ELA Third Grade Curriculum Maps 2015-2016

First Nine Weeks
(August 24- October 27) / Second Nine Weeks
(October 28-January 15) / Third Nine Weeks
(January 16-March 24) / Fourth Nine Weeks
(March 25-June 7)
Embedded Standards: RL.3.9, RL.3.10, RI.3.5, RI.3.9, RI.3.10, W.3.4, W.3.5, L.3.2, L.3.6, SL.3.1, SL.3.4, SL.3.6
Reading Foundational
RF.3.3 c, d
RF.3.4 a, b, c
Reading Literature
RL.3.1
RL.3.2
RL.3.3
RL.3.6
Reading Informational
RI.3.2
RI.3.4
RI.3.6
RI.3.8
Writing
W.3.2 b, c
W.3.3 a, c
W.3.7
W.3.10
Language
L.3.1 a, b, h
L.3.3 a, b
L.3.4 a, b
L.3.5 a, c
Speaking & Listening
SL.3.2 / Reading Foundational
RF.3.3 a, c
RF.3.4 a, b
Reading Literature
RL.3.3
RL.3.4
Reading Informational
RI.3.1
RI.3.6
RI.3.7
RI.3.8
Writing
W.3.1 a, c, d
W.3.2 b, d
W.3.3 a, c
W.3.6
W.3.8
W.3.10
Language
L.3.1
L.3.4 b, c
L.3.5 b
Speaking & Listening
SL.3.2
SL.3.5 / Reading Foundational
RF.3.3 a, c, d
RF.3.4 a, b
Reading Literature
RL.3.1
RL.3.2
RL.3.5
RL.3.6
Reading Informational
RI.3.1
RI.3.3
RI.3.4
RI.3.8
Writing
W.3.1 d
W.3.2 a, d
W.3.3 a, b, c
W.3.6
W.3.8
Language
L.3.1 a, d, f, i
L.3.4 a, b, c
L.3.5 a, c
Speaking & Listening
SL.3.2 / Reading Foundational
RF.3.3 a, b, c
RF.3.4 a, b, c
Reading Literature
RL.3.1
RL.3.2
RL.3.4
Reading Informational
RI.3.2
RI.3.3
RI.3.6
RI.3.7
Writing
W.3.1a,
W.3.2 a, d
W.3.3 b, c
W.3.6
W.3.8
W.3.10
Language
L.3.1 a, g, i
L.3.4 a, b, c
L.3.5a
L.3.6
Speaking & Listening
SL.3.2
Embedded Standards: These standards are embedded in each nine weeks grading period.
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).
RL.3.10-By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
RI.3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
RI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.
RI.3.10- By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.
W.3.4- With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade specific expectations for writing types are defined in standards 1-3.)
W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3.)
L.3.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Capitalize appropriate words in titles, b. Use commas in addresses, c. Use commas and quotation marks in dialogue, d. Form and use possessives, e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness), f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words, g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
L.3.6- Acquire and use accurately grade appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).
SL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion.
SL.3.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion.
SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)

EOG Released Test Forms with Non-Copyrighted Selections (Printable)

Common Core Standard- Reading Foundational / First Nine Weeks
Supporting Standards
RF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words.
c. Decode multi-syllable words.
d. Read grade-appropriate irregularly spelled words.
RF.3.4- Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, re-reading as necessary
Unpacking:
RF.3.3- Students continue learning specific strategies for decoding words in texts. Learning prefixes and suffixes along with Latin suffixes enhances decoding, spelling ability, and vocabulary development.
RF.3.4- Fluency helps the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level.
Concepts
(What students need to know) / Skills
(What students must be able to do) / Academic Vocabulary / Question Stems and Prompts
♦Understand that meaningful chunks can be added to words to change their meaning
♦Understand that prefixes are added to the beginning of the word
♦Know the meaning of common prefixes such as re-; un-; dis-; etc.
♦Understand that suffixes are added to the ending of a word
♦Know and read fluently regularly spelled words / ♦Recognize the derivational suffixes, ly-; -ish; - hood;-ful; ness; ment; etc, and how they change the meaning of a word
♦Recognize common Latin suffixes, such as –ment; - ation, -ly; -able/ible; etc.
♦Recognize and use common syllable patterns such as doubles, to help decode multi-syllabic words
♦Set a purpose for reading
♦Use expression when reading
♦Use strategies for self-correction
♦Recognize when they become confused or have lost the meaning of the text
♦Skim the text
♦Re-read for fluency and comprehension
♦Self-monitor for understanding / ● decode
● suffixes
● prefixes
● multi-syllable
● appropriate
● irregular
● Latin
● analyze
● selection
● strategies
● paragraph
● fluently
● expression
● skimming
● scanning
● self-monitor / oCan you point to the root word?
oAre there any chunks you know that can help you figure out what this word says?
oDoes the word have suffixes or prefixes you know?
oHow many parts do you hear in that word?
oAre there any patterns you can use to help you write that word?
oWhy did you choose this selection?
oWhat can you do when the story/text doesn’t make sense?
oWhat strategies can you use when you don’t understand the text?
oCan you read this paragraph fluently and with expression?
oWhy is it important to scan the page?
oDid you skim the page looking for information?
Text Resources / Other Resources / Websites and Other Resources
McGraw-Hill Reading Wonders / FCRR Search Tool / NRMS ELA Wikispace
Exemplar Lesson for RF.3.4
Common Core Standard- Reading Literature / First Nine Weeks
Priority Standards / Supporting Standards
RL.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. / RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.
Unpacking:
RL.3.1- Third grade students continue asking and answering questions to show they understand a text, and they are required to refer to the text to support their answers.
RL.3.2- The genre of myths is added at this level and students are asked to both retell and explain how key details communicate the message.
RL.3.3- They must be more specific in telling about characters, concentrating on their traits, motivations, or feelings. The focus is on how characters influence plot development.
RL.3.6- At this level, students are required not only to establish the point of view but tell how their own point of view is different from the narrator‟s or the characters.
Concepts
(What students need to know) / Skills
(What students must be able to do) / Academic Vocabulary / Question Stems and Prompts
♦Understand the sequence of events in a story
♦Understand and explain how the characters’ actions contribute to major and minor events of the story
♦Understand point of view
♦Know what is meant by “first person”
♦Know what is meant by “third person” / ♦Ask and answer questions (who, what, when, why, where)
♦Refer to text for answer
♦Synthesize information about in text in order to answer questions about the text
♦Retell stories in sequential order
♦Distinguish different genre: fables, folktales, myths
♦Determine the central message, lesson, or moral of a story
♦Explain how the central message, lesson, or moral is conveyed through
key details
♦Identify major/minor characters
♦Describe characters by citing their traits, motivations, and emotions
♦Distinguish between one’s own point of view and another’s / • question
• demonstrate
• understanding
• text
• answer
• details
• sequence
• recount
• fable
• folktale
• myth
• diverse
• culture
• central message
• lesson
• moral
• convey
• key detail(s)
• describe
• interpretation of characters
• character/character traits
• motivation
• emotion (feelings)
• contribute
• sequence events
• problem
• resolution
• distinguish
• point of view
• first person
• third person
• narrator / oRetell the story in sequential order.
oWho were the major/minor characters?
oWhat were the major/minor events?
oWhat in the text leads you to that answer?
oWhat details are the most important?
oWhere can you find ______?
oWhat is the central message (lesson or moral) of the story?
oHow do you know what the moral of the story is?
oHow does the author convey the central message (lesson or moral)?
oIn what order was the story written?
oHow do you know this is a myth? A folktale? A fable?
oExplain how the author uses details to convey the message (lesson or moral) of the story.
oDistinguish between major/minor characters in the story.
oDescribe the major/minor characters.
oHow do the character’s traits contribute to the story?
oWhat were the characters’ motivations in finding a resolution to the problem?
oHow do the characters’ actions help move the plot along?
oWho is telling the story in this selection?
oWho is the narrator?
oIs this selection written in first person? How do you know? What words give clues?
oIs this selection written in third person? How do you know? What words give you clues?
oWhat do you think about what has happened so far?
oDo you agree with the author’s message so far?
oCan you put yourself in the character’s place?
oHow would you feel if this were you? Would you feel the same or differently?
Text Resources / Science/Social Studies Connection / Websites and Other Resources
McGraw-Hill Reading Wonders
ReadWorks
CCSS Exemplar Texts / Reading Wonders Leveled Readers
Jungle Treasures / NRMS ELA Wikispace
Exemplar Lesson for RL.3.2
i-Ready Teacher Toolbox
Discovery Education Lesson
Formative Assessments and Strategies for Teaching Reading Literature
Common Core Standard- Reading Informational / First Nine Weeks
Priority Standards
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 three topic or subject area. (See grade 3 Language standards 4-6 for additional expectations.)
RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / RI.3.6-Distinguish their own point of view from that of the author of a text.
Unpacking:
RI.3.2-Students must identify the main idea and find the most important details that strengthen the main idea.
RI.3.4-Third grade students continue to find the meanings of general vocabulary words specific to third grade topics or subjects.
RI.3.6-Students in grade 3 must be able to compare their point of view with the author’s point of view.
RI.3.8-Third graders are required to make a clear link between sentences and paragraphs when reading informational text.
Concepts
(What students need to know) / Skills
(What students must be able to do) / Academic Vocabulary / Question Stems and Prompts
♦Understand that words may have multiple meanings
♦Understand that words may be used as figurative language
♦Understand who is speaking
♦Understand how a concept continues from one paragraph to another
♦Understand cause and effect
♦Understand comparisons
♦Understand the importance of sequencing / ♦Determine the main idea of informational text
♦Recount the key details
♦Explain how the key details support the main idea
♦Use root words, Latin and Greek suffixes and prefixes, to determine the meaning of academic words used in science, history/social studies
♦Use antonyms and synonyms as clues to find the meaning of grade level words
♦ Demonstrate understanding of the author’s intent