What areclarifyingquestions?

academic, actions,adjective, adverb,advertise, affix, analogy,appropriate,audience,biography, body,checklist, classify,comprehend/comprehension,conclude/ conclusion,context clues,descriptive words,detail, determine,distinguish, draft, edit,emotion, events,evidence, feedback,figurative language,general, group work,heading, history book,illustrate/ illustration,illustrator,independently,inference, informationaltext, interaction ofcharacters,interpretation, italics,label, legend/ map key,literal meaning,literature, magazine,manual, map, minorcharacter, multisyllabic,nonliteral, occur,opinion, outline, pace/pacing, phrase, plan,plot, point, precise,prefix, problem/solution, proofread,

Short Texts

SocialStudies:Headlines fromHistory:­ The BostonMassacre

­ The BostonTea Party

­ The Start ofthe AmericanRevolution

Literature:­Two Bad Ants

­ Talking Walls

Informational:The Story ofthe Statue ofLiberty

Students will be able to:

explain how characters’ actionscontribute to the sequence ofevents

determine the meaning of wordsand phrases as they are used in atext, distinguishing literal fromnonliteral language

use information gained fromillustrations in informational text todemonstrate understanding

recognize bossy­r syllable type ask clarifying questions when

engaging in discussions present information orally, speaking

clearly at an understandable pacewith expression

ask and answer questions aboutinformation from a speaker, offeringappropriate elaboration and detail

explain the function of adverbs form and use possessives use conventional spelling for

high­frequency and other studiedwords adding suffixes to basewords

acquire and use accuratelygrade­appropriate conversational,general, academic anddomain­specific words and phrases,including those that signal spatialand temporal relationships

Use questions and prompts such as:

Reading/Writing to Complex Text ­ Routine Writingfocused on Developing and ConveyingUnderstanding within a Narrative:After reading “Two Bad Ants”, with differentiation appliedas necessary for understanding, extend the plotline ofthe story ­ What happens next?Students need to establish a new situation using thecharacters that have already been introduced and/orintroducing a new character. Students must organize anevent in sequence using time order words and phrases.Students need to produce compound sentencesincluding adjectives, adverbs and figurative language.When applicable, students need to form and use regularand irregular plural nouns and form and usepossessives. Conventional spelling needs to be used forhigh­frequency and other studied words and for addingsuffixes to base words. A dictionary should be used tocheck and correct spelling. A visual display should beincluded. The display should contribute to what isconveyed by the words in the narrative. Student willpresent their final products and should be assessed forall the Speaking and Listening Standards found in UnitsOne, Two, Three and Four.

Reading/Writing to Complex Text ­ AnalysesFocused on Opinions and Informing/Explaining:After reading The Boston Massacre, with differentiationapplied as necessary for understanding, give youropinion using information from the text: Who was at faultfor the Boston Massacre; the Patriots or the BritishSoldiers? Students need to introduce the topic, state anopinion and provide a concluding statement. Withsupport, students need to connect opinions to reasonsusing linking words and phrases within paragraphs andtransition between paragraphs. Students need toindependently produce compound sentences including

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

reasons, recall,reference book,reflection, relate,relevant, resolution,revise, root word,sequence of events,shades of meaning,solution, speaker,specific, speech,summary/ summarize,support, theme, topic,visual, writing process

How did the character act? What does this illustration tell us? How does a vowel followed by an “r”

sound? Does anyone have a clarifying

question? What verb does that adverb

describe? How do we show ownership?

adjectives, adverbs and figurative language. Whenapplicable, students need to form and use regular andirregular plural nouns and form and use possessives.Conventional spelling needs to be used forhigh­frequency and other studied words and for addingsuffixes to base words. A dictionary should be used tocheck and correct spelling. An illustration should beincluded. The illustration should be accurate andcontribute to what is conveyed by the words.

Research Project:Biography Project ­ Revolutionary Figure withPresentation where Speaking and Listening Standardsfor Units 1 ­ 4 are Assessed

Reading and Writing: Foundational Skills

Phonics, Word Recognition and Fluency:­ In leveled reading groups, assess student ability toidentify bossy­r syllable types found in text­ Running record using independent reading levelappropriate text. Read with appropriate pace and a rate110 ­ 115 words per minute. Students should usecontext to confirm or self­correct word recognition andunderstanding, rereading as necessary.­ Assess student ability to use conventional spelling forhigh­frequency words and other studied words­ Assess student ability to spell correctly when addingsuffixes to base words

Study and Apply Grammar:­ In leveled reading groups, assess student ability toexplain the function of adverbs and identify adverbsfound in text­ Assess student ability to form and use possessives

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT FIVESUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

when writing or speaking about a text, describe how each successive part builds on earlier sections (chapters, scenes or stanzas) (RL 5) explain how key details support the main idea of a text (RI 2) compare and contrast the most important points and key details presented in two texts on the same topic (RI 9) recognize diphthong syllable type (RF 3c) organize related information into paragraphs within an informative/explanatory piece (W 2a) gathering information from print and digital sources, take brief notes on sources (W 8) in light of the discussion, explain own ideas and understanding (SL 1d) create engaging audio recordings of stories or poems that demonstrate fluent reading (SL 5) explain the function of pronouns (L 1a) form an use regular and irregular verbs (L 1d) ensure subject­verb agreement (L 1f) form and use comparative and superlative adjectives and adverbs and choose between them depending on what is being modified (L 1g) use commas and quotation marks in dialogue (L 2c) determine the meaning of unknown or multiple meaning words through the use of roots and affixes (L 4b and 4c)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT FIVESUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

AcademicVocabulary

CommonResources

Student Outcomes Common Assessments/ Benchmarks

How doesliteraturebuild?

How do keydetailssupport themain idea?

How do wecompare andcontrast?

How do wegather andorganizeinformation?

act/ scene, affix,almanac,appropriate,audience,bibliography, body,book report,caption, cast,chapter,characteristics/traits, checklist,citation page, cite,classify, comma,compare/ contrast,comprehend/comprehension,contrast, detail,diphthong, display,draft, drama/ play,edit, emphasis/emphasize,encyclopedia,enhance, example,explain/explanation,expository text,fact, feedback,figurative language,group work,inference, inform,information,informational text,instructions,internet search,introduction, keydetails, librarysources, linking

Short Text

Science:Science Text andLeveled Readersfor Chapter 16

Literature:Miss Rumphiusby BarbaraCooney

Extended Text

Literature:Winn Dixie

Students will be able to: describe how each

successive part builds onearlier sections whenwriting or speaking about aliterature text

explain how key keydetails support the mainidea of informational text

compare and contrast theimportant points and keydetails presented in twoinformational texts on thesame topic

recognize diphthongsyllable type

organize relatedinformation into paragraphswithin aninformative/explanatorypiece

gather information fromprint and digital sources

take brief notes on sources explain own ideas and

understanding in light ofthe discussion

create engaging audiorecordings of stories orpoems that demonstratefluent reading

explain the function ofpronouns

form and use regular andirregular verbs

ensure subject­verb

Reading/Writing to Complex Text ­ Analysis focused onInforming and Explaining:After reading a lesson in Chapter 16 of science text and pageswithin a leveled reader on the same lesson, compare and contrastthe most important points and key details presented in the twotexts. Within the informative/explanatory compare and contrastwriting piece, students need to explain how key details support themain idea of the texts. Also, students need to organize relatedinformation into paragraphs. The topic needs to be introduced anda concluding statement needs to be provided. When applicable,students need to form and use regular and irregular plural nouns,possessives, comparative and subjective adjectives and adverbs,and regular and irregular verbs appropriately. Students need toproduce compound sentences and all sentences need a variety ofdescriptive adjectives and adverbs. All sentences should havecorrect subject­verb agreement. When spelling, students need touse conventional spelling for high frequency and other studiedwords as well as for adding suffixes to base words. Students needto consult reference materials to check and correct spelling.

Reading/Writing to Complex Text ­ Routine Writing Focusedon Developing and Conveying Understanding:After reading “Miss Rumphius”, with differentiation provided toassure understanding, summarize the story including the maincharacters, setting and plot. Students need to organize relatedinformation into paragraphs. The topic and title need to beintroduced and a concluding statement needs to be provided. Also,the events of the story need to be retold in sequence with the useof time order words and phrases. When applicable, students needto form and use regular and irregular plural nouns, possessives,comparative and subjective adjectives and adverbs, and regular andirregular verbs appropriately. Students need to produce compoundsentences and all sentences need a variety of descriptiveadjectives and adverbs. All sentences should have correctsubject­verb agreement. When spelling, students need to useconventional spelling for high frequency and other studied words as

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words, list,literature, multiplemeaning,multisyllabic,note­taking,organizationalstructure, outline,paraphrase,persuade/persuasive,persuasive writing,plan, plot, point,point of view,precise, prefix,presentation,problem/ solution,proofread,quotation marks,quote, refer,reference book,reflection,research,resource, revise,setting, similar,similarities,source, specific,stanza, story,suffix, superlative,support, theme,topic, verse,writing process

agreement form and use comparative

and superlative adjectivesand adverbs

use commas and quotationmarks in dialogue

determine the meaning ofunknown or multiplemeaning words through theuse of roots and affixes

Use questions and prompts suchas:

Can you summarize theprevious chapter before weread the next?

What was said in theprevious chapter/stanzathat lead to what happenedin this chapter/stanza?

What key detail supportthe main idea?

Can anyone add to thediscussion?

Are there any pronouns inthat sentence? What arethey?

Which word has adiphthong syllable type?

What is the root word inthat word?

Can you identify theirregular verb in thesentence? What makes itirregular?

Is that adjectivecomparative or superlative?

Is that adverb comparativeor superlative?

Around what words shouldwe put the quotationmarks?

Which words are beingspoken in the text?

well as for adding suffixes to base words. Students need to consultreference materials to check and correct spelling.

Reading/Writing to Complex Texts ­ Analysis Focused onOpinion:In your opinion, who is the most interesting character in the novelWinn Dixie? Why?Within the opinion piece, students need tointroduce the topic and state an opinion as well as provide aconcluding statement. With support, students need to connectopinions and reasons using linking words and phrases. Studentsneed to organize related information into paragraphs and usefigurative language. When applicable, students need to form anduse regular and irregular plural nouns, possessives, comparativeand subjective adjectives and adverbs, and regular and irregularverbs appropriately. Students need to produce compoundsentences and all sentences need a variety of descriptiveadjectives and adverbs. All sentences should have correctsubject­verb agreement. When spelling, students need to useconventional spelling for high frequency and other studied words aswell as for adding suffixes to base words. Students need to consultreference materials to check and correct spelling

Narrative:Personal Experience ­ “Experiencing Something New” with a visualdisplay.Within the narrative, students need to establish a situationand introduce a narrator and/or characters. Also, students need touse time order words and phrases to signal event order. Withsupport, students need use dialogue and descriptions of actions,thoughts and feelings to develop experiences and events or showthe response of characters within situations. Students need toorganize related information into paragraphs and use figurativelanguage. When applicable, students need to form and use regularand irregular plural nouns, possessives, comparative and subjectiveadjectives and adverbs, and regular and irregular verbsappropriately. Students need to produce compound sentences andall sentences need a variety of descriptive adjectives and adverbs.All sentences should have correct subject­verb agreement. Whenspelling, students need to use conventional spelling for highfrequency and other studied words as well as for adding suffixes tobase words. Students need to consult reference materials to checkand correct spelling. Students visual display needs to contribute towhat is conveyed by the words in the story

Reading and Writing: Foundation Skills

Phonics, Word Recognition and Fluency:

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­ In leveled reading groups, assess student ability to identifydiphthong syllable types found in text­ Running record using independent reading level appropriate text.Read with appropriate pace and a rate 115 ­ 120 words per minute.Students should use context to confirm or self­correct wordrecognition and understanding, rereading as necessary.

Study and Apply Grammar:­ In leveled reading groups, assess student ability to explain thefunction of pronouns and identify pronouns found in text­ Assess student ability to form and use regular and irregular verbs­ Assess student ability to form and use comparative andsuperlative adjectives and adverbs­ Assess student ability to use commas and quotation marks indialogue­ Assess student ability to ensure subject­verb agreement

Study and Apply Vocabulary:­ Assess student ability to determine the meaning of unknown ormultiple meaning words through the use of roots and affixes

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SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT SIXSUGGESTED TIME FRAME: 6 weeks

POWER STANDARDS:

Students will read grade level text with accuracy and fluency to support comprehension Students will know and apply phonics and word analysis skills in decoding words. Students will demonstrate command of the conventions of standard English grammar and usage when writing and speaking. Students will use new vocabulary in conversations and writing. Students will demonstrate understanding of text and determine the main idea or theme, summarizing key supporting details. Students will ask questions and support answers by connecting prior knowledge with information found in or inferred from text. Students will write clear, coherent, and detailed compositions that develop a central idea including opinion pieces, informative/explanatory texts, narratives, as well

as poetry, with consideration of task, purpose, and audience. Students will develop and strengthen writing through the writing process: research/plan, revise, edit, and publish. Students will use language to communicate effectively and engage in interactive conversations.

SUPPORTING STANDARDS (to be taught to mastery):

compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (RL ­ 9) by the end of the year, read and comprehend literature, including stories, dramas, and poetry at the high end of the grades 2 ­ 3 text complexity band

independently and proficiently (RL 10) 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 3) describe the logical connection between particular sentences and paragraphs in a text (RI 8) by the end of the year, read and comprehend informational texts, including history/social studies, science and technical texts, at the high end of the grades 2 ­ 3

text complexity band independently and proficiently (RI 10) improve rate, accuracy and expression with successive readings of text (RF 4) recognize consonant­le syllable type (RF 3) provide reasons that support the opinion within an opinion piece (W 1b) connect opinions and reasons using linking words and phrases such as because, therefore, since and for example within an opinion piece (W 1c) connect ideas using linking words and phrases within paragraphs and to transition between paragraphs within an informative/explanatory piece (W 2b) use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters within situations within a

narrative piece (W 3b) provide a sense of closure ­ summarize a narrative piece (W 3d) conduct short research projects that build knowledge about a topic (W 7) write routinely over extended time frames and shorter time frames for a range of discipline­specific tasks, purposes and audiences (W 10) with guidance and support from adults, produce writing in which the development and organization are appropriate to the task and purpose (W 4 and 5) with guidance and support from adults, use technology to produce and publish writing (use keyboarding skills) as well as to interact and collaborate with others (W

6)

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form and use the simple verb tenses (past, present, future) (L 1e) unsure pronoun­antecedent agreement (L 1f) produce complex sentences (L 1i) use coordinating and subordinating conjunctions (L 1h) use spelling patterns and generalizations when writing words (L 2f) distinguish the literal and nonliteral meanings of words and phrases in context (L 5a) distinguish shades of meaning among related words that describe states of mind or degrees of certainty (L 5c)

NORWELL PUBLIC SCHOOLS: 21st Century Schools for 21st Century Students

SUBJECT: English Language Arts STRANDS: Reading, Speaking and Listening, Language, Writing GRADE LEVEL: Three

UNIT SIXSUGGESTED TIME FRAME: 6 Weeks

EssentialQuestions

AcademicVocabulary

CommonResources

Student Outcomes Common Assessments/ Benchmarks

What iscause andeffect?

How do wesummarize?

How do wedescribe anauthor’sstyle?

appropriate,argument,audience,author,bibliography,body, cause/effect, chart,checklist,chronologicalorder, citationpage, cite,classify,closing. colon,compare/contrast,comparison,complexsentence,comprehend/comprehensionconcept,conclude/conclusion,conjunction,context,contrast, copyand paste,credit,definition, detail,determine,develop,difference/different, digital,drama/ play,drawingconclusions,

Short Text

Arts:Talking Walls:Art for thePeople

Literature ­Author Studyof PatriciaPolacco:­ ChickenSunday

­ The Butterfly

­ For the Love ofAutumn

­ Thank You Mr.Falker (readaloud)

Science:­ Engineering isElementary Unit­ “Michelle’sMVP Award”

Students will be able to:

compare and contrast thethemes, settings, and plots ofstories written by the sameauthor about the same or similarcharacters

read and comprehend literatureand informational texts, includingstories, dramas, poetry, history,social studies, science andtechnical texts, at the high endof the grades 2 ­ 3 textcomplexity band independentlyand proficiently

describe the relationshipbetween a series of historicalevents, science ideas orconcepts, or steps in technicalprocedures in a text, usinglanguage that pertains to time,sequence and cause/effect

describe the logical connectionsbetween particular sentencesand paragraphs in a text

improve rate, accuracy andexpression with successivereadings of text

identify consonant­le syllabletypes

provide reasons that support theopinion within an opinion piece

connect opinions and reasonsusing linking words and phraseswithin an opinion piece

connect ideas using linking

Reading/Writing to Complex Text ­ Develop and ConveyUnderstanding:After an Author Study of Patricia Polacco, students compare andcontrast the themes, settings, and plots of the stories (two ormore stories). Students need to organize related information intoparagraphs. In addition, students need to use dialogue anddescriptions of actions, thoughts and feelings to developexperiences and events or show the response of characters withinsituations. Students need to establish a situation and introducethe narrators and/or characters of the stories and use time orderwords to signal event order. Student need to write compound andcomplex sentences that include vivid adjectives and adverbs.When applicable, students need to form and use regular andirregular plural nouns, possessives, comparative and subjectiveadjectives and adverbs, regular and irregular verbs, simple verbtenses, coordinating and subordinating conjunctionsappropriately. All sentences should have correct subject­verbagreement and pronoun­antecedent agreement. When spelling,students need to use conventional spelling for high frequency andother studied words as well as for adding suffixes to base words.Also, student need to use spelling patterns and generalizationswhen writing words. Students need to consult reference materialsto check and correct spelling.

Reading/Writing to Complex Texts ­ Analyses Focused onInforming and Explaining:EiE Unit with the text “Michelle’s MVP Award” (read aloud)Students need to describe scientific ideas or concepts and stepsin a technical procedure by summarizing the improvements theymade during the play dough making process. Students shouldinclude domain­specific vocabulary that is associated with statesof matter, the materials used during the play dough makingprocess and academic vocabulary from The Engineering DesignProcess. The students need to introduce the topic, use linkingwords and phrases to connect ideas and provide a concludingstatement within their informative/explanatory writing pieces.

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edit, entertain,example,experience,explain/explanation,expository text,fact, feedback,figurativelanguage,generalization,Google, groupwork, heading,historical,historical fiction,history book,homographs,homophones,inference,inform,information,informationaltext,instructions,introduction,key words,label, linkingwords, literalmeaning,literature,multisyllabic,nonliteral,online, order ofevents,organizationalstructure,organize,outline,persuade/persuasive,persuasivewriting, plan,plot, point ofview,PowerPoint,problem/solution,

words and phrases withinparagraphs and to transitionbetween paragraphs within aninformative/explanatory piece

use dialogue and descriptions ofactions, thoughts and feelings todevelop experiences and eventsor show the response ofcharacters within situationswithin a narrative piece

provide a sense of closure tosummarize a narrative piece

conduct short research projectsthat build knowledge about atopic

write routinely over extended andshorter time frames for a range ofdiscipline­specific tasks,purposes and audiences

produce writing in which thedevelopment and organizationare appropriate to the task andthe purpose

use technology to produce andpublish writing as well as interactand collaborate with others

form and use simple verb tenses ensure pronoun­antecedent

agreement produce complex sentences use coordinating and

subordinating conjunctions use spelling patterns and

generalizations when writingwords

distinguish the literal andnonliteral meanings of words andphrases in context

distinguish shades of meaningamong related words thatdescribe states of mind ordegrees of certainty

Use questions and prompts such as:

How is this character/setting/plot

Students need to include a visual display with their summary thatcontributes to what is conveyed by the words. Also, studentsneed to write compound and complex sentences that include vividadjectives and adverbs. When applicable, students need to formand use regular and irregular plural nouns, possessives,comparative and subjective adjectives and adverbs, regular andirregular verbs, simple verb tenses, coordinating and subordinatingconjunctions appropriately. All sentences should have correctsubject­verb agreement and/or pronoun­antecedent agreement.When spelling, students need to use conventional spelling for highfrequency and other studied words as well as for adding suffixesto base words. Also, student need to use spelling patterns andgeneralizations when writing words. Students need to consultreference materials to check and correct spelling.

Narrative (student follow the writing process to create apublishable work):With teacher support, students need to write a folk tale or fableand include appropriate elements as well as describe setting andcharacters and develop the plot. Students need to establish asituation, use time order words and phrases to signal event order,use dialogue and descriptions of actions, thoughts and feelings todevelop experiences and events or show the response ofcharacters within situations and provided a concluding section(ending). Writing should be organized in paragraphs andtransitional words and phrases need to be used to link ideas andto transition between paragraphs. Figurative language needs to beused within the piece. Also, students need to write compoundand complex sentences that include vivid adjectives and adverbs.When applicable, students need to form and use regular andirregular plural nouns, possessives, comparative and subjectiveadjectives and adverbs, regular and irregular verbs, simple verbtenses, coordinating and subordinating conjunctionsappropriately. All sentences should have correct subject­verbagreement and/or pronoun­antecedent agreement. When spelling,students need to use conventional spelling for high frequency andother studied words as well as for adding suffixes to base words.Also, student need to use spelling patterns and generalizationswhen writing words. Students need to consult reference materialsto check and correct spelling. The final copy of this work shouldbe typed and illustration that contribute to what is conveyed bythe words should be included.

Reading and Writing Foundation Skills

Phonics, Word Recognition and Fluency:

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procedure,proofread,publish,purpose, quote,real lifeconnections,reference book,reflection,report,research,resource,restatement,revise,scanning,scientific book,scientific,search engine,selection,self­monitoring,setting, shadesof meaning,source,spellcheck,strategies,support,technical,technology,theme, toolbar,venn diagram,wordprocessing,writing process

like anothercharacter/setting/plot this authorwrote about in a different story?How is it different?

How does this event relate toanother in history?

How does thissentence/paragraph connect tothe previoussentence/paragraph?

Can you summarize theparagraph you just read?

How can you put that sentenceinto your own words?

What was the cause? What was the effect? Is that a literal or non literal

statement? What makes your sentence

complex? Can you identify the conjunction

in that sentence?

­ In leveled reading groups, assess student ability to identifyconsonant­le syllable types found in text­ Running record using independent reading level appropriate text.Read with appropriate pace and a rate 120 ­ 130 words perminute. Students should use context to confirm or self­correctword recognition and understanding, rereading as necessary.­ Assess students ability to use spelling patterns andgeneralizations when writing words

Study and Apply Grammar:­ Assess student ability to form and use the simple verb tenses­ Assess student ability to use coordinating and subordinatingconjunctions­ Assess student ability to ensure pronoun­antecedent agreement

Study and Apply Vocabulary:­ Assess student ability to distinguish the literal and nonliteralmeanings of words and phrases in context­ Assess student ability to distinguish shades of meaning amongrelated words that describe states of mind or degrees of clarity

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