Grade 3 ELAUnit 1Let’s Read

English Language Arts – Grade 3

Table of Contents

Unit 1: Let’s Read...... 1-1

Unit 2: Thinking Critically...... 2-1

Unit 3: Write On Target...... 3-1

Unit 4: Resource Round-Up...... 4-1

Unit 5: “Use Your Senses…” Through Poetry...... 5-1

Unit 6: Reading and Writing Nonfiction Texts...... 6-1

Unit 7: Who’s Who – Autobiographies/Biographies...... 7-1

Unit 8: Author Study...... 8-1

2012 Louisiana Transitional Comprehensive Curriculum

Course Introduction

The Louisiana Department of Education issued the first version of the Comprehensive Curriculum in 2005. The 2012 Louisiana Transitional Comprehensive Curriculumis aligned with Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS) as outlined in the 2012-13 and 2013-14 Curriculum and Assessment Summaries posted at . The Louisiana Transitional Comprehensive Curriculum is designed to assist with the transition from using GLEs to full implementation of the CCSS beginning the school year 2014-15.

Organizational Structure

The curriculum is organized into coherent, time-bound units with sample activities and classroom assessments to guide teaching and learning.Unless otherwise indicated, activities in the curriculum are to be taught in 2012-13 and continued through 2013-14. Activities labeled as 2013-14 align with new CCSS content that are to be implemented in 2013-14 and may be skipped in 2012-13 without interrupting the flow or sequence of the activities within a unit. New CCSS to be implemented in 2014-15 are not included in activities in this document.

Implementation of Activities in the Classroom

Incorporation of activities into lesson plans is critical to the successful implementation of the Louisiana Transitional Comprehensive Curriculum. Lesson plans should be designed to introduce students to one or more of the activities, to provide background information and follow-up, and to prepare students for success in mastering the CCSS associated with the activities. Lesson plans should address individual needs of students and should include processes for re-teaching concepts or skills for students who need additional instruction. Appropriate accommodations must be made for students with disabilities.

Features

Content Area Literacy Strategies are an integral part of approximately one-third of the activities. Strategy names are italicized. The link (view literacy strategy descriptions)opens a document containing detailed descriptions and examples of the literacy strategies. This document can also be accessed directly at

Underlined standard numbers on the title line of an activity indicate that the content of the standards is a focus in the activity. Other standards listed are included, but not the primary content emphasis.

A Materials List is provided for each activity andBlackline Masters (BLMs) are provided to assist in the delivery of activities or to assess student learning. A separate Blackline Master document is provided for the course.

The Access Guide to the Comprehensive Curriculum is an online database of suggested strategies, accommodations, assistive technology, and assessment options that may provide greater access to the curriculum activities. This guide is currently being updated to align with the CCSS. Click on the Access Guide icon found on the first page of each unit or access the guide directly at

1

Grade 3 ELAUnit 1Let’s Read

2012-13 and 2013-14 Transitional Comprehensive Curriculum

Grade 3

English Language Arts

Unit 1: Let’s Read

Time Frame: Approximately four weeks

Unit Description

This unit focuses on reading and responding to a variety of texts, including fiction, folktales from various cultures, and nonfiction. The central message, lesson or moral of texts is identified and examined throughout this unit. The unit is taught through read-alouds and whole group instruction, as well as guided, shared, interactive, and independent reading. In this unit, students will identify, compare, and contrast, various literary elements (setting, theme, plot, character traits, feelings, motivation and conflict), and determine the main idea of a text and its related key points. In addition, non-text features such as maps, illustrations, and photographs will be used to help obtain knowledge of text. Students will demonstrate competence in using the conventions of standard English punctuation—specifically capitalizing proper adjectives, the first word of dialogue, and titles and grammar in speaking, reading, and writing. An emphasis will be placed on making subject and verbs agree, avoiding run-ons, and identifying simple and compound subjects and predicates, prefixes and suffixes. Collaborative discussions on previously- read information will be conducted using agreed-upon rules about being a respectful listener, speaker, and viewer. Explicit instruction in determining the general academic and domain-specific vocabulary word relationships and the subtle differences in word meaning will be ongoing throughout the school year.

Student Understandings

Students will read with sufficient accuracy and fluency to support comprehension. Students will write narratives, explanatory, and informative texts using appropriate conventions of standard English. Student will recognize and effectively apply appropriate listening, speaking, and viewing skills.

Guiding Questions

1.Can students compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, written, and visual responses?

2.Can students read and respond to a variety of texts including fiction and nonfiction?

3.Can students write using standard English, punctuation and capitalization?

4.Can students determine the meaning of general academic and domain-specific words and phrases in a text relevant to grade 3 topics and subject areas?

5.Can students develop anopinion composition on a point of view about a topic or text and provide convincing supporting details?

6.Can students write a composition of two or more paragraphs using the writing process?

7.Can students speak in complete sentences when appropriate to a task and situation in order to provide requested details or clarification?

Unit 1 Grade-Level Expectations (GLEs)and Common Core State Standards (CCSS)

Grade-Level Expectations
GLE # / GLE Text and Benchmarks
04. / Demonstrate knowledge of the meanings of common prefixes and suffixes (ELA-1-E1)
05. / Use reference aids such as dictionaries, thesauruses, synonym finders, and reference software to determine word meanings, word choices, and pronunciations (ELA-1-E1)
06b. / Determine meanings of unfamiliar words using a variety of strategies, including use of context clues (ELA-1-E1)
06c. / Determine meanings of unfamiliar words using a variety of strategies, including identification of base words and root words (ELA-1-E1)
08a. / Identify story elements including theme (ELA-1-E4)
08b. / Identify story elements including conflict (ELA-1-E4)
08c. / Identify story elements including character traits, feelings, and motivation (ELA-1-E4)
10. / Demonstrate understanding by summarizing stories and information, including the main events or ideas and selected details from the text in oral and written responses (ELA-1-E5)
12. / Demonstrate oral reading fluency of at least 110 words per minute in third-grade text with appropriate pacing, intonation, and expression (ELA-1-E7)
13. / Read texts, chapter books, and informational materials silently at independent reading level (ELA-1-E7)
14. / Compare and contrast story elements, including setting, character, and events of two multicultural texts in oral, written, and visual responses (ELA-6-E1)
17a. / Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including sequencing events (ELA-7-E1)
17b. / Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making predictions using information from texts (ELA-7-E2)
17c. / Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including making simple inferences and drawing conclusions about information in texts (ELA-7-E2)
17d. / Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including comparing and contrasting, including story elements (e.g., theme, character, and conflicts) and main points or ideas in informational texts (ELA-7-E2)
17f. / Demonstrate understanding of information in grade-appropriate texts using a variety of strategies, including identifying main ideas of texts (ELA-7-E2)
24a. / Develop compositions of two or more paragraphs using writing processes such as selecting a topic (ELA-2-E3)
29a. / Use standard English punctuation, including commas to separate phrases in a series (ELA-3-E2)
29b. / Use standard English punctuation, including commas to separate parts of addresses (ELA-3-E2)
30. / Capitalize the first word in direct quotations and proper adjectives (e.g., American flag, Mexican food) (ELA-3-E2)
31a. / Write using standard English structure and usage, including avoiding run-on sentences (ELA-3-E3)
31b. / Write using standard English structure and usage, including using verbs in the future tense (ELA-3-E3)
31c. / Write using standard English structure and usage, including making subjects and verbs agree in sentences with simple and compound subjects and predicates (ELA-3-E3)
42a. / Use active listening strategies, including asking questions and responding to ideas/opinions (ELA-4-E5)
42b. / Use active listening strategies, including giving oral responses, such as explanations of written and/or spoken texts (ELA-4-E5)
44. / Assume the role of discussion leader, contributor, and active listener
(ELA-4-E7)
45a. / Locate information using organizational features of a variety of resources, including electronic information such as pull-down menus, icons, keyword searches, passwords, and entry menu features (ELA-5-E1)
ELA CCSS
CCSS# / CCSS Text
Reading Standards for Literature
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.3.5 / 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 builds on earlier sections.
RL.3.6 / Distinguish their own point of view from that of the narrator or those of the characters.
RL.3.9 / Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
Reading Standards for Informational Text
RI.3.1 / Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answer.
RI.3.2 / Determine the main idea of a text, recount the key details and explain how they support the main idea.
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.3.8 / Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparisons, cause/effect, first/second/third in a sequence).
RI.3.9 / Compare and contrast the most important points and key details presented in two texts on the same topic.
Writing Standards for Informational Text
W.3.1 / Write opinion pieces on topics or texts, supporting a point of view with reasons.
Reading Standards for Literature
RF.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.
Speaking and Listening Standards
SL.3.1a / Engage affectively in a range of collaborative discussion (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly
a. Come to discussions prepared, having read or studied required
material explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
SL.3.6 / Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Language Standard
L.3.6 / Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Sample Activities

Activities one through four should be included in each unit of the third grade ELA Comprehensive Curriculum. They are designed to establish routine and to promote reading and writing literacy.

Activity 1: Drop Everything and Read! (D.E.A.R.) (Ongoing) (GLE 13)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Independent reading occurs anytime a student reads alone. Independent reading may take place at various times of the day. It is important to include this activity daily. Drop Everything And Read is a way to make this part of the daily schedule. D.E.A.R. is a designated time reserved in the classroom schedule for both students and teachers to “drop everything and read.” As D.E.A.R. time approaches, have students place content materials in their desks and take out independent reading material. Have students read silently or softly to a partner until the designated time is over. Independent reading supplements the standard reading program by encouraging students to read with sufficient accuracy and fluency to support comprehension. D.E.A.R. time provides opportunities for students to read with purpose and understanding while rereading as necessary. D.E.A.R. should not take the place of regular guided reading instruction. Note: Although students should be given freedom to make their selections for independent reading, monitor to ensure that students have made choices within their readability levels.

Activity 2: Daily Edits (Ongoing) (GLEs: 29a, 29b,30, 31a, 31b, 31c)

Materials List: list of sample sentences with errors in punctuation and grammar, overhead projector, transparencies, board or sentence strips, student copy of incorrect sentences (optional)

Building a foundation for standard English usage is critical for student success in writing. Provide opportunities for students to examine sentences and determine capitalization, punctuation, usage, grammar, and run-on mistakes. Mini-lessons will create opportunities for students to master punctuation, capitalization, usage and grammar rules, and further apply the rules when writing complete sentences. Since children innately have a strong interest in informational text, nonfiction resources may encourage additional motivation for daily edits during this unit. Time should be given for guided practice and for follow-up with independent practice using similar sentences.

Mini-Lesson

  • Present sample sentences with grammatical errors on overhead, board or sentence strips, Smart Boards, or using Promethean Board flip-charts
  • Distribute student copies of sentences for correcting. Display sentences with mistakes. Have students look at their copies. Together in a shared reading, they will read and correctone or two sentences daily. A mini lesson will follow.
  • Model correcting a mistake, then ask for volunteers to correct the mistakes.
  • Ultimately, the students will correct the errors automatically with less support from the teacher.
  • Please note: These mini lessons offer an opportunity to review everything quickly from subject-verb agreement to identifying when standard English punctuation is needed.

Sample Errors:

Jane went to the store Beth went to the park.

Ben Franklin invented many things he invented the first bifocals.

Ralph looked out the window he saw it was going to rain.

The softball team win the championship this year.

Laura Ingalls Wilder wrote books set in the late 19th century she wrote about long journeys in covered wagons I wonder what it would have been like to live during that period of time.

Mammals feed their babies milk have live births and have fur or hair.

Our family likes to eat at the chinese restaurant.

123 bluebird rd is my address

baton rouge louisiana

Every morning I brush my teeth comb my hair and put on my shoes.

Our class read a book tomorrow.

Activity 3: Writing Journal (Ongoing) (GLEs: 24a, 31a, 31b, 31c)

Materials List: studentjournals, pencils, journal prompts

Have students designate a special section of their writer’s notebooks for making daily journal entries. Allow students to make monthly, six weeks, or nine weeks section covers for each section of the journal. Journals may also be sectioned by themes corresponding to units in the comprehensive curriculum. Variations will make writing journals unique to each classroom while accomplishing the goal of daily writing. Ideas for journal writing include prompts related to holiday themes, friendly letters, opinion pieces on a specific topic or text, supporting a point of view with reasons, free writes, and diary entries.

2013-2014

Activity 4: Journal Writing (CCSS: W.3.1, SL.3.6)

This is an extension of Activity 4. Students will write opinion pieces on topics or texts, supporting a point of view with reasons. Model writing an opinion piece on a topic for the students. Use a graphic organizer such as a web to organize the information. First list the topic in the center. Next, place the reasons that support the opinion in bubbles around the topic. Explain that linking words (e.g. because, therefore, since, for example) should be used to connect the opinion with the reasons. Then model creating a concluding statement for the students. Allow students to go through this process independently, but conference with the students to make sure that their paragraphs include complete sentences. Once the students have created their opinion pieces, allow them to read their paragraphs aloud to the class. Remind them to speak in complete sentences.

Activity 5: Dictionary Skills(GLEs: 05, 06b, 06c; CCSS: L.3.5, L.3.6, RL.3.4)

Materials List: dictionaries, alphabet chart, word list, board/overhead, transparencies, Vocabulary Self-Awareness Chart BLM, Vocabulary Self-Awareness Rubric BLM

Guide students in strengthening vocabulary skills by using context clues to expand and develop vocabulary. Also assist them in acquiring and accurately using grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationship (e.g. After dinner that night, we went looking for them).

Game Suggestion:Using a Dictionary

Teach that words can be found in the front, middle, or back of a dictionary. Next, direct students to observe the order of the letters on an alphabet chart. Review ABC order with students, and have them turn through dictionaries to observe this. Give students a vocabulary word, and direct them to use a dictionary to identify the base word (root word).

Note: It may help to divide the class into small groups. Weaker students will have more opportunity to locate words and feel successful while working and learning in a smaller group.