Grade 3 Essential Course of Study

Transcription

1 G r a d e 3 E C O S 1 Grade 3 Essential Course of Study September W3.10: 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 disciplinespecific tasks, purposes, and audiences.)* *Standard 3.10 will be spiraled each month. One Room Schoolhouse 1.1) A Fine, Fine School Subject/ Predicate 1.1) L3.1f: Ensure subject-verb and pronounantecedent agreement. Multiple Meaning Words 1.1) L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Review the following language components from grade 2: Compound nouns Contractions Abbreviations Summarize* RL3.2: 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. *See appendix A for additional texts that support reading strategy instruction. Story Structure RL3.5: 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. Dictionary/ glossary skills SL3.4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Review all six traits: Ideas Organization Voice Word choice Sentence Fluency conventions Review the writing process: Brainstorm Draft Revise Edit Publish Formative Prompts: (diagnostic early assessments): Give all 3 by the middle of October. Be sure to enter scores into data sheets, so you can measure growth. Narrative: After reading One Room Schoolhouse about life in a one room schoolhouse, write a diary entry telling about a day in a one room schoolhouse using descriptive details. W3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

2 G r a d e 3 E C O S 2 Informative: After reading A Fine, Fine School and One Room Schoolhouse, compare and contrast Tilly s school from A Fine, Fine School to a real one room schoolhouse by grouping related information together. W3.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Opinion: After reading A Fine, Fine School, write a letter to Mr. Keene stating your opinion about having school on Saturdays by using a list of reasons that support your opinion. W3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons.

3 G r a d e 3 E C O S 3 October SL 3.5: Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. The Trail of Cardigan Jones 1.2) Jury Duty (Drama) Roberto Clemente 1.5) Baseball Poems (Poetry) Sentence Fragments and Run-ons 1.3) SL 3.1i Produce simple, compound, and complex Common and Proper Nouns 1.4) function of nouns in general and their functions. Plural Nouns 1.5) L3.1b: Form and use regular and irregular plural nouns. Prefix (mis-) 1.5) L3.4b: Determine meaning of a word when known affix is added. Infer/ Predict to draw conclusions RI3.4: Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. Visualize RL3.7: Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story. Cause and Effect text (e.g., comparison, cause/effect, first/second/thir d in a sequence). Point of view RL3.6 & RI3.6: Distinguish their own point of view from that of the author, narrator or those of the characters. Word Choice L3.3a: Choose words and phrases for effect. Simile L3.5: Demonstrate figurative language, word relationships and nuances in word meanings. Alliteration Introduce the writing process as students start revising the all three formative for all traits. W3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Note: Revising does not necessarily mean you have to rewrite the prompt multiple times. Just use their writing as a guide as you teach conventions, ideas, and organization and then have them use different colored pens to make changes in their own writing.

4 G r a d e 3 E C O S 4 November SL3.1: 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. SL3.6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Max s Words 2.6) Poems that slither, walk and fly (Poetry) Young Thomas Edison 2.10) Verbs (Regular and irregular) 2.6) function, verbs in general and their functions in Pronouns 2.10) function of pronouns in general and their functions in Synonyms/ Antonyms 2.7) L3.5: Demonstrate word relationships. Questioning RL3.1 & RI3.1: Ask and answer questions to demonstrate a text, referring explicitly to the text as the basis for the answers. Summarize RL3.2: 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. Details RI3.2: Determine the main idea of a text; recount the key details and explain how they support the main idea. SL3.6: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details. Sequence of Events text (e.g., comparison, cause/effect, first/second/ third in a sequence. Organization Word Choice L3.3a: Choose words and phrases for effect. Figurative L3.5: Demonstrate figurative language, word relationships and nuances in word meanings. Continue revising the all three formative for all traits. W3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose W3.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

5 G r a d e 3 E C O S 5 December Jump! 3.11) The Extra Good Sunday 3.15) Tia Luisa's Fruit Salad (Drama) Idioms 3.12) L3.5: Demonstrate figurative language. Subject/ Verb Agreement 3.13) L3.1f: Ensure subject-verb and pronounantecedent agreement. Verb tenses 3.15) SL3.1e: Form and use the simple verb tenses. Prefixes/ Suffixes 11,14) L3.4b: Determine the meaning of the new word formed with affix. Questioning* RL3.1 & RI3.1: Ask and answer questions to demonstrate a text, referring explicitly to the text as the basis for the answers. SL3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Infer/predict RI3.4: Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. Understand Characters RL3.3: Describe characters in a story and explain how their actions contribute to the sequence of events. Ideas Metaphor L3.5: Demonstrate figurative language, word relationships and nuances in word meanings. Dialogue L3.2c: Use commas and quotation marks in dialogue. Formative Prompt: (mid-year assessment): Finish by end of February. Complete at least one of the three on the computer. W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. Informative: After reading The Extra Good Sunday and Tia Luisa s Fruit Salad, write the steps it would take to make the meal in The Extra Good Sunday by adding illustrations to support facts. W3.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.)

6 G r a d e 3 E C O S 6 January A Mr. Rubbish Mood 4.16) A Tree is Growing 4.18) Poems About Nature (poetry) The Raven (Myth) Adjectives/ articles 4.17) function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in Superlatives 4.17) L3.1g: Form and use comparative and superlative adjectives and adverbs, and choose them depending on what is to be modified. Verb to be 4.18) L3.1d: Form and use regular and irregular verbs. Questioning* RL3.1 & RI3.1: Ask and answer questions to demonstrate a text, referring explicitly to the text as the basis for the answers. SL3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Author s purpose RI3.6: Distinguish their own point of view from that of the author. Text & Graphic Features RI3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Context clues L3.4a: Use sentence-level context as a clue to the meaning of a word or phrase. Sentence Fluency SL 3.1h: Use coordinating and subordinating conjunctions. SL 3.1i Produce simple, compound, and complex Conjunctions 3.1h Use coordinating and subordinating conjunctions. Dialogue L3.2c: Use commas and quotation marks in dialogue. Formative Prompt: (mid-year assessment): Narrative After reading A Mr. Rubbish Mood about recycling, continue the story so the reader knows what happens when Judy goes to lunch with her Sleeping Beauty lunchbox using dialogue and character actions (effective technique). W3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

7 G r a d e 3 E C O S 7 February MCAS Story- The Snow Walker (2009) The Journey of Oliver K. Woodman 5.23) Mountains: Surviving on Mt. Everest 5.25) The Big Clean- Up (Drama) Grasshopper and the Ant (Fable) Possessive Nouns 5.21) L3.2d: Form and use possessives. Adverb 5.24) function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in Analyze/ Evaluate* RL.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Infer/ Predict* RI3.4: Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 3 topic or subject area. Sequence of Events text (e.g., comparison, cause/effect, first/second/ third in a sequence). Text & Graphic Features RI3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Fact & Opinion Voice Mood/Tone L3.3a: Choose words and phrases for effect. Metaphor L3.5: Demonstrate figurative language, word relationships and nuances in word meanings. Formative Prompt: (mid-year assessment): Opinion: After reading The Snow Walker, do you think it was a safe choice to go out in the storm alone? Be sure to use at least three reasons to support your opinion. W3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. Administer at least two short answers and two open response questions ed on the Journeys readings.

8 G r a d e 3 E C O S 8 March MCAS Prep Review all parts of speech. April Literature Circles/ Author Study RL3.9: 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). Review all parts of speech function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in Review all reading strategies. Encourage students to use reading strategies independently MCAS Prep MCAS Prep Open response Compare/ Contrast RL3.9 & RI3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. text. Conventions L3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. on short answer and open response, using exemplars. Have students complete a short research project on topic of your choice that meets CCSS: W3.7: Conduct short research projects that build knowledge about a topic. W3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

9 G r a d e 3 E C O S 9 May R13.3: Describe the relationship a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. American Revolution or Massachusetts Unit* Literature Circle/ Author Study Conjunctions 3.1h Use coordinating and subordinating conjunctions. on sentence structure SL 3.1i Produce simple, compound, and complex Analyze/ Evaluate - in preparation for narrative summative prompt. Cause and Effect text (e.g., comparison, cause/effect, first/second/ third in a sequence. All six traits Summative Prompts: (end-of-year assessment): Give these by the end of May/early June. Note: If you are using scores on these for your SMART goals, complete by April 30. Narrative: After researching and completing the American Revolution unit of study, write a letter back to family in England detailing one event that led up to the American Revolution using clear event sequence. OR After researching and completing a brochure of Massachusetts, write a story pretending you visited Massachusetts using at least details from the brochure by using clear descriptive details. W3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

10 G r a d e 3 E C O S 10 June RL3.10 & RI3.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, and 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. Frog Unit on sentence structure SL 3.1i Produce simple, compound, and complex Summarize* RL3.2: 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. Sequence of Events text (e.g., comparison, cause/effect, first/second/ third in a sequence). All six traits Opinion After reading a student choice text, would you recommend this book to a friend? Be sure to use linking words and phrases that support your opinion and connect your ideas. W3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. Informative: After researching and completing the Life Cycle of a Frog Unit, create a poster, brochure or postcards (one postcard for each step) explaining the steps of the life cycle using linking words and phrases and categories of information. W3.2: Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.