3rd Grade Language Arts Curriculum Map First Nine Weeks

Transcription

1 3rd Grade Language Arts Curriculum Map First Nine Weeks Georgia Performance Standards Elements Targeted b. Reads familiar text with expression. d. Uses self-correction when subsequent reading indicates an earlier misreading within gradelevel texts a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. f. Determines the meaning of unknown words on the basis of context. a. Reads a variety of texts for information and pleasure. b. Makes predictions from text content. i. Makes connections between texts and/or personal experiences. j. Identifies and infers main idea and supporting details. m. Recalls explicit facts and infers implicit facts. n. Identifies the basic elements of a variety of genres (fiction, nonfiction, drama, and poetry). q. Formulates and defends an opinion about a text. Essential Questions Assessments Best Practices Used To Teach Skills and Concepts What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? What do good readers Why is it important to read fiction and nonfiction books? Why is it important to learn new words? How can I tell if an homonym, homograph, antonym, or synonym is used correctly? How do I use context clues to determine the meaning of unfamiliar words? What kinds of books do I like to read for pleasure? How can reading help us to explore and understand our world? What do good readers How do books and stories relate to your everyday life? How do you determine the main ideas and supporting details in a given passage. What facts are obvious in the story? Which facts are true but not stated in the story? How are genres (fiction, nonfiction, drama, and poetry) alike and different? How can we defend out opinions when we critique text? Target Instruction Assessments Prewriting Assessment Qualitative Spelling Inventory (QSI) Developmental Reading Assessment (DRA) Running Records Reading Running Records Journal Reading Log Response Letters Reading Practice Books Teacher conferring with Students Focus Poetry s Responses Readers Workshop Independent Reading Comprehension Log Guided Reading Leveled Reading Reading Introducing and patterns Vocabulary Building Skills and Applications Read Aloud Modeling Think Aloud Comprehension Resources Read Alouds hending/pdfs/textsetsg3.pdf hending/pdfs/sampleopeningsforint eractivereadaloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: /site/default.asp? y/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension : adinglists2007/amherst_central.pdf ng/curriculum/pdf%20files/books% 20for%20teaching%20comp.%20stra tegies.pdf hending/pdfs/textsetsg3.pdf hending/pdfs/titlesfortexttalk.pdf ex.asp

2 Second Nine Weeks ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. g. Begins to develop characters through action and dialogue. h. Begins to use descriptive adjectives and verbs to communicate setting, character, and plot. m. Rewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. Why do we write for a variety of purposes? How can we be sure out audience understands what we write? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? How does the use o strong verbs and adjectives make your writing more descriptive? What do good writers Why do we need to use the steps of the writing process? How can we edit our writing to maximize its effectiveness? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Conventio ns Writer s Workshop State Writing Teacher conferring with Students Student Self- Assessment writing automatically with high frequency words Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Books for Teaching Writing Skills: / site/default.asp org/dmgetdocument. aspx/ela_third_grade _Framework_Final_Te mplatepreviewed%20 1.pdf?p=6CC6799F8C 1371F66D9B1A8A8B 4B6725F82542A3B0F 29CAAFE886A3EE A&Type=D

3 First Nine Weeks ELA3C1 c. Identifies and uses contractions correctly. e. Speaks and writes in complete and coherent sentences. g. Distinguishes between complete and incomplete sentences. l. Uses common rules of spelling and corrects words using dictionaries and other resources. n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence Why does language follow rules? What happens when we don t follow these rules? How do you use contraction in your writing? What can you use to correct spelling when proofreading your writing? Why is important to write legibly? What can the writer use make cursive writing legible? Conventions State Writing Teacher conferring with Students Student Self-Assessment writing automaticity with high frequency words Introducing and patterns Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. How can we communicate effectively? How can we help our listeners understand what we are saying when we speak? responding appropriately to what we see and hear? How would your oral language be different depending on what you would like to communicate to your audience? Checklist Anecdotal Notes Informal Conversations Oral Presentations Reader s Theatre erstheater.htm E.html /units/readers_theater.htm

4 3rd Grade Language Arts Curriculum Map Second Nine Weeks Georgia Performance Standards Elements Targeted Essential Questions Assessments Best Practices Used To Teach Skills and Concepts Resources a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-), and common suffixes (e.g., -tion, -ous, -ly). f. Determines the meaning of unknown words on the basis of context. b. Makes predictions from text content. f. Makes judgments and inferences about setting, characters, and events and supports them with evidence from the text. j. Identifies and infers main idea and supporting details. q. Formulates and defends an opinion about a text. r. Applies dictionary, thesaurus, and glossary skills to determine word meanings. How are you like a detective when decoding words? What do good readers Why is a target reading rate Important in building fluency? How does a good reader selfmonitor? Why do we read informational and literary text? What do good readers How do books and stories relate to your everyday life? Why is it important to increase your vocabulary? How are words related? Why do different words mean the same thing and why do the same words mean different things? How can knowledge of prefix, suffix and root help me analyze an unfamiliar word? What to good readers use to figure the meaning of unfamiliar words? What do good readers How do I identify the main idea when reading? How do I identify supporting details when reading? How do we defend our opinions when we critique text? How can we find the meanings of words? Reading Running Records Journal Reading Log Response Letters Reading Practice Books Teacher conferring with Students Focus Poetry s Responses Readers Workshop Independent Reading Comprehension Log Guided Reading Leveled Reading Reading Introducing and patterns Vocabulary Building Skills and Applications Read Aloud Modeling Think Aloud Comprehension Read Alouds prehending/pdfs/textsetsg3.pdf prehending/pdfs/sampleopenings ForInteractiveReadAloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: /site/default.asp? oetry/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension : /readinglists2007/amherst_centra l.pdf ching/curriculum/pdf%20files/bo oks%20for%20teaching%20comp. %20.pdf prehending/pdfs/textsetsg3.pdf prehending/pdfs/titlesfortexttalk.pdf ndex.asp

5 ELA3W1 a. Captures a reader s interest by setting a purpose and developing a point of view. b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. Bibb County School District Second Nine Weeks How can we be sure out audience understands what we write? How the qualities of good writing differ for different writing genre? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? What do good writers Why do we need to use the steps of the writing process? What is flow? What makes writing flow? How do good writers communicate their ideas to the reader? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Conventions Entries Unassisted Writing State Writing Tangible Products Teacher conferring with Students Student Self- Assessment writing automatically with high frequency words Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Books for Teaching Writing Skills: us/ /site/default.as p /DMGetDocument. aspx/gr%203%20- %20Response%20 to%20literature%2 0Framework.pdf?p =6CC6799F8C137 1F626FD4BE F2829E91 9F060DE8B77FF2 A &Type= D

6 Second Nine Weeks ELA3C1 b. Identifies and uses nouns (singular, plural, possessive) correctly. d. Identifies and uses personal and possessive pronouns. f. Identifies and uses increasingly complex sentence structure. i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence. m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks). Why does language follow rules? What are rules of correct noun usage? What is a pronoun? What are the rules that govern the use of personal and possessive pronouns? What happens when we don t follow these rules? What skills allow us to communicate ideas? Why does word order matter in sentence structure? How can the use of appropriate capitalization help to make our writing more understandable and easier to read? How can the use of correct punctuation help to add meaning and clarity to our writing? Conventions State Writing Teacher conferring with Students Student Self-Assessment writing automaticity with high frequency words Introducing and patterns Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting ELA3LSV1 b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. listening carefully and accurately? responding appropriately to what we see and hear? What characteristics do effective speakers possess in order to address the audience and purpose? Checklist Anecdotal Notes Informal Conversations Oral Presentations Reader s Theatre rstheater.htm html units/readers_theater.htm

7 3rd Grade Language Arts Curriculum Map Third Nine Weeks Georgia Performance Standards Elements Targeted Essential Questions Assessments Best Practices Used To Teach Skills and Concepts Resources a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. a. Reads literary and informational texts and incorporates new words into oral and written language. a. Reads a variety of texts for information and pleasure. c. Generates questions to improve comprehension. d. Distinguishes fact from opinion. g. Summarizes text content. h. Interprets information from illustrations, diagrams, charts, graphs, and graphic organizers. o. Uses titles, tables of contents, and chapter headings to locate information quickly and accurately and to preview text. How are you like a detective when decoding words? What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? Why is a target reading rate Important in building fluency? How does a good reader selfmonitor? Why is it important to read fiction and nonfiction books? Why is it important to learn new words? What kinds of books do I like to read for pleasure? How can reading help us to explore and understand our world? What do good readers How do books and stories relate to your everyday life? What facts are obvious in the story? Which facts are true but not stated in the story? What are features of nonfiction (illustrations, diagrams, charts, graphs,) and how do they help me as a reader? What is a graphic organizer and how does it help me as a reader? What are features of nonfiction( title, table of contents, and chapter headings) and how do they help me as a reader? Reading Running Records Reader s Response Journal Reading Log Response Letters Reading Practice Books Teacher conferring with Students Focus Poetry s Responses Readers Workshop Independent Reading Comprehension Log Guided Reading Leveled Reading Reading Introducing and patterns Vocabulary Building Skills and Applications Read Aloud Modeling Think Aloud Comprehension Read Alouds ehending/pdfs/textsetsg3.p df ehending/pdfs/sampleopeni ngsforinteractivereadaloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: /site/default.a sp? etry/default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension : readinglists2007/amherst_c entral.pdf hing/curriculum/pdf%20file s/books%20for%20teaching %20comp.%20.pdf ehending/pdfs/textsetsg3.p df ehending/pdfs/titlesfortext Talk.pdf dex.asp

8 Third Nine Weeks ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. c. Writes text of a length appropriate to address the topic or tell the story. e. Begins to use appropriate structures to ensure coherence (e.g., transition words and phrases, bullets, subheadings, numbering). i. Begins to include relevant examples, facts, anecdotes, and details appropriate to the audience. j. Uses a variety of resources to research and share information on a topic. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. n. Publishes by presenting an edited piece of writing to others. ELA3W1 How can we be sure out audience understands what we write? How the qualities of good writing differ for different writing genre? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? What do good writers Why do we need to use the steps of the writing process? What is flow? What makes writing flow? How do good writers communicate their ideas to the reader? Why do we need to use the steps of the writing process? How can we publish our writing? Why is publication a significant part of the writing process? Conventions Entries Unassisted Writing State Writing Tangible Products Teacher conferring with Students Student Self-Assessment writing automaticity with high frequency words Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Books for Teaching Writing Skills: s/ /site/ default.asp DMGetDocument.aspx/Gr% 203%20- %20Response%20to%20Lit erature%20framework.pdf? p=6cc6799f8c1371f626f D4BE F2829E 919F060DE8B77FF2A &Type=D

9 Third Nine Weeks ELA3C1 h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms). j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic. k. Uses the dictionary and thesaurus to support word choices. l. Uses common rules of spelling and corrects words using dictionaries and other resources. ELA3C1 Why does language follow rules? What are examples of formal and informal language? What are the rules that govern the use of formal and informal language? What resources can we use to locate information about a topic? How can we find the meaning of a word? How can the dictionary and thesaurus help us as writers? How does spelling impact effective written communication? What can you use to correct spelling when proofreading your writing? Conventions State Writing Teacher conferring with Students Student Self-Assessment writing automaticity with high frequency words Introducing and patterns Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. ELA3LSV1 How can we help our listeners understand what we are saying when we speak? listening carefully and accurately? responding appropriately to what we see and hear? What characteristics do effective speakers possess in order to address the audience and purpose? Checklist Anecdotal Notes Informal Conversations Oral Presentations Reader s Theatre rstheater.htm html nits/readers_theater.htm

10 3rd Grade Language Arts Curriculum Map Third Nine Weeks Georgia Performance Standards Elements Targeted a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. Reads familiar text with expression. c. Reads third-grade text at a target rate of 120 words correct per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. c. Recognizes and applies the appropriate usage of homophones, homographs, antonyms, and synonyms. d. Identifies the meaning of common idioms and figurative phrases and incorporates them into oral and written language. n. Identifies the basic elements of a variety of genres (fiction, non-fiction, drama, and poetry). Essential Questions Assessments Best Practices Used To Teach Skills and Concepts What is prosody? How do you know if a sentence should be read with excitement? Joy? Sense of Humor? Sadness? What do good readers Why is a target reading rate Important in building fluency? How does a good reader selfmonitor? How can I tell if an homonym, homograph, antonym, or synonym is used correctly? What is an idiom? How are idioms incorporated in reading? What are figurative phrases? How does understanding the use of idioms and figurative phrases and idioms help you as a reader? How are genres (fiction, nonfiction, drama, and poetry) alike and different? How can we defend out opinions when we critique text? Reading Running Records Journal Reading Log Response Letters Reading Practice Books Teacher conferring with Students Focus Poetry s Responses Readers Workshop Independent Reading Comprehension Log Guided Reading Leveled Reading Reading Introducing and patterns Vocabulary Building Skills and Applications Read Aloud Modeling Think Aloud Comprehension Resources Read Alouds nding/pdfs/textsetsg3.pdf nding/pdfs/sampleopeningsfori nteractivereadaloud.pdf Informational: Newspapers Magazines Scholastic News Time for Kids Weekly Reader Poetry: /site/default.asp? default.htm Stories: Big Books (School Bookroom) Houghton Mifflin School Library- Books for Teaching Comprehension : nglists2007/amherst_central.pdf /curriculum/pdf%20files/books %20for%20teaching%20comp.% 20.pdf nding/pdfs/textsetsg3.pdf nding/pdfs/titlesfortexttalk.pdf asp

11 Fourth Nine Weeks ELA3W1 b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. n. Publishes by presenting an edited piece of writing to others. Why do we write for a variety of purposes? How can we be sure out audience understands what we write? What important components should be apart of our writing so that it is complete? Why does our writing need to be clearly organized and focused? How does the use of strong verbs and adjectives make your writing more descriptive? What do good writers How can we publish our writing? Why is publication a significant part of the writing process? Conventions State Writing Teacher conferring with Students Student Self-Assessment writing automatically with high frequency words Lucy Calkins Units of Study Mentor Text sets for narrative writing Ralph Fletcher Books on Writing Words Their Way Balanced Literacy Books for Teaching Writing Skills: /site/d efault.asp /DMGetDocument.aspx/E LA_third_grade_Framew ork_final_templateprevi ewed%201.pdf?p=6cc6 799F8C1371F66D9B1A8 A8B4B6725F82542A3B0 F29CAAFE886A3EE A&Type=D

12 Fourth Nine Weeks ELA3C1 e. Speaks and writes in complete and coherent sentences. g. Distinguishes between complete and incomplete sentences. l. Uses common rules of spelling and corrects words using dictionaries and other resources. n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence. What skills allow us to communicate ideas effectively? What are the characteristics of a complete sentence? What happens when we don t follow these rules? What can you use to correct spelling when proofreading your writing? Why is important to write legibly? What can the writer use make cursive writing legible? Conventions State Writing Teacher conferring with Students Student Self-Assessment writing automaticity with high frequency words Introducing and patterns Lucy Calkins Units of Study English Book Zaner-Bloser Handwriting ELA3LSV1 a. Adapts oral language to fit the situation by following the rules of conversation with peers and adults. b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listens to and views a variety of media to acquire information. How can we communicate effectively? How can we help our listeners understand what we are saying when we speak? responding appropriately to what we see and hear? How would your oral language be different depending on what you would like to communicate to your audience? How does the media affect our lives? responding appropriately to what we see and hear? What is propaganda? How can we tell when we are being manipulated? Checklist Anecdotal Notes Informal Conversations Oral Presentations Reader s Theatre readerstheater.htm RTE.html ater.htm