Alburnett Community Schools. Theme 1 Finding My Place/ Six Weeks. Phonics: Apply knowledge of letter/sound correspondence.

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1 3 rd Grade Reading District Curriculum Map Theme 1 Finding My Place/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings (ICC) Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend fiction and non-fiction informational texts. Read with fluency silently and aloud to support comprehension. Content (5-Day Planner) Short a,e,i,o,and u Inflected endings Double consonants Long a,e,i,o,and u Unfamiliar words Synonyms Multiple-meaning words Using table of contents, glossary, index, manuals, maps Non-print resources Sequence Drawing Conclusions Character Cause and Effect Author s Purpose Folk Tale Main Idea and Supporting Details Play or Drama Theme Express identification with a character Attention to punctuation Partner reading Reading dialogue 1

2 Skills (Objectives) Differentiated Instruction Assessment Resources Strands Identify and decode words with short a,e,i,o, and u Identify and decode words with long a,e,i,o, and u Add inflected endings ed / ing to base words Identify and decode words that contain double consonants Use context clues to construct the meaning of unfamiliar words Use synonyms to construct the meaning of unfamiliar words Understand and use parts of a book to locate information Use a manual to answer questions about a product or process Use context clues to determine the intended meaning of a multiplemeaning word Uses sources other than printed materials Determine the chronological order of important events in a story Use clues from a story to draw conclusions regarding characters Understand some of the distinguishing features of a folk tale Make inferences regarding the traits, actions, and motives of characters Recognize cause and effect relationships Understand author s purpose means the reason(s) an author has for writing Determine the main idea of a paragraph Recognize the relationship between a cause and an effect, looking for clue words Recognize the distinguishing features of a play or drama Recognize that a character is a person, thing, or animal in a story Identify the major theme in a story Attend to punctuation Read dialogue Read with a partner Imagine themselves in the place of the character as they read Use of Leveled Readers and Practice for Leveled Readers Small Group Instruction Formative Assessments from: Apply and Assess Comprehension Check End of Theme Assessment Imagine That: Finding My Place: Weeks 1-6 MCGF, CE, TI, GE, LS, CS, HOTS 2

3 Theme 2:The Whole Wide World / Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend nonfiction and informational texts. Read with fluency silently and aloud to support comprehension. Long i, u,a,o Diagraphs oo, ou, ow, Consonants : j/g and s/c Unfamiliar words, antonyms, synonyms, multiple meaning words and homophones. Content Graphic sources Realism and Fantasy Context clues Fact and Opinion Main Idea and Supported Details Author s purpose Summarizing Dialogue Attention to punctuation 3

4 Skills Differentiated Instruction Assessment Decode words with long i spelled igh and y Decode words with long u spelled u- ue and u Blend initial letter sounds with oo to read words Blend initial letter sounds with ou to read words Blend initial letter sounds with ow to read words Apply letter sound correspondences to j/g and s/c Use context clues to construct the meaning of unfamiliar words Use antonyms and synonyms as context clues to construct the meaning of unfamiliar words. Use context clues to determine which meaning of the word is being used. Use context clues to determine the correct meaning of a homophone in a sentence. Read and organize information from graphic sources. Define a realistic story as a story that tells about events that could happen in real life Define a fantasy story as a story that includes real life events, as well as things that could not happen Use knowledge of context to identify words and construct meaning Define a fact as a statement that can be proved true or false. Define an opinion as a statement as someone s opinions that cannot be proved true or false. Find the main idea of a main paragraph or passage and learn that supporting details are facts and bits are information that tell more about the main idea. Recognize that authors have different reasons for writing. Summarize main events to monitor reading. Read dialogue Attend to punctuation Use of Leveled Readers and Practice for Leveled Readers Small Groups Leveled group projects AR reading Formative assessments from : Apply and Assess Comprehension Check End of the Theme assessment Resources Imagine That: The Whole Wide World Unit 2 Strands MCGF, CE, TI, GE, LS, CS,HOTS 4

5 Theme 3: Getting the Job Done/ Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend nonfiction and informational texts. Read with fluency silently and aloud to support comprehension. Phonics Silent letters: kn, wr, st, gn, mb Digraph ou, th, ph, sh, ch R controlled vowels Suffixes: ness, ly, ful, ous Content Vocabulary Multiple meaning words Antonyms, homonyms, synonyms Unfamiliar words Context Clues Comprehension Summarizing Steps in a process Text Structure Visualizing Generalizing Fluency Reading with expression 5

6 Phonics Identify and decode words that contain silent letters Blend letter sounds with spelling patterns to read words Use base words and other structural clues to recognize words Identify and decode words using consonant digraphs Skills Vocabulary Use context clues to determine appropriate meanings of multiple meaning words Use synonyms, antonyms as context clues to construct the meaning of unfamiliar words Determine the correct meaning of a hymonym by using context clues Use context clues to determine meanings of unfamiliar words Comprehension Recognize that a process involves the ordered steps in making or doing something Understand that a summary is a short statement that tells the main ideas of a story Learn to recognize the text structure and how a piece of writing is organized Discuss and understand visual images based on text descriptions Learn that a generalization is a statement or rule that fits with many examples in a story Differentiated Instruction Assessment Resources Strands Use of leveled readers Practice of leveled readers Partner Reading Formative Assessments from Apply and Assess Comprehension check End of theme assessment Imagine That : Getting the Job Done MCGF, CE, TI, GE, LS, CS,HOTS 6

7 Theme 4: Picture This / 6 weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend nonfiction and informational texts. Read with fluency silently and aloud to support comprehension. Phonics Initial and final consonant blends: th, ch, ph, sh Three letter blends: str, squ, scr, spl Vowel diphthongs: oi, oy R controlled vowels Content Vocabulary Multiple meaning words Unfamiliar words Antonyms Comprehension Theme Setting Cause and Effect Compare and Contrast Predicting Fluency Showing expression of what the character is feeling, thinking, or doing. 7

8 Construct meaning by identifying and decoding words with initial and final consonant blends Decode words with three letter blends Code words with oi, or oy to clarify pronunciation Use decoding strategies to pronounce words with r controlled vowels Vocabulary Use context to determine meaning on multiple meaning words Use context clues to determine meaning on non familiar words Use antonyms to understand meanings of unfamiliar words Skills Differentiated Instruction Assessment Resources Comprehension Recognize that theme is the big idea of the story Look for details for setting, time and place, in a story Recognize the relationship between an effect and a cause Recognize clue words that signal cause and effect Recognize the use of comparisons and contrasts Identify clue words that signal comparisons and contrasts Make predicitions made on prior knowledge and the text Fluency Show the expression of what the character is feeling, thinking, or doing Small group instruction Research projects Role playing characters Use of leveled readers Practice for leveled readers Partner work Reading Selection Test Comprehension and Vocabulary Check End of Theme Assessment Imagine That: Picture This : Six Weeks Strands MCGF, CE, TI, GE, LS, CS,HOTS 8

9 Theme 5: Are We There Yet? / Six Weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend nonfiction and informational texts. Read with fluency silently and aloud to support comprehension. Consonants: C, Ck, Ch, Pre-fixes: im, dis, non, Endings : ed, ing Consonant digraph: wh Content Vocabulary Homophones Homographs Synonyms Comprehension Making judgements Fact and Opinion Predicting Author s Purpose Plot Fluency Read with expression Choral Reading 9

10 Use decoding strategies to pronounce words which the /K/ is represented by the C, Ck, or Ch Use prefixes to determine word meaning Use base words and endings ed, ing to recognize and decode words Use decoding strategies with words beginning with wh to clarify pronunciation Skills Vocabulary Use context clues to understand meanings of words that are homophones Use context clues to determine meanings of homographs Use synonyms as context clues to understand meaning of unfamiliar words Comprehension Use information from the text to make judgements and support their interpretations Understand the difference between statements of fact and statements of opinion Apply knowledge of predictions to make, confirm, and revise Identify author s purpose in a story Understand the development of plot in a story Differentiated Instruction Assessment Fluency Attention to expression Apply their tone of voice to match the text, vary their rate, volume, and pitch at appropriate places in the text Use of a timeline Use of Leveled Readers and Practice for Leveled Readers Use of taking notes for research Partner work Formative assessments from: Apply and Assess Comprehension Check End of Theme assessment Resources Strands Imagine That: Are We There Yet? Week 5 MCGF, CE, TI, GE, LS, CS,HOTS 10

11 Theme 6: Imagination Kids/ 6 weeks Apply knowledge of letter/sound correspondence. Learnings or Understandings Use a variety of strategies to develop and expand reading vocabulary. Use a variety of skills and strategies to comprehend nonfiction and informational texts. Read with fluency silently and aloud to support comprehension. : Digraph wh, au, aw, ui, eu, Syllables Affixes Content Multiple meaning words Antonyms Synonyms Unfamiliar words Steps in a process Setting Visualizing Plot Realism and Fantasy Read with expression Read with appropriate phrasing 11

12 Identify and decode words that contain wh, al, au, aw Divide words into syllables to decode and increase vocabulary Decode words with un, dis, ful, and y to determine meaning and increase vocabulary Skills Use context clues to determine meanings of multiple meaning words Use synonyms as context clues to construct the meaning of unfamiliar words Use antonyms as context clues to construct the meaning of unfamiliar words Use knowledge of patterns to confirm word meaning Identify steps in a process and recognize that clue words and pictures can accompany the steps Locate details of setting in text Discuss visual images based on text descriptions Recognize important story events in the beginning, middle, and end of story Identify characteristics of a realistic story and of a fantasy Demonstrate ability of reading with expression Determine phrasing by paying attention to punctuation Differentiated Instruction Assessment Chapter Books at individual levels Small group instruction Use of Leveled Readers and Practice for Leveled Readers Reader s Theater groupings Formative Assessments from: Apply and Assess Comprehension Check End of Theme Assessment Resources Strands Picture This: Imagination Kids: Unit 6 MCGF, CE, TI, GE, LS, CS,HOTS 12

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