grade 3 q2... · web viewflip chart, comprehension ... what does the illustration on p. 341 tell...

Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.

English Language Arts

2nd Nine Weeks Grade 3

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready

Shelby County Schools2015/2016

of 152




● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and


of 152




expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.


of 152




A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.


of 152




How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To


of 152




achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.


of 152




(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:


of 152




The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.


of 152




http://www.tncore.org/english_language_arts.aspx

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.


of 152




http://achievethecore.org/page/642/text-complexity-collection

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text


of 152




Student Achievement Partners Text-Dependent Questions Resources:

http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction


of 152




Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.


of 152




Curriculum Maps, Grades 3-5

● Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week.

● Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and


of 152




citing evidence when writing or speaking about the text: ○ CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences

from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.○ CCR Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and

proficiently.● Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.● Plan your weekly and daily objectives, using the learning target statements to help.


of 152




● Study the suggested performance assessments in the right-hand column, and match them to your objectives.● Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those

that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

● Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.


of 152




● Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are


of 152




provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

TN DOE Curriculum Standards Learning Outcomes Content & TasksWeek 1Reading Selection


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Bats: Creatures of the Night (Lexile Level: 510) (trade book) Crabs (Donyall Dickey, Complex Text, RI 3.9)Big Idea: Some animals are very unique and unusual.

Reading Literature and Informational TextRI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI 3.7-Use information gained from illustrations (e.g., maps,

Strategies and SkillsComprehension Skill Main Idea Using Illustrations

Follow Instructional Guidelines and Close Reading Lesson for this text from: http://scsliteracy.weebly.com/third-grade-curriculum.html


of 152

http://scsliteracy.weebly.com/third-grade-curriculum.html

http://scsliteracy.weebly.com/third-grade-curriculum.html




TN DOE Curriculum Standards Learning Outcomes Content & Tasksphotographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI. 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

Related Science StandardsGLE 0307.3.1 Describe how animals use food to obtain

Annotating text

Comprehension Strategy Summarize

Learning Targets (I Can…) Gather information from a nonfiction text. Summarize information from an informational text.

Conduct a Close Reading on pp. 4-17, using directions above.

Performance Assessments Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook Anecdotal evidence from classroom discussions


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksenergy and materials for growth and repair. Cite evidence from the text to support my key points. .

Locate connection words, like “but,” and explain how they affect the meaning of a text.

Circle important words, underline key details, and note where I have questions when I am reading.

Performance Task – Optional Write a one-paragraph summary of pp. 4-17. Compare and contrast information you have learned about bats

and crabs.

Text-Dependent Questions: When do the bats come out? (key details) How is the vampire bat’s diet related to its name? (key details)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks How does the illustration on pp. 6 & 7 help you understand the

meanings of “swoop” and “dart?” (vocabulary, author’s craft) Most of the book is written in the third person and using

standard informational writing style, but on pages 14-15, the author uses a question-and-answer text structure and second person (you) point of view? Why do you think she did that? (opinion)

You have read about two unusual and unique animals this


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksweek. Which of these do you think is the most unique, and why do you think so? (opinion, intertextual connections)

Literacy Station Activities Comprehension Station-main idea graphic organizer, illustrate a

piece of text, write a summary of a passage, read a paired selection about bats, comprehension activities from


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.fcrr.org/Curriculum/studentCenterActivities23.shtm -

Performance Assessments Responses to text-dependent questions Opinion Writing (see full description under “Writing)

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.


of 152

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm




TN DOE Curriculum Standards Learning Outcomes Content & TasksLevel 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging

Read

ing

Read a simple illustrated text. Select the main idea from several illustrated statements. Select supporting details from several illustrated statements to create a main idea/ detail web.

Read a simple illustrated text. Sort simple illustrated statements from the text into “main idea” and details”. Use the statements to create a main idea detail/ web.

Read an illustrated text. Sort extended statements from the text into “main idea” and “details”. Use the statements to create a main idea/ detail web.

Read leveled text with limited illustrations. Sort extended statements from the text into “main idea” and “details”. Use the statements to create a main idea/ detail web.

Infer main ideas and details from a grade-level text with limited illustrations.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Plurals with –s and –es Strategies for teaching multisyllable words and inflected

endings – TnCore Summer Training 2013, Grade 3, unit 3 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics and fluency Plurals with –s and -es

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records


of 152

http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx





TN DOE Curriculum Standards Learning Outcomes Content & TasksreadingsRF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Learning Targets (I Can…) Identify correctly or incorrectly spelled words in context. Read and spell plural words with –s and -es Read grade level text with fluency, accuracy, expression and

comprehension. Apply phonics and word analysis skills effectively when

Fluency: Current goal of 61-81 WCPM with expression and understanding

Literacy Station Activities Phonics/word study station-word building adding plurals, word

building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-timed reading to practice pace and


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksreading and writing. expression, performance reading

See Florida Center for Reading Research, Student Center Activities, for additional station ideas. http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm - phonics and fluency activities

Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.

Strategies and SkillsSkills Opinion Writing

Routine Writing Forming a text-based opinion Citing evidence to support opinion


of 152





TN DOE Curriculum Standards Learning Outcomes Content & TasksW.3.1b-Provide reasons that support the opinion.W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

Linking Words

Strategy Modeled response to text Peer editing POW + TIDE mnemonic and graphic organizer

http://www.tncore.org/training/2014summer-training-materials.aspx

Using linking words

Writing Task After reading Joyce Milton’s Bats: Creatures of the Night,

students will write an opinion paper in which they agree or disagree with the author’s assertion that bats are strange creatures. They should cite reasons and evidence from the text to support their opinions.


of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasks

Learning Targets (I Can…) Use Linking words to connect my opinion to my reasons. Give between 4 to 5 reasons from the text that support my

opinion. Form an opinion based on something I have read.

Use scoring rubric from TNCore http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr3.pdf

Speaking and ListeningSL.3.1a- Come to discussions prepared, having read or

Strategies and Skills Accountable Talk

Performance Assessments Participating in and conducting discussions, read alouds, and


of 152

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr3.pdf

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/OpArgRubric-Gr3.pdf




TN DOE Curriculum Standards Learning Outcomes Content & Tasksstudied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Appropriate Behaviors

Learning Targets (I Can…) Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening

skills while working in a group. Use accountable talk procedures to engage effectively in a

discussion about literature and informational text.

q/a sessions Speaking in complete sentences


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksLanguageL.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listeningL.3.3a- Choose words and phrases for effectL.3.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Strategies and SkillsSkills Homophones Linking Words

Strategy Learning grammar through writing and editing Using context clues, including picture clues

Vocabulary Context clues

Vocabulary for Explicit Instruction Strange, loft, swoop, dart, joined, span Domain-specific word: echo

Language Arts


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksL.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Learning Targets (I Can…) Blend and read homophones. Spell and write homophones.

Linking Words

Literacy Station Activities Vocabulary station-illustrate vocabulary words, write student-

friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm


of 152

http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction





TN DOE Curriculum Standards Learning Outcomes Content & Tasks Use context as a clue to the meaning of a word or phrase. Use linking words to connect my opinion to a reason when I

am writing.Performance Assessments Teacher observation Teacher-made or district common assessments in testing

format Opinion writing task (above)

Week 2Reading Selections


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks “Hibernating is Dangerous for Little Brown Bats” https://www.newsela.com/articles/bat-survival/id/5760/ (Lexile Level: 640) “Bat News” http://www.readworks.org/passages/bat-news (Lexile Level: 660)Big Idea: Bats are helpful to humans and need to be saved from extinction.

Reading Literature and Informational TextRI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains

Strategies and SkillsComprehension Skill Cause and Effect Comparison and Contrast

Performance Assessments Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook


of 152

http://www.readworks.org/passages/bat-news

https://www.newsela.com/articles/bat-survival/id/5760/




TN DOE Curriculum Standards Learning Outcomes Content & Tasksto time, sequence, and cause/effect.RI 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.

Comprehension Strategy Question

Learning Targets (I Can…) Discuss cause and effect. Compare and contrast information from texts. Use context to define new words.

Anecdotal evidence from classroom discussions

Performance Task - Optional Complete a graphic organizer to compare/contrast information

from the two texts about how bats are helpful to humans.

Text-Dependent Questions Why is one baby bat a year not enough? (key details)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks What does the word “nocturnal” mean? (vocabulary) Why is saving bats important? (inference; intertextual

connections)

Literacy Station Activities Comprehension station-complete a Venn diagram

comparing/contrasting information, complete a cause/effect graphic organizer, written summary of a text, comprehension


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksactivities from http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

Note: The Text “Hibernating is Dangerous for Little Brown Bears” can be adjusted to a higher or lower Lexile level on the newsela website to make it accessible for small group or independent reading.


of 152





TN DOE Curriculum Standards Learning Outcomes Content & TasksWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Level 1 Entering Level 2 Emerging Level 3: Developing Level 4: Expanding Level 5: Bridging


of 152





Read

Match words or phrases to events from informational text that has been read aloud or retold.

Match phrases or simple sentences that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.

Match sentences with specific content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.

Match extended sentences with specific content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.

Match paragraphs with technical or abstract content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Plurals with –ies and –ves Strategies for teaching multisyllable words and inflected

endings – TnCore Summer Training 2013, Grade 3, unit 3 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics and fluency Plurals with –ies and -ves



of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasksreadings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Learning Targets (I Can…) Identify correctly or incorrectly spelled words in context. Read and spell plural words with –ies and –ves. Read with fluency from a variety of texts (poetry, drama,

current events, novels). Read grade level text with fluency, accuracy, expression and


Literacy Station Activities Phonics/word study station-word building adding plurals, word


Fluency station (optional)-Partner reading for pace and


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskscomprehension.

Apply phonics and word analysis skills effectively when reading and writing.

expression, performance reading See Florida Center for Reading Research, Student Center

Activities, for additional station ideas http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together;

Strategies and SkillsSkills Informative/Explanatory Writing Topic sentences

Routine Writing Write a paragraph explaining why little brown bats are in

danger.


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksinclude illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Linking words Concluding statement

Strategy Modeled response to text Peer editing for clear evidence in text Self editing POW + TIDE mnemonic and graphic organizer

Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr3.pdf

Writing Task You have read two articles about bats this week. Both articles

tell how bats are helpful to humans. Write an essay explaining how bats help humans, and cite evidence from the texts to


of 152

http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-Gr3.pdf





TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.tncore.org/training/2014summer-training-materials.aspx

Learning Targets (I Can…) Write my paragraphs always containing a clear topic

sentence. Use evidence from the text to support my explanation.

support your explanation.

Speaking and Listening Strategies and Skills Performance Assessments


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.3.1a-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Accountable Talk Appropriate Behaviors



Participating in and conducting discussions, read alouds, and q/a sessions

Speaking in complete sentences


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksdiscussion about literature and informational text.

LanguageL.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listeningL.3.3a- Choose words and phrases for effectL.3.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3

Strategies and SkillsSkills Homonyms Linking Words

Vocabulary Context clues

Vocabulary for Explicit Instruction Causes, because, store (verb), treatment Domain-specific word: hibernation


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksreading and content, choosing flexibly from a range of strategies.

Strategy Learning grammar through writing and editing Using context clues to derive meaning Routine for explicit vocabulary instruction, TNCore K-3

Yearlong Reading Course, Classes 5, 6 & 7, p. 19 http://tncore.org/Login.aspx?page=training/reading_class/k-3_instruction

Language Arts Linking Words


friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Identify homonyms. Use context clues to find the meaning of homonyms.


Performance Assessments Teacher observation Teacher-made or district common assessments in testing

formatWeek 3-Lesson 6Reading Selections:


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasks “Bat Loves the Night” (Lexile Level 710) “A Bat Is Born” (Not rated for Lexile Level)Big Idea: Bats are interesting and useful.

Reading Literature and Informational TextRI.3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains

Strategies and SkillsComprehension Skill Sequence of Events Domain-Specific Vocabulary



of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksto time, sequence, and cause/effect.RI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.8 -Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).


Learning Targets (I Can…) Identify sequential connections among sentences and

paragraphs. Recognize time-order words that signal a series of events.


Performance Task-Optional Make a list of domain-specific words and phrases about bats

gathered from all the texts you have read about bats. With a partner, discuss the meanings of these words and phrases.

Text-Dependent Questions


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRL 3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Ask and answer questions while reading. Determine the meaning of domain-specific words in the text.

Why don’t bats need to see? (key details) Why do you think the author includes scientific facts along with

the narrative about bat? (author’s craft) What does the word “nocturnal” mean? (vocabulary) How are bats helpful to people? (opinion)

Literacy Station Activities Comprehension station-sequence graphic organizer,


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskssummarize a text using time-order words, use retelling cards to retell a story, Journeys flip chart, comprehension activities from http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.8 -Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).



of 152






Read

ing

Tell the sequence of events from a simple text after oral modeling.

Retell with transitional words from a word bank using the appropriate graphic organizer

Retell a read, heard or viewed text with elaborated sentences, using transitional words from a word bank and the appropriate graphic organizer.

Retell a read, heard or viewed text with elaborated sentences, and the appropriate graphic organizer.

Retell a read, heard or viewed text using logical and cohesive transitional words.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational Skills Strategies and Skills Phonics and fluency


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and

Words with the VCV pattern Strategies for teaching syllable patterns– TnCore Summer

Training 2013, Grade 3, unit 3 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Learning Targets (I Can…)

Words with the VCV pattern

Performance assessments Use of learned phonics patterns to decode unfamiliar words Oral reading fluency checks/running records Fluency: Current goal of 61-81 WCPM with expression and

understanding


of 152






TN DOE Curriculum Standards Learning Outcomes Content & Taskscause/effect. Identify correctly or incorrectly spelled words in context.

Decode, read, and spell words with the VCV pattern. Read with fluency from a variety of texts (poetry, drama,


comprehension. Apply phonics and word analysis skills effectively when

reading and writing.

Literacy Station Activities Phonics/word study station-word building with VCV pattern,

word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-partner reading for pace and expression

See Florida Center for Reading Research, Student Center Activities, for additional ideas for phonics and fluency stations


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskshttp://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and,

Strategies and SkillsSkills Informative/Explanatory Writing Topic sentences Linking words Concluding statement

Routine Writing Writing to explain Citing evidence Using linking words Having a clear topic sentence

Writing Task


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksmore, but) to connect ideas within categories of information.d. Provide a concluding statement or section.



Write an explanation. Guide students to create a list of domain-specific words and phrases gathered from all the selections they have read about bats. Have them use these words to write an their explanation of how bats’ special abilities make them useful and interesting. They should cite evidence from at least two selections to support their explanation.

Use scoring rubric from TNCore:


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Synthesize information from a variety of texts. Write my paragraphs always containing a clear topic



Speaking and ListeningSL.3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that

Strategies and Skills Accountable Talk Appropriate Behaviors


q/a sessions


of 152






TN DOE Curriculum Standards Learning Outcomes Content & Taskspreparation and other information known about the topic to explore ideas under discussion.SL.3.1b -Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL 3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive




Speaking in complete sentences Brief oral report on how bats are useful to humans


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksdetails, speaking clearly at an understandable pace.LanguageL.3.1d- Form and use regular and irregular plural verbs.L.3.4a -Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable,

Strategies and SkillsSkills Suffixes –able, -ible Action Verbs “Be” Verbs

Strategy

Vocabulary Suffixes –able, -ible

Vocabulary for Explicit Instruction Sequence, over, under, between, through, beams (verb), nets

(verb), climbs aboard Domain specific vocabulary: echolocation


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskscare/careless, heat/preheat).L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Learning grammar through writing and editing Building words using suffixes; cutting words apart to see

roots and suffixes Strategies for teaching suffixes in TNCore 2013 Summer

Training, Grade 3, Unit 4, section 1 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Language Arts Using Action and “Be” Verbs


friendly definitions for vocabulary words, word sorts using –able and –ible, vocabulary activities from the Florida Center for


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Determine the meaning of words with suffixes –able and –

ible. Correctly use the suffixes –able and –ible.

Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm


formatWeek 4-Lesson 7


of 152





TN DOE Curriculum Standards Learning Outcomes Content & TasksReading Selections: “What Do Illustrators Do?” (Lexile Level 490) “Jack Draws a Beanstalk” (Lexile Level 670)Big Idea: Pictures help tell a storyReading Literature and Informational TextRI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time,

Strategies and SkillsComprehension Skill Text and Graphic Features Sequence of Events



of 152




TN DOE Curriculum Standards Learning Outcomes Content & Taskssequence, and cause/effect.RI.3.5- Use text features and search tools (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Comprehension Strategy Analyze/Evaluate

Learning Targets (I Can…) Use text and graphic features to locate information and

demonstrate understanding. Use sequence words to describe the sequence of events


Performance Tasks - Optional Make a list detailing the events in “What Do Illustrators Do?” On page T 146, the text says, “A fairy tale is the type of

traditional tale in which the characters face fantastic beasts or powerful villains. Magical event occur, and characters have amazing powers. Fairy tales often tell of good overcoming evil


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

in a text. Cite evidence from the text to support my key points.

and have happy endings.” Based on this definition, would you consider the text “Jack Draws a Beanstalk” to be a fairy tale? Why or why not? Use evidence from the text to support your opinion.

Text-Dependent Questions Why does the illustrator need to fit everything into 32 pages?

(key ideas)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks What does the word “scale” mean on page 250? (vocabulary) Why did the author put the words “point of view” in italics on

page 249 and “giant” in all capital letters or page 251? (author’s craft)

Why do you think the author uses a humorous tone in the dog’s and cat’s speech balloons and a serious tone in the main text? (inference, opinion)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksLiteracy Station Activities Comprehension station-complete a sequence graphic

organizer, use retelling cards to retell the story, write a story using text features, Journeys flip chart, comprehension activities from http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.5- Use text features and search tools (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).


of 152






Read

ing

Match to the text features usingindependent level text with support from illustrations, environmental print or an illustrated word bank.

Identify text features from familiar text with a partner.

Locate information using text features, and graphic organizers with a partner

Locate information relevant to a given topic using text features, and a graphic organizer.

Locate information relevant to a given topic using text features. Connect the relationships of the parts using graphic organizers.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksNorth Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Strategies and Skills Three-Letter Clusters (scr, spr, str, thr)

Learning Targets (I Can…) Decode, read and spell words with three-letter clusters (scr,

spr, str, thr). Spell and write words with three-letter clusters (scr, spr, str,

Phonics and fluency Three-Letter Clusters (scr, spr, str, thr)



of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

thr). Read with fluency from a variety of texts (poetry, drama,


comprehension.

understanding

Literacy Station Activities Phonics/word study station-word building with three-letter

clusters, word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-Read aloud and pause appropriately using punctuation as a guide; time each other and graph results


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks See Florida Center for Reading Research, Student Center

Activities, for ideas for phonics and fluency stations http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Strategies and SkillsSkills Informative/Explanatory Writing Topic sentences Linking words

Routine Writing Writing to explain Citing evidence Using linking words Having a clear topic sentence


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksb. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Concluding statement


http://www.tncore.org/training/2014summer-training-

Writing Task This week, we’ve talked about how illustrations are important to

stories. Write a paper explaining why illustrations are important. Make sure to include clear topic sentences and to explain your answer and cite at least 4 different pieces of evidence from the texts to support your answer. (“What Do Illustrators Do?” and “Jack Draws a Beanstalk”)


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksmaterials.aspx




Speaking and ListeningSL.3.1a- Come to discussions prepared, having read or




of 152







TN DOE Curriculum Standards Learning Outcomes Content & Tasksstudied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b -Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).







of 152





LanguageL.3.1e- Form and use the simple (e.g., I walked, I walk, I will walk (verb tenses)L.3.3a- Choose words and phrases for effect.L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.

Strategies and SkillsSkills Synonyms Simple Verb Tenses

Strategy

Vocabulary Synonyms

Vocabulary for Explicit Instruction Beats me, imagine, point of view, textures, bird’s eye view,

sometimes Domain-specific words: dummy, sketch


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Learning grammar through writing and editing Substituting a synonym to verify meaning Routine for explicit vocabulary instruction, TNCore K-3


Language Arts Simple Verb Tenses (past, present, and future)


friendly definitions for vocabulary words, word sorts using synonyms, vocabulary activities from the Florida Center for


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Identify and use synonyms. Generate synonyms. Discuss the qualities of each simple verb tenses. Identify each simple verb tense while reading. Explain the differences between the simple verb tenses. Ensure that I am writing with a consistent verb tense. Edit writing for capitalization errors and spelling errors.

Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm


format Editing writing for grammar and mechanics


of 152





TN DOE Curriculum Standards Learning Outcomes Content & TasksWeek 5-Lesson 8Reading Selections: “The Harvest Birds” (Lexile Level 770) “The Treasure” (Lexile Level 650)Big Idea: Traditional tales give us insight into different cultures.

Reading Literature and Informational TextRL.3.2- Recount stories, including fables, folktales, and

Strategies and SkillsComprehension Skill

Performance Assessments Journeys Grab-and-Go Assessments


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksmyths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Related Social Studies Standards

Conclusions Literal and Non-literal Meanings

Comprehension Strategy Infer/Predict

Learning Targets (I Can…) Draw conclusions about the events and characters in a

Journeys Progress Monitoring Journeys Reader’s Notebook Anecdotal evidence from classroom discussions

Performance Task - Optional Create a Venn diagram comparing and contrasting the cultures

depicted in the two stories.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks3.14-Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

story. Use conclusions to predict and infer the message of a story. Determine the literal or nonliteral meanings of words and

phrases in a text. Cite evidence from the text to support my key points.

Text-Dependent Questions Why didn’t Jan Zanate get any of his father’s land? (general

understandings) What does the Juan mean when he says, “I learned to listen to

the voice of nature?” (vocabulary) What is the lesson of “The Harvest Birds?” (inference)

Literacy Station Activities


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Comprehension station-Comprehension station-complete a

drawing conclusions graphic organizer, use retelling cards to retell the story, Journeys flip chart, use comprehension activities from http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.



of 152






Read

ing

Match words and phrases from a text with illustrated representations of content words and expressions, including cognates while working with a partner.

Sort words and phrases with illustrated representations from a text using general content words and expressions, including cognates in graphic organizers with a partner.

Match nonliteral and literal language in a text to illustrations, using sentence level context to determine meaning.

Classify nonliteral and literal content words in a text that include expressions with visual support and a partner.

Interpret literal and nonliteral content words, including expressions, using patterned sentences with a partner.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c-Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Silent letters kn, wr

Learning Targets (I Can…) Decode, read, and spell words with silent letters kn, wr. Spell and write words with the silent letters kn, wr

Phonics and fluency Silent letters kn, wr



of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksreadingsRF.3.4c-Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Read with fluency from a variety of texts (poetry, drama, current events, novels).

Read grade level text with fluency, accuracy, expression and comprehension.

Read fluently with appropriate stress.


Literacy Station Activities Phonics/word study station-word building with kn, wr; word


Fluency station (optional)-partner reading for pace and


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksexpression; performance reading

See Florida Center for Reading Research, Student Center Activities, for ideas for phonics and fluency stations

http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together;

Strategies and SkillsSkills Informative/Explanatory Writing Topic sentences

Routine Writing Writing to compare/contrast Citing evidence Using Linking Words


of 152








Having a clear topic sentence Writing a clear concluding statement

Writing Task This week, we’ve read two traditional folk talks from different

countries (Mexican and Jewish). Write a paper comparing and contrasting the cultures depicted in the two stories. Consider characters, clothing, and ways the main characters showed


of 152







respect to others. Cite evidence from both texts as you make your comparison.




of 152








TN DOE Curriculum Standards Learning Outcomes Content & TasksSL.3.1g-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1h-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Accountable talk Appropriate behaviors




Speaking in complete sentences


of 152





LanguageL.3.2b-Use commas in addresses.L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a- Choose words and phrases for effect.

Strategies and Skills Context clues Commas in a series Commas in addresses

Vocabulary Context Clues

Vocabulary for Explicit Instruction Own, some, work for free, squash (verb), crossed (to walk),


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksL.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.3.5- Demonstrate understanding of word relationships and nuances in word meanings.L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Strategy Learning grammar through writing Using context clues Routine for explicit vocabulary instruction, TNCore K-3


now and then, priceless

Language Arts Commas in Series Commas in Address



of 152







Learning Targets (I Can…) Choose words and phrases to convey ideas precisely. Use context as a clue to the meaning of a word or phrase. Explain how to use a comma in series and to write

addresses. Use commas correctly when writing a series and when

writing addresses.

friendly definitions for vocabulary words, word sorts using synonyms, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm



of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasks Edit writing for comma, capitalization errors and spelling

errors.format

Editing writing for grammar and mechanicsWeek 6-Lesson 9Reading Selections: “Kamishibai Man” (Lexile Level 610) “The True Story of Kamishibai” (Lexile Level 700)Big Idea: Individuals from all cultures have to respond to change.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksReading Literature and Informational TextRL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Strategies and SkillsComprehension Skill Cause and Effect Analyze Illustrations

Comprehension Strategy Monitor/Clarify


Performance Task - Optional After reading both texts, think about the events that caused the


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRI. 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI. 3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Learning Targets (I Can…) Identify actions and events that cause other events to

happen in a story. Demonstrate understanding through monitoring and clarifying

story events. Determine what a story is mostly about. Ask and answer questions to demonstrate understanding.

lives of Kamishibai men to change over time. Use evidence from both texts to explain what happened.

Text-Dependent Questions How does Jiichan know that this is the same neighborhood he

used to visit? (key details) What does the illustration on p. 341 tell you about the Japanese

culture? (key details)


of 152





Related Social Studies Standards3.14-Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)

How does the illustration on p. 329 help you determine the meaning of the word “clappers?” (vocabulary)

How does the illustration on p. 331 help you understand the sequence of the story? (author’s craft)

Why did Jiichan stop being a Kamishibai man when he was young? (inference)

Literacy Station Activities


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Comprehension station-Comprehension station-complete a

cause and effect graphic organizer, use retelling cards to retell the story, Journeys flip chart, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).



of 152






Read

ing

After studying an illustration in a simple picture book, select words to describe a character or setting from an illustrated word bank. Select new words to describe character and setting after reading the text.

Select illustrated statements that best describe the character, setting and mood after studying an illustration and again after readinga page from an appropriately leveled text.

Select statements that best describe the character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text

Make statements that describe character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text using sentence starters and a word bank of academic language to support explanation.

Make statements that describe the character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text using a word bank of academic language to support explanation.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksFor additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Vowel Diphthongs ow and ou

Learning Targets (I Can…) Decode, read, and spell multisyllable words with the vowel

dipthongs ow and ou

Phonics and fluency Vowel Diphthongs ow and ou



of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksreadingsRF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect

Read with fluency from a variety of texts (poetry, drama, current events, novels).



Literacy Station Activities Phonics/word study station-word building with ow and os; word


Fluency station (optional)-Read aloud and pause appropriately


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksusing punctuation as a guide; time each other and graph results

See Florida Center for Reading Research, Student Center Activities, for ideas http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Strategies and SkillsSkills Informative/Explanatory Writing

Routine Writing Writing to explain Citing evidence


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksa. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Topic sentences Linking words Concluding statement

Strategy Modeled response to text Peer editing for clear evidence in text Self editing

Using linking words Having a clear topic sentence Writing a clear concluding statement

Writing Task After reading both texts, think about the events that caused the

lives of Kamishibai men to change over time. Write a paragraph explaining what happened to cause their lives to


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks POW + TIDE mnemonic and graphic organizer




change. Use evidence from both texts to explain your key ideas.



of 152








TN DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking and ListeningSL.3.1g-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1h- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts



skills while working in a group.




of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksunder discussion).SL.3.6-Speak in complete sentences to provide detail or clarification.

Use accountable talk procedures to engage effectively in a discussion about literature and informational text.

Identify behaviors that are appropriate for group activities.LanguageL.3.1c- Use abstract nouns (e.g., childhood)L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Strategies and SkillsSkills Dictionary/Glossary Abstract Nouns Routine for explicit vocabulary instruction, TNCore K-3

Vocabulary Dictionary/Glossary

Vocabulary for Explicit Instruction Rounds, panted, long, used to, old days, jerky


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksL.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.


Strategy Learning grammar through writing

Learning Targets (I Can…)

Language Arts Abstract Nouns


friendly definitions for vocabulary words, word sorts, vocabulary activities from the Florida Center for Reading Research


of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasks Use glossaries and print and digital dictionaries to determine

or clarify word meanings and related information. Choose words and phrases to convey ideas precisely. Use context as a clue to the meaning of a word or phrase. Discuss the qualities of an abstract noun. Identify abstract nouns while reading. Ensure that I am using abstract nouns correctly when I write. Edit writing for capitalization errors and spelling errors.



format


of 152





TN DOE Curriculum Standards Learning Outcomes Content & TasksWeek 7-Lesson 10Reading Selections: “Young Thomas Edison” (Lexile Level 810) “Moving Pictures” (Lexile Level 740) The Hubble (Donyall Dickey, Complex Text, RI 3.4)Big Idea: Inventors need to be curious and persistent.

Reading Literature and Informational Text Strategies and Skills Performance Assessments


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI. 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a

Comprehension Skill Main Idea and Supporting Details Sequence of Events Academic vocabulary

Comprehension Strategy Summarize

Journeys Grab-and-Go Assessments Journeys Progress Monitoring Journeys Reader’s Notebook Anecdotal evidence from classroom discussions

Performance Task - Optional Use a graphic organizer to summarize the main events in

Thomas Edison’s life, as indicated in the text. (See Donyall


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksgrade 3 topic or subject area.

Related Science StandardsGLE 0307.T/E.2 -Recognize that new tools, technology, and inventions are always being developed.GLE 0307.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies.

Learning Targets (I Can…) Identify and describe the main idea of a text. Identify and describe the supporting details of a text. Determine the sequence of events in a text. Use sequence words to identify the sequence of historical

events. Use main idea and details to summarize the text.

Dickey, Graphic Organizer for RI3.2)

Close Reading on pp. 368-372

Text-Dependent Questions How did Young Al’s job as a paperboy help him become an

inventor? (key details) What is the meaning of the word “phonograph” on p. 379?


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks(vocabulary)

You have read about several inventions this week. Which of these do you think was most important, and why? (opinion, intertextual connections)

Literacy Station Activities Comprehension station-main idea/details and sequence of

events graphic organizers, write a summary of a paragraph


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksfrom the text, use retelling cards to retell/summarize the story, Journeys flip chart, see comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with

Strategies and Skills Words with au, aw, al, and o

Learning Targets (I Can…) Decode, read and spell words with au, aw, al, and o.

Phonics and fluency Words with au, aw, al, and o

Performance assessments Use of learned phonics patterns to decode unfamiliar words


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksaccuracy, appropriate rate, and expression on successive readings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.

Spell and write Words with au, aw, al, and o. Read with fluency from a variety of texts (poetry, drama,


comprehension.

Oral reading fluency checks/running records Fluency: Current goal of 61-81 WCPM with expression and

understanding

Literacy Station Activities Phonics/word study station-word building with au, aw, al, and o;

word building with multi-syllabic words, review activities with phonics skills not yet mastered


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Fluency station-partner reading, timed reading, performance

reading See Florida Center for Reading Research, Student Center

Activities, for ideas http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Strategies and SkillsSkills Informative Writing

Routine Writing Write to inform Citing evidence


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksa. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Topic sentences Linking words Concluding statement

Strategy Modeled response to text Peer editing for clear evidence in text Self editing

Using linking words Having a clear topic sentence Writing a clear concluding statement

Writing Task Write a summary of the story “Young Thomas Edison.” Be sure

to include all key events from the story. Use the graphic organizer you completed to assist you.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks POW + TIDE mnemonic and graphic organizer






of 152








TN DOE Curriculum Standards Learning Outcomes Content & TasksSpeaking and ListeningSL.3.1g-Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1h-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts





q/a sessions Speaking in complete sentences Oral reports


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksunder discussion). Use accountable talk procedures to engage effectively in a

discussion about literature and informational text.LanguageL.3.1f- Ensure subject-verb and pronoun-antecedent agreementL.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Strategies and SkillsSkills Shades of Meaning Pronoun and Antecedents

Strategy

Vocabulary Shades of Meaning

Vocabulary for Explicit Instruction Eventually, usually, occasional, sometimes, unfortunately, in

fact, sequence


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Learning Grammar through Writing Using context clues to determine shades of meaning Routine for explicit vocabulary instruction, TNCore K-3


Language Arts Pronoun Antecedent



of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Distinguish shades of meaning among related words Choose words and phrases to convey ideas precisely. Use context as a clue to the meaning of a word or phrase. Discuss the qualities of both pronouns and antecedents. Identify pronouns and antecedents while reading. Ensure that I am using pronouns and antecedents correctly

when I write.

friendly definitions for vocabulary words, word sorts using synonyms/shades of meaning, vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm



of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasks Edit writing for capitalization errors and spelling errors. format

Week 8—Lesson 11Reading Selections: “Technology Wins the Game” (Lexile Level 760) “Science for Sports Fans” (Lexile Level 790)Big Idea: Inventions can help athletes.


of 152





Reading Literature and Informational TextRI .3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI. 3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a

Strategies and SkillsComprehension Skill Sequence of Events Text and Graphic Features



Performance Tasks - Optional


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksgiven topic efficiently.RI. 3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Related Science StandardsGLE 0307.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.

Learning Targets (I Can…) Use charts, diagrams, and headings to make meaning Describe the sequence of events in a text. Analyze and evaluate the content of an informational text. Use a variety of comprehension strategies before, during, and

after reading.

Complete a problem/solution graphic organizer to show how the author structured the text “Technology Wins the Game.”

Create a Venn Diagram comparing and contrasting the most important points and ideas about sports-related science presented in both texts this week.

Text-Dependent Questions How has technology changed running shoes over history? (key


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksGLE 0307.T/E.2 Recognize that new tools, technology, and inventions are always being developed.

details) In “Technology Wins the Game,” why did the author start the

sections “Jump Higher” and “Run Faster” with questions? (author’s craft)

Why is science important in the field of sports? Use evidence from both texts to support your response. (intertextual connections)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksLiteracy Station Activities Comprehension station-problem/solution and sequence of

events graphic organizers, write a summary of a paragraph from the text, use retelling cards to retell/summarize the story, Journeys flip chart, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Ri.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


of 152







of 152





Read

ing

Answer simple oral questions about an informational text read aloud by selecting the correct picture with a partner.

Answer oral questions with a modeled sentence structure about informational text read aloud by selecting the correct picture with a partner.

Answer multi-part oral questions with simple compound sentences about informational text read aloud by selecting the correct picture with a partner and referencing the page where the answer is found.

Answer multi-part oral questions containing technical language about informational text read aloud by choosing the correct paragraph with a partner and referencing the page where the answer is found.

Answer multi-part oral questions containing technical language about informational text read aloud by choosing the correct paragraph with a partner and referencingthe page where the answer is found.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksNorth Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Strategies and Skills Vowel Diphthongs oi, oy

Learning Targets (I Can…) Decode, read, and spell words with vowel diphthongs oi, oy. Read with fluency from a variety of texts (poetry, drama,

current events, novels).

Phonics and fluency Vowel Diphthongs oi, oy



of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect



Literacy Station Activities Phonics/word study station-word building with diphthongs oi,

oy; word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)-Time a partner, read chorally,


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksperformance reading

See Florida Center for Reading Research, Student Center Activities, for ideas http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together;

Strategies and SkillsSkills Informative Writing-compare/contrast Topic sentences

Routine Writing Informative writing-compare/contrast Citing evidence Using linking words


of 152








Having a clear topic sentence Writing a clear concluding statement

Writing Task You just read two articles about the importance of science in

sports-related fields. Write a paper comparing and contrasting the most important points about sports-related science from these two articles. Use science terms, such as force and


of 152







energy, to develop your paper.




of 152








TN DOE Curriculum Standards Learning Outcomes Content & TasksSL. 3.1g- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL. 3.1h-Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

Accountable Talk Appropriate Behaviors




Speaking in complete sentences Oral reports


of 152





Identify behaviors that are appropriate for group activities.LanguageL.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1b- Form and use regular and irregular plural nounsL.3.4a-Use sentence-level context as a clue to the meaning

Strategies and SkillsSkills Suffixes –less, -ful, -ous Plural Nouns

Strategy

Vocabulary Suffixes –less, -ful, -ous

Vocabulary for Explicit Instruction Used to, head (for a tennis racket), analyze, sequence, event,

identify


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksof a word or phrase.L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Learning grammar through writing Building words using suffixes; taking words apart to find

roots Strategies for teaching suffixes in TNCore 2013 Summer

Training, Grade 3, Unit 4, section 1 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Language Arts Plural Nouns


friendly definitions for vocabulary words, word sorts and word building using suffixes –less, -ful, -ous; vocabulary activities


of 152






TN DOE Curriculum Standards Learning Outcomes Content & TasksLearning Targets (I Can…) Identify and use words with the suffixes –less, -ful, -ous. Determine the meaning of words with the suffixes –less, -ful,

-ous. Use context and prior knowledge of affixes to determine the

meanings of unknown words. Discuss examples singular and plural nouns. Identify singular and plural nouns while reading.

from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

Performance Assessments for both Teacher observation Teacher-made or district common assessments in testing

format


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasks Explain the difference between singular and plural nouns. Revise writing for incorrectly written singular and plural

nouns. Edit writing for capitalization errors and spelling errors.

Week 9-Lesson 12Reading Selections “Tops and Bottoms” (Lexile Level 620) “Goodness Grows in Gardens” (Lexile Level 860) or Grow Your Own Carrots (Donyall Dickey, Complex Text, RI 3.3)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksBig Idea: It is important to do things for yourself.

Reading Literature and Informational TextRL. 3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the textRL.3.6-Distinguish their own point of view from that of the

Strategies and Skills

Comprehension Skill Theme Point of View



of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksnarrator or those of the characters.

RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Comprehension Strategy Visualize

Learning Targets (I Can…) Determine the central message, or theme, of a story. Describe the main idea of an informational text. Distinguish among the points of view of the reader, narrator,

and characters.

Performance Tasks - Optional Discuss with a partner whether or not you think Hare did the

right thing when he tricked Bear. Support your response with evidence from the story.

In the text “Goodness Grows in Gardens,” you see adults and children growing their own food crops. Make a list of the reasons why growing your own crops can be beneficial to you and to society.


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksRI .3.6- Distinguish their own point of view from that of the author of a text.

Use a graphic organizer to describe what happens when seeds are planted (See Donyall Dickey, Graphic Organizer, 3.3a)

Ask and answer questions to demonstrate understanding. Cite evidence from the text to support my key points. Create mental pictures to assist with comprehension.

Text-Dependent Questions How does Bear feel when he receives the tops of the crops on

p. 439? (key details) How is Hare’s opinion about giving the tops of the crops to Bear

different from Bear’s opinion? (key details) How do Hare’s and Bear’s actions help create a sequence of

events in this story? (author’s craft)


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks What is the theme (big idea) of this story? (opinions/inferences) What did you learn about growing crops from reading all three

selections? (intertextual connections)

Literacy Station Activities Comprehension station-draw a picture of the “big idea,” them

graphic organizer, write a summary of a paragraph from the text, use retelling cards to retell/summarize the story, Journeys


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasksflip chart, comprehension activities from http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.



of 152






Read

ing

Sort illustrated written statements by a character into “agree” or “disagree” on a T-Chart with a partner..

Sort written statements by a character into “agree” or “disagree” on a T-Chart with a partner.

Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with, using a teacher model from another text.

Identify statements about what a character believes (in a book at your independent reading level), identify beliefs you agree with, and categorize evidence to show expanded related ideas.

Draw conclusions about what a character believes (in a book at your independent reading level) using categorized evidence to show expanded related ideas.

For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see:North Carolina Livebinder http://www.livebinders.com/play/play?id=1089921 Click on Transformed MPIs/ELAs


of 152




TN DOE Curriculum Standards Learning Outcomes Content & TasksReading Foundational SkillsRF.3.3a- Identify and know the meaning of the most common prefixes and derivational suffixes.RF.3.3 c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive

Strategies and Skills Homophones Words ending in –er and –le Strategies for teaching multisyllable words and suffixes –

TnCore Summer Training 2013, Grade 3, unit 3 http://tncore.org/english_language_arts/instructional_resources/k-3/summer2013k3.aspx

Phonics and fluency Homophones Words ending in –er and -le



of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasksreadings.. Learning Targets (I Can…)

Blend and read homophones Spell and write homophones Decode, read, and spell multisyllable words ending in –er

and -le Read with fluency from a variety of texts (poetry, drama,

current events, novels) by practicing appropriate stress.

understanding

Literacy Station Activities Phonics/word study station-word building with –er and –le

words; word building with multi-syllabic words, review activities with phonics skills not yet mastered

Fluency station (optional)- See Florida Center for Reading Research, Student Center


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Read grade level text with fluency, accuracy, expression and

comprehension.Activities, for ideas http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm

Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

Strategies and SkillsSkills Explanatory writing Topic sentences Linking words

Routine Writing Explanatory writing Citing evidence Using linking words Having a clear topic sentence


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasksb. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.

Concluding statement


http://www.tncore.org/training/2014summer-training-

Writing a clear concluding statement

Writing Task Think about this week’s big idea: It is important to do things for

yourself. Write a paper explaining why this is true, and cite evidence from both texts to support your key points.

Use scoring rubric from TNCore: http://tncore.org/sites/www/Uploads/TNCORE/Rubrics/InfExpRubric-


of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasksmaterials.aspx



Gr3.pdf

Speaking and ListeningSL.3.1gCome to discussions prepared, having read or




of 152






TN DOE Curriculum Standards Learning Outcomes Content & Tasksstudied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1h- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).


Learning Targets (I Can…) Listen to fluent reading. Speak in complete sentences when retelling story events. Use accountable talk procedures to take turns. Use accountable talk procedures to show active listening


q/a sessions Speaking in complete sentences Oral reports


of 152




TN DOE Curriculum Standards Learning Outcomes Content & Tasks Use accountable talk procedures to engage effectively in a

discussion about literature and informational text. Identify behaviors that are appropriate for group activities. Prepare and present oral reports.

LanguageL.3.2c- Use commas and quotation marks in dialogueL.3.4.a- use sentence-level context as a clue to the meaning of a word or phrase

Strategies and SkillsSkills Idioms Punctuating Dialogue

Vocabulary Idioms

Vocabulary for Explicit Instruction


of 152





Strategy Learning Grammar through Writing Illustrating words and phrases (idioms) Routine for explicit vocabulary instruction, TNCore K-3


Although, “put their heads together,” “in this together,” “done deal,” explain

Language Arts Punctuating Dialogue



of 152







Learning Targets (I Can…) Acquire and use vocabulary. Identify idioms as phrases that cannot be understood from

the literal meanings of the words themselves. Determine the meanings of idioms. Choose words and phrases to convey ideas precisely.

friendly definitions for vocabulary words, idiom booklet/illustrate common idioms; vocabulary activities from the Florida Center for Reading Research http://www.fcrr.org/curriculum/studentCenterActivities23.shtm

Performance Assessments for both Teacher observation Teacher-made or district common assessments in testing


of 152





TN DOE Curriculum Standards Learning Outcomes Content & Tasks Use context as a clue to the meaning of a word or phrase. format


of 152

grade 3 q2... · web viewflip chart, comprehension ... what does the illustration on p. 341 tell...

Documents