READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING

Grade 3 Curriculum Map: Literacy & Integrated Content 2014-2015 The following standards are addressed during small group reading instruction. These skills and strategies may be practiced independently, but explicit modeling & guided practice in a small group or individual setting will be necessary for most students to be successful in mastering these standards. READING WORKSHOP: SMALL GROUP & INDEPENDENT READING STANDARDS SPEAKING AND LISTENING CC3SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher-led) with diverse partners on grade 3 topics & texts, building on others ideas & expressing their own clearly. CC3SL1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation & other information known about the topic to explore ideas under discussion. CC3SL1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics & texts under discussion). CC3SL1c Ask questions to check understanding of info. presented, stay on topic & link comments to remarks of others. CC3SL1d Explain own ideas & understanding in light of the discussion. CC3SL2 Determine the main ideas & supporting details of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally. CC3SL3 Ask & answer questions about information from a speaker, offering appropriate elaboration & detail. CC3SL5 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. CC3SL6 Speak in complete sentences when appropriate to task & situation in order to provide requested detail or clarification. LANGUAGE CC3L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC3L3b Recognize & observe differences between the conventions of spoken & standard written English. CC3L4 Determine or clarify the meaning of unknown & multiple-meaning word & phrases based on grade 3 reading & content, choosing flexibly from a range of strategies. CC3L4a Use sentence-level context as a clue to the meaning of a word or phrase. READING FOUNDATIONS CC3RF4 Read with sufficient accuracy and fluency to support comprehension. CC3RF4a Read grade-level text with purpose & understanding. CC3RF4b Read grade-level prose & poetry orally with accuracy, appropriate rate & expression. CC3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. READING STANDARDS FOCUS FOR PARCC ASSESSMENT FORMAT (Reading Response) CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic. CC3RL9 Compare & contrast the themes, settings, & plots of stories written by the same author about the same or similar characters (e.g., in books from a series). CC3RI10 By end of year, read & comprehend informational texts, including history/social studies, science, & technical texts, at the high end of grades 2 3 text complexity band independently & proficiently. CC3RL10 By end of year, read & comprehend literature, including stories, dramas, & poetry, at the high end of the grades 2 3 text complexity band independently & proficiently. Small Group Instructional Resources CLLG pp. 4-5, genre lessons for Discussion Starters pp. 101-108 Teacher Support Booklet: Extending the CCSS (EXT) Unit 1 Instructional Routines: o p. C6 Discussions & Presentations o p. C9 Formal & Informal English EXT Unit 2, pp. C6-C7 Compare & Contrast Texts on the Same Topic EXT Unit 4, pp. C6-C7 Compare & Contrast Stories in a Series EXT Unit 5, pp. C8-C9 Create Audio Recordings Leveled readers teacher s guides: provide additional, explicit instruction and practice for the same weekly comprehension strategies & in-context vocabulary words. Interventions: In the TE behind the red Intervention tab & the teal English Language Learners tab or behind Small Group tabs Extension projects: refer to the above level Teachers Guide for leveled readers & on the TE Whole Group Lesson tabs, Challenge Yourself Leveled texts from science & social studies should be used to study grade-level specific content. For other small group texts: Genre lessons in the CLLG provide discussion questions for texts by genre. When available, use 2 guided reading texts on the same topic or story to compare & contrast. (See standards) Partnered or independent work: CLLG pp. 6-7 Leveled readers teacher s guides * The teacher s guides for the HMH Leveled readers will provide additional, explicit instruction on the same comprehension & fluency lessons for the week. Weekly vocabulary words are also utilized in context within the leveled readers. **Independent practice may include word work PARCC= Partnership For Assessment Of Career And Content Standards CCSS=Common Core State Standards HMH= Houghton Mifflin Harcourt EXT= Teacher Support Booklet: Extending the CCSS CLLG= HMH Comprehensive Language & Literacy Guide TE=Teacher s Edition LRSD Elementary Literacy Department 3 rd Grade Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 10 READING WORKSHOP COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RI3 Describe the relationship between a series of historical COMPREHENSION/ CLLG p. Lesson 9 Weekly Focus p. 18 events, scientific ideas or concepts, or steps in technical FLUENCY Read Aloud Young Thomas Edison, procedures in a text, using language that pertains to time, Skill: Main Ideas & Details *Compare Model Fluency CLLG p. 58 sequence, and cause/effect. & Contrast Texts on the Same Topic Read Aloud: Ryan Hreljac, Saving Lives CC3RI5 Use text features & search tools (e.g., key words, Strategy: Summarize at 6, CLLG p. 59 sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Student Magazine p. RA 24 Media CC3RI2 Determine the main idea of a text; recount the key details Maze EXT pp. C8-C9 and explain how they support the main idea. CC3RI9 Compare & contrast the most important points & key details presented in two texts on the same topic. Use Lesson EXT G3U2 pp.c6-c7 Compare & Contrast Texts on the Same Topic CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. VOCABULARY TARGET VOCABULARY: signal, genius, gadget, invention, laboratory, electric, experiment, occasional VOCABULARY STRATEGY: Categorize & Classify SPELLING/PHONICS Spelling Principle: Words with au, aw,al, o WSG pp. 120 121 Vocabulary in Context Word Cards 73-80 WSG pp. 58 59 WRITING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3L2 Demonstrate command of the conventions of standard GRAMMAR Weekly Plan T362-T363 English capitalization, punctuation, & spelling when writing. Pronouns CC3W1 Write opinion pieces on topics or texts, supporting a point WRITING SUW of view with reasons. Informative: Opinion 4-22 Definition & Function of CC3W1a Introduce the topic or text they are writing about, state Transitions, Tool 4-22a, 4-23 an opinion, & create an organizational structure that lists reason. 4-27 Paragraph Elaboration- the CC3W1b Provide reasons that support the opinion. E s/the Reds, Tools 4-27a, 4-27b CC3W1c Use linking words & phrases (e.g., because, therefore, 4-30 Connecting a Conclusion to a since, for example) to connect opinion & reasons. CC3W1d Provide a concluding statement or section. Topic Sentence D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher s Edition SB=Student Book LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 10 SCIENCE FOCUS/ESSENTIAL QUESTIONS Foresman Science Leveled Readers ESS.8.3.9 Demonstrate safety procedures related to severe What is the relationship of planets to the Sun? Patterns in the Sky (Below Level) weather What patterns do the Earth, Sun, moon and stars The Sky s Patterns (On Level) ESS.10.3.1 Demonstrate how the planets orbit the sun show? The Sun & the Seasons (Advanced) ESS.10.3.2 Demonstrate the orbit of Earth & its moon around the How does the movement of Earth in relation to sun the Sun determine the pattern of day and night? The Solar System (Below Level) ESS.10.3.3 Relate Earth s rotation to the day/night cycle Vocabulary: Demonstrate, rotate, solar system, The Sun and Its Planets (On Level) PS.7.3.2 Calculate a change in temperature using the Celsius scale cycle Space Station Life (Advanced) NS.1.3.5 Estimate & measure length, mass, temperature, & elapsed time using International System of Units (SI). SOCIAL STUDIES FOCUS Materials/Links to Lessons Essential Question The impact of Social Studies Content How has technology changed our community? technology on Invention Lesson Harcourt SS text pp. 170-175 Inventions in Guiding Question(s) communities Communities How do new inventions cause people s lives to change? Bully Proofing Your Reading Connections Social Studies SLEs School CLLG Cause & Effect p. 56 G.3.3.1 Discuss different types of transportation & VOCABULARY Journeys: Kamishibai Man communication links between communities H.6.3.8 Compare artifacts from events in various periods of Technology Writing Connections history Invention One of the most important inventions ever is. Provide support H.6.3.9 Identify ways in which technology has changed the world for your choice. (e.g., computers, fax machines, cell phones) Assessment See Social Studies Curriculum Map for Detailed Lessons & Resources Research: How does technology change communities? (Refer to Invention Lesson) Use Step Up to Writing for how to conduct research. D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher s Edition SB=Student Book LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 2 Lesson 10 D5= The Daily 5 HMH= Houghton Mifflin Harcourt CLLG= HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS= Common Core State Standards SUW= Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher s Edition SB=Student Book LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

CC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL2 Recount stories, including fables, folktales, & myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. CC3RI3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, & cause/effect. CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area. GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 11 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS COMPREHENSION/FLUENCY Suggested Weekly Focus CLLG p. 19 Skill: Fact & Opinion Strategy: Question Genre: Biography, Informational Text CC3L2f Use spelling patterns & generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2f Use spelling patterns & generalizations (e.g., word families, positionbased spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Academic Vocabulary: Biography pausing phrasing Opinion suffix alliteration inference context fact author s view informational text Fluency: Phrasing, Natural Pauses VOCABULARY TARGET VOCABULARY: Championship, professional, rooting, competitor, entire, power, athlete, court Vocabulary Strategies: Suffixes y, -ful, -ous PHONICS Phonics: Vowel Dipthongs oi, oy Spelling Principle: Vowel Sound in joy Spelling Words BASIC: joy, point, voice, join, oil, coin, noise, spoil, toy, joint, boy, soil, choice, boil REVIEW WORDS: come, are CHALLENGE: poison, destroy TE pp. T14-15 Read Aloud J-Block CLLG p. 61 T24-25 Develop Background/Target Vocab TE pp. T28-T38 Jump CLLG p. 60 TE pp. T30, T32, T33 Stop & Think TE pp. T46-47 Fact & Opinion TE pp. T52-53 Read Science for Sports Fans CLLG p. 61 TE p. T53 Make Connections WSG 122-123 Vocabulary in Context Cards 81-88 WSG p. 60-61 Other Resource: T56 Connect to Writing T66 Weekly Test Comprehension Fact & Opinion 11.5-11.7 Weekly Test 11.2-11.4 SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Teacher Support Booklet: Extending the Common Core Standards (Front pocket of TE)

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 11 CC3L1b Form and use regular and irregular plural nouns. CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion CC3W3d Provide a sense of closure. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. CC3L1i Produce simple, compound, & complex sentences. CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English WRITING WORKSHOP: WHOLE GROUP LESSONS GRAMMAR Weekly Plan T6 T7 More Plural Nouns WRITING Editing Revising & Publishing 10-3 Checklists for Revision Tools 10-3a, 10-3b 10-6 Peer Review/Editing/Revision (Quick Checks for Topic Sentences, Tool 10-10e) 10-7 Editing with CUPS, Bonus Tool 10-7-1 T67 Weekly Test 11.10-11.11 10-7 Editing with CUPS Tools 10-7a-10-7d CONTENT AREA STANDARDS & LESSONS STANDARDS (November) FOCUS/ESSENTIAL QUESTIONS Scott Foresman Leveled Readers: NOTEBOOK PROMPTS ESS.8.3.9 Demonstrate safety procedures related to What is the relationship of planets to the Sun? Patterns in the Sky (Below Level) severe weather What patterns do the Earth, Sun, moon & The Sky s Patterns (On Level) ESS.10.3.1 Demonstrate how the planets orbit the sun ESS.10.3.2 Demonstrate the orbit of Earth & its moon stars show? The Sun & the Seasons around the sun How does the movement of Earth in relation (Advanced) ESS.10.3.3 Relate Earth s rotation to the day/night cycle to the Sun determine the pattern of day & PS.7.3.2 Calculate a change in temperature using the night? The Solar System (Below Level) Celsius scale NS.1.3.5 Estimate & measure length, mass, temperature, Vocabulary: Demonstrate, rotate, solar system, The Sun & Its Planets (On Level) & elapsed time using International System of Units (SI). cycle Space Station Life (Advanced) Write a paragraph describing what you see when using a telescope. A model/picture of the solar system is different from the real solar system. Explain at least three differences. Pretend you are one of the planets other than the Earth. Compare & contrast the differences between that planet & Earth. SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Teacher Support Booklet: Extending the Common Core Standards (Front pocket of TE)

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 11 Social Studies Focus Materials/Links to Lessons Essential Question(s) How do we know what really happened in the past? How and why do we celebrate holidays? Guiding Questions What challenges do people have to overcome to settle into an area? What was America s first permanent settlement? What is Veterans Day? What does it mean to be patriotic? Veterans Day Jamestown Pocahontas Social Studies SLEs C.5.3.1 Examine the significance of national symbols and the role they play in fostering effective citizenship (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution) G.3.3.2 Describe human settlements (e.g., cities, towns, communities, villages) H.6.3.11 Identify Jamestown as the first permanent American settlement H.6.3.12 Discuss John Smith s role and influence in the establishment of a self-sufficient settlement in Jamestown H.6.3.19 Identify similarities and differences among the American Indians and Pilgrims: housing, clothing, foods, traditions, tools See Social Studies Curriculum Map for Detailed Lessons & Resources Vocabulary Settlement Slavery Monument Conflict Memorial Settler Anthem Claim Veteran Patriotic symbol Social Studies Content Veterans Day Wall of Peace/ Tribute to all Veterans Lesson (Use this lesson on Veterans Day) Veterans Day PowerPoint Smartboard What Is Veterans Day Smartboard Veterans Day Symbols Reading Connections CLLG MINILESSON Fact and Opinion p. 60 Pocahontas Saved the Jamestown Settlers: Fact or Opinion Lesson Pocahontas Image Pocahontas Time line Pocahontas Read Like a Historian (Great lesson to address how two different sources may present different accounts of the facts for the same event. Modifications for the lesson will be needed) Background Information Pocahontas Writing Connections Write an informational paragraph with facts about Veterans Day. Assessment Wall of Peace Respond to the question Do you think the people of Jamestown would have survived in the new world without the help of Pocahontas and the Natives? SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Teacher Support Booklet: Extending the Common Core Standards (Front pocket of TE)

CC3RL1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral & explain how it is conveyed through key details in the text. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RL5 Refer to parts of stories, dramas, & poems when writing or speaking about a text, using terms such as chapter, scene, & stanza; describe how each successive part builds on earlier sections. GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 12 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS COMPREHENSION/FLUENCY Suggested Weekly Focus CLLG p. 20 Leveled Reader Skill: Story Structure CLLG p. 63 Critical Thinking Strategy: Visualize T102-103 Read Aloud The Art Contest Blackline Masters Genre: Realistic Fiction Model Fluency 8.7-8.10 Academic Vocabulary: T112-113 Develop Background/Target Grab-and-Go! Narrator Characters End Vocabulary pp. 9-12 Beginning Setting Middle Reading Standards CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI4 Determine the meaning of general academic & domainspecific words & phrases in a text relevant to a grade 3 topic or subject area. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations in writing words Visualize Predictions Inferences Story structure Fluency: Stress Plot (action) Dialogue VOCABULARY TARGET VOCABULARY: report, erupt, presentation, creative, charts educational, certificate, impressive, Vocabulary Strategies: idioms PHONICS Words Ending in er, -ie Spelling Principle: Homophones Spelling Words BASIC: hole, whole, its, it s, hear, here, won, one, our, hour, their, there, fur, fir REVIEW WORDS: road, rode CHALLENGE: peace, piece T116-126 Read The Science Fair CLLG p. 62 T119, T122, T125 Stop & Think T134-135 Story Structure WSG pp. 124-125 Other Resources: Weekly Plan T94 T95 Introduce Vocabulary in Context Cards 89-96 T142-243 Vocabulary Strategies: Idioms Projectable 12.10 Idioms WSG pp. 62-63 Other Resources: Weekly Plan T94 T95 T132 Words Ending in er & ie T147 Words Ending in er & -ie T128 Word Sort T136 Build Homophones T144 Connect to Writing WSG pg. 63 DAY 5 WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3L1e Form & use simple (e.g., I walked; I walk; I will walk) verb tenses. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English. CC3W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, & audiences GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 12 WRITING WORKSHOP: WHOLE GROUP LESSONS GRAMMAR Weekly Plan T94 T95 More Proper Nouns Abstract Nouns EXT pps. C10 C11 WRITING Narrative: Imaginative T285 Introduce the Model T321 Prewrite SUW 6-6 Six Steps for Writing a Story SUW 6-7 Quick-Sketch & Quick Note Planning pp. 262-264; Tools 6-7a, 6-7b, & 6-7c SUW 6-8 Sequencing Events, pp. 271-272 (At this point students should have a plan to use for drafting.) SUW 6-12 Ways to Begin a Story, Tools 6-12-1, 6-12-2 STANDARDS (DECEMBER) FOCUS Scott Foresman Science Readers: NOTEBOOK PROMPTS ESS.9.3.1 Analyze the effect of wind & water on Earth s surface How does weather affect our daily lives? Vocabulary: Analyze, weathering, erosion Changes on Earth (Below Level) Our Changing Earth (On Level) Follow a River (Advanced) (Also listed in April) Weather (Below Level) Weather and Storms (On Level) Weather Record Breakers (Advanced) WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014 10-18a Story Writing Scoring Guide Tool 10-18a (RED DISC) Write a paragraph explaining why plants are important in the protection of soil from water and wind erosion. How does wind and water affect the Earth s surface? Include supporting details. Social Studies Focus Materials/Links to Lessons Essential Question: How do we know what really happened Thirteen Colonies Social Studies Content in the past? Guiding Questions Why were each of the 13 colonies established? What was life like in each of the colonies? Vocabulary Freedom Independence Colony The Thirteen Colonies Lesson (Students will need to go the computer lab to access the family they will research from the lesson) Smartboard Colonial Life Smartboard Colonial Life and the Thirteen Colonies Social Studies SLEs Constitution 13 Colonies PowerPoint H.6.3.7 Analyze a timeline that illustrates selected historical events New England Interactive Website: Two Families H.6.3.13 Identify the causes for the establishment of the 13 colonies Agriculture http://amhistory.si.edu/house/thishouse/pastinhabitants.asp (e.g., gold, tobacco, religion) Revolution (How do artifacts help us understand what life was like in the past?) H.6.3.8 Compare artifacts from events in various periods of history Middle Colonies H.6.2.6 Determine how photos & documents are used to gather Reading Connections: CLLG Story Structure p. 62 information about the past. Artifacts Use books with stories about life in the colonies to identify the plot (problem, events, solution) See SocialStudies Curriculum Map for Lessons & Resources 13 Colonies Writing Connections: Use information you have learned about life in the colonies and imagine Southern Colonies that you are living in one of the colonies and write about a day in your life. Assessment: Map Questions and Research Questions from The Thirteen Colonies Lesson.

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 12 WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 13 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS CC3RL2 Recount stories, including fables, COMPREHENSION/FLUENCY Suggested Weekly Focus CLLG p. 21 folktales, and myths from diverse cultures; Skill: Compare & Contrast T190-191 Read Aloud The Best Worst Day determine the central message, lesson, or Strategy: Analyze/Evaluate CLLG Mini-lesson p. 65 moral & explain how it is conveyed through Model Fluency key details in the text. Genre: Legend, Informational Text T200-201 Develop Background/Target Vocab CC3RI7 Use information gained from Academic Vocabulary: T202-203 Introduce Comprehension: Analyze/Evaluate; Compare & illustrations (e.g., maps, photographs) & the Analyze Contrast words in a text to demonstrate understanding Evaluate T204-214 Read Yonder Mountain of the text (e.g., where, when, why, and how Compare CLLG Mini-lesson p. 64 key events occur). CC3RL3 Describe characters in a story & Contrast T207, T210, T213 Stop & Think 228-229 Read Trail of Tears explain how their actions contribute to the sequence of events. CLLG Mini-lesson p. 65 Fluency: Rate CC3RI9 Compare & contrast the most T229 Make Connections to Social Studies important points & key details presented in Use Lesson EXTG3U2 pp.c6-c7 Compare & Contrast Texts on the two texts on the same topic. Same Topic as a model to teach TE U3 pp.t229 Text to Text CC3RL4 Determine the meaning of words Use Lesson EXT G3U2 pp. C4-C5 Distinguish Point of View to and phrases as they are used in a text, model supporting an opinion with texts from TE U3 pp.t236 under distinguishing literal from nonliteral language. Read to Connect Reading Standards CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI4 Determine the meaning of general academic & domain-specific words & phrases in a text relevant to a grade 3 topic or subject area. CC3L2f Use spelling patterns and generalizations in writing words. VOCABULARY TARGET VOCABULARY: examined, peak, fondly, steep, rugged, mist, pausing, pleaded Vocabulary Strategies: Homophones/Homographs PHONICS Contractions n t, d, ve Principle: Contractions Spelling Words BASIC: hole, whole, its, it s, hear, here, won, one, our, hour, their, there, fur, fir REVIEW WORDS: road, rode CHALLENGE: peace, piece WSG pp. 126-127 Other Resources: Weekly Plan T182-T183 Introduce Vocabulary in Context Cards 97-104 T230-231 Vocabulary Strategies: Homophones & Homographs WSG pp. 64-65 Other Resources: Weekly Plan T182-T183 T216 Word Sort T224 Build Contractions T232 Connect to Writing T242 Weekly Test Compare & Contrast Strategies: Target Vocabulary 13.5-13.7 Grab & Go Running Record Blackline Masters 13.1-13.14 WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing GREEN or RED manual; Tools from Red Disc when indicated EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 13 CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English. WRITING WORKSHOP: WHOLE GROUP LESSONS GRAMMAR Weekly Plan T182-T183 Subject-Verb Agreement T196, T216, T224, T232, T238-239 WRITING Narrative: Imaginative 6-15 Function & Variety of Story Transitions Tool 6-15b 6-17 Options for Writing the End of the Story 6-18 Comparing the Beginning & the End of the Story, Tool 6-18a 6-19 Six Tips for Writing a First Draft Tools 6-19a, 6-19b T243 Weekly Test 13.10-13.12 Tool 10-18a Stories Scoring Guide Examples: Tool 10-18b, 10-18c CONTENT AREA STANDARDS & LESSONS STANDARDS (DECEMBER) FOCUS/ESSENTIAL QUESTIONS Scott Foresman Science Leveled Readers NOTEBOOK PROMPTS ESS.9.3.1 Analyze the effect of wind and water on Earth s surface How does weather affect our daily lives? Vocabulary: Analyze, weathering, erosion Changes on Earth (Below Level) Our Changing Earth (On Level) Follow a River (Advanced) Weather (Below Level) Also listed in April Weather and Storms (On Level) Also listed in April Weather Record Breakers (Advanced) Also listed in April Write a paragraph explaining why plants are important in the protection of soil from water & wind erosion. How does wind & water affect the Earth s surface? Include supporting details. WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing GREEN or RED manual; Tools from Red Disc when indicated EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 13 Social Studies Focus Materials/Links to Lessons Essential Question(s) How do we know what really happened in the past? What happens when cultures meet? Guiding Questions What was the Indian Removal Act of 1830? Why were the Cherokee forced on the Trail of Tears and what was it like? What did President Jackson s speech reveal about his viewpoint of the Native Americans? What did the poem Trail of Tears and the picture reveal about results of the Indian Removal Act? Trail of Tears Indian Removal Vocabulary Indian Removal Act 1830 Trail of Tears President Andrew Jackson Territory Cherokee Social Studies SLEs H.6.3.8 Compare artifacts from events in various periods of history H.6.2.6 Determine how photos and documents are used to gather information about the past. See Social Studies Curriculum Map for Detailed Lessons and Resources Social Studies Content These Natives Have Got to Go Lesson Teacher Script Story of the Trail of Tears Trail of Tears Story Template Reading Connections CLLG Compare and Contrast p. 64 Journeys Yonder Mountain: A Cherokee Legend Student Book pp 430-446; The Trail of Tears Student Book pp 448-450.; Vocabulary Reader The Daily Life of the Cherokee; Background Cherokee History Student Book p. 428 Journeys p. 429 Compare and Contrast characters Yonder Mountain Writing Connections Write a narrative about a typical day along the Trail of Tears as a Cherokee Indian. It can be in the form of a story, diary, or journal. Assessment Instruct students to imagine that each of them is a Cherokee child whose family is about to embark on the Trail of Tears. Tell them that their Cherokee family has heard the horror stories of the families that are already on the Trail. Based on what they ve seen and read, write a letter to President Andrew Jackson asking him to let their family stay in the land they love and consider home. Students should include examples of why the Trail is so dangerous and use persuasive techniques. WSG=Word Study Guide CLLG= HMH Comprehensive Language & Literacy Guide SUW= Step Up to Writing GREEN or RED manual; Tools from Red Disc when indicated EXT=Extending the Common Core Standards (Front pocket of TE) LRSD Elementary Literacy Department GRADE 3 Curriculum: Literacy & Integrated Content Revised 2014

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 14 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS COMPREHENSION/FLUENCY Weekly Focus: CLLG p. 22 Skill: Author s Purpose (Author s Reasons for Projectable 14.4 Writing) T324-T325 Connect & Extend Strategy: Summarize Genre: Informational Text Fluency: Accuracy CC3RL1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RI2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CC3RI5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CC3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI4 Determine the meaning of general academic & domainspecific words & phrases in a text relevant to a grade 3 topic or subject area. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations (word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. VOCABULARY TARGET VOCABULARY: Lying, loyal, partners, shift, quiver, patrol, ability, snap VOCABULARY STRATEGIES: Prefixes in-, im- ACADEMIC LANGUAGE: Author s purpose, infer, author s message PHONICS/WORD STUDY Phonics: words with ar, or, ore Spelling Principle: Vowel + r sounds Spelling List: horse, mark, storm, chore, market, acorn, artist, March, north, barking, stork, thorn, forest, restore Aero & Officer Mike: CLLG p. 66 T292 - T293 T303 Your Turn More Than A Pet: CLLG p. 66 Kids & Critters: CLLG p. 67 T317-T318 WSG pp. 128-129 Introduce Vocabulary in Context CARDS 105-112 WSG pp. 66-67 (To differentiate, use Struggling or Advanced lists) SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & their functions in particular sentences. CC3L1e Form & use the simple (e.g., I walked; I walk; I will walk) verb tenses. CC3L1f Ensure subject-verb and pronoun-antecedent agreement. GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 14 WRITING WORKSHOP: WHOLE GROUP LESSONS GRAMMAR Weekly Plan pp. T270-T271 Pronouns & Verbs CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W3a Establish a situation & introduce a narrator and/or characters; organize an event sequence that unfolds naturally. CC3L3b Recognize & observe differences between the conventions of spoken & written standard English. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task & purpose. CC3W10 Write routinely over extended time frames & shorter time frames for a range of discipline-specific tasks, purposes, & audiences CC3L2g Consult reference materials, including beginning dictionaries, to check & correct spellings. WRITING Narrative: Imaginative SUW: 6-20 Working on the Qualities of a Good Story, Tools 6-20a 10-18 Stories Scoring Guide 10-1 Neat Paper Rules Tool 10-18a Stories Scoring Guide Examples: Tool 10-18b, 10-18c CONTENT AREA STANDARDS & LESSONS STANDARDS (January) FOCUS Foresman Science PS.7.3.4 Differentiate between magnets and non-magnets How does distance Readers: PS.7.3.5 Describe the effect of distance on attraction & repulsion affect magnetic Forces & Motion (Below PS.7.3.6 Construct a magnet by the Touch/Stroke method attraction? Level) NS.1.3.2 Develop questions that guide scientific inquiry How Things Move (On NS.1.3.3 Conduct scientific investigations individually & in teams: lab Vocabulary: Level) How Bikes Work activities, field studies NS.1.3.4 Communicate the results of scientific investigations empirical, attraction, (Advanced) NS.1.3.6 Collect & analyze measurable empirical evidence as a team differentiate and/or as individuals NOTEBOOK PROMPTS Make a list of the magnets in the classroom & at home. Explain the use of each. What are other ways magnets can be used? Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with magnets. SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

Social Studies Focus Materials/Links to Lessons Essential Question(s) What can we learn about a culture through its celebrations? What Makes our Community Diverse? New Year s Guiding Questions Celebrations Immigration How and when do different cultures celebrate the New Year? Who immigrated to America? What makes America diverse? Social Studies SLEs G.2.3.2 Identify cultural traits of ethnic groups that live in Arkansas G.2.3.1 Discuss several customs in the United States and tell how they originated. See Social Studies Curriculum Map for Detailed Lessons and Resources Vocabulary Prejudice Migrate Population Density Ethnic group Multicultural Diverse Tradition Holiday Immigrant Culture Festival GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 14 Social Studies Content What Can We Learn About a Culture through Its Celebrations Lesson New Year Customs PowerPoint Teacher selected fiction and nonfiction books New Years Day different cultures. New Year s Tradition Class Matrix Reading Connections CLLG Author s Purpose p. 66 Read trade books on how different cultures celebrate. Read about how they celebrate the New Year. Identify the author s reason for writing the book & provide clues to support why you think this. Writing Connections Write an imaginative narrative about celebrating the New Year in another country. Assessment Three New Year Resolutions Choose one and develop a plan for how you will accomplish this resolution. has the best way to celebrate the New Year. Support your opinion with facts on how this culture or country celebrates the New Year. Create a poster for celebrating the New Year in one of the cultures you read about. It should show evidence of what you learned about how the culture celebrates the New Year. The author s purpose for this writing assignment is to give information on a specific culture s New Year and how they celebrate the New Year. SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

CC3RI3 Describe the relationship between 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. CC3RL3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. CC3RI7 Use information gained from illustrations (e.g., maps, photographs) & the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CC3RI8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 15 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS COMPREHENSION/FLUENCY Suggested Weekly Focus CLLG p. 23 Leveled Reader Skill: Understanding Characters (What The Extra-good Sunday Critical Thinking Characters Say & Do/How Characters Change) CLLG p. 68 Blackline Masters Strategy: Infer/Predict Give Yourself a Gift 8.7-8.10 Directions: How the author explains how CLLG p. 69 to do Something Technology Wins the Game (Student Grab-and-Go! pp. Fluency: Expression Magazine p. RA 28) 9-12 EXT pp. C3 C4 CC3L2g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CC3L3a Choose words and phrases for effect. CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns & generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. CC3L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & functions in particular sentences. CC3L1f Ensure subject-verb & pronoun-antecedent agreement.* CC3L3b Recognize & observe differences between the conventions of spoken & standard written English. VOCABULARY ACADEMIC VOCAB: infer, Characters, motive, motivation, relationships TARGET VOCAB: tense, Anxiously, recommended, degrees, remarked, festive, ingredients, cross VOCABULARY STRATEGIES: Using a Thesaurus/Shades of Meaning PHONICS/WORD STUDY Phonics: Words with er, ir, ur, or Spelling Principle: Vowel + /r/sound in nurse WSG pp. 130-131 EXT pp. C8 C9 Vocabulary in Context Cards 113-120 WSG pp. 68-69 Weekly Plan T358-T359 WRITING WORKSHOP: WHOLE GROUP LESSONS GRAMMAR Weekly Plan T358-T359 Forming the Past Tense Weekly Test 15.8-15.9 Weekly Test 15.10-15.12 SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 15 CC3W1a Introduce the topic or text they are writing about, state an opinion, & create an organizational structure that lists reasons. CC3W1b Provide reasons that support the opinion CC3W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CC3W2d Provide a concluding statement or section. CC3W3d Provide a sense of closure. CC3W4 With guidance & support from adults, produce writing in which the development & organization are appropriate to task and purpose. CC3W10 Write routinely over extended time frames & shorter time frames for a range of discipline-specific tasks, purposes, & audiences WRITING Editing, Revising, Publishing SUW: 6-22 Writing Drafts & Revising Tool 6-22a 6-23 Five Tips for Revising Tool 6-23a 6-24 Editing & Proofreading Tools 6-24a CONTENT AREA STANDARDS & LESSONS STANDARDS (January) FOCUS MATERIALS NOTEBOOK PROMPTS PS.7.3.4 Differentiate between magnets and non-magnets PS.7.3.5 Describe the effect of distance on attraction & repulsion PS.7.3.6 Construct a magnet by the Touch/Stroke method NS.1.3.2 Develop questions that guide scientific inquiry NS.1.3.3 Conduct scientific investigations individually & in teams: lab activities, field studies NS.1.3.4 Communicate the results of scientific investigations (e.g. graphs, charts, & writings) NS.1.3.6 Collect & analyze measurable empirical evidence as a team and/or as individuals How does distance affect magnetic attraction? Vocabulary: Differentiate, empirical, attraction Scott Foresman Science Leveled Readers: Forces & Motion (Below Level) How Things Move (On Level) How Bikes Work (Advanced) Tool 10-18a Stories Scoring Guide Examples: Tool 10-18b, 10-18c Make a list of the magnets in the classroom & at home. Explain the use of each. What are other ways magnets can be used? Choose a magnet. Then generate four questions that would guide you in learning & experiencing more with magnets. SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 3 Lesson 15 Social Studies Focus/Vocabulary Materials/Links to Lessons Essential Question(s) What can we learn about a culture through its celebrations? Guiding Questions How and when do different cultures celebrate the New Year? Social Studies Focus What Makes our Community Diverse? New Year s Celebrations Immigration Vocabulary Who immigrated to America? Prejudice Migrate What makes America diverse? Population Density Social Studies SLEs G.2.3.2 Identify cultural traits of ethnic groups that live in Arkansas G.2.3.1 Discuss several customs in the United States and tell how they originated. See Social Studies Curriculum Map for Detailed Lessons and Resources Ethnic group Diverse Holiday Culture Multicultural Tradition Immigrant Festival Social Studies Content What Can We Learn About a Culture through Its Celebrations Lesson Reading Connections CLLG Understanding Characters p. 68 Use trade books on celebrations from different cultures or stories about immigrants that came to our country to teach this lesson. Writing Connections Write an imaginative narrative about celebrating the New Year in another country. Assessment Three New Year Resolutions Choose one and develop a plan for how you will accomplish this resolution. has the best way to celebrate the New Year. Support your opinion with facts on how this culture or country celebrates the New Year. Create a poster for celebrating the New Year in one of the cultures you read about. It should show evidence of what you learned about how the culture celebrates the New Year. The author s purpose for this writing assignment is to give information on a specific culture s New Year and how they celebrate the New Year. SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)

CC3RI1 Ask & answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CC3RI2 Determine the main idea of a text; recount the key details & explain how they support the main idea. CC3RL4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RI3 Describe the relationship between 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. CC3RL9 Compare & 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). GRADE 3 Curriculum Map: Literacy & Integrated Content Unit 4 Lesson 16 READING WORKSHOP: WHOLE GROUP LESSONS COMMON CORE STATE STANDARDS LESSON FOCUS MATERIALS ASSESSMENTS COMPREHENSION/ Suggested Weekly Focus CLLG p. 24 Weekly Test FLUENCY A Mr. Rubbish Mood, CLLG p. 70 16.5-16.7 Skill: Main Idea & Details Counting Cans, CLLG p. 71 Strategy: Monitor/Clarify Save the Rain Forest, CLLG p. 71 Genre: Informational Text Make Connections in a Technical Text EXT C4-C5 Fluency: Intonation Use Lesson EXT G3U4 pp.c6-c7 Compare & Contrast Stories in a Series CC3RL4 Determine the meaning of words & phrases as they are used in a text, distinguishing literal from nonliteral language. CC3RF4c Use context to confirm or self-correct word recognition & understanding, rereading as necessary. CC3L1a Explain the function of nouns, pronouns, verbs, adjectives, & adverbs in general & in particular sentences. CC3RF3a Identify & know the meaning of the most common prefixes & derivational suffixes. CC3L2e Use conventional spelling for high-frequency & other studied words & for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). CC3L2f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. VOCABULARY STRATEGIES: Context Clues PHONICS/ SPELLING Phonics: Words with air, ear, are Spelling Principle: Vowel + r sounds Weekly Plan T6-T7 WSG. Pgs. 132-133 Vocabulary in Context cards 121-130 WSG p. 70-71 Weekly Plan T6-T7 Weekly Test 16.2-16.4 SUW= Step Up to Writing CLLG= HMH Comprehensive Language & Literacy Guide EXT=Extending the Common Core Standards (Front pocket of TE)