3rd grade curriculum map: literacy & integrated …...3rd grade curriculum map: literacy &...

3rd Grade Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Language & Literacy Guide VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book SM= Student Magazine LRSD Elementary Literacy Department 3rd Grade Curriculum: Literacy & Integrated Content Revised 2017

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Lesson 26

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 3RL3 Describe characters in a story (e.g., their traits, motivations, or

feelings) & explain how their actions contribute to the sequence of events. 3RL7 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).

COMPREHENSION/FLUENCY Skill: Main Idea/Details Strategy: Analyze/Evaluate Genre: Narrative Nonfiction/Folktale Fluency: Accuracy

Main Idea and Details, LLG p. 236 The Foot Race Across America, LLG p. 236 TE pp. T14-T23 Student Magazine pp. 6-13 Read Aloud: Outrunning Polio TE pp. T10-T11, Projectable 26.1

SUW Quick Check for Short Answers Tool E9-1a

SOCIAL STUDIES Lesson 26

STANDARDS C.5.3.2 Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism) G.3.3.3 Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining) G.3.3.4 Discuss ways in which the

FOCUS Water Consumption United States and Africa Scarcity of Natural Resources.

ADDITIONAL CONTENT LESSONS LLG LESSON Main Idea and Details LLG p. 236 Building Bridges for Young Learners Community E-Book (Peace Corps Presentation) Use to revisit what constitutes a community and that people live in communities throughout the world. This week students will be comparing communities in Africa to their own community in the consumption of water, a natural resource. Communities around the world are affected by the scarcity of natural resources and we must all be responsible for the care of the environment.

ASSESSMENTS Examine pictures and stories of children from Kenya and Tanzania related to how they use water. Use a graphic organizer to compare and contrast how they use water to how children in the United States use water. Complete “My Water Log”.

http://ssthirdgrade.wikispaces.com/file/view/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf/421538192/Building%20Bridges%20for%20Young%20Learners%20Communities.pdf

http://ssthirdgrade.wikispaces.com/file/view/My%20Water%20Log.pdf/421538792/My%20Water%20Log.pdf



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school and community can improve the physical environment by practicing conservation

Use one the following lessons for this week’s Social Studies focus. Water Uses and Children’s Lives in East Africa Lesson http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2250&gid=1 Kenya Stories Tanzania Stories Tanzania Map Kenya Map My Water Log Splish-Splash: Daily Use of Water Lessons (Readings and Photos) http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2241 Kenya Stories Ghana Stories Use this site to get photographs and stories for the lesson. Water in Africa http://wws.peacecorps.gov/wws/stories/stories.cfm?psid=399 Additional Resources Visual Messages: Creating a Photomontage http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2221&gid=4## Communities E-Book http://wws.peacecorps.gov/wws/multimedia/ebooks/bbyl-community/ Notes: Discuss how people are affected by the scarcity of a natural resource. Have students relate this to other natural resources in our environment and how the scarcity of different natural resources could affect their lives.

Have students analyze their Log and draw at least two conclusions from it about their use of water. List 3-5 ways you can reduce the amount of water that you use each day.

http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2250&gid=1


http://ssthirdgrade.wikispaces.com/file/view/Kenya%20Stories.pdf/421538246/Kenya%20Stories.pdf

http://ssthirdgrade.wikispaces.com/file/view/Tanzania%20Stories.pdf/421538320/Tanzania%20Stories.pdf

http://ssthirdgrade.wikispaces.com/file/view/Map%20of%20Tanzania.pdf/421538742/Map%20of%20Tanzania.pdf

http://ssthirdgrade.wikispaces.com/file/view/Map%20of%20Kenya.pdf/421538696/Map%20of%20Kenya.pdf

http://ssthirdgrade.wikispaces.com/file/view/My%20Water%20Log.pdf/421538792/My%20Water%20Log.pdf

http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2241

http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=2241

http://ssthirdgrade.wikispaces.com/file/view/Kenya%20Stories.pdf/421538246/Kenya%20Stories.pdf

http://ssthirdgrade.wikispaces.com/file/view/Ghana%20Stories.pdf/421540068/Ghana%20Stories.pdf

http://wws.peacecorps.gov/wws/stories/stories.cfm?psid=399



http://wws.peacecorps.gov/wws/multimedia/ebooks/bbyl-community/

http://wws.peacecorps.gov/wws/multimedia/ebooks/bbyl-community/



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WORD STUDY Lesson 26


VOCABULARY 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words 3L4b Determine the meaning of the new word formed when a known affix is added to a known word.

VOCABULARY STRATEGY: Suffix-ion ACADEMIC: topic, main idea, supporting detail, analyze, evaluate SOCIAL STUDIES: TARGETED CATEGORIES: Teacher Choice

Suffix-ion TE pp. T29, T32-T33 Projectable 26.2 LLG, pp. 166-167 Academic Vocabulary TE pp. T22-T23

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to the language and style domain of the SUW scoring guides and content specific assessments.

SPELLING/ENCODING 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizationsin writing words. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words.

SPELLING/ENCODING Final Syllables -tion –sion –ture Words with VCCV pattern Spelling Words BASIC: person, helmet, until, carpet, Monday, enjoy, forget, problem, Sunday, garden, order, mistake, umpire, herself REVIEW: after, under CHALLENGE: expect, wisdom

LLG, pp. 106-107 TE p. T37 Weekly Plan TE pp. T38-T39 Reader’s Notebook Volume 2 pp. 159, 162, 163, 164

WRITING WORKSHOP Lesson 26


GRAMMAR CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Abbreviations

Projectable 26.3, 26.4 TE pp. T40-T41

PROCESS WRITING 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3W2a Intro. a topic & group related information together; include illustrations when useful to aiding

WRITING TYPE Informative: Research Skills and Note Taking

SUW 5-1 Elements of Accordion Essays and Reports, Tools E7-1a, E7-1b, and E7-1c 5-2 Writing Essays and Reports Step by Step, Tool E7-2a E7-5 Developing Research Questions: What Do I Want to -Know?, Tools E7-5a and E7-5b E7-6 Types of Sources: Primary and Secondary, Tool E7-6a

SUW Research Report Scoring Guide, Tool E7-21a



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comprehension. 3W2b Develop the topic with facts, definitions, & details. 3W2c Use linking words & phrases 3W2d Provide a concluding statement or section. 3W4 W/guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. 3W7 Conduct short research projects that build knowledge about a topic. 3W8 Recall info. from experiences or gather info. from print & digital sources; take notes on sources & sort evidence into provided categories

E7-10 Gathering Information from Sources E7-10a and E7-10b 1-21 Research Note Cards, Tool E7-11a E7-12 Sorting Information, Tools E7-12a and E7-12b 1-17 Easy Two-Column Notes, Tools E1-18a, E1-18b, and E1-18c

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING



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Lesson 27


3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 3RI3 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. 3RI4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3RL5 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. 3RI6 Distinguish own point of view from that of the author of a text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect,

COMPREHENSION/FLUENCY Skill: Cause & Effect Strategy: Summarize Genre: Expository Nonfiction Fluency: Intonation

Cause and Effect, LLG p. 238 The Power of Magnets, LLG p.238 TE pp. T61-T69 Student Magazine pp. 20-25 Read Aloud: Maglev Trains TE pp. T58-T59 Projectable 27.1




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first/second/third in a sequence). 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic


STANDARDS

FOCUS Additional Lessons for one district/one book will be shared.

ADDITIONAL CONTENT LESSONS Before Reading: During Reading: After Reading:

ASSESSMENTS



VOCABULARY 3L4 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. 3RF3d Read grade-appropriate irregularly spelled words.

VOCABULARY STRATEGY: Homographs and Homophones ACADEMIC: effect, cause, summarize SOCIAL STUDIES: TARGETED CATEGORIES: Teacher Choice

Homographs and Homophones TE pp. T78-T79 Projectable 27.2 LLG p. 169 Academic Language TE p. T68-T69


SPELLING/ENCODING 3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Double Consonants Spelling Words BASIC: jelly, bottom, pillow, happen, butter, lesson, cherry, sudden, arrow, dollar, hello, rabbit, letter, button REVIEW: funny, better CHALLENGE: stubborn, mirror

LLG pp. 108-1090 Double Consonants TE p. T83 Weekly Plan TE pp. T84-T85 Reader’s Notebook Volume 2 pp. 174, 175, 176

WRITING WORKSHOP



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Lesson 27


GRAMMAR 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. marks in dialogue.

SKILL Contractions

Weekly Plan TE pp. T86-T87 Projectable 27.3, 27.4


PROCESS WRITING 3W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 3W2a Introduce a topic & group related information together; include illustrations when useful to aiding comprehension. 3W2b Develop the topic with facts, definitions, & details. 3W2c Use linking words & phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. 3W2d Provide a concluding statement or section. 3W4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3W7 Conduct short research projects that build knowledge about a topic. 3W8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources & sort

WRITING TYPE Informative: Research Skills & Note Taking

SUW E7-13 Informal Outline for a Research Report, Tools E7-13a, E7-13b, E7-13c, E4-8d, and E4-8e E7-14 Writing a First Draft, Tools E7-13b and E7-14a 3-16 Adding Quotations, Tool E7-15a E7-16 Paraphrasing Information from Sources, Tools E7-16a and E7-16b E7-18 Revising a Research Report, Tool E7-18a E7-19 Editing and Finalizing a Research Report

SUW Research Report Scoring Guide, Tool E7-21a



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evidence into provided categories 3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Lesson 28


3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3RL5 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. 3RI6 Distinguish own point of view from that of the author of a text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3RI9 Compare & contrast most important points & key details presented in 2 texts on the same topic.

COMPREHENSION/FLUENCY Skill: Fact & Opinion Strategy: Visualize Genre: Biography/Journal Entry Fluency: Phrasing

Fact and Opinion, LLG p, 240 Becoming Anything He Wants to Be LLG, p. 240 TE T107-T115 Student Magazine pp. 34-39 Reader’s Notebook Volume 2 pp. 184-185 Rising to the Challenge, TE pp. T104-T105 Projectable 28.1


SOCIAL STUDIES



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Lesson 28

STANDARDS UNDER CONSTRUCTION

FOCUS

ADDITIONAL CONTENT LESSONS ASSESSMENTS



VOCABULARY 3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 3L4c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

STRATEGY: Word Roots ACADEMIC: fact, opinion SOCIAL STUDIES: TARGETED CATEGORIES: Teacher Choice

Word Roots TE pp. T124-T125 Projectable 28.2 LLG, p. 171 Academic Language TE p. T114-T115


SPELLING/ENCODING 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3RF3c Decode multisyllable words.

SPELLING/ENCODING Words with ough and augh Spelling Words BASIC: taught, thought, rough, laugh, bought, cough, ought, caught, fought, daughter, tough, through, enough, brought REVIEW: was, draw CHALLENGE: sought, naughty

LLG, 110-111 Weekly Plan TE pp. T130-T131 Reader’s Notebook Volume 2 pp. 186, 187, 188 Words with ough and augh TE pp. T129



GRAMMAR 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing.

SKILL Commas in a Sentences


PROCESS WRITING 3W1 Write opinion pieces on topics or texts, supporting a point of view with reasons.

WRITING TYPE Informative: Persuasive

SUW 9-1 Persuasive Writing, Tools E5-16a and E10-8a E10-8 Persuasive Writing- Use this lesson to understand



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3W1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. 3W1b Provide reasons that support the opinion. 3W1c Use linking words & phrases to connect opinion and reasons. 3W1d Provide a concluding statement or section. 3W4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. 3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.

differences in persuasive and opinion writing. Use the follow to assist with persuasive writing. E5-9 Stating an Opinion in a Topic Sentence E5-10 Topic Sentence Variety in Opinion Writing E5-11 Focus on the Audience E5-12 Two Sentence Introduction for Opinion Essays and Reports




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Lesson 29


3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. 3RL5 Refer to parts of stories, dramas, & poems when writing or speaking about a text, using terms such as chapter, scene, & stanza; describe how each successive part builds on earlier sections. 3RL6 Distinguish their own point of view from that of the narrator or those of the characters. 3RL7 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).

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Monitor/Clarify Genre: Drama Fluency: Expression

Understanding Characters, LLG p. 242 A New Team of Heroes, LLG p. 242 TE pp. T153-T163 Student Magazine pp. 48-55 Reader’s Notebook Volume 2 p. 196-197 Read Aloud: Two Players TE pp. T150-T151 Projectable 29.1




FOCUS

ADDITIONAL CONTENT LESSONS Before Reading: During Reading: After Reading:

ASSESSMENTS

WORD STUDY



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Lesson 29


VOCABULARY 3L4b 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).

VOCABULARY STRATEGY: Prefixes –un and –dis ACADEMIC: character(s), traits, personality, infer SOCIAL STUDIES: TARGETED CATEGORIES: Teacher’s Choice

Prefixes Un- & Dis- TE pp. T172-T173 Projectable 29.2 LLG p. 173 Academic Language TE pp. 162-163


SPELLING/ENCODING 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). 3RF3c Decode multisyllable words. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

SPELLING/ENCODING Words ending in -er, -le Spelling Words BASIC: apple, river, little, October, ladder, summer, purple, later, November, giggle, uncle, winter, center, double REVIEW: flower, people CHALLENGE: whistle, character

LLG, pp. 112-113 Words ending in –er or –le, TE pp. T177 Weekly Plan TE pp. T178-T179 Reader’s Notebook pp. 198, 199, 200



GRAMMAR 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. 3L2f Use spelling patterns and generalizations in writing words.

SKILL What is a Preposition?


PROCESS WRITING WRITING TYPE



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3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. 3W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 3W6 With guidance & support from adults, use technology to produce & publish writing (using keyboarding skills) as well as to interact & collaborate with others. 3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames for a range of discipline-specific tasks, purposes & audiences.

Informative: Persuasive

SUW 9-1 Persuasive Writing, Tools E5-16a and E10-8a E10-8 Persuasive Writing- Use this lesson to understand differences in persuasive and opinion writing. Use the following to assist with persuasive writing. E5-7 Informal Outlines for Opinion Essays and Reports, Tools E5-7a, E5-7b, E5-7c, E5-7d, E5-7e E5-15 Elaboration in Opinion Writing, Tools E5-15a and E5-15b E5-16 Using the EITHER-OR Strategies in Opinion Writing, Tools E5-16a and E5-16b E5-18 Increasing Elaboration in Opinion Writing, Tools E5-18a and E5-19b E5-20 Using Transitions to Connect Opinions and Reasons, Tools E5-20a and E5-3a E5-23 Writing Successful Conclusions for Opinion Writing




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Lesson 30


3RL1/3RI1 Ask & answer questions to demonstrate understanding of a text, referring 3RL3 Describe characters in a story & explain how their actions contribute to the sequence of events. 3RL6 Distinguish their own point of view from that of the narrator or those of the characters 3RI6 Distinguish own point of view from that of the author of a text. 3RI8 Describe the logical connection between particular sentences & paragraphs in a text 3RI9 Compare & contrast most important points & key details presented in 2 texts on same topic.

COMPREHENSION/FLUENCY Skill: Conclusions/ Generalizations Strategy: Question Genre: Realistic Fiction Fluency: Reading Rate

Conclusions/Generalizations, LLG p. 244 Saving Buster, LLG p. 244 TE pp. T201-T211 Student Magazine pp. 66-73 Reader’ Notebook Volume 2 pp. 208-209 Read Aloud: Service Dog–––s TE pp. T198-T199 Projectable 30.1




FOCUS ADDITIONAL CONTENT LESSONS

ASSESSMENTS



VOCABULARY 3L5 Demonstrate understanding of figurative language, word relationships & nuances in word meanings. 3L5a Distinguish the literal & nonliteral meanings of words & phrases in context (e.g., take steps).

STRATEGY: Compound Words ACADEMIC: conclusion, generalization, question SOCIAL STUDIES: TBD TARGETED CATEGORIES: Teacher’s Choice

Compound Words TE p.p. T220-T221 Projectable 30.2 LLG, p. 175 Academic Language TE pp. T210-T211

Demonstrate understanding of academic language through proper applications in writing. Refer to SUW Section 2 Vocabulary. Refer to language & style domain of the SUW scoring guides & content specific assessments.

SPELLING/ENCODING SPELLING/ENCODING



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3RF3 Know and apply grade-level phonics and word analysis skills in decoding words. 3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words. 3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Words that Begin with a- or be- Spelling Words BASIC: below, about, belong, around, again, alone, because, above, between, alive, behind, begin, along, before REVIEW: away, want CHALLENGE: awhile, beyond

LLG, pp. 114-115 Schwa Sound TE p. T225 Reader’s Notebook Volume 2 p. 207 Weekly Plan TE pp. T226-T227 Reader’s Notebook Volume 2 pp. 210-212



GRAMMAR 3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. 3L1a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

SKILL Correct Pronouns

TE pp. T228-T229 Projectable 30.3, 30.4

PROCESS WRITING 3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. 3W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 3W6 With guidance & support from adults, use technology to produce & publish writing (using keyboarding skills) as well as to interact &

WRITING TYPE Informative: Persuasive Edit/Revise/Publish

SUW 9-1 Persuasive Writing, Tools E5-16a and E10-8a E10-8 Persuasive Writing- Use this lesson to understand differences in persuasive and opinion writing. Use the following to assist with persuasive writing. E5-18 Increasing Elaboration in Opinion Writing, Tools E5-18a and E5-19b E5-20 Using Transitions to Connect Opinions and Reasons, Tools E5-20a and E5-3a E5-23 Writing Successful Conclusions for Opinion Writing E5-27 Editing Opinion Writing



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collaborate with others. C3W7 Conduct short research projects that build knowledge about a topic. 3W8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources & sort evidence into provided categories.

3rd grade curriculum map: literacy & integrated …...3rd grade curriculum map: literacy &...

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