EAST ALLEN COUNTY SCHOOLS

Bundle 1

Grade 3

Language Arts

Big Idea: Unity Creating the

Classroom Environment

Enduring Understandings Essential Questions What is “Just Right” for one person may not be “Just Right” for another person. Tools and resources can help us become better strategic readers and writers.

As a united classroom of learners, we talk with others respectively about our learning to help us become risk-takers in reading and writing.

People use procedures to keep order and unite us as citizens in our community.

In order to speak and write in complete sentences, it is helpful to understand the function of each part of speech.

Readers who search for meaning, better comprehend the text.

What do readers do when reading an unfamiliar text? How do we know if something is “Just Right” for us? In reading and writing, what do we do when we get stuck? Why is it helpful to know the parts of speech when speaking or writing? How does talking with others help unite us as readers and writers? How can a clear set of directions help unite us as learners?

CC/Learning Targets Core Vocabulary Links to Technology RI.1 3.2.4 3.2.6 3.3.8 RF.4

3.1.1 W.5 3.5.3 L.1 L.2

3.6.3 3.1.3 SL.1 SL.3 SL.6

conventions subjects

text features Read Me Stories MeeGenius! Kids' Books (My Books) Scholastic Storia (Books) Phonics Genius (phonics word families)

Bundle Performance Task(s) After classroom procedures and expectations have been established for each literacy component (Reading Workshop, Writing Workshop, Language and Word Study), each student will write two-three interview questions he/she would like to ask a classmate about the current state of the classroom environment. Next, students will meet with a partner to ask and record answers to their questions. When writing and answering the questions, each student will refer to anchor charts (text) hanging in the room that describe the procedures. After the interview is complete, each student will use the information from his/her interview to write a friendly letter to the teacher reporting his/her findings. In the letter, students should write sentences with a subject and a verb (may or may not agree at this time). Their letter should establish the purpose and context, and include the date, proper salutation, body, closing, and signature. As an extension, the teacher may ask some groups of students to plan, write, and perform a simple skit for the class that models correct and incorrect procedures for components of Reading Workshop, Writing Workshop, and Buddy Study. During the skit, pictures can be taken by students or the teacher that model the correct procedures. These pictures will be labeled by the students and posted for the class to use as a reference for correct procedures the remainder of the school year. The skits could also be recorded and shared using iMovie.

Grade 3 LA Bundle 1

Quarter 1 Aug.-Sept.

Recommended Read-Alouds G3 - Bundle 1

Big Idea: Unity Title Author Relates to…

Hairy, Scary, Ordinary, What is an Adjective Brian Cleary Adjectives

Bullies Are a Pain in the Brain Trevor Romain Ask/answer questions

Teammates Peter Golenbock Ask/answer questions

Barack Obama Son of Promise, Child of Hope Nikki Grimes Biography, locate information

Grammar Tales: The Mega-Deluxe Capitalization Machine Justin McCory Martin Capitalization

The Recess Queen Alexis O’Neill Ideas for writing

Bigmama’s Donald Crews Ideas for writing

The Paper Boy Dav Pilkey Ideas for writing

If You Were a Writer Joan Lowry Nixon Ideas for writing

Salt Hands Jane Chelsea Aragon Ideas for writing

Shortcut Donald Crews Ideas for writing

What is a Community? From A to Z Bobbie Kalman Locate information

Living in Communities Kristin Sterling Locate information

A Mink, A Fink, a Skating Rink, What is a Noun? Brian Cleary Nouns

Alice Ramsey’s Grand Adventure Don Brown Nouns

Recommended Read-Alouds G3 - Bundle 1

The Sweetest Fig Chris Van Allsburg Predictions

An Extraordinary Life: Story of a Monarch Butterfly Laurence Pringle Predictions

Shaq and the Beanstalk Shaquille O’Neal Predictions

A Bad Case of Stripes David Shannon Problem/solution

Bedhead Margie Palatini Problem/solution

Knuffle Bunny Mo Williems Problem/solution

Grammar Tales: The Planet Without Pronouns Justin McCory Martin Pronouns

Mine, All Mine Ruth Heller Pronouns

I and You and Don’t Forget Who Brian Cleary Pronouns

The Three Bears Jan Brett Read grade level text

Nouns and Verbs Have a Field Day Robin Pulver Subject/verb agreement

Big Plans Bob Shea and Lane Smith Unity

The Boy Who Loved Words Roni Schotter Varied word choice

Elbert’s Bad Word Don Wood and Audrey Wood Varied word choice

Grammar Tales: A Verb for Herb Maria Fleming Verbs

Alice Ramsey’s Grand Adventure Don Brown Verbs

Kites Sail High: A Book About Verbs Ruth Heller Verbs

Recommended Read-Alouds G3 - Bundle 1

Slide and Slurp, Scratch and Burp: More About Verbs Brian Cleary Verbs

Just Plain Fancy Patricia Pollaco Word families

Stringbean’s Trip to the Shining Sea Vera B. Williams Write letters

Detective LaRue Loreen Leedy Write letters

Reading Workshop G3 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning RI.1

(3.2.2)

Ask and answer questions to demonstrate understanding of a text,

referring explicitly to the text as the basis for the answers.

Recognize that non-fiction

informational texts are important resources for finding facts.

Investigate a question by using

non-fiction informational texts to develop understanding.

Demonstrate knowledge of non-fiction informational text features

to locate relevant information quickly and easily (skim and scan).

Ask/Answer Questions -Strategies That Work 2 pp. 81, 110 – 123, 140-141, 197

-Comprehending and Fluency pp. 23-24, 538 -The ComprehensionToolk it: Ask Questions Lessons 7 and 9 -The Café

Ask Questions pp. 160 -Bullies Are a Pain in the Brain by Trevor Romain

-Teammates by Peter Golenbock -Questioning practice

Reading Wonders - Unit 1 -(WK 1) pp.T208 – T225, R/W Workshop Mary Anderson’s Great Invention pp. 66-79

-(4) pp. T225 – T229, Anthology All Aboard pp. 74-93

Ask/Answer Questions -Strategies That Work 2:

Assessing What We’ve Taught pp. 123-129 -Reading Wonders assessments

-The Comprehension Toolk it: Ask Questions Lesson 7 and 9 assessments, rubric and

checklists pp. 41-44 -Anecdotal records taken from

literature discussions -Student-generated story question -Interview

-Think-Pair-Share -Play Jeopardy -Research student-generated

science questions in nonfiction books -Conduct an experiment to find a

conclusion to a question

3.2.4

Recall major points in the text and make and revise predictions about what is

read.

Recall facts in the text.

Infer facts from other text features: charts, diagrams,

pictures, maps, drawings

Use knowledge derived from text to formulate a prediction.

Revise prediction based on information gathered during text reading.

Make and Revise Predictions -Comprehending and Fluency pp. 53

-Prompting Guide p. 7 -The Continuum of Literacy Learning pp. 58-59

-The Sweetest Fig by Chris Van Allsburg -An Extraordinary Life: Story of a Monarch Butterfly by Laurence Pringle -Shaq and the Beanstalk by Shaquille O’Neal

-make predictions

Make and Revise Predictions -Reading Wonders assessments

-Anecdotal records taken during literature discussions -Think-Pair-Share before, during,

and after a read aloud about predictions made and revised

Reading Workshop G3 - Bundle 1

Reading Wonders - Unit 2 -R/W Workshop pp. T10 – T27, Anansi Learns a Lesson pp. 98 – 111 -Anthology pp. T 27 – T31, Roadrunner’s Dance pp.100 - 123

Infer Facts from Other Text Features

Reading Wonders - Unit 1 - (WK 3) pp. T146 – T159, R/W Workshop Room to Grow pp. 52 - 63 - pp. T159A – T163, Anthology Gary the Dreamer pp. 58 - 73

3.2.6

Locate appropriate and significant

information from the text, including problem and solutions.

Understand that some informational texts can be written in narrative form (biographies, autobiography).

Recognize that these genres account for an individual’s life and times usually highlighted

significant aspects that often enable a reader to live-through his/her life experiences.

Recognize the facts, including such things as the person’s words, historical contexts,

interviews with associates and family, primary source documents (i.e. photos, maps,

biographies, eye-witness accounts) that have been gathered and synthesized for

biographies or autobiographies.

Locate Information

-The ComprehensionToolk it: Determine Importance Lesson 19 -What is a Community? From A to Z by Bobbie Kalman

-Living in Communities by Kristin Sterling (she also has books about suburban and rural communities)

-Locating important information Reading Wonders - Unit 1

- (WK 3) pp. T146 – T159, R/W Workshop Room to Grow pp. 52 - 63 - (WK 3) pp. T159 – T163, Anthology Gary the Dreamer pp. 58 - 73

Autobiography and Biography -Guiding Readers and Writers pp. 393, 404-405 (autobiography) -Guiding Readers and Writers pp.291, 306, 364-365, 393, 404-406, 437,

447, 450 (biography) -Comprehending and Fluency pp. 141, 130, 145, 181, 126, 262, 370 (autobiography)

-Comprehending and Fluency pp. 141, 288, 130, 145, 177-181, 146, 126, 262, 422-426, 291, 243-244 (biography)

-Barack Obama Son of Promise, Child of Hope by Nikki Grimes Reading Wonders - Unit 1

Locate Information

-Reading Wonders assessments -The ComprehensionToolk it: Determine Importance Lesson 19

assessment, rubric and checklist pp. 67-71 -Anecdotal records from Guided

Reading -Short answer and/or multiple choice quiz

-Highlight answers in text -Use think-marks with post-its -Create a mobile with

answers/illustrations/page number where the evidence was found

Reading Workshop G3 - Bundle 1

Consider the influence of a person on history and oneself

after reading biographies and autobiographies.

-(WK 3) pp. T146 – T159, R/W Workshop Room to Grow pp. 52 - 63

-(WK 3) pp. T159 – T163, Anthology Gary the Dreamer pp. 58 - 73

3.3.8 Identify the problem and solutions in a

story.

Identify the problem in a piece of literature.

Define the solution as the way the problem is resolved in literature.

Find the solution to a problem in

a piece of literature.

Identify Problem/Solution

-Comprehending and Fluency pp. 354, 357, 361 -Units of Study for Teaching Writing Book 4

-A Bad Case of Stripes by David Shannon -Bedhead by Margie Palatini -Knuffle Bunny by Mo Williems

-Understanding setting, plot, and theme -Problem and solution flow chart

-Create a character trading card to plan a story Reading Wonders - Unit 3

- (WK 1) pp. T14 – T27, R/W Workshop Inchworm’s Tale, pp. 180 - 191 - (WK 1) pp. T27A – T31, Anthology Martina the Beautiful Cockroach, pp. 194 - 219

Identify Problem/Solution

-Reading Wonders assessments -Student to student interviews to get opinions on the best way for a

character to solve his/her problem in the story. Then read on in the story to analyze the

character’s actions to solve the problem. Did anyone think the same as the character?

-Write song lyrics that include the problem and the solution in a story

-Write a reflection about a connection made to a story because of a problem a character

encountered -Quiz

RF.4

(3.1.3) (3.1.12)

Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

Read Grade Level Text -The Daily 5 pp. 119-126

-The Café Monitor and Fix-Up pp.156 Sk ip the Work pp. 176

Trade a Word pp. 177 Reread Text pp. 180 Adjust and Apply pp.182

Cross Check ing pp. 170 Use Pictures pp. 186

Read Grade Level Text -Word Study Lessons Teacher

Resources pp. 122-123 -Comprehending and Fluency pp. 51, 95-104

-Reading Wonders assessments - Anecdotal records from Guided Reading

-Timed readings (students graph progress)

Reading Workshop G3 - Bundle 1

Use Word Parts pp.187 -Comprehending and Fluency pp. 25-29, 62-104 -Guiding Readers and Writers pp. 143-162 (The First 20 Days)

-Prompting Guide pp.8-9, 12-14, 17-20 -The Continuum of Literacy Learning pp. 58-59

-Big Plans by Bob Shea and Lane Smith -The Three Bears by Jan Brett

-Gameclassroom.com -What is fluency? -Listen to a story on bookpop.com

Reading Wonders - Unit 1 - (WK 4) pp. T208 – T225, R/W Workshop Mary Anderson’s Great

Invention pp. 66-79 - (WK 4) pp. T225 – T229, Anthology All Aboard pp. 74-93

-Reader’s Theatre performance -Dramatic reading -Song/Rap

3.1.1 Know and use more difficult word

families when reading unfamiliar words.

Find in reading texts spelling patterns most commonly used in English Language.

Use knowledge of these spelling patterns as a strategy for figuring out an unfamiliar word in the

context of authentic texts.

Know and Use Word Families

-Launching the Writing Workshop pp. 45-47 -Continuum of Literacy Learning pp. 210-211 -Word Matters Appendix 15

-Prompting Guide pp. 7-9, 12-14, 33 -Words Their Way pp. 154-156 (pace & sequence), 170-179, 198-214, 244 (games), 384-392 (word lists)

-Just Plain Fancy by Patricia Pollaco

-Create a crossword puzzle -Create your own rap with Shock's Beatbox

Know and Use Word Families

-Word Study Lessons Teacher Resources pp. 121, 124 -Words Their Way pp. 170-179

-Buddy Spelling activities -Anecdotal records from Guided Reading

-Observation of students playing word family games

Correlating CC/Learning Targets Teacher Notes

Reading Workshop G3 - Bundle 1

RI.10 RL.3

RL.10 3.3.1

-The Daily 5 launch is a resource to help foster literacy independence. -Comprehending and Fluency pp. 340-348 is a resource to learn more about setting up the Reader’s Notebook.

-All six comprehension strategies should be introduced within the first quarter of the school year. These

strategies are outlined in The Comprehension Toolk it. -Poetry Anthology: Begin set-up of the anthology in this bundle. This will be a correlating CC/Learning target throughout the year with a culminating activity in Bundle 8.

Writing Workshop G3 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning W.5 (3.4.1) (3.4.2)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Recognize that writers reread and make revisions in order to convey their meanings more effectively.

Compose using multiple strategies for revision (cut parts out, add parts in, move things around) in order to convey their meanings more effectively.

Find Ideas for Writing -Launching the Writing Workshop pp. 11-15, 49-54 -6+1 Traits of Writing: Grades 3 and Up Chapter 2 -Units of Study for Teaching Writing Book 1

-The Recess Queen by Alexis O’Neill -Bigmama’s by Donald Crews - Paper Boy by Dav Pilkey -Video Prompts for Writing -Smekens Ideas -Creativewritingideas.com -Lessons from geocity.com (click on six traits resources) -The writing teacher strategy guide (scroll down to page 6, Ideas)

-Write Source pp. 232-265, 416-429 Reading Wonders – Unit 1 -(WK 1) pp. T34 – T35, R/W Workshop pp. 32 – 33 Lucy Calkins -District Share>Curriculum Resources>Lucy Calkins>eDocs for Writing Calendar Plan>Grade 3 Discuss Ideas for Writing -Launching the Writing Workshop pp. 11-15, 49-54 -Guiding Readers and Writers pp. 82-86 (Getting Started with Independent Writing) -6+1 Traits of Writing: Grades 3 and Up Chapter 2 -Units of Study for Teaching Writing Book 1 -The Continuum of Literacy Learning pp. 128-133

Find Ideas for Writing -6+1 Traits of Writing: Grades 3 and Up pp. 38-50 -Evidence from Writer’s Notebook -Anecdotal records taken during writer’s workshop Discuss Ideas for Writing -6+1 Traits of Writing: Grades 3 and Up pp. 38-50 -Evidence from Writer’s Notebook -Anecdotal records taken during writing discussions -Writing conferences

Writing Workshop G3 - Bundle 1

-If You Were a Writer by Joan Lowry Nixon -Salt Hands by Jane Chelsea Aragon -Shortcut by Donald Crews

-Six Traits website from writingfix.com -Create a character trading card to plan a story

-Write Source pp. 4-13, 348-353, 416-419

3.5.3 Write personal, persuasive, and formal

letters, thank-you notes, and invitations that: show awareness of the knowledge and interests of the audience, establish a purpose and context, include the date, proper salutation, body, closing, and signature.

Demonstrate knowledge of invitations, friendly letters, and

thank you notes.

Write Letters -Guiding Readers and Writers pp. 169-185 (Reader’s Notebook) -The Continuum of Literacy Learning pp. 80-81, 128-133

-Stringbean’s Trip to the Shining Sea by Vera B. Williams -Detective LaRue by Loreen Leedy -Smekens letter writing -Letter writer helper (click on play game)

-Write Source pp. 128-129, 232-265, 429 Reading Wonders – Unit 1 -(WK 6)(Friendly Letter) pp. T352 – T356 Lucy Calkins -District Share>Curriculum Resources>Lucy Calkins>eDocs for Writing Calendar Plan>Grade 3

Write Letters -ISTEP rubric or 6+1Traits of Writing rubric assessment -Writing sample -Evidence from Reader’s Notebook

Correlating CC/Learning Targets Teacher Notes

W.6 W.10

Language and Word Study G3 - Bundle 1

CC/Learning Targets Resource of Ideas Evidence of Learning L.1 (3.6.5)

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.

Nouns: -Continuum of Literacy Learning pp. 210-211

-A Mink, A Fink, a Skating Rink, What is a Noun? By Brian Cleary -Alice Ramsey’s Grand Adventure by Don Brown

-Grammar.ccc.commnet.edu (power points) -Practice capitalizing proper nouns -Capitalizing proper nouns lesson -Capitalizing proper nouns game -A landscape picture to locate nouns (use this picture to locate common and proper nouns only) Reading Wonders – Unit 2 -(WK 1)(Common, proper, concrete, and abstract) pp. T36 – T37, R/W Workshop pp. 478 – 480 Verbs: -Write Source pp. 119, 381, 382, 522 -Grammar Tales: A Verb for Herb by Maria Fleming -Alice Ramsey’s Grand Adventure by Don Brown -Kites Sail High: A Book About Verbs Ruth Heller -Slide and Slurp, Scratch and Burp: More About Verbs by Brian Cleary Reading Wonders – Unit 3 - (WK 1)(Action) pp. T36, T65, R/W Workshop pp. 481 - 486 Adjectives/Articles/Adverbs: -Continuum of Literacy Learning pp. 210-211 -Word Matters Appendix 19, 22 -Comprehending and Fluency pp. 532-533 -6+1 Traits of Writing: Grades 3 and Up Chapter 5 -Write Source pp. 387-388, 530-533

Nouns: -Identify and highlight in text -Interactive edit -Writing sample -Writing conferences -Buddy Spelling activities -Word Study Lessons Teaching Resources p. 61 -Fill in the blank quiz -Evidence in writing sample -Teacher observation of article and compound word activities -Identify and highlight in text -Draw illustrations of compound words -Create a word search Verbs: -Readings Wonders assessments -Cloze activities -Interactive edit -Writing sample Adjectives/Articles/Adverbs: -Word Study Lessons Teaching Resources pp. 55. 61,91 -Readings Wonders assessments -6+1 Traits of Writing: Grades 3 and Up pp. 145-158 -Describe qualities you possess -Write an adjective poem -Writing sample -Quiz

Language and Word Study G3 - Bundle 1

-Hairy, Scary, Ordinary, What is an Adjective? by Brian Cleary Reading Wonders – Unit 6 -(WK 2)(Adjectives) pp. T98 – T99, R/W Workshop pp. 491 – 492 -(WK 2)(Adverbs) pp. T226 – T227, R/W Workshop pp. 493 – 494 Pronouns: -Word Study Lessons pp. 309-316, 321-324 -Continuum of Literacy Learning pp. 210-211 -Word Matters Appendix 19 -Write Source pp. 377-380 -Grammar Tales: The Planet Without Pronouns by Justin McCory Martin -Mine, All Mine by Ruth Heller -I and You and Don’t Forget Who by Brian Cleary -Wisc-online.com Reading Wonders -R/W Workshop pp. 487 - 490

Pronouns: -Word Study Lessons Teaching Resources p. 55 -Reading Wonders assessments -Highlight a pronoun in text and in the same color highlight its antecedent -Literature discussions in Guided Reading -Quiz (multiple choice)

L.2 (3.6.7)

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize appropriate words in titles. + Capitalize geographical names, holidays, historical periods, and special events.

Capitalize Words in Titles -6+1 Traits of Writing: Grades 3 and Up pp. 242-243 -Prompting Guide p. 31 -Write Source p. 472 (Capitalize Titles) -Grammar Tales: The Mega-Deluxe Capitalization Machine by Justin McCory Martin -Grammar.ccc.commnet.edu Reading Wonders -R/W Workshop pp. 498 - 500

Capitalize Words in Titles -Interactive edit -Edited writing sample -ISTEP or 6+1Traits of Writing rubric -Evidence from Reader’s Notebook -Evidence from Poetry Anthology -Evidence from journals or logs

Language and Word Study G3 - Bundle 1

L.3 (3.5.4)

Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written standard English.

Use Varied Word Choice -Word Study Lessons pp. 329-332, 337-340 -Launching the Writing Workshop pp. 78-83 -6+1 Traits of Writing: Grades 3 and Up Chapter 5 -Units of Study for Teaching Writing Book 6 -The Boy Who Loved Words by Roni Schotter -Elbert’s Bad Word by Don Wood and Audrey Wood -Six Traits website from writingfix.com -Lessons from geocity.com (click on house then go to six traits resources) Reading Wonders – Unit 1 -(WK 2)(Choose varied word choice for effect) pp. T98 – T101, -(WK 1)T32, R/W Workshop pp. 32 - 33

Use Varied Word Choice -6+1 Traits of Writing: Grades 3 and Up pp. 145-158 -Student demonstration of use of Thesaurus -6+1 Traits of writing rubric -Writing sample -Evidence from Writing Notebook -Observation in interactive edit -Create a semantic web (Words Their Way p. 280)

3.6.3 Identify and use subjects and verbs that are in agreement.

Define verb (in the predicate part of a sentence) as expressing actions, events, or states of being about the subject.

Recognize that every verb has a subject and identify as who or what the verb “does.”

Use Subject/Verb Agreement -Word Study Lessons pp. 301-304, 317-320 -Continuum of Literacy Learning p. 210 -Write Source pp. 373-376, 381-386, 510-529 (Subject/Verb Agreement) -Nouns and Verbs Have a Field Day by Robin Pulver -Grammar.ccc.commnet.edu Reading Wonders – Unit 3 -(WK 2)(Subject/Verb Agreement) pp. T102 – 103, R/W Workshop pp. 483

Use Subject/Verb Agreement -Word Study Lessons Teaching Resources p. 55 -Anecdotal records from student writing samples -Cloze activities -Interactive edit

3.1.3 Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate

Read Grade Level Text -The Daily 5 pp. 119-126 -Comprehending and Fluency pp. 25-29, 62-104

Read Grade Level Text -Word Study Lessons Teacher Resources pp. 122-123

Language and Word Study G3 - Bundle 1

timing, change in voice, and expression using self-correcting strategies.

-Guiding Readers and Writers pp. 143-162 (The First 20 Days) -Prompting Guide pp.8-9, 12-14, 17-20 -The Continuum of Literacy Learning pp. 58-59 -Big Plans by Bob Shea and Lane Smith -The Three Bears by Jan Brett -Gameclassroom.com -What is fuency? -Listen to a story on bookpop.com (audio stories) -Reading for Fluency Reading Wonders -Any story

-Comprehending and Fluency pp. 51, 95-104 -Reading Wonders assessments - Anecdotal records from Guided Reading -Timed readings (students graph progress) -Reader’s Theatre performance -Dramatic reading -Song/Rap

SL.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 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

Literature Discussions -Guiding Readers and Writers pp. 280-284 -Comprehending and Fluency pp. 287-290 -The Continuum of Literacy Learning pp. 26-27, 186-187 Reading Wonders -Any read-aloud -Any story

Literature Discussions -Evidence during interactive read- aloud discussions -Participate in developing agreed- upon procedures for literature discussions and create an anchor chart of these procedures to post in the classroom. -Model agreed-upon rules during Reading Workshop -Participate in on-task partner shares (“Buddy-Up” procedure)

Language and Word Study G3 - Bundle 1

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 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Ask/Answer Questions -Guiding Readers and Writers pp. 291-294, 471 -Strategies That Work 2 pp. 81, 110-121, 140-141,197 -Comprehending and Fluency pp. 23-24, 538 -Learning Structures: modules 8-13 Workbook by Ruby Payne pp.63-68 -The ComprehensionToolkit: Summarize and Synthesize Lesson 22 -The ComprehensionToolkit: Determine Importance Lesson 16 -The ComprehensionToolkit: Infer Meaning Lesson 11 -The Continuum of Literacy Learning pp. 186-187

Ask/Answer Questions -Participate in an interview as the interviewer and the interviewee -Participate in community circles where questions are asked on a particular topic by students and answers are given -Observation

SL.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Speak in Complete Sentences -The Continuum of Literacy Learning pp. 186-187

Speak in Complete Sentences -Participate in an interview as the interviewer and the interviewee -Participate in community circles where questions are asked on a particular topic by students and answers are given -Observation in classroom discussions

Correlating CC/Learning Targets Teacher Notes

L.3

3.6.1