C.S. 57 Curriculum MapEssential Question: How does geography affect world communities?DRAFT Grade 3

2005-2006 / September / October / November/December / December/January / February / March / April / May / June
Genre
Theme / Launching the Readers’ and Writers’ Workshop through Personal Narrative / Non-fiction/ Informational Text / Select from:
Folktales, Fairytales, Myths, Legends, Fables, Tall Tales / Exploring Multiple Genre Using Short Text
Fiction vs. Non FIction / Nonfiction: Biography/ Autography / Realistic Fiction / Poetry / Author Study / Mystery
Social Studies Unit of Study / Cultures and Civilizations / Communities Around the World / The Location of World Communi-ties / Physical, Human, and Cultural Characteristics of World Communi-ties / Physical, Human, and Cultural Characteristics of a World Commun-ity / People Depending on and Modifying Their Physical Environ-ment / Challenge of Meeting Needs and Wants in World Communities / Economic Decision-Making in World Communities / Symbols of Citizenship in World Communities / Making and Changing Rules and Laws / Governments Around the World
4Rs / Building Community / Listening / Feelings / Feelings / Assertiveness / Problem-Solving / Diversity / Making a Difference
*** Bolded items are intended to be on-going throughout the school-year. *** *** Bolded items are intended to be on-going throughout the school-year. ***
Reading
Content
  • Strategies
  • Skills
  • Standards
/ Reading
  • Establish routines and procedures
  • Choosing “just right books”
  • Care and maintenance of leveled classroom library
  • Learn and practice protocols for small group/partner work
  • Identify elements of memoir
  • Use context clues to determine the meaning of unfamiliar words
  • Monitor for accuracy and meaning
  • Questioning before, during and after reading
  • Make connections (text to self, text, world)
  • Provide daily opportunities for read aloud, guided, shared, and independent reading
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Readers’ Notebook
  • Standards: E1a, E1b, E1d, E3a, E5a
Content Understandings:
Recognize the differences between personal narratives and oral histories. Exploring the theme of reliability in relation to both.
-Establish an understanding of point-of-view/perspective.
-Collect information from primary and secondary-source documents.
-Begin to develop a Social Studies content-area vocabulary using context clues and prior knowledge.
-Use information from documents to respond in writing to a question.
-Draw conclusions about how communities change according to information provided.
-Distinguish between relevant and irrelevant information.
-Employ questioning strategies in Literacy (listening, reading, and speaking).
Social Studies Standards #1 History of the US and N Y, #2: World History, # 3: Geography, #5: Civics, Citizenship, and Government / Reading
  • Identify features of nonfiction texts (tables of contents, glossary, bolded text, captions, tables, charts, graphs, etc.)
  • Determine important information, ideas, concepts etc.
  • Identify main idea and supporting details
  • Identify cause and effect
  • Distinguish between fact and opinion
  • Use of Graphic Organizers
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-taking
  • Multiple Choice Strategies
  • Identifying Important Information
  • Using Text and Non-text structures
Content Understandings:
How are world communities similar and different?
-How do world communities change over time?
-Why is a time line useful for developing a sequential history of a world community?
-Why do people in world communities have different perspectives on the same issues?
-How do people in world communities express their beliefs, traditions, and customs?
-How are families different or similar in world communities?
-Why are holidays and celebrations important expressions of culture?
Standard# 1 History of the US & NY.
#2 World History
# 3: Geography
# 4: Economics
# 5: Civics, Citizenship, and Government / Reading
  • Identify features of above selected genre(s)
  • Identify lesson/moral using:
-information
from the text
  • Determine point of view
  • Explore figurative language
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-Taking
  • Multiple Choice Strategies
November: Content Understandings:
How do we locate world communities on maps and globes?
-How are geographic characteristics of places similar and/or different?
-How is the world divided into continents and regions?
-How can we use scales on maps and globes to find the exact distance between two places?
-What are parallels and meridians and how do they relate to the geographic location of world communities?
-How do we record the location of world communities today? What technology do we use? How has that technology improved the accuracy of navigation
Standard# 1 History of the US & NY.
#2 World History
# 3: Geography
December Content Understandings:
-How do the causes and effects of human migration differ in various world communities?
-How are regions of the world different culturally and physically?
-How do geographic factors and economic activities interact differently in various world communities?
-What are the various factors that influence people to settle in a place? How are they unique to various world communities?
-Why don’t all countries in the world experience four seasons?
- What is the difference between a physical map and a political map?
Standards: #2 World History, # 3: Geography,
# 4: Economics / Reading
  • Build stamina through reading short texts in multiple genres
  • Synthesize information and ideas from multiple genres
  • Analyze and interpret task to determine appropriate response
  • Distinguish between fact and opinion
  • Author’s purpose
  • Infer
  • Continue to review reading skills and strategies
  • Respond and make connections across multiple genres
  • Utilize various note taking strategies to create response
  • Include important information
  • Reference the text
Summarize/synthesize
  • Respond appropriately to a prompt
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-Taking
  • Multiple Choice Strategies
  • Important Information
Introduce Book Clubs
Standards:
E2b, E3a, E5a
December Content Understandings:
-How do the causes and effects of human migration differ in various world communities?
-How are regions of the world different culturally and physically?
-How do geographic factors and economic activities interact differently in various world communities?
-What are the various factors that influence people to settle in a place? How are they unique to various world communities?
-Why don’t all countries in the world experience four seasons?
- What is the difference between a physical map and a political map?
Standards: #2 World History, # 3: Geography,
# 4: Economics
January Content Understandings:
-How do environmental factors influence the ways that people live in world communities?
-How can one read and interpret a rainfall map?
-How do people use technology to adapt to or change their environment?
-How do environmental factors such as climate affect the economic and cultural development or a country?
Standards # 2 World History,
# 3:Geography,#4
Economics / Reading
  • Identify features of biography and autobiography
  • Identify main idea and supporting details
  • Fact/opinion
  • Cause/effect
  • Problem/ solution
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-taking
  • Multiple Choice Strategies
  • Important Information
Content Understandings
How do human needs and wants differ from place to place?
-Why do people in world communities depend on others for their needs and wants?
-How are natural resources significant for the economic development of world communities?
Standards
#2 World History
# 3: Geography
# 4: Economics / Reading
  • Identify features of realistic fiction
  • Identify characters’ perspective
  • Make text-to- world connections
  • Identify plot
  • Identify story elements ( character, setting, problem, solution)
  • How and why characters change over time
  • Identify character traits and how they change over time
  • Compare/contrast characters
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-taking
  • Multiple Choice Strategies
  • Important Information
Introduce Book Clubs
Content Understandings:
How do societies organize their economies?
-What are the economic decisions that all societies must make?
-People in world communities locate, use, and develop natural resources?
-Why do people in world communities make choices based on unlimited needs and wants but limited resource
Standards
#2 World History
# 3: Geography
# 4: Economics / Reading
  • Identify features of poetry
  • Visualizing/ imagery
  • Figurative language
  • Reread for interpretation and fluency
  • Make inferences
  • Explore the structures across 2-3 poetic styles
  • Use of rhyme and literary devices (i.e., metaphor, simile, onomatopoeia)
  • Develop an appreciation for poetry
Content Understandings:
In what way do people in world communities represent the ideals of their nations?
-What are the national symbols of various world communities and what do they represent?
-How can studying the holidays and festivals of a country reveal information about the culture and beliefs of that country?
-How do people in world communities express their citizenship and culture through music, art, drama, literature, and food?
Standards.
#2 World History
# 3: Geography
# 4: Economics / Reading
  • Read at least 4 books by the same author
  • Analyze strategies of author’s craft
  • Make perceptive and well developed connections across texts
  • Draw text together to compare themes, lessons or messages in stories
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-taking
  • Multiple Choice Strategies
  • Important Information
Content Understandings:
-Why do people in world communities develop governments?
-In what ways do people in world communities have conflicts over rules, rights, and responsibilities?
-How do the processes of selecting leaders, making decisions, and solving problems differ in world communities?
-What are the reasons for these differences?
Standards
#2 World History
# 5: Civics, Citizenship, and Government / Reading
  • Identify features of mystery
  • Make predictions
  • Infer/draw conclusions
  • Sequence
  • Question and reread forclarification
  • Suspense
  • Visualization
  • Hold onto information over time (clues)
  • Stamina in reading
  • Use of Planning Tools to Show Information
  • Applying Knowledge of reading Skills
  • Summarizing Text
  • Note-taking
  • Multiple Choice Strategies
  • Important Information
Content Understandings:
How and why do governments in world communities organize?
-How do governments in world communities exert their authority?
-How do governments in world communities develop rules and laws?
-How do governments in world communities plan, organize, and make decisions?
Standards
#2 World History
# 5: Civics, Citizenship, and Government
2005-2006 / September / October / November/December / December/January / February / March / April / May / June
Writing / Writing
  • Teach routines/ establish procedures
  • Begin Writer’s Notebook
  • Generate and organize ideas (things we remember, things that happened to us, interests, etc.)
  • Routines for conferences
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
  • Writing using Supporting Details
(Personal Narrative/Memoir
  • Create an organizing structure (beginning, middle, end)
  • Use descriptive words and details
/ Writing
(Procedural Writing: “How-To’s”)
  • Sequence
  • Incorporate the use of transitional words
  • Incorporate features of non-fiction text
  • Illustrations to support text
  • Determine and write for audience
  • Research Skills
  • Determine importance
  • Excludeextraneousinformation
  • Paraphrase - put thingsinto own words
  • Creditsources
  • Planning Writing Time
  • Editing
  • Use of Graphic Organizers as a tool to complete a writing piece
  • Writing using supporting details
/ Writing
(Response to Literature)
  • Engage the reader with a strong opening sentence (good lead)
  • Compare and contrast two folktales
  • Identify recurring themes
  • Make inferences and draw conclusions
  • Retell a folktale from a different point of view
  • Incorporate story elements (characters, setting, problem, solution)
  • Develop character traits
  • Writing using supporting details
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
/ Writing
Writing using supporting details
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
/ Writing
(“All About a Historical Person” Book)
  • Create an organizing structure (timeline)
  • Research Skills
  • Determine importance
  • Excludeextraneousinformation
  • Paraphrase - put thingsinto own words
  • Creditsources
  • Interview Skills
  • Determine important questions
  • Take notes
  • Incorporate quotes
Writing using supporting details
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
Editing
-Assert a main idea (thesis) in writing and support it with persuasive and vivid details. / Writing
(Fictional story)
  • Create an organizing structure ( beginning, middle, end)
  • Incorporate story elements ( characters, setting, problem, solution)
  • Develop Character traits
  • Use descriptive words and details
  • Writing using supporting details
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
/ Writing
(Class Poetry Anthology Book)
  • Use learned poetry structures and mentor texts to create poems
  • Incorporate figurative and descriptive language
  • Incorporate literary devices (i.e. metaphors, similes, onomatopoeia)
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
/ Writing
(Letter to the Author)
  • Examine and utilize the elements of a friendly letter
  • Evaluate author’s craft
  • Make connections across texts
  • Question the author
  • Tell about favorite part, character, what they like about the author’s stories, etc.
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing
/ Writing
(History Mystery)
  • Revisit fictionalized historical account and incorporate features of mystery
  • Foreshadowing
  • Suspense/tension
  • Clues
  • Create an organizing structure
  • Engage the reader with a strong opening sentence (good lead)
  • Reference the text
  • Make text-to-self, text, world connections
  • Review and incorporate the stages of the writing process
  • Planning Writing Time
  • Editing

Listening and Speaking
Content
  • Strategies
  • Skills
  • Standards
/
  • Develop listening and speaking protocols
  • Accountable talk
  • Paraphrase/retell plot
  • Book Talks
Standards: E1a,E3a, E3b, E3c, E5a /
  • Listen to and generate questions and discuss possible solutions to problems
  • Develop listening skills through read aloud
  • Note-taking
Standards: E3a, E3b, E3c /
  • Build a speaking vocabulary
  • Share ideas, facts, observations and opinions
  • Note-taking
Standards: E3a, E3b /
  • Note-taking
  • Listen and articulate how authors use language to establish mood and tone
Standard:E5a /
  • Read alouds
  • Author’s chair
  • Readers’ Theater
  • Book talk/literature circles
Standards: E3a,
E3b, E3c, /
  • Read alouds
  • Paraphrase/
restate to clarify
  • Oral presentation
  • Participation in discussion
  • Asking further questions
Standards: E3a, E3b, E3c /
  • Choral reading
  • Discussing interpretations ofpoetry
  • Questioning the poet
  • Listening to the sounds of poetry (rhyme, rhythm, meter, patterns, language, mood, forms)
Standards:E3a,E3b,E3c /
  • Author’s chair
  • Dramatization
  • Discussing clues in mysteries
Standards: E3a, E3b, E3c /
  • Conferring
  • Questioning the author
  • Discussing common themes in an author’s work
Standard: E3 a, E3b, E3c
2005-2006 / September / October / November/December / December/January / February / March / April / May / June
Word Study
Content
  • Strategies
  • Skills
  • Standards
/
  • Develop word walls
  • Sight Words and Advanced Sight Words
  • syllables
consonant/r-controlled controlled vowels
Final e marker
-ed or –ing inflection
final y /ee/
Final blends
Homophones (eg: to, two, too)
  • Nouns
  • High frequency words
  • Genre based vocabulary
  • Dictionary skills
/
  • Analyze word structure (prefixes/ suffixes/root
( base) words)
  • Segmenting
  • Compound words
  • Long vowel diagraphs change i to y and add suffix
  • contractions
  • Adjectives
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Synonyms/antonyms
  • Verbs
  • Plural rules
  • Double consonants before adding suffix
  • Syllabic –er words ( eg: tiger, paper)
  • Diphthongs oi, oy, ou, ow, ew
  • Other vowel spellings
( eg: oo, ight)
  • Thesaurus skills
  • Transitional words
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Figurative language
(similes/metaphors)
  • Idioms
  • Homonyms, (eg: fly, fly – multiple meaning words)
  • Homographs ( eg: live, live different pronunciations and meanings)
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Review Blends
  • Review Digraphs
  • Segmenting multi-syllabic words
  • -ic ending
  • -able ending
  • wa ( eg: wallet)
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Pronouns
  • Possessives
  • Adjectives
  • -dge endings
  • -ous, -ious endings
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Word analogies
  • Figurative language (simile/ metaphor)
  • Idioms
  • Rhyming words
  • -age endings
  • -ture endings
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Adverbs
  • Develop word walls
  • Sight Words and Advanced Sight Words
/
  • Letter writing vocabulary (salutation, body, envelope, etc.)

Content Area Vocabulary/Key Terms / Artifacts, beliefs, customs, culture, civilization, identity, millennia, years, decade, traditions / World communities, civilization, parallels, empathy, traditions, culture, values / Compass rose, geography, continent, globes, land formations, latitude, longitude, meridians, grid, political maps, physical maps, satellite-produced images, scale, symbols / Traditions, culture, physical, values, natural resources, environment, climate, weather / Wants, needs, economic decision-making / Trade, exports, imports / Citizen, symbol, democracy, values / Rules, laws, change / Democracy, dictatorship, monarchy, tolerance, governments
Students Outcomes /
  • Students will:
  • Begin to internalize what good readers and writers do(E4a,b)
  • Share ideas(E3a, E3b)
  • Make entries in reading logs and reading and writing notebooks(E1a, E2b, E5a)
Recognize the differences between personal narratives and oral histories. Exploring the theme of reliability in relation to both.