shelby county schools grade 3 q1.doc · web viewuse correct grammar when speaking. l4, l5. use a...

ESL Planning Guide Grade 3 Quarter 1

IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-

secondary opportunity.

In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.

Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development.

The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment.


How to Use the Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)

This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.


The Five WIDA English Language Development Standards

Standard Abbreviation

English Language Development Standard 1

English language learners communicate for Social and Instructional purposes within the

school setting

Social and Instructional language


English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Language Arts

The language of Language Arts



academic success in the content area of Mathematics

The language of Mathematics



academic success in the content area of Science

The language of Science


English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social

Studies

The language of Social Studies

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).


Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

http://www.tncore.org/english_language_arts.aspx

http://www.tncore.org/english_language_arts.aspx



http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/page/710/text-dependent-question-resources

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/1027/academic-word-finder

http://achievethecore.org/page/642/text-complexity-collection

http://achievethecore.org/page/642/text-complexity-collection


ESL Grade 3 Planning GuideQuarter 1

Essential question: How does being able to locate and cite key details help me to recount the text and derive understanding of what I have read?Lesson 1 ELL Reader: We Love You, Mrs. Pinkerville

Genre: Humorous Fiction


Anchor TextA Fine, Fine SchoolGenre: Humorous Fiction

Paired SelectionOne RoomSchoolhouses: Informational Text

Reading Literature and Informational Text

Target Skill: Story Structure RL.3.2 Target Strategy: Summarize

Foundational Skills Decoding: Short vowels a, e, i, o, u Words with the VCCV Pattern

RF.3.3-RF.3.4 Fluency: Accuracy

Speaking and Listening Hold a Discussion or Conversation SL.3.1

Language

Target/Academic Vocabulary: announced, certainly, fine, principal, proud, soared, strolled, worried

Domain-Specific Vocabulary: teacher, students, office, principal, lunch bell, lunchtime

Multi-syllabic words: Beautiful, springtime, enormous, television, tomorrow

Vocabulary Strategies: Context Clues Grammar: Simple Sentences L.3.4-L.3.6

Writing: Opinion W.3.1 Do you think Ms. Pinkerville will keep singing in school? How do you

think the children and the principal will act when she sings? Explain your answer, using evidence from the text. ELL Blackline Master p.6

Writing Form Descriptive Paragraph Focus Trait Word Choice: Exact Words


Essential Question: What steps must be taken to base a conclusion on evidence from the text?

Lesson 2ELL Reader: Lauren Helps SammyGenre: Fantasy


Anchor TextThe Trial of Cardigan Jones: Fantasy

Paired SelectionJury Duty Genre: Readers’ Theater

Reading Literature and Informational Text Target Skill: Conclusions RL 3.1 Target Strategy: Infer/Predict

Foundational Skills RF.3.3-RF.3.4

Decoding: Long Vowels a, e, i, o, u Words with the VCe Pattern Fluency: Phrasing

Speaking and Listening Ask and Answer Questions SL.3.3

Language L.3.4-L.3.6 Target/Academic Vocabulary: convinced, guilty, honest, jury, murmur,

pointed, stand, trial Domain-Specific Vocabulary: lawyer, arrested, trial, judge, jury, witness

stand Vocabulary Strategies: Context Clues Grammar: Kinds of Sentences L.3.1

Writing: Inform W.3.2 Imagine you are a newspaper reporter. You are reporting on Sammy

Seal’s trial. Write a news report. Describe what happens at the trial. Use dialogue. Use details from the story in your news report. ELL Blackline Master p. 6

Narrative Writing:: Dialogue Focus Trait: Ideas- Audience and Purpose


Essential Question: How do authors reveal characters through their words and actions?

Lesson 3ELL Reader: A Surprise for the BearsGenre: Realistic Fiction


Anchor TextDestiny’s GiftGenre: Realistic Fiction

Paired SelectionKids Making a DifferenceGenre: Informational Text

Reading Literature and Informational Text Target Skill: Understanding Characters RL3.3 Target Strategy: Analyze/Evaluate

Foundational Skills Decoding: Common Vowel Pairs: ai, ay, ee, ea RF.3.3-RF.3.4 Fluency: Reading Rate

Speaking and Listening Ask and answer questions SL.3.3

Language L.3.4-L.3.6 Target/Academic Vocabulary: afford, block, contacted, customers,

earn, figure, raise, spreading Domain-Specific Vocabulary: soccer team, state championship, team

shirts Multi-syllabic vocabulary: championship, telephone, photograph,

motorcycle, tomorrow, compound words Apply Vocabulary Knowledge: Use a Glossary Vocabulary Strategies: Antonyms Grammar: Compound Sentences L.3.1

Writing: Opinion W.3.1 When Molly is older, what do you think she will remember most

about the championship game? ELL Blackline Master p. 6

Narrative Writing: Personal Narrative Focus Trait Voice: Express Thoughts and Feelings Research/Media Literacy Skills Interpret Information Presented

Visually


Essential Question: How do good readers use signal words to compare and contrast?Lesson 4 ELL Reader: Champ

Genre: Historical Fiction


Anchor TextPop’s BridgeGenre: Historical Fiction

Paired SelectionBridgesGenre: Informational Text

READING LITERATURE & INFORMATIONAL TEXT

Target Skill: Compare and Contrast RL.3.9 Target Strategy: Infer/Predict

FOUNDATIONAL SKILLS Decoding: Long o Spelled oa, ow RF.3.3-RF3.4 Fluency: Expression

SPEAKING AND LISTENING Answer questions with appropriate elaboration and detail SL.3.3

LANGUAGE L.3.4-L.3.6

Target/Academic Vocabulary: balancing, clinging, crew, disappear, excitement, foggy, stretched, tide

Domain-Specific Vocabulary: landlord, storeowner, newspaper, everyone, weekend, remembered, tomorrow, disappear, president

Multi-syllabic words: remembered, tomorrow, disappear, balancing, president

Apply Vocabulary Knowledge: Use Guidewords Vocabulary Strategies: Word Families Grammar Skill: Common and Proper Nouns L.3.1

WRITING: Inform W.3.2 A reporter from a local paper heard about Champ and wrote a story

about him. Suppose you had to write a news story about Champ. Think about what information you would include. Write a headline and a short news story. ELL Blackline Master p. 6

Writing Form Prewrite a Personal Narrative Focus Trait Ideas: Important and Interesting Details


Essential Question: How do good readers identify and use cause and effect relationships to understand what they read?


Lesson 5 ELL Reader : Hank AaronGenre: Biography

Anchor TextRoberto Clemente: Pride of the Pittsburgh PiratesGenre: Biography

Paired SelectionBaseball PoemsGenre: Poetry


Target Skill: Cause and Effect RI.3.8 Target Strategy: Visualize

FOUNDATIONAL SKILLS

Decoding: Long i spelled i, ie, igh RF.3.3-RF3.4 Fluency: Intonation

SPEAKING & LISTENING

Speak in complete sentences SL.3.6

LANGUAGE L.3.4-L.3.6

Target/Academic Vocabulary: stands, score, fans, league, slammed, pronounced, style, polish,

Domain-Specific Vocabulary: home run, major leagues, baseball bat, stands, minor-league team, baseball p ark

Multi-syllabic words: professional, neighborhood, newspapers, education

Apply Vocabulary Knowledge: Use a Digital Dictionary Vocabulary Strategies: Prefix mis- Grammar Skill: Plural Nouns with -s and-es L.3.1b

WRITING: Opinion W.3.1 The author says that Hank Aaron “made the fans very happy” and

“worked harder than any other player.” Are these statements facts? Why do you think the author included them in the book? Use details from the book to support your answer. ELL Blackline Master p. 6

Writing Form Draft a Personal Narrative Focus Trait Sentence Fluency: Time-Order Words

ESL Grade 3 Planning Guide

Quarter 1


Essential Question: How do good readers use signal words to sequence the events in a story?

Lesson 6 ELL Reader : The ElephantsGenre: Narrative Fiction

Anchor TextBat Loves the NightGenre: Narrative Nonfiction

Paired SelectionA Bat Is BornGenre: Poetry


Target Skill: Sequence of Events Target Strategy: Question

FOUNDATIONAL SKILLS

Decoding Words with the VCV Pattern Fluency: Reading Rate

SPEAKING & LISTENING

Recount an ExperienceLANGUAGE

Target/Academic Vocabulary twitch, detail, swoops, slithers, squeak, dozes, echoes, snuggles

Domain-Specific Vocabulary: Multi-syllabic words: fruit bats, waterhole Apply Vocabulary Knowledge Use a Digital Glossary Vocabulary Strategies Suffixes -able, -ible Grammar What is a verb?

WRITINGElephants can’t talk, but they do use actions and sounds to give other elephants a message. Think about how the oldest elephant leads the group. Also think about how the mother and baby talk to each other and how the two groups of elephants greet each other. What do the elephants do? What do you think they are saying by their actions?

Writing Mode Opinion Writing Writing Form Response Paragraph Focus Trait Ideas: Details and Examples

ESL Grade 3 Planning Guide


Quarter 1

Essential Questions: How do good readers use information in text features to understand what they read? How can graphic features support my understanding of what I read?Lesson 7 ELL Reader : Artists Are Everywhere

Genre: Informational TextAnchor TextWhat Do Illustrators Do?Genre: Informational Text

Paired SelectionJack Draws a BeanstalkGenre: Traditional Tale

READING LITERATURE AND INFORMATIONAL TEXT Target Skill: Text and Graphic Features Target Strategy: Analyze/Evaluate

FOUNDATIONAL SKILLS Decoding: Three-Letter Clusters (scr, spr, str, thr) Fluency: Expression

SPEAKING AND LISTENING Speaking and Listening Skill Create an Audio Recording

LANGUAGE Target/Academic Vocabulary tracing, imagine, illustrate, scribbles, sketches,

research, textures, tools Domain-Specific Vocabulary: costume designer, architect, model, display artist,

mural artist, tracing paper Words formed from base words: build/building, design/designer,

paint/painter/painting Apply Vocabulary Knowledge Context Sentences Vocabulary Strategies Synonym Grammar: Verb Tenses

WRITINGThis book is divided into categories according to the type of artist being described. The headings name the kind of artist. Think about why the author organized the book in this way. What is your opinion about the way in which this book is organized? Is it helpful or not? Which section interested you most? Why?

Writing Mode Opinion Writing Writing Form Opinion Piece Focus Trait Organization: Topic Sentence



Essential Question: How do good readers use evidence from the text to draw conclusions and make predictions?Lesson 8 ELL Reader : The Storyteller

Genre: Realistic FictionAnchor TextThe Harvest BirdsGenre: Folktale

Paired SelectionThe TreasureGenre: Folktale

READING LITERATURE AND INFORMATIONAL TEXT

Target Skill: Conclusions Target Strategy: Infer/Predict

FOUNDATIONAL SKILLS Decoding Silent Letters kn, wr Fluency Stress

SPEAKING AND LISTENING Speaking and Listening Skill Tell a Story

LANGUAGE Target/Academic Vocabulary: harvest, separate, ashamed, borders,

advice, borrow, patch, serious

Domain-Specific Vocabulary : Compound words afternoon, schoolteacher, wheelchair, storyteller, outside, inside

Multi-syllabic words: afternoon, schoolteacher, wheelchair, storyteller, outside, inside

Apply Vocabulary Knowledge Parts of a Dictionary Entry Vocabulary Strategies Context Clues Grammar: Using commas

WRITINGWhen Anita saw that the birds in the tree outside Dona Maria’s window were almost all gone, she made paper birds and hung them in the tree. Why do you think she did that? Did she really believe they would help? Give reasons for your opinion.

Writing Mode Opinion Writing Writing Form Response Paragraphs Focus Trait Word Choice: Using Linking Words



Essential Question: How do good readers use cause and effect relationships to understand what they read?Lesson 9 ELL Reader : Manny’s Story:

Genre: Realistic FictionAnchor TextKamishibai ManGenre: Realistic Fiction

Paired SelectionThe True Story of KamishibaiGenre: Informational Text

READING LITERATURE AND INFORMATIONAL TEXT

Target Skill Cause and Effect Target Strategy Monitor/Clarify

FOUNDATIONAL SKILLS

Decoding: Vowel Diphthongs ow and ou Fluency: Intonation

SPEAKING AND LISTENING Ask and answer questions

LANGUAGE

Target/Academic Vocabulary: familiar, jerky, vacant, rickety, blurry, rude, blasted, applause

Domain-Specific Vocabulary: ranger station, lily pads, fishing pole, hooked, tuna, tug of war , lumberjack, round of applause

Multi-syllabic words: lumberjack Apply Vocabulary Knowledge Multiple-Meaning Words Vocabulary Strategies Dictionary/Glossary Grammar: Abstract Nouns

WRITINGWrite a paragraph that answers the following questions: Would this book have been as much fun to read if Manny had described his fishing trip without exaggerating? Why or why not? Use details from the text to support your opinion?

Writing Mode Opinion Writing Writing Form Prewrite a Response to Literature Focus Trait Organization: Opinion Statement


For Reading and Writing in Each Module

Cite evidence

Analyze content

Study and apply

grammar

Study and apply

vocabulary

ConductDiscussions

ReportFindings

EveryQuarter

RL1, RL3Cite evidence from text when speaking or writing about texts.

RI1, RI2, RI5Carefully examine what is said in a text before speaking or writing about it.

L1, L2, L4, L5Edit and revise writing for errors in language conventions.

Use correct grammar when speaking.

L4, L5Use a variety of learned strategies to derive word meaning in context.

SL1, SL2, SL6Develop and practice classroom routines and procedure.

Participate actively in classroom discussions.

Summarize texts read aloud

SL1, SL2, SL4, SL6

Oral presentation of research report

Reading Foundational Skills

Phonics and Word Recognition FluencyRF 4.3-‐Apply phonics and word analysis skills when reading and spelling.• VCCV pattern• word structure for prefixes and suffixes,• long vowels,• adding –s and –es,

RF 4.4-‐Read grade level text with fluency, accuracy, expression, and comprehensionBy the end of the nine weeks, read 100-‐110 WCPM

*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.

NOTE: The following additions to original K-5 curriculum guides are provided in order to give teachers resources, which will address WIDA standards 3-5 pertaining to Math, Science, and Social Studies. Teachers will be able to draw upon these resources in order to identify and teach tier 2 words more effectively.

Grade 3_ Unit: ___1_ Lesson: __1__


Overarching Questions:

How does being able to locate and cite key details help me recount the text and gain understanding from what I read?How do actions of people help me understand their character?

Text 1 Text 2 Additional Resources/ Links

“We Love You, Ms. Pinkerville!”

Pakistani teacher gets prize for giving poor kids lessons under the skies

Naomi Carlson/Journeys ELL Reader AP Story/NewsELA1.1 Task 1 L.4; L.5

Vocabulary Development1.2 Task 2 RL.3.2; RL 3.3Story StructureCharacterization[add more tasks as needed]

2.1 Task 1 RI 3.2Main IdeaSupporting details

2.2 Task 2 Title

National Geographic Ladders Grade Three “Make A Difference”Story One: “Jane Addams: Champion of the Poor”CCSS: RI 3.2; 3.6; 3.7; 3.8

Good FREE sites for reading and work on different levels.

You need to sign up for accounts; but they are FREE.

www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Compare text 1 with text 2:

Compare the schools in the two stories: Where are the schools? (country) Who is the teacher? How do the students learn? (books, computers, etc)

http://www.readworks.org/

http://www.newsela.com/


Grade 3 Unit: 1 Lesson: 2


What steps must be taken to base a conclusion on evidence from the text?Why is it important to protect coral reefs? Who benefits from this protection?

Text 1 Text 2 Additional Resources/ LinksLauren Helps Sammy Coral Reefs

David Martz/Journeys ELL Reader Author/Reading A-Z1.3 Task 1 RL 3.1Drawing Conclusions

1.4 Task 2 L.4; L.5Vocabulary Development

[add more tasks as needed]

4.1 Task 1 L.4; L.5Vocabulary Development

4.2 Task 2 RI3.1Asking and answering questions to understand textIdentify main idea and supporting detailsUnderstand and use prepositions

Science SPI: 0307.3.1; 3.2[add more tasks as needed]



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Research one type of coral reef; cite informationLocationAnimal lifePlant lifeAdd illustrations and photographs






How do authors reveal characters through their words and actions?

Text 1 Text 2 Additional Resources/ LinksA Surprise for the Bears Learning on the Soccer Field

Jane Bingley/Journeys ELL Reader Author/ReadWorks1.5 Task 1 L 4; L 5Vocabulary development

1.6 Task 2 RL 3.3Characterization


6.1 Task 1 RI 3.3Cause and Effect

6.2 Task 2 RI 3.1ThemeDrawing conclusions

Social Studies SPI: 3.1; 3.2


National Geographic Ladders Grade 3“All Together Now”Story 3 “Helping Hands”CCSS RI 3.2; 3.6; 3.8



www.newsela.com

www.readworks.org

Culminating Assessment (Writing) Is it important to practice to get better at something? Why or why not? Support your answer with evidence from the text






How do good readers use signal words to compare and contrast?How are dams and water conservation related?

Text 1 Text 2 Additional Resources/ LinksChamp Water Worries

Alexandria Blair/Journeys ELL Reader Author/Read Works1.7 Task 1 L 4; L 5Vocabulary Development

1.8 Task 2 RL 3.9Compare and Contrast


8.1 Task 1 RI 3.1Inference

8.2 Task 2 SPI 0307.3.2 (science)Water Conservation

Social Studies SPI: 3.22; 3.23; 3.4

National Geographic LaddersGrade 3“Forces of Nature”Story 2 “Water’s Might”CCSS RI 3.1; 3.2; 3.3; 3.7



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Research:Choose a country or region with water worries: not enough water or unclean waterWhat is being done to take care of the problem?Cite evidence from your resources.






How do good readers identify and use cause and effect relationships to understand what the read?How are attitudes towards different groups of people changing?

Text 1 Text 2 Additional Resources/ Links

Hank AaronGirls are making Little League history

Joanna Korba/Journeys ELL Reader Associated Press/NewsELA1.9 Task 1 L 4; L 5Vocabulary Development1.10Task 2 I 3.8Cause and Effect Relationships


10.1Task 1 RI 3.2Main idea Details

10.2Task 2 RI 3.3Cause and Effect




www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Compare and contrast the two texts.Discuss the difficulties faced by Hank Aaron in his baseball career. Discuss his “firsts”Discuss the difficulties faced by girls in little league baseball. Discuss their “firsts”.






Why is sequencing important? How do the unique features of elephants help them to survive?

Text 1 Text 2 Additional Resources/ LinksThe Elephants Elephants, Giant Mammals

Nettie Mullins/Journeys ELL Reader Pete Ramirez/Reading A-Z1.11Task 1 L 4; L 5Vocabulary Development1.12Task 2 RI 3.3Sequencing Events (ESL BLM page 4)[add more tasks as needed]

12.1Task 1 RI 3.2Main Ideas/Details

12.2Task 2 RI 3.1Inference

Science SPI 0307.7.4; 5.1; 3.1

National Geographic LaddersForces of Nature; Story 1Paul Bunyan and Babe the Blue Ox

RL 3.2; 3.4;3.7



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Compare and contrast African Elephants and Asian ElephantsSimilarities? Differences?Cite evidence






How do pictures assist us in understanding text?What is considered art? Are there different types of art?

Text 1 Text 2 Additional Resources/ LinksArtists are Everywhere Art Around Us

Stanford Makishi/Journeys ELL Reader Cheryl Ryan/Reading A-Z1.13Task 1 L 4; L 5Vocabulary Development1.14Task 2 RI 3.7Using text and Graphic Features to aid comprehension (ESL BLM page 4)[add more tasks as needed]

14.1Task 1 RI 3.6Fact/Opinion

14.2Task 2 L 5.bAntonyms

Social Studies SPI: 3.31

National Geographic Ladders Grade 3Onward Story 3 “Andrews Antarctic AdventureRI 3.4; 3.7



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Provide a list of artists ( examples of their work) for studentsStudents choose an artist to research; answer the following questions: Why did that person become an artist? Who influenced that artist? Briefly describe their style.






What do traditional tales tell people about life?Why do different creatures migrate?

Text 1 Text 2 Additional Resources/ LinksThe Storyteller The Magic of Migration

Rubi Borgia/Journeys ELL Reader Judy Braus/Reading A-Z1.15Task 1 L 4; L 5Vocabulary Development

1.16Task 2 RL 3.1Drawing conclusions (ESL BLM page 4)


16.1Task 1 RI 3.1Asking and answering questions to gain understanding

16.2Task 2 RI 3.3Cause and Effect

16.3 Task 3 L 4; L5Vocabulary

Science SPI 0307.5.3 0307.5.1



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Science Connection: Each student will choose a migrating fish, animal, or fowl to research; record information on a poster with pictures or illustrationsName of the animal, fish, or fowlMigration pattern (from where to where)When Why






How can identifying a cause and effect relationship help you better understand a story?What causes climate and weather to differ around the world? How do these things effect people, animals, and plants?

Text 1 Text 2 Additional Resources/ LinksManny’s Story Expedition Zero

Jane Bingley/Journeys ELL Reader /Reading A-Z1.17Task 1 L 4; L 5Vocabulary Development

1.18Task 2 RL 3.3 Cause and Effect ESL BLM page 4)


18.1Task 1 RI 3.1Asking and answering questions to gain comprehension

18.2Task 2 RI 3.9Identify details to compare and contrast

Social Studies SPI: 3.33; 3.34

National Geographic LaddersGrade 3Amazing Plants Story 2 “Extreme PlantsRI 3.2; 3.2; 3.7



www.newsela.com

www.readworks.org

Culminating Assessment (Writing)Choose two of the countries discussed in the book; compare and contrast the two countries; use details from the text to describe how the countries are similar and how they are different.



shelby county schools grade 3 q1.doc · web viewuse correct grammar when speaking. l4, l5. use a...

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