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Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
1
2nd/3rd Six Weeeks TN Standards Outcomes Content
Weeks 10-12
Big Questions: Why is it important to identify the characters, setting, and plot of a story? Why is sequencing important when analyzing the plot of a story? How
can identifying a cause and effect relationship help you better understand the story?
Reading Complex
Texts
Literature RL 3. 1S Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
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.
RL.3.4 – Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from nonliteral language.
RL 3.5S 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.
Informational Text
RI 3.1e Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis for
the answers.
RI 3.3S 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.
I can…
Determine the sequence of events in a reading passage
Use text features to locate
information relevant to a given
topic.
Draw conclusions and make
inferences using evidence from the
story.
Describe the characters and setting
in a story.
Distinguish between literal and
nonliteral meanings of words.
Summarize a text.
Identify and make generalizations
Determine the main idea and
supporting details
Determine which details do/do not
support the main idea
Cite evidence from text
Reading selections from Journeys
Bat Loves the Night/ A Bat is Born
What Do Illustrators Do?/Jack Draws a
Beanstalk
The Harvest Birds/The Treasure
Comprehension skills:
Sequence/Domain-‐Specific Vocabulary
Text and Graphic Features/Sequence
Conclusions/Literal and Nonliteral
Meanings
Comprehension strategies:
Question
Analyze/Evaluate
Infer/Predict
Performance Assessments:
Written summary of a “fresh read” text or
texts, drawing on specific details from the
text
Teacher-‐made or district common
assessments in testing format
Anecdotal evidence from classroom discussions
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
2
RI.3.10-‐‐ By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and technical
texts, at the high end of the grades 2–3 text
complexity band independently and
proficiently.
Additional short texts (use for Close Reads)
https://www.readworks.org/passages/bat-‐‐
news
LanguageS Vocabulary (L3, L4, L5, L6) L3.3-‐‐
Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
a. Choose words and phrases for effect
L.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.
a. Use sentence-‐‐ level context as a clue to the
meaning of a word or phrase.
b. Determine the meaning of the new word
formed when a known affix is added to a
known word (e.g., agreeable/disagreeable,
comfortable/uncomfortable, care/careless,
heat/preheat).
c . Use a known root word as a clue to the
meaning of an unknown word with the same
root (e.g., company, companion).
d. Use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and
phrases.
L.3.5-Demonstrate understanding of word
relationships and nuances in word meanings.
I Can…
Use knowledge of roots and affixes
(-‐able, -‐ible) to read and spell
words.
Use a glossary to determine or
clarify the meanings of words and
phrases
Identify real-‐life connections
between words and their use
Identify and use synonyms
Use the text features of reference
sources to locate words and their
definitions.
Use context clues to determine the
meanings of words or phrases
Vocabulary content focus
Suffixes –able, -‐ible
Synonyms
Context clues
Suggested performance assessments
Teacher observation
Teacher made or district common
assessments
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
3
a. Distinguish the literal and nonliteral
meanings of words and phrases in context
(e.g., take steps).
L.3.6 Acquire and use accurately grade-‐‐
appropriate conversational, general academic,
and domain specific words and phrases,
including those that signal spatial and
temporal relationships (e.g.,
After dinner that night we went looking for
them).
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10) W 2e Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic and group related
information together; include illustrations
when useful to aiding comprehension.
b. Develop the topic with facts, definitions,
and details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.
W5 – With guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, and editing.
I can statements…
Select a topic for an informative/explanatory essay.
Write a topic sentence.
Select details from the text that
support my topic sentence.
Rearrange sentences to form a
sequential, coherent paragraph.
Choose the supporting sentence that best fits the context and flow
of ideas in a paragraph.
Identify sentences irrelevant to a
paragraph’s theme or flow.
Write a comparison/contrast
paper.
Routine Writing
Graphic Organizers (Venn Diagram, Story Map)
Story Summaries
Constructed Responses
Subject Area Journal Entries
Writing Tasks
Inform and Explain (response to text-‐‐
dependent questions)
In “Bat Loves the Night”, you read about what bats eat. Why do bats hunt for
moths and insects at night? Use evidence
from the text to support your answer. TE
229
Informative/Explanatory (Compare/Contrast)
After reading, “The Treasure “, pages 303-‐‐
308, use a Venn Diagram to organize your
ideas as you compare and contrast The
Harvest Birds and “The Treasure”. Then
write a short explanatory paper telling
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; fastest imrpoving
4
how the messages are alike and different.
TE 241
Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)
No research project this three-‐week
period.
For Reading and
Writing in Each
Module
Language (L1, 2) L.3.1-‐‐ Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in particular sentences.
d. Form and use regular and irregular verbs.
h. Use coordinating and subordinating
conjunctions
i. Produce simple, compound, and complex
sentences
L.3.2- Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
b. Use commas in addresses.
I can…
Identify and use action verbs and being verbs.
Identify verbs based on their
functions in sentences.
Identify the past, present and future tense of verbs.
Form and use verb tenses, and
explain the function of verbs in
particular sentences.
Create and produce examples of
the four kinds of sentences.
Use commas correctly with nouns
in a series.
Use commas correctly with a series of verbs in a sentence.
Use commas in address.
Language Arts
Verbs and verb tenses
Commas
Performance Assessments
Use of language conventions in
daily/weekly writing
Daily proofreading practice (TE)
Teacher–made or district assessments in
test-‐like format
Speaking and Listening SL 3.1-Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse partners
on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
I can…
Use accountable talk procedures to
engage effectively in a discussion
about literature and informational
text.
Identify and use behaviors that are appropriate for group activities.
Listen to fluent reading.
Speak clearly at an understandable
Select from bullets below, as appropriate
Participating in and conducting discussions, read alouds, and q/a sessions
Speaking in complete sentences
Performance Assessment
Teacher observation
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
5
known about the topic to explore ideas under
discussion.
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under
discussion).
c. Ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understanding
in light of the discussion.
SL 3.3 Ask and answer questions about
information from a speaker, offering
elaboration and detail
SL 3.6 Speak in complete sentences to provide
detail or clarification
pace.
Use complete sentences to retell
the key details from a text read
aloud.
Language (L3. 2e, f, g)
L.3.2-‐‐ Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
e. Use conventional spelling for high-‐‐
frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-‐based spellings,
syllable patterns, ending rules, meaningful
word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
I can…
Spell words with short and long
vowels (VCV pattern).
Spell words with three-‐letter clusters scr, spr, str, and thr.
Spell words with silent letters kn and wr.
Identify correctly or incorrectly
spelled words in context.
Word study and spelling:
VCV pattern
Three-‐letter clusters (scr, spr, str, thr)
Silent letters (kn, wr)
Performance Assessments
Spelling of grade-‐appropriate words in
daily/weekly writing
Curriculum Map English/Language Arts Grade 3 Second Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving ools
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Reading
Foundational Skills
RF 3, 4
RF 3-‐Know and apply grade-‐level phonics and
word analysis skills in decoding words.
a. Identify and know the meaning of common
prefixes and derivational suffixes.
c. Decode multisyllable words.
d. Read grade-‐appropriate irregularly spelled
words.
RF 4-‐Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-‐level text with purpose and
understanding.
b. Read on-‐level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-‐correct word
recognition and understanding, rereading as
necessary.
I can…
Decode, read, and spell multisyllabic VCV words.
Decode and read multisyllable
words with three-‐letter clusters.
Decode and read multisyllable,
irregularly spelled words with silent
letters kn, wr.
Spell and write words with silent letters in the letter pairs kn, wr
Use context to confirm or self-‐‐
correct word recognition and
understanding.
Read words and sentences to improve fluency.
Read fluently with expression.
Phonics and Word Study:
Multisyllablic VCV words
Three-‐Letter Clusters (scr, spr, str, thr)
Silent Letters kn, wr
Fluency: Goal for mid-‐year: 82-‐102 WCPM
with expression and understanding
Performance Assessments
Use of learned phonics patterns to
decode unfamiliar words
Oral reading fluency checks/running
records
Weeks 13-15 What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is
sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?
Reading Complex
Texts
Informational Text
RI 1- Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
RI 2-‐‐ Determine the main idea of a text;
recount the key details and explain how they
support the main idea.
RI 5- Use text features and search tools (e.g.,
key words, sidebars, hyperlinks) to locate
information relevant to a given topic
I can…
Summarize a chapter or section of
a text.
Identify and make generalizations.
Determine the main idea and
supporting details.
Determine which details do/do not
support the main idea.
Examine how the parts of an
extended text fit together.
Cite evidence from text.
Extended text: Bats, Creatures of the Night
(trade book purchased by SCS last year)
Short Text: Another text about bats (ex. Bats
by Gail Gibbons, Zipping, Zapping, Zooming
Bats by Ann Earle; Screech: A Book about Bats
by Melvin & Gilda Berger; Bats by Celia Bland,
or Stellaluna by Janelle Cannon)
Comprehension Skills
Summarizing
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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efficiently.
RI 6- Distinguish their own point of view from
that of the author of a text.
Making generalization
Text features
Main idea/supporting details
Cite evidence from text
Suggested Performance Assessments
Close reading of Bats, Creatures of the
Night
LanguageS Vocabulary (L3, L4, L5, L6) L4-
‐Determine or clarify the meaning of
unknown and multiple-‐meaning word and
phrases based
on grade 3 reading and content, choosing
flexibly from a range of strategies.
a. Use sentence-‐level context as a clue to the
meaning of a word or phrase.
L 5-‐‐ Demonstrate understanding of word
relationships and nuances in word meanings.
c. Distinguish shades of meaning among
related words that describe states of mind or
degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
L6 -‐Acquire and use accurately grade
appropriate conversational, general academic,
and domain specific words and phrases,
including those that signal spatial and
temporal relationships.
I can…
Use different types of context clues
to determine the meanings of
unfamiliar words.
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation and
determine or clarify the precise
meaning of key words.
Use time order words and phrases
to understand what I am reading.
Vocabulary content focus
Time-‐order (temporal) words and phrases
Shades of meaning (see close reading)
Using context
Suggested performance assessments
Teacher observation
Teacher made or district common assessments
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10)
W1-Write opinion pieces on topics or texts,
I can…
Form an opinion using evidence
Routine Writing
Graphic Organizer (T Chart, Venn Diagram,
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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supporting a point of view with reasons and
information.
a. Introduce a topic or text clearly, state an
opinion, and create an organizational
structure in which related ideas are grouped
to support the writer’s purpose.
b. Provide reasons that support the opinion.
W4- With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and
purpose.
from text to support my opinion
Select details that support a topic sentence.
Rearrange sentences to form a
sequential, coherent paragraph.
Choose the supporting sentence
that best fits the context and flow
of ideas in a paragraph.
Identify sentences irrelevant to a paragraph’s theme or flow.
Double Bubble)
Story/Text Summaries
Constructed Response
Subject Area Journal Entries
Writing Tasks
Opinion Paper (following Close Reading)
Several times during this section the
author refers to bats as “strange”
creatures. Based on the information on
pages 4-‐17, do you agree or disagree?
Write an opinion paper in which you
define the word “strange” and either
agree or disagree with the author’s use of
that word. Cite reasons and examples
from the text to support your opinion.
(See scoring criteria in
www.scselementaryliteracy.weebly.com)
Analysis (opinion)
Read two stories about bats. Have
students create a chart and make notes
about each story. Then have students
write an essay summarizing two stories
about the same topic, bats, and then tell
which story they prefer and why, citing
evidence from both texts to support their
opinions.
Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)
No research project this three weeks
For Reading and Language (L1, 2) L.3.1 Demonstrate command of the
I can…
Use capital letters to write the days
Language Arts:
Sentence analysis, Writing in Each
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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Module conventions of standard English grammar and
usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives and adverbs.
d. Form and use regular and irregular verbs
f. Ensure subject-‐verb and pronoun-‐‐
antecedent agreement.
h. Use coordinating and subordinating
conjunctions.
i. Produce simple, compound, and complex
sentences.
L3.2 demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
a. Capitalize appropriate words in titles.
of the weeks, months of the year,
and holidays.
Use capital letters when writing
titles and abbreviations for titles
when they are used with a person’s
name (e.g., Dr. Smith, Reverend
Jones).
Identify the subject and predicate
in a simple sentences.
Continue to combine simple
sentences to make compound or
complex ones.
Compound and complex sentences (including clauses)
Sentence combining
Editing
Subject-‐verb agreement
Capitalize titles
Performance Assessments
Use of language conventions in
daily/weekly writing
Daily proofreading practice (TE)
Teacher-‐made or district common assessments in test-‐like format
CC Speaking and Listening
SL.3.1- Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse partners
on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under
discussion).
SL.3.5- Create engaging audio recordings of
stories or poems that demonstrate fluid
reading at an understandable pace; add visual
displays when appropriate to emphasize or
enhance certain facts or details.
SL.3.6 – Speak in complete sentences when
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 text.
Identify and use behaviors that are
appropriate for group activities.
Listen to fluent reading
Ask and answer questions about what a speaker says
Speaking and Listening:
Continuation of classroom rules and
procedures
Cooperative learning/small group
Performance Assessment
Teacher observation
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
10
appropriate to task and situation in order to
provide requested detail or clarification.
Language (L2e, f, g)
L3.2 demonstrate command of standard
English capitalization, punctuation, and
spelling when writing.
e. Use conventional spelling for high-‐‐
frequency and other studied words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
f. Use spelling patterns and generalizations
(e.g., word families, position-‐based spellings,
syllable patterns, ending rules, meaningful word parts) in writing words.
g. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
I can…
Use spelling patterns that have
been taught to spell words
correctly.
Use reference materials to verify
spellings.
Edit writing for errors in spelling.
Word study and spelling:
Review spelling patterns that have given students difficulty
Performance Assessments:
Reading and spelling of grade-‐appropriate
words in daily/weekly writing
Reading
Foundational Skills
RF 3, 4
RF 3-‐Know and apply grade-‐level phonics and
word analysis skills in decoding words.
a. Identify and know the meaning of the most
common prefixes and derivational suffixes.
c. Decode multisyllable words.
d. Read grade-‐appropriate irregularly spelled
words.
RF 4-‐Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-‐level text with purpose and
understanding.
I can…
Use learned phonics patterns to
decode unfamiliar words.
Read multisyllable words.
Read grade level text with fluency,
accuracy, expression and
comprehension.
Phonics and Word Study:
Multisyllable words
Performance Assessments:
Oral reading fluency checks/running
records
Fluency: Goal for mid-‐year: 82-‐102 WCPM
with expression and understanding
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
11
b. Read on-‐level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-‐correct word
recognition and understanding, rereading as
necessary.
Weeks 16-18
What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is
sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?
How can you use a graphic organizer to organize information?
Reading Complex
Texts
Literature (RL)
RL 3. 1-Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the
answers.
RL.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 text.
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.
RL.3.4 – Determine the meaning of words and
phrases as they are used in a text,
distinguishing literal from nonliteral language.
RL 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
I can…
Identify events that cause other
events to happen in a story.
Explain how illustrations help
create mood.
Discuss how characters’ actions
contribute to the sequence of
events.
Ask and answer questions to
demonstrate understanding.
Acquire and use vocabulary.
Determine the main idea and key supporting details.
Use main ideas and details to
summarize the text.
Explain how details support the
main idea.
Use evidence from the text to
support my ideas and opinions in a
discussion.
Reading selections from Journeys
Kamishibai Man/The True Story of
Kamishibai
Young Thomas Edison/Moving Pictures
Technology Wins
Short selections for research project
Comprehension skills:
Main idea
Cause/effect structure
Words in context
Cite evidence from text
Sequence of events
Comprehension strategies:
Monitor/Clarify
Summarize
Suggested performance assessments
Written summary of a “fresh read” text or
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
12
builds on earlier sections.
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).
RL 3.10- By the end of the year, read and
comprehend literature, including stories,
dramas, and poetry, at the high end of the
grades 2–3 text complexity band
independently and proficiently.
Informational Text (RI)
RI 3.1-‐Ask and answer questions to
demonstrate understanding of a text, referring
explicitly to the text as the basis for the
answers.
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 grade 3 topic or
subject area.
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).
RI.3.10-‐‐ By the end of the year, read and
comprehend informational texts, including
texts, drawing on specific details from the
text
Teacher-‐made or district common assessments in testing format
Connect to Science: Storms -See TN DOE
Reading Unit:
http://tncore.org/sites/www/Uploads/files/EL
A_/Grade%202-‐3%20Reading_Unit.pdf
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving
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history/social studies, science, and technical
texts, at the high end of the grades 2–3 text
complexity band independently and
proficiently.
LanguageS Vocabulary (L3, L4, L5, L6)
L.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.
a. Use sentence-‐‐ level context as a clue to the
meaning of a word or phrase.
c. Use a known root word as a clue to the
meaning of an unknown word with the same
root (e.g., company, companion).
d. Use glossaries or beginning dictionaries,
both print and digital, to determine or clarify
the precise meaning of key words and
phrases.
L.3.5-Demonstrate understanding of word
relationships and nuances in word meanings.
b. Identify real-‐life connections between words
and their use (e.g., describe people who are
friendly or helpful).
c. Distinguish shades of meaning among
related words that describe states of mind or
degrees of certainty (e.g., knew, believed,
suspected, heard, wondered).
L.3.6 Acquire and use conversational general
academic, and domain-‐specific words and
phrases, including those that signal spatial and
temporal relationships (e.g., After dinner that
I can…
Identify and use abstract nouns,
and explain their function
Acquire and use general academic
words and phrases
Use sentence-‐level context as a clue to the meaning of a word
Use glossaries and print and digital
dictionaries to determine or clarify
word meanings and related
information
Identify real-‐life connections
between words and their use
Use reference sources to
determine or clarify the meanings
of words and phrases
Vocabulary content focus
Word structure (prefixes and suffixes)
Dictionary/glossary
Shades of Meaning Suggested performance assessments
Teacher observation
Teacher made or district common
assessments in TN Ready format
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night we went looking for them).
Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10)
W.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 aid comprehension.
b. Develop the topic with facts, definitions,
and details.
c. Use linking words and phrases (e.g., also,
another, and, more, but) to connect ideas
within categories of information.
d. Provide a concluding statement or section.
W.3.4 – With guidance and support from
adults, produce writing in which the
development and organization are appropriate
to task and purpose.
W.3.5 – With guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising, and
editing.
W.3.6 – With guidance and support from
adults, use technology to produce and publish
writing (using keyboarding skills) as well as to
interact and collaborate with others.
I can…
Identify the characteristics of a
good response to literature Write a
response to literature as an opinion
Identify the characteristics of a
strong opening
Understand how to explore a topic
and find supporting reasons. Plan
to write a response to literature
Choose a research topic
Refine a research question about
the topic
Understand how to organize
paragraphs with a topic sentence
and supporting reasons.
Use technology to publish a response to literature
Routine Writing
Graphic Organizers (T Chart, Venn Diagram)
Story Summaries
Constructed Response
Subject Area Journal Entries
Take Notes for Research Project
Writing Tasks
Informative/Explanatory Writing (Choose
one)
Look back at page 324 in Kamishibai Man. On
this page, you read that Jichan feels lost in the
city. Read to find evidence that shows why he
feels this way. What are the causes of his
feeling lost? Write a paragraph explaining why
you think he feels this way. TE 319
After reading, “Moving Pictures”, explain how
Edison’s inventions work, how they were
made, how they were used, and what they
look like. Cite important information and key
details from the selection. TE 428-‐429
Explanatory Writing
Write an essay in which you explain how
changing weather affects people. Use key
details and examples from both “Stormy
Skies” and “Surviving the Storm” to support
your explanation. Remember to follow
Curriculum Map English/Language Arts Grade 3 Third Six Weeks
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conventions of standard English when writing
Research Project
Writing (W 7, 8, 9,)
W3.7- Conduct short research projects that
build knowledge about a topic.
W.3.8 – Recall information from experiences
or gather information from print and digital
sources; take brief notes on sources and sort
evidence into provided categories.
W.3.10 – Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of
discipline-‐specific tasks, purposes, and
audiences.
I can…
I can select a topic for an extended
writing piece
I can use a graphic organizer to
group ideas and information
I can gather information from a variety of sources
I can synthesize information from a
variety of sources
I can edit and revise my own
writing
I can use technology to prepare
and present writing
I can use all the steps of the writing
process
I can present findings orally to the
class
Connect to Science: Storms
Use information from the Storms unit or from
other books on this same topic to conduct
research and write a science-‐related essay.
See:
http://tncore.org/sites/www/Uploads/files/EL
A_/Grade%202-‐3%20Reading_Unit.pdf
Present findings to the class in the form of an
oral report or PowerPoint presentation, using
information from your research and essay to
prepare and present.
For Reading and
Writing in Each
Module
Language (L1, 2) L.3.1- Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a. Explain the function of nouns, pronouns,
verbs, adjectives, and adverbs in general and
their functions in particular sentences.
b. Form and use regular and irregular plural
nouns.
c. Use abstract nouns (e.g., childhood).
f. Ensure subject-‐verb and pronoun-‐‐
antecedent agreement.
I can…
Identify and use abstract nouns, and explain their functions
Identify and use subject pronouns
Identify and use noun/pronoun agreement
Recognize singular nouns, and form and use plural nouns
Identify and use subject and object
pronouns and ensure pronoun-‐‐
antecedent agreement
Edit writing for errors in
conventions
Language Arts:
Abstract Nouns
Pronouns and Antecedents
Plural Nouns
Performance Assessments
Use of language conventions in daily/weekly writing
Daily proofreading practice (TE)
Teacher–made or district assessments in test-‐like format
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CC Speaking and Listening
SL 3.1- Engage effectively in a range of
collaborative discussions (one-‐on-‐one, in
groups, and teacher led) with diverse partners
on grade 3 topics and texts, building on
others’ ideas and expressing their own clearly.
a. Come to discussion prepared/explicitly draw
on preparation and other information about
the topic
b. Follow agreed-‐upon rules for discussions
(e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a
time about the topics and texts under
discussion).
c. Ask questions to check understanding of
information presented, stay on topic, and link
their comments to the remarks of others.
d. Explain their own ideas and understanding
in light of the discussion.
SL3. 4. Report on a topic or text, tell a story, or
recount an experience with appropriate facts
and relevant, descriptive details, speaking
clearly at an understandable pace.
SL 3.6. Speak in complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
I can…
I can use accountable talk procedures to take turns.
I can use accountable talk
procedures to show active listening
skills while working in a group.
I can use accountable talk
procedures to engage effectively in
a discussion about literature and
informational text.
I can identify and use behaviors
that are appropriate for group
activities.
Speaking and Listening Tasks
Select from bullets below, as appropriate
Oral reports
Speaking in complete sentences
Performance Assessments
Teacher observation
CC Language (L2e, f, g)
L 3.2- Demonstrate command of the
conventions of standard English capitalization,
punctuation, and spelling when writing.
L 3.2e. Use conventional spelling for high-‐‐
frequency and other studied words and for
I can…
Identify correctly or incorrectly
spelled words in context.
Use phonics patterns to spell
unfamiliar words.
Spell words with vowel dipthongs
Word Study and Spelling
Skills in Journeys; review as needed
Vowel diphthongs ow and ou
Words with au, aw, al, and o
Vowel diphthongs oi and oy
3 sounds for past tense –ed (t ,d, ed)
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adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
L 3.2f. Use spelling patterns and
generalizations (e.g., word families, position-‐‐
based spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
L 3.2g. Consult reference materials, including
beginning dictionaries, as needed to check and
correct spellings.
ow and ou.
Spell words with au, aw, al, and o.
Spell words with diptongs oi and
oy.
Identify and spell words with –ed.
Reading
Foundational Skills
RF 3, 4 RF 3-‐Know and apply grade-‐level phonics and
word analysis skills in decoding words.
c. Decode multisyllable words RF 4-‐Read with sufficient accuracy and fluency
to support comprehension.
a. Read on-‐level text with purpose and
understanding.
b. Read on-‐level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-‐correct word
recognition and understanding, rereading as
necessary.
I can …
Know and apply grade-‐level
phonics and word analysis skills in
decoding words.
Use combined knowledge of letter-‐‐
sound correspondences,
syllabication patterns, and
morphology to read accurately
unfamiliar words.
Use context to confirm or self-‐‐
correct word recognition and
understanding.
Read with fluency from a variety of
texts (poetry, drama, current
events, novels).
Read grade level text with fluency,
accuracy, expression and
comprehension.
Apply phonics and word analysis
skills effectively when reading and
writing.
Phonics and Word Study:
Vowel diphthongs ow and ou
Words with au, aw, al, and o
Vowel diphthongs oi and oy
3 sounds for past tense –ed (t, d, ed )
Performance Assessments
Oral reading fluency checks/running
records
Reader’s Theater/performance reading
Fluency: Goal for mid-‐year: 82-‐102 WCPM
with expression and understanding
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