grade 3 bps instructional guide for literacy sy 2021-2022

*This is a suggested strategy to support students’ needs. Refer to Step Up to Writing (SUTW) resources for additional tools for instructional support. **This is a suggested resource for phonics/word study/vocabulary/writing in the Language and Literacy Guide (LLG).

Grade 3 BPS Instructional Guide for Literacy SY 2021-2022

EXPLANATION OF COLOR-CODING IN K-6 READING INSTRUCTIONAL GUIDES FOR THE 2021-2022 SCHOOL YEAR

The chart below will be helpful to teachers in understanding the changes to the K-6 Reading curriculum that were made based on the above analysis of the reading curriculum. Many of the changes to the K-6 reading curriculum were made based on the recommendations from the SAP guidance document. Below you will find explanations of the color-coding system you will see in the Reading K-6 instructional guides.

Color Meaning

White/No Color

(No change; standard, grade-level content)

Essential grade level content

Grey Highlight

(Supplemental) Consider skipping; add in, time permitting, if students have mastered essential and recommended grade-level content

Light Blue Highlight Light Blue

(Recommended)

Content should be taught; however, if needed, skill could be incorporated during other parts of the lesson (e.g. writing, small group)

Yellow Highlight Yellow

(Replacement to Journeys )

&

K-2: Heggerty Phonemic Awareness lessons replace Journey’s phonemic awareness lessons

K-3: CKLA lessons replace some Journey’s Read-Aloud lessons

K-6: Additional SUTW lessons replace Journey’s writing

Yellow Highlight Yellow

Recommendations

from SAP Guidance document added to IGS

(new in 2020-2021 IG)

The central understanding and essential TDQs (text dependent questions) added for the anchor text (K-6) and read-alouds (K-2) NOTE: TDQ = HOT! Questions in grades 3-6 and second half of grade 2)

myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. lessons

Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, R10, W8, W9

https://www.myon.com/login/



Timeline, Unit, CCLS

Reading Strand Foundational skills

Reading Strand

Comprehension

Vocabulary and Language Strand

Writing, Speaking & Listening

Strands

Sept. 8-18 TBD

Sept. 13-24

Unit: 1 Lesson: 1 Topic: Education Domain: Community EQ: How is learning at school different from learning it at home?

Phonemic Awareness (1RF2)

• Heggerty Primary Week 1 LETRS Explicit Phonics Lesson Plan Phonics: RF. 3.3 (3RF3)

• Short vowels: a, e, i, o, u

• Words with VCCV pattern

Fluency: RF.3.4 (3RF4)

• Accuracy

Selections: RL/I.3.10 (3R10)

• A Fine, Fine School (Humorous Fiction)

• One-room Schoolhouses (Informational)

Central Understanding:

• Learning does not only take place in school, but in life's everyday experiences too!

Central Understanding Skill:

• Analyze story structure - plot, characters, setting RL.3.3; RL.3.5 (3R3; 3R5)

• Analyze illustrations RL.3.7 (3R7)

• Compare texts RL.3.9 (3R9)

Strategy: RL.3.2; RI.3.2 (3R2; 3R2)

• Summarize Supplemental Higher Order Oral

Response Questions (HOT!)

Grammar: L.3.1i; L.3.2 (3L1i;3L2)

• Simple sentences (subject and predicate) {*SUTW E29-a}

• Review capitalization and punctuation

Spelling: RF.3.3 (3RF3)

• Short vowels

Vocabulary: L.3.6 (3L6)

• principal, soared, strolled, worried, proud, announced, fine, certainly

• Academic and domain

specific words

Vocabulary Strategy:

• Context clues

Writing: W.3.4; W.3.10 (3W4; 3W10)

• Genre: Narrative writing W.3.3 (3W3)

• Form: Descriptive

paragraph

• Focus trait: Word Choice {*SUTW E41a}

Speaking/Listening: (3R2; 3SL2;

3SL5)

Read Aloud: CKLA: Domain 1 -

Lesson 1 Classic Tales Wind in the

Willows

Central Understanding & Key

TDQs

Supplemental Constructed Response

Questions (HOT!)

NOTES

Suggested scaffolding technique: Chunking – pp. 14-20, 21-27, 28-34 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7

https://schoology.buffaloschools.org/group/787924781/materials?f=227136004



https://schoology.buffaloschools.org/template/5217664490



https://www.buffaloschools.org/cms/lib/NY01913551/Centricity/Domain/70/Gr_3_Lesson_1_Oral_9-10-19.pdf











http://www.buffaloschools.org/files/129058/Kinder_Activities_Aligned_to_HMH_Journeys_lessons_from_FCRR.pdf




Timeline Unit/Topic


Reading Strand Comprehension



Strands

Sept. 27- Oct. 8

Unit: 1

Lesson: 2 Topic: Court System

Domain: Civics

EQ: Why are courts an important part of our government?


• Heggerty Primary Week 2

LETRS Explicit Phonics Lesson Plan

Phonics: (3RF3)

• Long vowels: a, e, i, o, u

• VCe words

Fluency: (3RF4a; 3RF4b)

• Phrasing

Selections: (3R10)

• The Trial of Cardigan Jones (Fantasy)

• You Be the Jury (Informational)

Central Understanding

Skill: (3R1; 3R2; 3R5)

• Draw conclusions

• Evaluate effect of author’s

word choice

• Analyze headings Strategy:

• Infer, predict

Supplemental Higher Order

Oral

Questions (HOT!)

Grammar: (3L1i; 3L2)

• Sentence types {*SUTW E2-31a}

Spelling: (3RF3)

• VCe words {*SUTW E2-13e}

Vocabulary: (3L6)

• trial, jury, convinced, guilty, pointed, hones, murmur, stand

• Academic and domain specific words

Vocabulary Strategy: L.3.4d (3L4d)

• Dictionary/glossary

Writing: (3W4; 3W10)

• Genre: Narrative writing (3W3)

• Form: Dialogue

• Focus trait: Ideas {*SUTW E2-31a}

Speaking/Listening: (3R2; 3SL2; 3SL5)

Read Aloud: Journeys: Sequoyah!

• Determine the main ideas and supporting details

Central Understanding & Key TDQs


Questions (HOT!)

NOTES Suggested scaffolding technique: Chunking – pp. 50-56, 57-62, 63-69

myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7



















Timeline

Unit/Topic Reading Strand

Foundational skills Reading Strand

Comprehension



Strands

Oct. 12-22

Unit: 1 Lesson: 3

Topic: Volunteers Domain: Community EQ: Why is volunteering good for a community and its people?


• Heggerty Primary Week 3

LETRS Explicit Phonics Lesson Plan Phonics:(3L2f)

• Common vowel pairs: ai, ay, ee, ea

Fluency: RF.3.4 (3RF4)

• Reading rate

Selections: (3R10)

• Destiny’s Gift (Realistic fiction)

• Kids Making a Difference (Informational)


Skill: (3R3)

• Understanding characters

Strategy: (3R2, 3R3)

• Analyze/evaluate Supplemental Higher Order Oral Questions (HOT!)

Grammar: (3L1i)

• Compound sentences

Spelling: (3RF3)

• Long a and e

Vocabulary: (3L6)

• afford, customers, contacted, raise, earn, figure, block, spreading

• General academic and domain

specific words

Vocabulary Skill: (3L5)

• Antonyms



• Form: Personal paragraph

• Focus trait: Voice


Read Aloud: Journeys: Open Your Eyes!

• Ask and answer questions


Supplemental Constructed


NOTES

Suggested scaffolding technique: Chunking – pp. 86-93, 94-101, 102-109



















Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Oct. 25 – Nov. 4

Unit: 1 Lesson: 5 Topic: Sports Domain: Recreation and Travel EQ: What are traits of a hero?


• Heggerty Primary Week 4 LETRS Explicit Phonics Lesson Plan Phonics: (3L2f)

• Long i spelled i, ie, igh

Fluency:

• Intonation

Selections: (3R10)

• Roberto Clemente (Biography)

• Baseball Poems (Poetry)


Skill:

• Cause/effect (3R3)

• Literal and nonliteral meanings (3R4)

Strategy: (3L5a)

• Visualize Supplemental Oral Response Questions (HOT!)

Grammar: (3L1b)

• Plural nouns with –s, -es *{SUTW E2-26b}

Spelling:

• Long i spelled i, ie, igh

Vocabulary: (3R4; 3L6)

• stands, fans, score, league,

slammed, polish, style,

pronounced


specific words

Vocabulary Skill: (3L4b)

• Prefix mis-



• Form: Personal narrative

• Focus Trait: Sentence

fluency


3SL5)

Read Aloud: Journeys: The

Tennessee Tornado

• Speak in complete sentences


Supplemental Constructed Response Questions (HOT!)

NOTES




















Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Nov. 5-17

Unit: 2 Lesson: 6 Topic: Mammals Domain: Life Science EQ: What makes bats interesting and useful?



• VCV pattern words

• Long e spelled y

Fluency: (3RF4)

• Reading rate

Selections: (3R10)

• Bat Loves the Night (Narrative

nonfiction) • A Bat Is Born (Poetry)


Skill: (3R3; 3R8)

• Sequence of events

Strategy: (3RF1)

• Question Supplemental Oral Response Questions (HOT!)

Grammar: (3L1a)

• Verbs

Spelling: (3RF3)

• Short and long vowels


• twitch, swoops, squeak, echoes, detail, slithers, dozes, snuggles


specific words

Vocabulary Strategy: (3L2e;

3L4b)

• Suffixes –able, -ible {*SUTW E2-26a}


• Genre: Opinion writing: (3W1)

• Form: Response paragraph

• Focus Trait: Ideas

• IVF/Color Code

• Transitions {*SUTW E1-24, 25abc, E5-2a, 3a ,b, 5b,c, 19, 20a}


Read Aloud: CKLA: Domain 2 - Lesson 1

Classifying Animals by Characteristics



NOTES




















Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Nov. 18– Dec. 1

Unit: 2 Lesson: 7 Topic: Visual arts Domain: The arts EQ: How do pictures help tell a story?



• Three letter clusters: scr,

spr, str, thr

• Vowels ew, ue

Fluency: (3RF4a)

• Expression

Selections: (3R10)

• What Do Illustrators Do? (Informational)

• Jack Draws a Beanstalk (Traditional tale)


Skill: (3R3; 3R8)

• Text and graphic features



• Analyze/evaluate

Supplemental Oral Response Questions

(HOT!)

Grammar: (3L1e)

• Verb tenses

Spelling: (3L2f)

• Three letter clusters

Vocabulary: (3L6)

• imagine, tools, illustrate, scribbles, sketches, tracing, research, textures


specific words

Vocabulary Strategy: (3L5)

• Synonyms


• Genre: Opinion writing (3W1)

• Form: Opinion paragraph

• Focus Trait: Organization


3SL5)

Read Aloud: Journeys: Louis Braille! Boy Inventor

• Determine the main idea and supporting details



NOTES Suggested scaffolding technique: Chunking – pp. 242-248, 249-255, 256-261 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7



















Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Dec. 2-13

Unit: 2

Lesson: 8

Topic: Traditions Domain: Cultures EQ: What do traditional tales tell readers about life?

Phonics: (3RF3e)

• Silent letters: kn, wr

• Stable syllable -le

Fluency: (3RF4a)

• Stress

Selections: (3R10)

• The Harvest Birds (Folktale)

• The Treasure (Folktale)


Skill:

• Draw conclusions (3R2)

• Literal and nonliteral meanings (3R4); (3L5a)

Strategy:

• Infer/predict Supplemental Oral Response Questions

(HOT!)

Grammar: (3L2b)

• Using commas

• Commas in dates and places

{*SUTW E2-39a,b}

Spelling: (3RF3e)

• Unexpected consonant spellings

Vocabulary: (3L6)

• harvest, separate, ashamed, borders, advice, borrow, patch, serious


specific words

Vocabulary Strategy: (3L4a)

• Context clues


• Genre: Opinion writing: (3W1)

• Form: Response paragraph

• Focus Trait: Word choice

Speaking/Listening: (3SL4);(3SL6)

Read Aloud: CKLA: Domain 8 -

Lesson 3 Native Americans of the

Southwest



NOTES

















Timeline Unit/Topic


Reading Strand

Comprehension


Writing, Speaking & Listening Strands

Dec. 14-23

Unit 2

Lesson 9 Topic: Performing Arts

Domain: The Arts EQ: How is a live performance different than other kinds of entertainment?

Phonics: (3RF3)

• Vowel dipthongs: ow, ou LETRS Explicit Phonics Lesson Plan

Fluency: (3RF4b)

• Intonation

Selections: (3R10)

• Kamishibai Man (Realistic Fiction)

• The True Story of Kamishibai (Informational)


Skill:

• Main idea and details (3R2)

• Cause and Effect (3R8)

Strategy:

• Monitor/ Clarify (3RI4) Supplemental Oral Response

Questions (HOT!)

Grammar: (3L1c)

• Abstract nouns {*SUTW E2-19b}

Spelling: (3RF3)

• Vowel sound in town

Vocabulary: (3R5); (3L6)

• familiar, applause, vacant,

rickety, blurry, blasted, jerky,

rude


specific words


• Dictionary/Glossary



• Form: Response to

literature; response essay

• Focus Trait: organization

Speaking/Listening: S (3SL1; 3SL3)

Read Aloud: Journeys: The Magical Art of Mime




NOTES

















Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Jan. 3 - 12

Unit 3: Lesson: 11 Topic: Technology and

Innovations

Domain: Inventions EQ: How do inventions help athletes?

Phonics: (3RF3)

• Vowel diphthongs oi, oy

Fluency: Phrasing

Selections: (3R10)

• Technology Wins the Game (Informational)

• Science for Sport Fans (Informational)

• Amos & Boris (extended independent reading, option for small group time)


Skill: (3R5)



Strategy: (3R1)

• Question Supplemental Oral Response

Questions (HOT!)

Grammar: (3L1f)

• More plural nouns

Spelling: (3RF3e)

• Vowel sound in joy


• contribute, athletes, improve, power, process, flexible, fraction, compete

• General academic and

domain specific words

Vocabulary Strategy: (3RF3a)

• Suffixes –less, -ful, -ous {*SUTW E2- 26a}


• Genre: Informative writing

(3W2)

• Form: Cause and effect paragraphs


Speaking/Listening: (3SL4);(3SL6)

Read Aloud: Journeys: J. Block



Questions (HOT!)








https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/domain/70/trsupq3/Gr_3_L_11_CR_Revised_12.9-17_AB.pdf









11


Timeline Unit/Topic


Reading Strand

Comprehension



Jan. 13-25

Unit: 3

Lesson: 13

Topic: People and

animals

Domain: Social relationships EQ: Why are stories from different cultures important?

Phonics: (3L1; 3RF5; 3W5)

• Contractions with n’t, ‘d, ‘ve

• Vowels au, aw, al

Fluency: (3RF4a; 3RF6)

• Reading rate

Selections: (3R10)

• Yonder Mountain: A Cherokee Legend

(Legend) • The Trail of Tears (Informational)


Skill: (3R2; 3R3)

• Compare and contrast (3R9)

• Story message

• Strategy: (3R2, 3R3) Analyze/evaluate

Supplemental Oral Response Questions

(HOT!)

Grammar: (3L1f)

• Subject-verb agreement {*SUTW E2-40a,b}

Spelling: (3L1; 3W5)

• Contraction

Vocabulary: (3L4a; 3L6)

• examined, peak, fondly, steep, rugged, mist, pausing, pleaded


specific words


• Homophones and

homographs


• Genre: Informative Writing

(3W2) • Form: Informative

paragraph

• Compare/contrast

• Focus Trait: Organization {*SUTW E1-34b}

Speaking/Listening: (SL. 3.3; SL.3.1c)

Read Aloud: CKLA Domain 8 Lesson 7 Native Americans of the Southeast

• Ask questions


TDQs

















12


Timeline Unit/Topic


Reading Strand

Comprehension

Vocabulary and Language Strand Writing, Speaking & Listening

Strands

Jan. 26 – Feb. 4

Unit: 3 Lesson: 14

Topic: People and animals Domain: Social relationships EQ: What are some of the benefits of dogs interacting with people?

Phonics: (3R5)

• Words with –are, -or -ore

Fluency: (3R4)

• Accuracy

Selections: (3R10)

• Aero and Officer Mike (Informational)

• Kids and Critters: A Nature Newsletter (Informational)


Skill: (3R6)

• Author’s purpose

• Point of view

Strategy:

• Summarize {*SUTW E1-24b}

Supplemental Oral Response Questions (HOT!)

Grammar: (3L1f)

• Pronoun-verb agreement

Spelling:

• Vowel + /r/ sound

Vocabulary: (3R4;3R6)

• lying, loyal, partners, shift, quiver, patrol, ability, snap

• General academic and domain specific words

Vocabulary Strategy: (3L4b; 3RF5)

• Prefixes: -in,-im


• Genre: Informative writing (3W2)

• Form: Informative paragraph

• Problem/solution

• Focus Trait: Organization {*SUTW E4-11a,b; 12a,b}

Speaking/Listening: (3SL2)

Read Aloud: Journeys: More than a Pet

• Determine the main idea and supporting details



Questions (HOT!)

NOTES









https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/Domain/70/Gr_3_Lesson_14_CR_1-22-18_AB.PDF

https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/Domain/70/Gr_3_Lesson_14_CR_1-22-18_AB.PDF






13


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Feb. 7-16

Unit: 3 Lesson: 15

Topic:

Cooking Domain: Health and

safety

EQ: Why are safety rules important?

Phonics: (3RF5)

• Words with –er, -ir, -ur, - or

Fluency: RF.3.4b (3RF4a)

• Expression

Selections: (3R10)

• Extra-good Sunday (Humorous

fiction) • Imagine a Recipe (Informational)


Skill: (3R3; 3R7; 3L6)

• Understanding characters

• Formal and informal language

Strategy:

• Infer/predict


Grammar: 3L1e

• Verb tenses

Spelling: (3RF5)

• Vowel plus /r/ sound in nurse

Vocabulary(3L4a; 3L6)

• festive, ingredients, degrees, recommended, anxiously, across, remarked, tense


specific words

Vocabulary Strategy:

• Using a thesaurus


• Genre: Informative writing

(3W2)

• Form: Explanatory essay

• Focus Trait: Ideas {*SUTW E2-9b, E4-2a}

Speaking/Listening: (3R2)

• Retell the main plot events

Speaking/Listening Skill: (3SL1)

Read Aloud: Journeys: Give Yourself a

Gift

• Hold a group discussion



NOTES
















14


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Feb. 17- Mar. 7

Unit: 4

Lesson: 16

Topic: General Science Domain: Conservation EQ: Why is it important to take care of our environment?

Phonics: (3RF3e)

• Vowel /r/ sounds in air and fear

Fluency: (3RF4a; 3RF4a)

• Intonation

Selections: (3R10)

• Judy Moody Saves the World

(Humorous fiction)

• My Smelly Pet (Humorous fiction)


Skill: (3R3; 3R5)

• Story structure

• Theme (3R2)

Strategy: (3R3)

• Monitor/clarify Supplemental Oral Response Questions

(HOT!)

Grammar: (3L1a)

• Adjectives and articles

Spelling: (3L2f)

• Words with air, ear, are

Vocabulary: (3L6)

• recycle, project, dripping, carton, complicated, pollution, rubbish, hardly, shade, global



• Context clues



• Form: Persuasive letter

{*SUTW E2-2a,b}

• Focus Trait: Idea {*SUTW E5-2a, 9a}

Speaking/Listening Skill: (3SL3)

Read Aloud: Journeys: Counting Cans

• Ask and answer

questions


TDQs


NOTES

Suggested scaffolding technique: Chunking – pp. 14-21, 22-29, 30-37 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax

Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7














15


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

March 8-17

Unit: 4 Lesson: 17 Topic: Fossils Domain: Earth Science EQ: What can fossils tell us about the past?

Phonics: (3RF3c; 3RF3e)

• VCCCV pattern

• /s/ spelled c, /j/ spelled g

Fluency: (3RF4a)

• Stress

Selections: (3R10)

• The Albertosaurus Mystery (Informational)

• Finding Fossils for Fun (Informational)


Skill: (3R6; 3R7)

• Draw conclusions

• Point of view

Strategy: (3R7)

• Visualize Supplemental Oral Response

Questions (HOT!)

Grammar: (3L1g)

• Adjectives and compare {*SUTW E2-22a}

Spelling: (3L2f)

• Words with /j/ and /s/


• fossils, clues, remains, prove, evidence, skeletons, uncovering, buried, fierce, location



Vocabulary Strategy: (3RF3a; 3RF3d)

• Suffix –ly


• Genre: Opinion Writing 3W1

• Form: Opinion paragraph

• Focus Trait: Voice *SUTW E5-2b, 3a, 22a, 23a, 24b}


Read Aloud: Journeys: Otzi’s Story

Answer questions in complete

sentences


Speaking/Listening Skill: (3SL3; 3SL6)



Questions (HOT!)

NOTES
















16


Timeline Unit/Topic


Reading Strand Comprehension



March 18-29

Unit: 4 Lesson: 18 Topic: Trees Domain: Life science EQ: What are some differences among types of trees?

Phonics: (3RF3c; 3RF3e)

• Words with /k/ and /kw/

• Stable syllable -tion, -ture

Fluency: (3RF4a)

• Expression

Selections: (3R10)

• A Tree Is Growing (Informational)

• Stopping by Woods on a Snowy

Evening (Poetry)


Skill: (3R5; 3R7)


• Domain specific vocabulary

Strategy: (3R1)


Questions (HOT!)

Grammar:

• Using be and helping verbs

Spelling: (3L2f)

• Words with /k/ and /kw/

Vocabulary: (3L6)

• pollen, store, clumps, passages,

absorb, throughout, coverings,

spines, tropical, dissolve


Vocabulary Strategy: (3L4c)

• Word roots


• Genre: Opinion (3W1)

• Form: Problem and solution paragraph {*SUTW E5-1a, 3a}


Speaking/Listening: (3SL3; 3SL6)

Read Aloud: Journeys: The World

Tree

• Ask and answer questions in complete sentences


TDQs Speaking/Listening Skill: (3SL5)

• Create an

audio

recording



NOTES



















18


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

Mar. 30- Apr. 20

Unit: 4 Lesson: 19 Topic: Social relationships Domain: Community EQ: How do members of a community help each other?

Phonics: (3RF3)

• Vowel sounds in spoon and wood

Fluency: (3RF4a)

• Reading rate

Selections: (3R10)

• Two Bear Cubs (myth/play)

• Whose Land Is It?

(informational)

• Boy, Were We Wrong About

Dinosaurs! (extended

independent reading, option for

small group time)


Skill: (3R2; 3R5)

• Story structure

• Story message

Strategy: (3R2)

• Summarize Supplemental Oral Response Questions (HOT!)

Grammar: (3L1d)

• Irregular verb {*SUTW E2-20a}

Spelling: (3L2f)

• Vowel sounds in spoon and wood

Vocabulary: (3L6)

• scolding, greedily, ignores, hesitation, burden, glancing, base, console, drowsy, heroic


Vocabulary Strategy: (3RF3a)

• Prefixes pre-, re-, bi-



• Form: Persuasive essay {*SUTW E5-2b}

• Focus Trait: Ideas {*SUTW E5-3a, 4b, 7a,b,c}

Speaking/Listening: (3SL4)

Read Aloud: CKLA Domain 8 - Lesson

6 Native Americans of the Northeast


Supplemental higher-order constructed

response questions (HOT!)

NOTES

Suggested scaffolding technique: Chunking - pp. 132-139, 140-146, 147-151 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7








https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/Domain/70/Gr3_L19_CR_01292018_AB.PDF

https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/Domain/70/Gr3_L19_CR_01292018_AB.PDF






19


Timeline

Unit/Topic


Reading Strand

Comprehension

Vocabulary and Language Strand Writing, Speaking & Listening

Strands

April 21 – May 2

Unit: 5

Lesson: 21 Topic: Pioneer life Domain: American history

EQ: What was life on the prairie like for the pioneers?

Phonics: (3RF3c)

• Words with –ed, -ing

Fluency: (3RF4a)

• Intonation

Selections: (3R10)

• Sarah, Plain and Tall (Historical fiction)

• Wagons of the Old West (Informational)


Skill: (3R3; 3R6; 3R7)

• Story structure

• Point of view

Strategy: (3R5)

• Monitor/clarify


Grammar: (3L1g)

• Adverbs that compare {*SUTW E2-23b}

Spelling: (3L2e)

• Words with -ed, -ing {*SUTW E2-13e, 26a}

Vocabulary:

• prairie, slick, fetch, clattered, sniff, rough, batted, thumped, buzzing, rustle



Vocabulary Strategy: (3RF3c; 3L4b)

Prefix non-



• Form: Fictional narrative

paragraph

• Focus Trait: Word Choice {*SUTW E6-1a, 2a, 4a, 5a,b, 10a, 18a,b, 19a}

Speaking/Listening Skill: (3SL1a)

Read Aloud: CKLA Domain 8 -

Lesson 3 Native Americans of the

Greater Mississippi Area


Supplemental higher-order

constructed response questions (HOT!)

NOTES

Suggested scaffolding technique: Chunking – pp. 206-211, 212—217, 218-222 myON and other independent reading options should be assigned to offer students a range of complexity so every student can read with minimal or no teacher support. Suggested activities from the Florida Center for Reading Research (FCRR), Lexia, and MobyMax aligned to each lesson for differentiated, teacher-led or independent small group activities for phonemic awareness, phonics, fluency, vocabulary, comprehension, and enrichment (HOT!) can be found here: FCRR, Lexia/MobyMax Focus Standards from SAP Guidance: FS4, L4, L5, R1, R4, R9, W7




https://ny01913551.schoolwires.net/cms/lib/NY01913551/Centricity/Domain/70/Gr3_L21_Oral_03112018_AB.PDF











20


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

May 3-16

Unit: 5 Lesson: 23

Topic: Sending

messages

Domain:

Communication

EQ: How can people communicate over long distances?

Phonics: (3RF3a; 3RF3d)

• Suffixes –er, -ly, -est, -ous, -y

Fluency: (3RF4a)

• Reading rate

Selections: (3R10)

• The Journey of Oliver K. Woodman (Fantasy)

• Moving the U.S. Mail (Informational)


Skill: (3R3; 3R5; 3L3b; 3L6)

• Formal and informal language

• Sequence


• Analyze /evaluate

Supplemental Oral Response

Questions (HOT!)

Grammar: (3L2d)

• Possessive nouns and pronouns {*SUTW E2-18b}

Spelling: (3L2e)

• Suffixes –ful, -ly, -er {*SUTW E2-13e, 26a}

Vocabulary: (3L6)

• sincere, managed, loaded, loveliest, conversations, inspired, reunion, currently, pleasure, terror


specific words

Vocabulary Strategy: (3RF3; 3L4b)

• Suffixes –er, -est



• Form: Dialogue (3L2c)

• Focus Trait: Voice *SUTW E2-28a,b}

Speaking/Listening: (3SL3; 3SL6)

Read Aloud: Journeys: Piggy Goes to Town

• Speak in complete sentences when answering questions

• Recount an experience














21


Timeline Unit/Topic


Reading Strand

Comprehension



Strands

May 17-26

Unit: 5 Lesson: 24 Topic: Volcanoes Domain: Earth science EQ: What changes do volcanoes cause?

Phonics: (3RF3a; 3RF3c)

• Prefixes un-, pre-, re-, bi-

Fluency: (3RF4a)

• Accuracy

Selections: (3R10)

• Dog-of-the-Sea–Waves (Realistic

Fiction) • The Land Volcanoes Built

(Informational)


Skill: (3R1; 3R2; 3R7)

• Author’s purpose

• Analyze illustrations

Strategy: (3R1)


Questions (HOT!)

Grammar: (3L1i)

• Complex sentences

Spelling: (3RF3a; 3L2f)

• Prefixes re-, un- {*SUTW E2-13e}

Vocabulary: (3L6)

• voyage, lava, rippled, arrival, guided, twisted, aboard, anchor, spotted, bay


specific words

Vocabulary Strategy: (3L5c)

• Shades of meaning



• Form: Fictional

narrative

• Focus Trait: Ideas {*SUTW E6-6b,c,d,e, 9c}

Speaking/Listening: (3SL1c; 3SL1d)

Read Aloud: Journeys: Mapping the World



Supplemental higher-order constructed response questions

(HOT!)

NOTES












22


Timeline Unit/Topic


Reading Strand

Comprehension



May 27- June 23

Unit: 6

HMH Trade Books: Donavan’s Word Jar (Realistic Fiction)

RL/I.3.10 (3RI10)

See Lessons below

Supplemental higher order constructed

response questions (HOT!)

Trade book HOT! questions

• Use strategies from SUTW

Supplemental higher order constructed response questions

(HOT!)


NOTES








23


Grade 3 BPS Instructional Guide for Literacy

SY 2021-2022 Timeline Unit/Topic


Reading Strand

Comprehension



Strands

May 27– June 1

Unit: 6

Lesson: 26

Chapters 1 - 2

Fluency: (3RF4a)

• Accuracy

Selections: (3R10)

Donavon’s Word Jar (Realistic

fiction)


Chapters 1 – 2 T242 – T251

Skill: (3R3, 3L3)

• Characters: Infer Information

about Characters

• Word Choice Strategy: (3R2, 3R3)

• Analyze /evaluate

Supplemental Higher Order Oral

Response Questions (HOT!) Trade book HOT! questions

Vocabulary: (3L6)

• enjoyed, stamped, collection,

event, amusement,

dictionary, slips, private,

property, brim

• Read aloud vocabulary:

knack revealed, alarmed,

challenge

• Terms about Literature:

characters, traits, infer,

analyze, evaluate, word

choice

Vocabulary Strategy: (3L4b)

• Suffixes: -ion

Writing: (Life Long Practices of Writers, 3L3)

• Use SUTW strategies • Word Choice

Speaking/Listening: (3SL1, 3SL2, 3SL3)

Read Aloud: Journeys: Collecting Can be Fun

• Build background

• Summarize



Constructed Response Questions (HOT!)


NOTES











24



SY 2021-2022

Timeline Unit/Topic


Reading Strand

Comprehension



Strands

June 2 – 6

Unit: 6

Lesson: 27

Chapters 3 – 4

Fluency: (3RF4a)

• Intonation

Selections: (3R10)


fiction)


Chapters 3 – 4 T252 – T261

Skill: (3R2, 3L3)

• Cause and effect

• Word Choice Strategy: (3R2)



Vocabulary: (3L6)

• counter, pleased, solution,

solve, advice, surprise,

details, suggestion, steady,

patterned

• Terms about Literature:

cause, effect, summarize,

infer, word choice


• Homophones/

Homographs




Read Aloud: page 17

• Fluency





NOTES











25



SY 2021-2022

Timeline Unit/Topic


Reading Strand

Comprehension



Strands

June 7 – 10

Unit: 6

Lesson: 28

Chapters 5 - 6

Fluency: (3RF4a)

Selections: (3R10)


fiction)


Chapters 5 – 6 T262 – T271

Skill: (3R2, 3L3) Strategy: (3R2)



Vocabulary: (3L6)



• Use SUTW strategies Speaking/Listening: (3SL1, 3SL2,

3SL3)




NOTES










26



SY 2021-2022

Timeline Unit/Topic


Reading Strand

Comprehension



Strands

June 13 –16

Unit: 6

Lesson: 29

Chapters 7 - 8

Fluency: (3RF4a)

• Intonation

Selections: (3R10)


fiction)


Chapters 7 - 8 T272 – T281

Skill: (3R2, 3L3) Strategy: (3R2)

• Summarize

Supplemental Higher Order Oral Response Questions (HOT!) Trade book HOT! questions

Vocabulary: (3L6)



• Use SUTW strategies Speaking/Listening: (3SL1, 3SL2,

3SL3)




NOTES










27



SY 2021-2022

Timeline Unit/Topic


Reading Strand

Comprehension



Strands

June 17- 23

Unit: 6

Lesson: 30

Chapters 9 - 10

Fluency: (3RF4a)

• Intonation

Selections: (3R10)


fiction)


Chapters 3 – 4 T282 – T291

Skill: (3R2, 3L3)

• Cause and effect

• Word Choice Strategy: (3R2)



Vocabulary: (3L6)


• Homophones/

Homographs







NOTES










grade 3 bps instructional guide for literacy sy 2021-2022

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