SOUTH CAROLINA SUPPORT SYSTEM CURRICULUM

Prioritized Scope and Sequence for Grade Three

Time Period: First Nine Weeks

Focus of Instruction: Reading and Writing Narrative Texts

Understanding and Using Literary Texts / Understanding and Using Informational Texts / Building Vocabulary / Developing Written Communications / Producing Written Communications in a Variety of Forms / Applying the Skills of Inquiry and Oral Communication /
Standard 1
The student will read and comprehend a variety of literary texts in print and nonprint formats.
3–1.1
Analyze the details that support the expression of the main idea in a given literary text. / Standard 2
The student will read and comprehend a variety of informational texts in print and nonprint formats.
3–2.2
Analyze informational texts to draw conclusions and make inferences. / Standard 3
The student will use word analysis and vocabulary strategies to read fluently.
3–3.1
Generate the meaning of unfamiliar and multiple meaning words by using context clues. / Standard 4
The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
3–4.1
Generate and organize ideas for writing using prewriting techniques. / Standard 5
The student will write for a variety of purposes and audiences.
3–5.2
Create narratives that include characters and setting and follow a logical sequence. / Standard 6
The student will access and use information from a variety of sources.
3–6.2
Use print sources … to access information.
3–6.6
Use vocabulary that is appropriate for the particular audience or purpose.
3–1.4
Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
3–1.5
Analyze the relationship among characters, setting, and plot in a given literary text.
3–1.7
Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).
3–1.8
Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.
3–1.10
Analyze cause-and-effect relationships in literary texts. / 3–2.4
Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations.
3–2.6
Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information.
3–2.9
Read independently for extended periods of time to gain information. / 3–3.2
Use base words and affixes to determine the meanings of words.
3–3.4
Read high frequency words in texts.
3–3.6
Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.)
3–3.7
Spell correctly…. / 3–4.2
Use complete sentences (including compound sentences) in writing.
3–4.3
Create paragraphs that include a topic sentence with supporting details
and logical transitions.
3–4.7
Use correct letter formation when using manuscript and cursive writing. / 3–5.3
Create written descriptions about people places and events.
Teachers are expected to continuously address the stated indicators throughout the school year.
3–1.11 Read independently for extended periods of time for pleasure.
3–2.9 Read independently for extended periods of time to gain information.

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S3 Curriculum Unedited Draft

SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE

Content Area / ELA Grade 3
Recommended Days of Instruction / First Nine Weeks
Standards addressed:
3–1 / The student will read and comprehend a variety of literary texts in print and nonprint formats.
3–2 / The student will read and comprehend a variety of informational texts in print and nonprint formats.
3–3 / The student will use word analysis and vocabulary strategies to read fluently.
3–4 / The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.
3–5 / The student will write for a variety of purposes and audiences.
3–6 / The student will access and use information from a variety of sources.
Reading and Writing Narrative Texts
Focus
Indicators / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
3–1.1
Analyze the details that support the expression of the main idea in a given literary text.
3–1.4
Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).
3–1.5
Analyze the relationship among characters, setting, and plot in a given literary text.
3–1.7
Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). / Study Driven
Guiding Readers and Writers
Words Their Way / Module 1-1
Lesson A
What is a Folktale?: Best Guess Sorting
Lesson B
How Folktales Begin
Lesson C
Folktale Characters: Good or Bad
Lesson D
Magic and Tricks in Folktales
Lesson E
How Folktales End
Lesson F
Patterns in Folktales
Lesson G
Variations of a Folktale / Examples of possible assessment strategies are included in the lessons.
They may be modified as necessary to meet the student and teacher needs. These examples are not derived from nor are associated with any standardized testing.
Anecdotal Records
Think/Pair/Share
Exit Slips
Written Responses
Bookmarks

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Focus
Indicators / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
3–1.8
Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.
3–1.10
Analyze cause-and-effect relationships in literary texts.
3–2.2
Analyze informational texts to draw conclusions and make inferences.
3–2.4
Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations.
3–2.6
Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of information / Module 1-2
Lesson A
Immersion into Short Memoir Texts
Lesson B
Defining Memoir
Lesson C
Defining Memoir
Lesson D
Defining Memoir
Lesson E Understanding Topics and Themes
Lesson F Understanding Topics and Themes
Lesson G
Choosing a topic for writing
Lesson H
What do you want your writer to know?
Lesson I
Planning a Structure
Lesson J
Using Figurative Language to make writing more descriptive
Lesson K
Drafting

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S3 Curriculum Unedited Draft

Focus
Indicators / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
3–2.9
Read independently for extended periods of time to gain information.
3–3.1
Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3–3.2
Use base words and affixes to determine the meanings of words.
3–3.4
Read high frequency words in texts.
3–3.6
Spell high-frequency words. (See Instructional Appendix: High-Frequency Words.)
3–3.7
Spell correctly.
3–4.1
Generate and organize ideas for writing using prewriting techniques / Module 1-3
Biography Module
Lesson A
What is a biography?
Lesson B
What is a biography?
Lesson C
Choosing a topic for study
Lesson D
Creating a visual representation
Lesson E
Creating a visual representation

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S3 Curriculum Unedited Draft

Focus
Indicators / Recommended Resources / Suggested Instructional Strategies / Assessment Guidelines
3–4.2
Use complete sentences (including compound sentences) in writing.
3–4.3
Create paragraphs that include a topic sentence with supporting details and logical transitions.
3–4.7
Use correct letter formation when using manuscript and cursive writing.
3–5.2
Create narratives that include characters and setting and follow a logical sequence.
3–5.3
Create written descriptions about people places and events.
3–6.2
Use print sources … to access information.
3–6.6
Use vocabulary that is appropriate for the particular audience or purpose.

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S3 Curriculum Unedited Draft

Grade 3

ELA

Module

1-1

Folktales

Lessons

A-H

Lesson A: What is a Folktale? Best Guess Sorting

Lesson B: How Folktales Begin

Lesson C: Folktale Characters: Good or Bad

Lesson D: Magic and Tricks in Folktales

Lesson E: Using Affixes and Base Words to Solve

Unknown words

Lesson F: How Folktales End

Lesson G: Patterns in Folktales

Lesson H: Variations of a Folktale

Grade 3

Module 1-1

Lesson A: What is a Folktale? Best Guess Sorting

Content Overview for Lesson

Students will read, notice, and name the common characteristics of a variety of folktales focusing on how the elements of narratives compare within this genre.

Instructional Progression Previous and Future Knowledge

Students are familiar with the elements of narrative texts (Setting, characters, plot) from earlier studies in second grade (2-1.5). Because characters in folktales are generally flat, this study will set the foundation for a later study of how characters change across texts in fiction.

Instructional Considerations (Misconceptions/Common Errors, Additional Instructional Strategies)

The focus of these lessons is on the elements of each type of folktale and how these elements work together, not the specific plots of these stories. It may help to continue asking yourself, “How does this story work in terms of the kinds of characters, setting, and events in the plot?

Key Vocabulary and Concepts

Folktales are traditional stories that have been passed down from generation to generation. While there are many types of folktales; for this study we will focus on:

·  Porquoi tales explain natural phenomena (Why Mosquitoes Buzz in People’s Ears).

·  Trickster tales involve a character that outsmarts others (Anansi and the Moss Covered Rock).

·  Fairytales include magical characters (Snow White).

·  Tall tales exaggerate characteristics and accomplishments (Paul Bunyan).

·  Fables are stories in which animals possess human traits and include a lesson or moral (The Fox and the Grapes).

Instructional Focus Explanation of indicators

The following indicators are clustered for this lesson in order for children to connect the reading and writing processes and investigate the genre of folktale.

3–1.8 Classify works of fiction (including fables, tall tales, and folktales) and works of nonfiction (including biographies) by characteristics.

3–3.4 Read high frequency words in texts.

3–6.2 Use print sources … to access information.

3–1.11 Read independently for extended periods of time for pleasure.

3–2.9 Read independently for extended periods of time to gain information.

3–3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.

Revised Taxonomy Clarify indicators being taught

Classify- Determine that something belongs to a category.

Use- Applying a procedure to an unfamiliar task.

Materials Needed

Chart Paper and markers, clipboard and anecdotal observation form for recording student comments

Suggested Resources

Ray, K.W. (2006). Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Heinemann: Portsmouth, NH.

The teacher will gather together a collection of folktales, fables, and tall tales.

Recommended Titles

Trickster Tales

Anansi and the Moss-Covered Rock, retold by Eric A. Kimmel

The Tale of Tricky Fox, retold by Jim Aylesworth

Tall Tales

Johnny Appleseed, Steven Kellogg

Pecos Bill, Steven Kellogg

Sally Ann Thunder Ann Whirlwind Crockett, Steven Kellogg

Paul Bunyan, Steven Kellogg

Porquois Tales

A Story, A Story, by Gail E. Haley

Why the Sky is Far Away: A Nigerian Folktale, retold by Mary-Joan Gerson

Fables

Aesop’s Fables, Jerry Pinkney

Fables, Arnold Lobel

Fairy Tales

Thorn Rose, The Brothers Grimm

Cinderella, Barbara McClintock

Valissa the Beautiful, Elizabeth Winthrop

The Rough-Face Girl, Rafe Martin

Yeh-Shen: A Cinderella Story from China, retold by Ai-Ling Louie

Ming Lo Moves the Mountain, Arnold Lobel

Cinderella, Retold by Barbara Karlin

The Princess and the Pea, Adapted by Janet Stevens

Strega Nona, retold by Tomie de Paola

Hansel and Gretel, retold by Rika Lesser

The Gingerbread Man, retold by Jim Aylesworth

The Three Bears, Paul Galdone

Technology Connections

None

Teaching Lesson Introduction to the lesson

The book basket should contain at least as many books as children, more if possible in order for every child to have some choice when reading in this genre. Several days before beginning this unit of study, the teacher will read aloud various folktales for enjoyment. The teacher needs to identify a high quality folktale he/she will return to again and again during this study. The teacher will use this folktale as a read aloud to initiate this study.

Focus: Distinguishing folktales from other genres

Teacher preparation: The teacher will prepare six buckets of reading materials: Nonfiction texts, realistic fiction, historical fiction, poetry, folktales. Place two to three titles of each genre in each bucket.

The teacher tells the class they will be studying folktales. The teacher tells the students, “Folktales are stories that have been told again and again for a long time. As I read, be thinking about how we will know whether or not other stories are folktales.” The teacher reads aloud the folktale that the class will use as a model. Chart students’ initial responses about what makes this text a folktale.

In small groups of three to four, students will use what they know from the read alouds and sort the materials in the bucket into three piles: NOT folktales, Folktales, and Still Deciding. The texts in the NOT folktales can be placed back in the classroom library. Texts in the Folktale piles will become the set of books children will study for this unit. Save the books in the “Still Deciding” piles for another sift and sort as children build a more specific definition of ‘folktale.’

During sharing, children discuss what criteria they used to determine which texts ‘fit’ in their folktale pile. The teacher records student comments on an anecdotal record form with reading conference notes. (These piles are a result of children’s approximations of what a folktale is. Through in depth study of this genre, children may decide to discard or add texts to this basket of books. Texts that aren’t folktales will provide opportunities for rich discussion once more information about folktales is discovered. This is important information for a teacher to notice in order to respond with explicit instruction.)

Assessing the Lesson Formative Assessment and Summative Assessment

The teacher will pay close attention to the student talk in small group work and sharing. The teacher listens for talk that shows children are attending to the structure and genre of books in the book basket, especially listening for comments that show children are noticing a variety of features and elements of texts (“This one has bold words.” Or “I think this is a folktale because it starts like this…” Student comments are recorded on an anecdotal observation form for later reflection. No summative assessment recommended at this time.