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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

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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

http://www.tncore.org/english_language_arts/curricular_resources/ke



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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


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



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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



TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; fastest imrpoving

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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




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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



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)


Spelling of grade-‐appropriate words in




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


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


7

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


Suggested Performance Assessments

Close reading of Bats, Creatures of the

Night

LanguageS Vocabulary (L3, L4, L5, L6) L4-

‐Determine or clarify the meaning of


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


L 5-‐‐ Demonstrate understanding of word


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.


Time-‐order (temporal) words and phrases

Shades of meaning (see close reading)

Using context


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,




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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


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




9

Module conventions of standard English grammar and



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


Use of language conventions in



Teacher-‐made or district common assessments in test-‐like format

CC Speaking and Listening

SL.3.1- Engage effectively in a range of









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 …


take turns.


show active listening skills while working in a group.


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




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-‐‐




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


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


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


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



understanding.

I can…

Use learned phonics patterns to

decode unfamiliar words.

Read multisyllable words.

Read grade level text with fluency,

accuracy, expression and

comprehension.


Multisyllable words



records






11






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


Sequence of events

Comprehension strategies:

Monitor/Clarify

Summarize


Written summary of a “fresh read” text or




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





13

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


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


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


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


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




14

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.


peers and adults, develop and strengthen

writing as needed by planning, revising, and

editing.


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


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




15

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:


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



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


Use of language conventions in daily/weekly writing


Teacher–made or district assessments in test-‐like format





16

CC Speaking and Listening

SL 3.1- Engage effectively in a range of





a. Come to discussion prepared/explicitly draw

on preparation and other information about

the topic





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


Teacher observation

CC Language (L2e, f, g)

L 3.2- Demonstrate command of the



L 3.2e. Use conventional spelling for high-‐‐


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)



TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx

Username: tneducation; password: fastestimproving 17



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


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


c. Decode multisyllable words RF 4-‐Read with sufficient accuracy and fluency



understanding.






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.


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 )



records

Reader’s Theater/performance reading




curriculum map english/language arts grade 3 second six weeks€¦ · use the text features of...

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