Clover Park School District 3 rd Grade Literacy Curriculum Guide Page 1 of 9. Unit 3: Learning Lessons. Stage 1 Desired Results

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1 Unit 3: Learning Lessons Stage 1 Desired Results Transfer Students will be able to independently use their reading to explain how facing challenges help us to grow. Meaning Understandings (L abbreviation indicates Journeys lesson. Example: L1=Lesson 1) Phonics Effective readers apply an understanding of phonics. (L11, L14, L15) Effective readers understand and use different skills and strategies to read. (L12) Effective readers use language structure to make sense of whole words. (L13) Vocabulary Expanding our vocabulary enriches comprehension. (L11, L12, L13, L15) Vocabulary is built through wide variety of reading. (L11, L14) Effective readers use context to infer meaning of unknown words. (L13, L14) Fluency Fluent readers focus attention on understanding what they read, rather than concentrating on decoding the text. (L11, L12, L13, L14, L15) Comprehension Effective readers understand the meaning of what is read. (L11, L12 L13, L14, L15) Effective readers use reading as a tool for learning, critical thinking, and enjoyment. (L11, L12, L13, L14, L15) Printed materials answer questions and solve problems. (L11, L13) We gather information and make interpretations from the print we read. (L11, L13, L15) Various cultures and traditions are represented in books we read. (L13) Instructional Materials: Student boo k- paired selections Leveled Readers Ready-Made Stations Language Support Cards Vocabulary in Context Cards Journeys Fluency Materials Recommended Essential Questions Students will keep considering Lesson 11 How can you tell what an author thinks about a topic? (Journeys EQ) How can you determine what details are fact or opinion? How can recording your questions help you better understand the story? Lesson 12 How do characters affect the plot of a story? (Journeys EQ) How can visualizing the story help you understand what you are reading? Lesson 13 How might people change after facing a challenge? (Journeys EQ) How can you analyze and evaluate details to better understand characters? Lesson 14 Why do authors write different kinds of text? (Journeys EQ) How does knowing the author s purpose help you summarize the topic? Lesson 15 What clues in a story help you understand its characters? (Journeys EQ) How can you use your understanding of the characters to predict/infer the reasons behind the characters actions or feelings? How can you use what characters say, do and think to understand their traits? Page 1 of 9

2 Omit Lesson 11 Lesson 12: Acquisition of Knowledge and Skill The Science Fair: Lexile 680 (Realistic Fiction) & Science Poems: NP (Poetry) Common Core State Standards (Primary focus-ccss written out; Secondary focus-ccss numbers only) 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 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL 3.4 Determine the meaning of words and phrases as they are used in a text, distinguished literal from nonliteral language. RL 3.10 RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode multisyllable words. RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings 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. d. Explain their own ideas and understanding in light of the discussion SL 3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL 3.4 L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. L 3.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L 3.3a, L 3.6 Comprehension Focus Skill: Story Structure Focus Strategy: Visualize I can identify elements of story structure. I can visualize, or create mental pictures from the selection. Phonics Focus: Homophones and words ending in -er, -le I can identify pairs of homophones in a text. Fluency Focus: Stress I can read aloud grade-level text accurately, using appropriate pacing, phrasing, and expression. Spelling Phonics pattern: Homophones I can spell pairs of homophones. Listening/Speaking/Viewing: Poetry I can read a poem aloud using appropriate stress. Academic/Tier II and Tier III Vocabulary story structure, visualize, character, detail, main character, conclusion, event, introduction, order of events, action, challenge, character trait, decision, drama, plot development, role, punctuation Vocabulary Focus: Idioms I can determine the literal and nonliteral meanings of words and phrases in context. Grammar: More Proper Nouns I can identify and capitalize proper nouns. Page 2 of 9

3 W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 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 on pages 28 and 29.) W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W 3.8 Writing Type: Informative Writing Structure: Facts about Science Trait: Word Choice Process: Prewrite, Draft I can prewrite using a graphic organizer. I can draft facts about science. On-demand Opportunities: Your Turn students will use a graphic organizer to help draft 1 paragraph piece about what they have learned in science. Evaluative Criteria DIBELS Next DORF Fall Winter Spring BM S I District Provided Answer Key District Provided Grade Level Writing Performance Task Rubric End of lesson assessments High Frequency Word Fall Spring Core 300 Stage 2-Evidence Assessment Evidence: Students will show their learning by PERFORMANCE TASK (S): RL 3.3: (Use Projectable 12.5C, story structure ) Read the short passage, then use the graphic organizer to determine the story structure. RL 3.1 Why doesn t Beanie think her project is as good as the others? RL 3.3 Why was Kevin so important to Beanie? RL 3.4 On page 408 Kevin tells Beanie you need to chill. What does this phrase mean in the text? RF 3.4: Progress Monitoring Assessment for Fluency (BM=Recommended 1xmo; S= 2xmo; I= 2xmo or weekly) W 3.4: Teacher created informative piece Students will prewrite using Common Core Writing book pg. 46 (PDF) about a teacher given research topic. Then start a draft or research on given topic. SL 3.3: Teacher Read Aloud (Ask and answer questions) Encourage students to write down questions on sticky notes (T103). OTHER EVIDENCE: End of Selection assessments for Vocabulary, Comprehension, & Phonics End of Unit Wrap-Up: Reading Power District Reading Common Assessment Targets 2 & 7: Pre-Assessment Administer Prior to Unit 3 Post-Assessment Administer After Lesson 15 Writing Performance Task Informative: Pre-Assessment Administer Prior to Unit 3 Post-Assessment Administer After Lesson 15 Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans. Page 3 of 9

4 Lesson 13: Acquisition of Knowledge and Skill Yonder Mountain: A Cherokee Legend: Lexile 680 (Legend) & The Trail of Tears: Lexile 470 (Informational Text) Common Core State Standards (Primary focus-ccss written out; Secondary focus-ccss numbers only) 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 3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL 3.10 RI 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI 3.10 RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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.. d. Explain their own ideas and understanding in light of the discussion. SL 3.3 L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. d. Form and use regular and irregular verbs. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject-verb and pronoun-antecedent agreement.* L 3.5 Demonstrate understanding of word relationships and nuances in word meanings. b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L 3.6 Comprehension Focus Skill: Compare/Contrast Focus Strategy: Analyze/Evaluate I can compare and contrast actions of characters. I can analyze character actions and support them with details from the text. Phonics Focus: Contractions with- n t, d, ve I can identify the two words a contraction stands for. Fluency Focus: Rate I can read aloud grade-level text accurately, using appropriate pacing, phrasing, and expression. Spelling Phonics pattern: Contractions I can spell contractions. Listening/Speaking/Viewing: Compare and Contrast I can compare and contrast 2 stories. Academic/Tier II and Tier III Vocabulary compare, contrast, analyze, evaluate, historical event, analogy Vocabulary Focus: Homophones/Homographs I can identify and use homophones and homographs. Grammar: Subject-Verb Agreement I can choose the correct form of verbs in the present tense. I can use correct capitalization and end punctuation when writing sentences. Page 4 of 9

5 W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1 3 above.) 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 on pages 28 and 29.) W 3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W 3.2a, W 3.7, W 3.8 Evaluative Criteria Rubrics End of lesson assessments DIBELS Next DORF Fall Winter Spring BM S I High Frequency Word (DOLCH) Fall Spring Core 300 Clover Park School District Writing Type: Informative Writing Structure: Facts about history Writing Trait: Organization Process: Prewrite, Draft I can prewrite and draft facts about history from Trail of Tears. On-demand Opportunities: Text to Self activity in the Making Connections section on pg. T229 Stage 2-Evidence Assessment Evidence: Students will show their learning by PERFORMANCE TASK (S): RL 3.2: (Use Projectable 13.4 compare and contrast; analyze and evaluate) Read the short passage, then use the graphic organizer to compare and contrast the Gray Deer and the Bear. RL 3.2 Why does Chief Sky choose Soaring Eagle even though he brings nothing back from the mountain? RL 3.1 Chief Sky chooses Soaring Eagle as the next chief. What are his expectations for Soaring Eagle? RL 3.4 On page 432 the author states Chief Sky could no longer spot Brother Deer among the trees. What does this mean? RF 3.4: Progress Monitoring Assessment for Fluency (BM=Recommended 1xmo; S= 2xmo; I= 2xmo or weekly) W 3.4: Teacher created informative piece continued from lesson 12 Students will continue drafting and start revising and editing the same piece from lesson 12. SL 3.1a: Text to Text Compare and Contrast (T229). OTHER EVIDENCE: End of Selection assessments for Vocabulary, Comprehension, & Phonics End of Unit Wrap-Up: Reading Power Skills in Context: Yonder Mountain Common Assessments Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans. Page 5 of 9

6 Lesson 14: Acquisition of Knowledge and Skill. Aero and Officer Mike: Lexile 800 (Informational Text) & Kids and Critters: Lexile 740 (Informational Text) Common Core State Standards (Primary focus-ccss written out; Secondary focus-ccss numbers only) RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. 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 3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI 3.1, RI 3.4, RI 3.6, RI 3.10 RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Identify and know the meaning of the most common prefixes and derivational suffixes. RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. 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. d. Explain their own ideas and understanding in light of the discussion. L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. f. Ensure subject-verb and pronoun-antecedent agreement L 3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. L 3.2f, L 3.3, L 3.5b, L 3.6 W 3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W 3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in standards 1-3 above.) W 3.5, W 3.7, W 3.8, W 3.10 Comprehension Focus Skill: Author s Purpose Focus Strategy: Summarize I can identify the author s purpose for writing. I can summarize important parts of a selection. Phonics Focus: Words with: ar, or, ore I can apply grade-level phonics skills in decoding r-controlled words. Fluency Focus: Accuracy I can read aloud grade-level text accurately, using appropriate pacing, phrasing, and expression. Spelling Phonics pattern: Words with ar, or, ore I can spell words with vowel + r sounds. Listening/Speaking/Viewing: Computer: Internet Strategy I can use text and graphic features to understand information on the internet. Academic/Tier II and Tier III Vocabulary author s purpose, infer, author s message, summarize, narrator, topic, event, information, speaker, voice, convey, dialogue, effect, point of view Vocabulary Focus: Prefixes -in, -im I can identify and use words with the prefixes in- and im-. Grammar: Pronouns and Verbs I can identify verb forms to go with different pronouns. I can use pronouns and verbs that agree. Writing Type: informative Writing Structure: Facts about service animals Writing Trait: Ideas Process: prewrite and draft I can prewrite and draft ideas on service animals. On-demand Opportunities: Your Turn A Good Team Short Paragraph Writing on pg. T303 Text to Self activity in the Making Connections section on pg. T317 Page 6 of 9

7 Evaluative Criteria Rubrics End of lesson assessments DIBELS Next DORF Fall Winter Spring BM S I High Frequency Word (DOLCH) Fall Spring Core 300 Stage 2-Evidence Assessment Evidence: Students will show their learning by PERFORMANCE TASK (S): RI 3.2: (Use Projectable 14.4 Author s Purpose) Read the short passage, then use the graphic organizer to determine the author s purpose of the selection Dog Jobs. RI 3.2 Aero is a special partner to Officer Mike. Provide skills that a dog has that helps police work. RI 3.5&3.7 Use the pictures on page 464 to describe what Aero is doing. Explain each picture in your answer. RF 3.4: Progress Monitoring Assessment for Fluency (BM=Recommended 1xmo; S= 2xmo; I= 2xmo or weekly) W 3.4: Teacher created informative piece continued from lesson 12 and 13 Students will finish editing the same piece from lesson 12 and publish. SL 3.1: Teacher Read Aloud: Listening Comprehension Questions (T279). OTHER EVIDENCE: End of Selection assessments for Vocabulary, Comprehension, & Phonics End of Unit Wrap-Up: Reading Power Common Assessments Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans Page 7 of 9

8 Lesson 15 : Acquisition of Knowledge and Skill The Extra-Good Sunday: Lexile 790 (Humorous Fiction) & Tia Luisa s Fruit Salad: Lexile NP (Readers Theater) Common Core State Standards (Primary focus-ccss written out; Secondary focus-ccss numbers only) 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. RL 3.1, RL 3.2, RL 3.4 Comprehension Focus Skill: Understanding Characters/Point of View Focus Strategy: Infer/Predict I can demonstrate understanding of characters traits, feelings, and motives. I can determine differences in points of view of characters. I can use text clues to make inferences and predictions about the text. RI 3.1, RI 3.4 RF 3.3 Know and apply grade-level phonics and word analysis skills in decoding words. c. Decode multisyllable words. RF 3.4 Read with sufficient accuracy and fluency to support comprehension. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive reading. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 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. SL 3.6 L 3.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L 3.3 a, L 3.4 d, L 3.5 a, b, & c W 3.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together: including illustrations when useful to aiding comprehension. W 3.5 Phonics Focus: words with er, -ir, -ur, -or I can read words containing complex letter patterns in isolation and in context. I can apply multi-syllabic decoding when reading words in text. Fluency Focus: Expression I can read grade-level text with expression that shows I understand the text. Spelling Phonics pattern: Words with er, ir, ur, and or I can spell words with the vowel + r sound like in the word nurse. Listening/Speaking/Viewing: Listen to Make Connections I can visualize what I hear and make connections to it. Academic/Tier II and Tier III Vocabulary inference, main character, point of view, relationship, topic sentence, informative, context clues Vocabulary Focus: Using a thesaurus I can locate an entry in a thesaurus and select synonyms. Grammar: Forming the Past Tense I can form the past tense of regular verbs and verbs that end in e. I can form past tense of verbs that use ied and ed. Writing Type: Informative Writing Structure: Essay Writing Trait: Ideas Process: prewrite, draft, revise (Common Core Writing Handbook Lesson 15) I can write a topic sentence that introduces the main idea. I can write an explanatory essay. On-demand: Your Turn Picky Eater Short paragraph on pg. T391 Text to Text activity in the Making Connections section on pg. T405 Page 8 of 9

9 Evaluative Criteria DIBELS Next DORF Fall Winter Spring BM S I District Provided Answer Key District Provided Grade Level Writing Performance Task Rubric End of lesson assessments Stage 2-Evidence Assessment Evidence: Students will show their learning by PERFORMANCE TASK (S): RL 3.3: (Use Projectable 15.4 Understanding Characters) Read the short passage, then use the graphic organizer to list the details that support the character s traits. RL 3.6 What is Ramona s point of view on cooking dinner for the family? RL 3.6 How is Ramona s point of view on eating tongue different than her parent s point of view? RF 3.4: Progress Monitoring Assessment for Fluency (BM=Recommended 1xmo; S= 2xmo; I= 2xmo or weekly) SL 3.1: Teacher Read Aloud: Listening Comprehension Questions (T367). W 3.2: Write an explanatory essay. Common Core Writing Handbook (Student book pg. 43 You Do 2) OTHER EVIDENCE: End of Selection assessments for Vocabulary, Comprehension, & Phonics End of Unit Wrap-Up: Reading Power Journeys-Benchmark Assessment District Reading Common Assessment Targets 2 & 7: Post-Assessment Administer After Lesson 15 Writing Performance Task Informative: Post-Assessment Administer After Lesson 15 High Frequency Word (DOLCH) Fall Core 300 Spring Stage 3-Learning Plan: Summary of Key Learning Events and Instruction. Teacher developed daily/weekly lesson plans. Page 9 of 9