Grade 3 Language Arts

Transcription

1 Grade 3 Language Arts Sampler

2 Standards Plus - Supplemental Curriculum for whole and/or small group instruction Benefits students functioning below, at, or above grade level TEACH TEACH TEACH TEACH ASSESS Minute Lesson Minute Lesson Minute Lesson Minute Lesson Formative Assessment Standard RL.4.1 Standard RL.4.1 Standard RL.4.1 Standard RL.4.1 Standard RL.4.1 Provides multiple opportunities to master the standards How it works: 1. Teach a grade level standard with four minute lessons 2. Assess the standard with a formative assessment 3. If a standard is not mastered, Standards Plus Intervention lessons that scaffold instruction below grade level are available to download and print. 4. Performance Lessons and Integrated Projects are also included to provide students additional opportunites to learn and apply their knowledge at higher levels of rigor. All Standards Plus lessons are accompanied by direct instruction lesson plans that include teacher instruction, guided practice, independent practice, and a concluding statement or question. Lessons are designed to provide immediate teacher feedback throughout each lesson and students receive real-time remediation. 2

3 Sample Lessons Included in this Booklet Strand Lesson Focus Standard(s) 1 Opinion Pieces Supporting Reasons 2 Opinion Pieces Topic Sentences and Supporting Reasons 3 Opinion Pieces Linking Words and Phrases W.3.1a: Introduce the topic or text they are writing about; state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1a, W.3.1b, W.3.1d: Provide a concluding statement or section. W.3.1a, W.3.1b, W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Writing Writing 3.1a d, W.3.2, W.3.2a d, W.3.3, W.3.3a d) 4 Opinion Pieces Paragraphs E1 Evaluation Opinion Pieces 5 Opinion Pieces Expanding Ideas 6 Opinion Pieces Expanding Ideas W.3.1a, W.3.1b, W.3.1c, W.3.1d W.3.1a, W.3.1b, W.3.1c, W.3.1d 7 Opinion Pieces Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c 8 Opinion Pieces Concluding Paragraph E2 P10 Evaluation Opinion Pieces W.3.1a, W.3.1b, W.3.1c, W.3.1d Performance Writing: Opinion The Best Super Power (W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d) See the lesson index for the entire program on pages Standards Plus Digital Standards Plus also includes a digital platform that contains online versions of all the mini lessons and assessments. Through the use of Standards Plus Digital, students learn to apply their content knowledge to an academic digital environment that matches high-stakes on-line assessments. Please contact us at to set up a free trial of Standards Plus Digital 3

4 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Supporting Reasons Lesson: #1 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. Lesson Objective: Students will be able to recognize an opinion piece and list reasons to support the opinion. Introduction: Students will discuss how to support an opinion when writing an opinion piece. Sample Daily Lesson- Teacher Lesson Plan Instruction: Look at the top of your page. Today we begin practicing the steps in writing an opinion piece. An opinion piece tells how you feel about a topic. The piece is about your feelings or opinions about something. If a boy says football is more fun than dodge ball, what is his opinion about football versus dodge ball? (Football is more fun.) Does everyone feel that football is better than dodge ball? (No.) It s the boy s opinion. If we asked the boy why he likes football better than dodge ball, what reasons could he have? (Have students give reasons.) Examples: Football takes more skill. Football has teams. Football lets me play different positions. When you write an opinion piece, you must support your opinion with reasons why you have that opinion. Guided Practice: Look at the example on your page. Read the sentences aloud. Which sentence tells an opinion? (The Pittsburgh Steelers is the name of the best team in the NFL.) Why is this an opinion? (Allow students to respond.) Does everyone feel the Steelers are the best team? (No.) Look at the reasons that support the opinion that they are the best team. (Discuss.) Because of these reasons, the writer believes the Steelers are the best team. Independent Practice: Read the opinion sentence. Then write three reasons to support that opinion. Review: Have students share different opinions about why summer vacation is important. Check for understanding of opinion. Closure: What type of information does a writer include in an opinion piece? Answers: Answers will vary, but may include: time to relax, having fun, time away from school, time with family, etc. 4

5 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Supporting Reasons Lesson: #1 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. Writing how you feel about a topic is called an opinion. Example: The Pittsburgh Steelers is the name of a football team. The Pittsburgh Steelers is the name of the best team in the NFL. Reasons to support the opinion: They have been in the Super Bowl eight times. They have won more Super Bowl games than any other team. Steeler fans will travel all over to watch their team play. Directions: Read the sentence below. Then give three reasons to support your opinion. Opinion: Summer vacation is important to students. Reasons: 1. Sample Daily Lesson - Student Response Page

6 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Topic Sentences & Supporting Reasons Lesson: #2 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. Lesson Objective: Students will recognize that a topic sentence states the opinion in an opinion piece and is followed by reasons to support that opinion. Introduction: This lesson teaches students how to begin an opinion piece with a topic sentence that states the opinion. Sample Daily Lesson- Teacher Lesson Plan Instruction: Look at the top of your page. Today we will practice recognizing a topic sentence that has an opinion and the reasons that support that opinion. The sentence that tells what a paragraph or paper will be about is called the topic sentence. The topic sentence in an opinion piece will state your opinion about that topic. When a reader reads an opinion piece, the topic sentence usually comes first and should tell the reader what the piece is about and state the writer s opinion about the topic. Today we will practice recognizing a topic sentence with an opinion and the reasons that support the opinion. Guided Practice: Look at the example at the top of your page. Follow along while I read the paragraph. (Read the paragraph.) The first sentence will tell you the topic of the paragraph. What is the topic of the paragraph? In an opinion paragraph the topic sentence also tells the opinion. What is the writer s opinion about dog parks in Springfield? What reasons does the writer give that dog parks are needed? How many reasons does the writer give to support the opinion? Circle the topic sentence and underline the reasons that support the topic. Independent Practice: Read the next paragraph on your page. For this paragraph, you will identify the topic sentence and opinion sentences that support the opinion. On the lines provided, write the topic sentence. Write three reasons that support the opinion stated in the topic sentence. Review: Ask students to share what they identified as the opinion in the topic sentence. Ask them to share the reasons given to support the opinion. Closure: Where is the opinion first stated in an opinion piece? (Topic sentence.) What follows the topic sentence? (Reasons that support the opinion.) Answers: 1. Topic Sentence: Watching too much television is not good for you. 2. A. Television takes away from time that you can play. B. It keeps you from getting homework or chores done. C. It keeps you from getting exercise. 6

7 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Topic Sentences & Supporting Reasons Lesson: #2 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. In an opinion piece, the topic sentence introduces the writer s opinion. Directions: 1. Circle the topic sentence in the paragraph below. 2. Underline the reasons that support the topic sentence. Example: The city of Springfield needs dog parks. For example, we need dog parks so dogs have big places to play with their owners. It would also give dogs a chance to play with other dogs, because many people would bring their dogs to the park. Lastly, dog parks are a way to make the city more beautiful. For all of these reasons, we need dog parks in Springfield. Directions: Read the paragraph below. On the lines provided, write the topic sentence that states the opinion. Write three reasons that support the opinion in the topic sentence. Watching too much television is not good for you. Television takes away from time that you can play. It keeps you from getting homework or chores done. It keeps you from getting exercise. 1. Topic Sentence: Sample Daily Lesson - Student Response Page 2. Reasons to support the opinion in the topic sentence: A. B. C. 7

8 Common Core Standards Plus - Language Arts Grade 3 Strand: Writing Opinion Focus: Linking Words and Phrases Lesson: #3 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Lesson Objective: Students will recognize a topic sentence with an opinion, reasons that support the opinion, and a concluding sentence. Students will use linking words or phrases. Introduction: Students will work with paragraphs to determine which linking words or phrases can be used to connect opinions and reasons. Sample Daily Lesson- Teacher Lesson Plan Instruction: Look at the top of your page. Certain words or phrases, such as for example connect our ideas to make them flow together. These are called linking words and phrases. Some examples of linking words are because, also, therefore, since, for example, another, next, lastly. These words connect one idea to another and connect opinions and reasons. Look at Example 1 at the top of your page. We ve already worked with this paragraph when we talked about a topic sentence in an opinion piece. The linking words and phrases are underlined; a phrase has more than one word. For example is a phrase. Listen as I read the paragraph aloud. (Read aloud.) Using linking words or phrases helps one idea flow into the next idea and connects opinions and reasons. Guided Practice: Look at Example 2. This paragraph has blank spaces where you need to write a linking word or phrase. The topic sentence states the opinion and the sentences that follow support that opinion. As we read the paragraph, decide which linking word or phrase works best in the sentence. Raise your hand if you have an idea which linking word or phrase should go in the blank. Will more than one linking word fit in the first blank? (Because, Since) Which words fit the next blank? (also, therefore) Which words fit in the last blank? (therefore, also) Independent Practice: Read the directions with students. Make sure the linking words or phrases you choose make sense in the blank. Review: Review answers. Closure: What is the job of linking words or phrases in a paragraph? Answers: Answers will vary. 1. since or because 2. also 3. since or because 4. Also, Lastly, Therefore 8

9 Common Core Standards Plus - Language Arts Grade 3 Strand: Writing Opinion Focus: Linking Words and Phrases Lesson: #3 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Linking words and phrases connect opinions and reasons. Linking Words: because also therefore since for example another next lastly Example 1: The city of Springfield needs dog parks. For example, we need dog parks so dogs have big areas to play with their owners. It would also give dogs a chance to play with other dogs, because many people would bring their dogs to the park. Lastly, dog parks are a way to make the city more beautiful. For all of these reasons, we need dog parks in Springfield. Example 2: Bike riding is a great family activity. bike riding is a physical activity, it is good exercise. Bike riding brings a family together when they ride. Bike riding gives family members time to talk;, it is a good thing for families to do together. These are some reasons biking is such a great family pastime. Sample Daily Lesson - Student Response Page Directions: Fill in the blanks with linking words and phrases that make sense and connect ideas with the paragraph provided. Winter is the best time of year there is snow and you can make snowmen. Winter is the best time the snow makes it possible for us to have snowball fights., winter is awesome because we have two weeks off from school to celebrate the holidays with our family members. All of these reasons make winter my favorite time of year. 9

10 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Paragraphs Lesson: #4 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Lesson Objective: Students will recognize a topic sentence with an opinion and identify reasons that support the opinion. Students will also identify a concluding sentence. Introduction: Students will learn that a concluding sentence includes the opinion from the topic sentence and restates the opinion a little differently from the topic sentence. Sample Daily Lesson- Teacher Lesson Plan Instruction: Look at the top of your page. Remember a topic sentence in an opinion piece includes the topic the piece will be about and the writer s opinion of that topic. The topic sentence is followed by the reasons that support the opinion. Today you will learn how to complete your opinion piece with a concluding sentence. A concluding sentence is the final opinion that ties the paper together. A concluding sentence lets the reader know that the writer is finished with the idea. Concluding sentences should include your topic and restate your opinion in words that are a little different from your original topic sentence. Guided Practice: Look at the example paragraph at the top of your page while I read it aloud. (Read aloud.) Who would like to read the concluding sentence? What makes it a concluding sentence? The concluding sentence ties the piece together. It restates the topic (new equipment for Wilson Park) and the opinion that the equipment is in bad shape. The words change a little bit from the topic sentence, but it is saying the same thing. Now reread the paragraph and follow the directions. Independent Practice: Read the next paragraph on your page and follow the directions. On the lines provided write the topic sentence that states the opinion. Write the reasons that support the opinion, and then write the concluding sentence. Review: Ask students to share what the opinion is in the topic sentence and how the concluding sentence restates the reasons why the opinion is supported. Closure: What should a good concluding sentence do? Answers: 1. Recess is an important part of the day. 2. A. It s a time when students can relax. B. They can play games. C. They can visit with friends. 3. Recess is important because it gives students a break from work and time to play, relax, or visit. 10

11 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Paragraphs Lesson: #4 Writing Standards: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. A concluding sentence restates the topic and ties together all of the reasons that support the opinion. Directions: 1. Circle the topic sentence that states the opinion. 2. Underline the reasons that support the opinion in the topic sentence. 3. Circle the concluding sentence. Example: Our city needs new playground equipment at Wilson Park. Some of the equipment at the park is broken. Some bars on the monkey bars are missing. The slides are cracked and not smooth. Wilson Park needs new playground equipment because most of the equipment is in poor shape and needs to be replaced. Directions: Read the paragraph. On the lines provided write the topic sentence that states the opinion. Then write the reasons that support the opinion. Finally, write the concluding sentence. Recess is an important part of the school day. It s a time when students can relax. They can play games. They can visit with friends. Recess is important because it gives students a break from work and time to play, relax, or visit. 1. Topic Sentence: Sample Daily Lesson - Student Response Page 2. Reasons that support the opinion: A. B. C. 3. Concluding Sentence: 11

12 Common Core Standards Plus Language Arts Grade 3 Topic: Writing Opinion Focus: Opinion Pieces Evaluation: #1 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. Standard: W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. Sample Assessment - Teacher Lesson Plan Procedure: Read the directions aloud and ensure that students understand how to respond to each item. If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: Answers will vary. 1. (W.3.1a-d) Possible answers include: Because, also, Lastly. 2. (W.3.1a-d) B 12

13 Common Core Standards Plus Language Arts Grade 3 Topic: Writing Opinion Focus: Opinion Pieces Evaluation: #1 Opinion: Writing how you feel about a topic. In an opinion piece, the topic sentence introduces the writer s opinion. Reasons support the writers opinion. A concluding sentence restates the topic and ties together all of the reasons that support the opinion. Linking words and phrases connect opinions and reasons. Directions: Below you will see linking words and phrases, a topic sentence that states an opinion, and reasons for the opinion. Use the linking words and fill in the blanks in the reason sentences. Linking words or phrases: because also therefore since for example another next lastly 1. Topic Sentence: Teachers should let students listen to music in the classroom. Reasons that support the opinion: music is relaxing, it helps students concentrate. Music helps some students behave better., music puts students in a good mood. Sample Assessment - Student Response Page Directions: Circle the best concluding sentence. 2. Circle the best concluding sentence: A. Letting students listen to music in class might put them to sleep. B. Letting students listen to music in class makes school more enjoyable. C. Music in school is not a good idea because it is so noisy. 13

14 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Expanding Ideas Lesson: #5 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Lesson Objective: Students will expand an opinion topic sentence and supporting sentences into body paragraphs. Introduction: Last week we practiced parts of the writing process for opinion pieces. What do we know about the topic sentence for an opinion piece? What do we use to support the topic sentence? What are examples of words we can use to link our ideas together? What kind of sentence do we use to tie up a paragraph or argument? Sample Daily Lesson- Teacher Lesson Plan Instruction: Last week you used reason sentences in a paragraph to support your topic sentence. Today we will expand reason sentences to help you write a longer opinion paper. When we expand reason sentences to create more paragraphs, each reason sentence will become the first sentence of a new paragraph. Look at the top of your page while I read paragraph 1. Guided Practice: The topic sentence is The city of Springfield needs dog parks. That sentence is followed by reasons to support that opinion. The sentences are numbered 1, 2, 3, 4, 5. Read the first reason sentence. It is marked number 2. Now look at paragraph 2. To expand paragraph 2, you take the first reason sentence and rewrite it as the first sentence of the next paragraph. Change the sentence slightly so it is different but still says the same thing. Now listen as I read the first sentence of paragraph 2. It says the same thing but slightly different. As I read, listen to the sentences that support the first sentence in paragraph 2. (Read.) These sentences give reasons why a big dog park is a good idea. Look at paragraph 3 in the example. This paragraph begins with the third sentence from paragraph 1. It is written in a slightly different way but means the same thing. Together, let s come up with three reasons that tell why it might be good for dogs to play with other dogs. Allow students to give reasons. Model how to turn those reasons into sentences to add to paragraph 3. Independent Practice: Complete paragraph 4 by adding reasons that support your opinion. Notice that paragraph 4 supports the reason offered in sentence 4 from the first paragraph. Remember to write your reasons in complete sentences. Review: Have students share their sentences. Check to see that the information they write for paragraph 4 is all about how a dog park would make the city beautiful. Closure: How do we take sentences from a paragraph and expand them to write an essay? Answers: Answers will vary. 14

15 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Expanding Ideas Lesson: #5 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Paragraph 1: 1 The city of Springfield needs dog parks. 2 We need dog parks so dogs will have big areas to play with their owners. 3 Since many people would bring their dogs to a dog park, it would also give dogs a chance to play with other dogs. 4 Lastly, dog parks are a way to make the city more beautiful. 5 For all of these reasons, we need dog parks in Springfield. Paragraph 2: 1 Since a dog park would be large, dog owners could bring their dogs there to play. 2 A dog park could have hills, sidewalks, and big areas of grass. 3 Another reason a dog park would be good for owners is because the dog owners could walk their dogs there. 4 With all that space at the park, owners could even throw balls to their dogs, or just let their dogs run free in the park. Example: Paragraph 3: 1 If other owners brought their dogs to the park, dogs could play with other dogs. Sentence 2 (Reason): Sentence 3 (Reason): Sentence 4 (Reason): Sample Daily Lesson - Student Response Page Directions: Complete paragraph 4 by adding reasons that support the topic sentence below. Notice that paragraph 4 supports the reason given in sentence 4 from the first paragraph. Remember to write your reasons in complete sentences. Paragraph 4: 1 The last reason Springfield needs dog parks is because they would make the city more beautiful. Sentence 2 (Reason): Sentence 3 (Reason): Sentence 4 (Reason): 15

16 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Expanding Ideas Lesson: #6 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Lesson Objective: Students will expand the topic sentence and supporting sentences into paragraphs. Introduction: We have been practicing the process for writing opinion pieces. Once we know our topic, we need to form an opinion about it. Then we come up with reasons to support our opinions. We ve practiced making new paragraphs from the reasons that support our topics. Sample Daily Lesson- Teacher Lesson Plan Instruction: Look at the paragraph at the top of your page while I read it aloud. (Read.) The sentences are numbered to make it easier for you to follow. Sentence 1 is your topic sentence. It has the topic (school uniforms) and the opinion (they should be required). Sentences 2, 3 and 4 support that opinion. Sentence 5 is the concluding sentence. We are going to use sentences 2, 3, and 4 to create the body of our opinion piece. Guided Practice: Look at the first sentence of paragraph 2. Notice that it is sentence 2 in paragraph one. It s written slightly different but means the same thing. (Read the sentences to compare.) To turn that sentence into a paragraph, you need to come up with additional reasons to support the sentence. (Read the paragraph aloud and discuss.) In paragraph 1, look at sentence 3. (Read aloud.) Notice that it s the first sentence of paragraph 3 but worded slightly different. (Read both sentences to compare.) Let s come up with three sentences that talk about how uniforms help students follow the dress code. Do together. Independent Practice: Complete paragraph 4 by adding information to the topic sentence provided. Notice that paragraph 4 supports the reason given in sentence 4 from the first paragraph. Review: Have students share their sentences. Check to see that the information they write for paragraph 4 is all about how uniforms would prevent students from comparing each other s clothes. Closure: If we wrote a concluding sentence to this essay, what might we include in it? Answers: Answers will vary. 16

17 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Expanding Ideas Lesson: #6 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Paragraph 1: 1 School uniforms should be required. 2 One reason is so that students never have to worry about what to wear. 3 Additionally, if students are in uniform, there are no problems with students breaking the dress code. 4 Lastly, if students all dress alike, no one has to worry that their clothes aren t as nice as someone else s clothes. 5 When you consider all these reasons, school uniforms should be required at every school. Paragraph 2: 1 If students wore uniforms, they would always know exactly what to wear. 2 If the uniform called for white shirts and brown pants, for example, they wouldn t have to decide what to wear each morning. 3 They also could save money by just buying a few white shirts and a few pairs of brown pants. 4 Knowing exactly what to wear would make getting ready every day very easy. Example: Paragraph 3: 1 If everyone wore the same thing, there would be no problems with students breaking the dress code. Sentence 2 (Reason): Sentence 3 (Reason): Sentence 4 (Reason): Sample Daily Lesson - Student Response Page Directions: The fourth sentence from paragraph 1 is the topic sentence of paragraph 4. It is the same sentence written slightly different. Write three sentences that give examples supporting the first sentence of the paragraph. Paragraph 4: 1 Finally, all the students clothes would be the same, so no one would feel bad if their clothes weren t as nice as someone else s. Sentence 2 (Reason): Sentence 3 (Reason): Sentence 4 (Reason): 17

18 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Linking Words and Phrases Lesson: #7 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Lesson Objective: Students will add linking words and phrases to connect ideas and reasons in a paragraph. Teacher Tip: Students will use this same lesson tomorrow to write a concluding paragraph. You will review what we write today to write the conclusion. Introduction: Last week we practiced using linking words or phrases. What do those types of words do? Sample Daily Lesson- Teacher Lesson Plan Instruction: Remember that linking words are words like because, also, therefore, finally, and next. There are examples of these words at the top of your page. We use words like these if we want to connect or link sentences or ideas together. If you use them correctly, they make your sentences move smoothly from one idea to the next. A word like lastly informs the reader that the paragraph is almost finished or that you have almost finished giving reasons. A phrase like for example lets the reader know that you will be presenting a fact to support your opinion. Guided Practice: Look at the first two paragraphs at the top of your page. The linking words in these paragraphs are underlined so you can see how they are used. Listen as I read the paragraphs. (Read and emphasize the underlined words. Discuss the purpose they serve in each paragraph). Now look at the example. We need to choose a linking word or words that make sense in these sentences. Let s read the paragraph. If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts,, would never be too short because everyone would wear the same length pants every day. What word or words should go here? We wouldn t use finally, because that word means we are finished with the paragraph. The words, for example, fit best. Write those words on the line. Let s read the next sentence. students have to wear the outfit the school chooses, no one would wear tank tops that break the rules. What should we write in this blank? How about the blank in the last sentence? What should we write there? Independent Practice: Complete the last paragraph by writing the linking words or phrases on the lines provided. Use each word or words only one time. Review: Go over answers with students. Check for understanding. Closure: How do linking words improve your paper? Answers: Since For example Lastly 18

19 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Linking Words and Phrases Lesson: #7 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Linking words and phrases connect opinions and reasons. because, also, therefore, since, for example, another, next, and lastly School uniforms should be required. One reason is so that students never have to worry about what to wear. Additionally, if students are in uniform, there are no problems with students breaking the dress code. Lastly, if students all dress alike, no one has to worry that their clothes aren t as nice as someone else s clothes. When you consider all these reasons, school uniforms should be required at every school. If students wore uniforms, they would always know exactly what to wear. If the uniform called for white shirts and brown pants, for example, they wouldn t have to decide what to wear each morning. Because there is a dress code, students could just buy five white shirts and five pairs of brown pants. Since students would know exactly what to wear, it would make getting ready every day very easy. Example: Fill in the blanks with these linking words or phrases. Use each word or words only one time. finally for example since If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts,, would never be too short because everyone would wear the same length pants every day. students have to wear the outfit the school chooses, no one would wear tank tops that break the rules.,uniforms would keep students from wearing shirts with sayings or pictures that aren t allowed. Sample Daily Lesson - Student Response Page Directions: Fill in the blanks with these linking words or phrases. Use each word or words only one time. lastly for example since some people do not have a lot of money, not everyone can afford fancy clothes. Some kids,, have parents who can t afford expensive shoes. If everyone wore the same shoes, no one would be teased if they didn t have the most popular shoes., all the students clothes would be the same, so no one would feel bad if their clothes weren t as nice as someone else s. 19

20 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. Lesson Objective: Students will write concluding sections for their papers. Introduction: We ve been learning the different parts of writing an opinion piece. What do we call the last sentence in an opinion paragraph? Sample Daily Lesson- Teacher Lesson Plan Instruction: We ve talked about how to write a concluding sentence for a paragraph. Remember that a concluding sentence for a paragraph has to tie all the ideas together. A concluding paragraph for an entire essay does the same thing. It lets your reader know that you are finished. A concluding paragraph also restates the reasons that support your opinion. A conclusion can restate the main idea, prepare a reader for the next paragraph, or close up an entire paper. Guided Practice: Look at the first paragraph on your page. Listen while I read it aloud. (Read.) Notice that the topic sentence and the concluding sentence are underlined. We then wrote expanded paragraphs that were based on the reasons in the sentences of paragraph 1. Listen as I read the entire essay. Read and discuss. Independent Practice: Write the conclusion for your essay. To begin, read the topic sentence from the first paragraph. Use this as the first sentence of your conclusion. Write a conclusion paragraph that fits the topic sentence and restates the supporting detail sentences that you have written. You may be repeating the ideas, but try to change the words you use a little bit so that they don t sound exactly the same. Review: Ask students to read their paragraphs. Point out that they may all write their sentences differently. The purpose of the lesson is learning how to restate the reasons and make their opinions clear. Closure: How does a good conclusion make our opinion paper stronger? Answers: Responses will vary. Make sure students restate the reasons from sentences 2, 3, and 4 of the first paragraph. 20

21 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.3.1a: Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d: Provide a concluding statement or section. A conclusion ties all of the ideas together. 1 School uniforms should be required. 2 One reason is so that students never have to worry about what to wear. 3 Additionally, if students are in uniform, there are no problems with students breaking the dress code. 4 Lastly, if students all dress alike, no one has to worry that their clothes aren t as nice as someone else s clothes. When you consider all these reasons, school uniforms should be required at every school. If students wore uniforms, they would always know exactly what to wear. If the uniform called for white shirts and brown pants, for example, they wouldn t have to decide what to wear each morning. Because there is a dress code, students could just buy five white shirts and five pairs of brown pants. Since students would know exactly what to wear, it would make getting ready every day very easy. If everyone wore the same thing, there would be no problems with students breaking the dress code. Shorts, for example, would never be too short because everyone would wear the same length pants every day. Because students have to wear the outfit the school chooses, no one would wear tank tops that break the rules. Finally, uniforms would keep students from wearing shirts with sayings or pictures that aren t allowed. Lastly, all the students clothes would be the same, so no one would feel bad if their clothes weren t as nice as someone else s. Since not everyone has a lot of money, not everyone can afford fancy clothes. Some kids, for example, have parents who can t afford expensive shoes. If everyone wore the same shoes, no one would be teased if they didn t have the most popular shoes. Directions: Write the conclusion for your essay. To begin, look at the topic sentence from the first paragraph (above). Then reread the supporting detail sentences in the first paragraph. Write detail sentences that match the supporting detail sentences that are in the first paragraph. Remember to use the same ideas but change the words so they do not sound exactly the same. Topic Sentence (first sentence of conclusion): 1 School uniforms should be required. Restate reasons in different words: Sample Daily Lesson - Student Response Page Reason 1: Reason 2: Reason 3: 21

22 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Opinion Pieces Evaluation: #2 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. Standard: W.3.1a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W.3.1b Provide reasons that support the opinion. W.3.1c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d Provide a concluding statement or section. Sample Assessment - Teacher Lesson Plan Procedure: Read the directions aloud and ensure that students understand how to respond to each item. If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: 1. (W.3.1a, W.3.1b) Parents shouldn t let their kids watch too much television. 2. (W.3.1c) Since, for example 3. (W.3.1d) Too much TV keeps kids from exercising. 4. (W.3.1d) The opinion/topic and restate all four reasons. 22

23 Common Core Standards Plus Language Arts Grade 3 Strand: Writing Opinion Focus: Opinion Pieces Evaluation: #2 Topic: Television viewing Opinion: It isn t good for children. Paragraph 1: 1 Parents shouldn t let their kids watch too much television. 2 Too much TV keeps kids from getting their homework done. 3 Another reason kids shouldn t watch too much TV is because they don t spend enough time with their families if they are watching TV instead. 4 Lastly, sitting on the couch watching television keeps kids from getting exercise. 5 For all of these reasons, parents shouldn t let their kids watch too much TV. Paragraph 2: When kids watch a lot of TV, they don t get all of their homework done. Since they are watching TV, they don t have time for homework. When they get home from school, for example, they turn on Sponge Bob instead of studying their spelling words. They also watch the Disney Channel instead of doing their math problems. Their homework is more important than a good cartoon. Paragraph 3: When kids watch too much TV, they don t spend time with their family members. Because the TV is on, kids don t play with their brothers or sisters. If the TV is on, they might sit next to each other to watch it, but they probably aren t talking to each other. If they are watching a show on TV, that is time they aren t spending with their moms and dads. Directions: Use the information above to answer the questions below. 1. Write the topic sentence of this paper on the line below. 2. What are two linking words or phrases that are used in paragraph 2? Sample Assessment - Student Response Page 3. By reading paragraph 1, you should be able to tell what paragraph 2 of this paper is about. If you were to write paragraph 4, what would it be about? 4. If you were to write a conclusion paragraph, what would you include? 23

24 Common Core Standards Plus Language Arts Grade 3 Performance Lesson #10 Strand: Writing Opinion Standard Reference: W.3.1: Write opinion pieces or topics or texts, supporting a point of view with reasons. Required Student Materials: Student Pages: St. Ed. Pgs. 223 (Prompt, Graphic Organizer), St. Ed. Pg. 224 (Rubric) Lined paper Lesson Objective: The students will work individually to write opinion essays about what super power they would like to have and why they think it is the best super power. The students will include their opinions, their reasons and supporting facts, and conclusions that connects the topic and opinions. Sample Performance Lesson - Teacher Lesson Plan Overview: Students will review all the elements of opinion writing addressed in Common Core Standards Plus Writing Lessons 1-8, E1-E2. Students will: Write well-developed introductions that state the topic and an opinion. Create an organizational structure that states topic and opinion, lists reasons with supporting facts, and a conclusion. Use a variety of linking words and/or phrases to connect ideas. Identify three or more reasons that include specific facts and examples for their opinions. Provide well-developed conclusions connected to the topic and their opinions. Guided Practice: (Required Student Materials: St. Ed. Pgs ) Review all the elements of an opinion writing piece. Review the opinion writing prompt. Review linking words and phrases and remind students to use them in the essay. Review the criteria for a 4-point rubric score. Brainstorm ideas for topics. With guidance, have students complete the graphic organizer to develop the topic and opinion in the essay. They should: Write the introductory sentence and state opinion. Write at least three reasons for selecting that topic and opinion. Write three facts or examples for each stated reason. Include linking words and phrases to connect ideas. Write a clear conclusion that is connected to the topic and opinion. Before beginning to write their opinion essays, have students trade their graphic organizers with a partner. They should review their partner s graphic organizer and share any suggestions on how to clarify the ideas and/or improve the structure. 24

25 Common Core Standards Plus Language Arts Grade 3 Performance Lesson #10 Strand: Writing Opinion Teacher Lesson Plan Page 2 of 2 Independent Practice: (Required Student Materials: St. Ed. Pgs ) Have students use their completed graphic organizers to organize and write their essays. Papers should have five paragraphs: First Paragraph: Introduction and stated opinion Paragraphs 2, 3, and 4: A paragraph for each reason with supporting facts or examples Last Paragraph: Conclusion that is clearly linked to topic and opinion Review & Evaluation: Option 1: Students read their essays to a partner before making any additions or revisions. Then students trade papers with their partners and have the partners use the rubric to score the papers. Students then use the peer score to edit their papers. Option 2: Teacher collects and scores with writing rubric. Sample Performance Lesoon - Teacher Lesson Plan 25

26 Student Page 1 of 2 Common Core Standards Plus Language Arts Grade 3 Performance Lesson #10 Strand: Writing Opinion Student Page 1 Opinion Writing Prompt: You have the opportunity to have any super power you want for one week. What do you think is the best super power? Why would you want that super power? How would you use your super power? Write an essay about the super power you think is the best. Be certain to support your choice with reasons, and facts or examples to support the reasons. You must also include a conclusion that connects to the topic and your opinion. Sample Performance Lesson - Student Response Page Topic and Opinion Opinion Writing Graphic Organizer Facts or Examples: Main Reason # Facts or Examples: Main Reason #2 1. Conclusion Facts or Examples: Main Reason #

27 Student Page 2 of 2 Common Core Standards Plus Language Arts Grade 3 Performance Lesson #10 Strand: Writing Opinion 3 rd Grade Writing Rubric - Opinion Includes an introduction that clearly states the topic and an opinion. Organizational structure clearly lists reasons. Provides well- developed reasons that clearly support the opinion. Uses a variety of linking words and/or phrases to connect opinion and ideas. Provides a well- developed conclusion connected to stated opinion. Use of conventions (capitalization, spelling, punctuation, grammar) includes none or few errors and does not interfere with understanding. Includes an introduction that states the topic and an opinion. Organizational structure lists reasons. Provides reasons that support the opinion. Uses linking words and/or phrases to connect opinion and ideas. Provides a conclusion connected to stated opinion. Use of conventions (capitalization, spelling, punctuation, grammar) includes some errors but does not interfere with understanding. Introduction that attempts to state the topic and may or may not state an opinion. Organizational structure is unclear but attempts to list reasons. Provides some reasons that support the opinion. Uses some linking words and/or phrases to connect opinion and ideas. Attempts to provide a conclusion connected to stated opinion. Use of conventions (capitalization, spelling, punctuation, grammar) includes several errors and may interfere with understanding. Introduction does not state the topic or an opinion. Organizational structure is lacking and does not provide reasons. Provides few or no reasons that support the opinion. Does not use linking words and/or phrases to connect opinion or ideas. Conclusion is lacking or not connected to stated opinion. Use of conventions (capitalization, spelling, punctuation, grammar) includes many errors and interferes with understanding. Sample Performance Lesoon - Student Repsone Page 27

28 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Spelling (Language Standards L.3.2e- f) Lesson Number 1 Ending Rules 2 Ending Rules 3 Adding Suffixes 4 Adding Suffixes Lesson Focus E1 Evaluation Ending Rules and Suffixes 5 Compound Words 6 Adding Prefixes 7 Adding Suffixes 8 Word Families E2 Evaluation Meaningful Word Parts and Word Families Standard(s) Addressed L.3.2e: Use conventional spelling for high- frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2f: Use spelling patterns and generalizations (e.g., word families, position- based spelling, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2f: Use spelling patterns and generalizations (e.g., word families, position- based spelling, syllable patterns, ending rules, meaningful word parts) in writing words. Capitalization (Language Standards: L.3.2, L.3.2a) 1 Titles 2 Titles 3 Titles 4 Titles E1 Evaluation Titles 5 Titles of People 6 Titles of People 7 Titles of People 8 Titles of People E2 Evaluation Titles of People 9 Pronoun I, Dates, Names of People 10 Pronoun I, Dates, Names of People 11 Holidays, Product and Geographic Names 12 Holidays, Product and Geographic Names E3 Evaluation Review P1 L.3.2a: Capitalize appropriate words in titles. L.3.2a: Capitalize appropriate words in titles. Performance Lesson #1 Capitalization: Writing an Autobiography (L.3.2, L.3.2a) L.3.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 1 Commas in Addresses Punctuation (Language Standards: L.3.2b- d) 2 Commas in Addresses 3 Commas in Addresses 4 Commas in Addresses E1 Evaluation Commas in Addresses L.3.2b: Use commas in addresses Learning Plus Associates

29 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Punctuation (Language Standards: L.3.2b- d) Grammar and Usage (Language Standards: L.3.1a- i) Lesson Lesson Focus Number 5 Commas and Quotation Marks in Dialogue 6 Commas and Quotation Marks in Dialogue 7 Commas and Quotation Marks in Dialogue 8 Commas and Quotation Marks in Dialogue Evaluation Commas and Quotation Marks in Dialogue 9 Form and Use Possessives E2 10 Form and Use Possessives 11 Form and Use Possessives 12 Form and Use Possessives E3 Evaluation Form and Use Possessives P2 Standard(s) Addressed L.3.2c: Use commas and quotation marks in dialogue. L.3.2d: Form and use possessives. Performance Lesson #2 Punctuation: Envelope and Friendly Letter (L.3.2b, L.3.2c, L.3.2d) 1 Parts of Speech 2 Regular and Irregular Plural Nouns L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1a, L.3.1b: Form and use regular and irregular plural nouns. 3 Abstract Nouns L.3.1a, L.3.1c: Use abstract nouns (e.g., childhood). 4 Nouns: Irregular, Regular, Abstract Evaluation Nouns- Irregular, Regular, and L.3.1a, L.3.1b, L.3.1c Abstract 5 Regular and Irregular Verbs L.3.1a, L.3.1d: Form and use regular and irregular verbs. E1 6 Regular and Irregular Verbs 7 Simple Verb Tenses 8 Simple Verb Tenses E2 Evaluation Regular and irregular Verbs, Simple Verb Tenses 9 Subject- Verb Agreement 10 Subject- Verb Agreement 11 Pronoun- Antecedent Agreement 12 Pronoun- Antecedent Agreement Evaluation Subject- Verb and Pronoun- E3 Antecedent Agreement 13 Comparative Adjectives 14 Comparative Adjectives 15 Superlative Adjectives 16 Comparative/Superlative Adverbs E4 Evaluation Adverbs and Adjectives L.3.1a, L.3.1d, L.3.1e: Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1f: Ensure subject- verb agreement and pronoun- antecedent agreement. L.3.1a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1g: Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified Learning Plus Associates 29

30 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Grammar and Usage (Language Standards: L.3.1a- i) Lesson Lesson Focus Standard(s) Addressed Number Compound Sentences and Coordinating 17 Conjunctions Compound Sentences and Coordinating 18 Conjunctions L.3.1h: Use coordinating and subordinating conjunctions. Complex Sentences and Coordinating 19 Conjunctions L.3.1i: Produce simple, compound, and complex sentences. Complex Sentences and Subordinating 20 Conjunctions Evaluation Compound and Complex E5 Sentences Performance Lesson #3 Grammar and Usage: Writing Varied Sentences (L.3.1a, L.3.1b, P3 L.3.1c, L.3.1d, L.3.1e, L.3.1f, L.3.1g, L.3.1h, L.3.1i) Integrated Project #1: Where in the World? (L.3.1, L.3.1a, L.3.1b, L.3.1c, L.3.1d, L.3.1e, L.3.1f, L.3.1g, L.3.1h, L.3.1i, L.3.2, L.3.2a, L.3.2b, L.3.2c, L.3.2d, L.3.2e, L.3.2f, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4, SL.3.6, W.3.2, W.3.2a, W.3.2b, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10) Prerequisite Common Core Standards Plus Strands: Spelling, Capitalization, Punctuation, and Grammar & Usage Product: A fully edited, print- ready brochure with an oral presentation of the product. Overview: In this project, the students will learn about a continent. They will relate facts and information about the continent that they choose to investigate. They will create a brochure complete with text, pictures, and a map to present their learning. They will orally present what they have learned. You may choose to have students work individually, in pairs, or in small groups (3-5 students). Since this is a learning activity, all components will be completed in class Learning Plus Associates

31 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Knowledge of Language Vocabulary Acquisition and Use (Language Standards: L.3.4a- c, L.3.5a- c) Reading Literature Lesson Number 1 Words for Effect 2 Words for Effect 3 Written vs. Spoken 4 Written vs. Spoken E1 Lesson Focus Evaluation Words for Effect and Written vs. Spoken 1 Using Context Clues 2 Using Context Clues 3 Using Context Clues 4 Using Context Clues E1 Evaluation Using Context Clues Standard(s) Addressed L.3.3a: Choose words and phrases for effect. L.3.3b: Recognize and observe differences between the conventions of spoken and written standard English. L.3.3a, L.3.3b L.3.4a: Use sentence- level context as a clue to the meaning of a word or phrase. 5 Affixes L.3.4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/ disagreeable, comfortable/ uncomfortable, care/careless, 6 Affixes heat/preheat). 7 Root Words L.3.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, 8 Root Words companion). E2 Evaluation Roots and Affixes L.3.4b, L.3.4c 9 Literal and Nonliteral Meanings L.3.5a: Distinguish the literal and nonliteral meanings of 10 Literal and Nonliteral Meanings words and phrases in context (e.g., take steps). 11 Word Connections L.3.5b: Identify real- life connections between words and their 12 Word Connections use (e.g., describe people who are friendly or helpful). Evaluation Literal and Nonliteral E3 Meanings; Word Connections L.3.5a, L.3.5b 13 Shades of Meaning 14 Shades of Meaning 15 Shades of Meaning 16 Word Relationships E4 Evaluation Shades of Meaning P4 L.3.5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Performance Lesson #4 Vocabulary Acquisition and Use: Context and Word Relationships (L.3.4a, L.3.4b, L.3.4c. L.3.5a, L.3.5b, L.3.5c) 1 Understanding Text, Character Traits, & Actions 2 Understanding Text, Character Traits, & Actions 3 Understanding Text, Character Traits, & Actions 4 Understanding Text, Character Traits, & Actions Evaluation Understanding Text, Character Traits, and Actions E1 RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers. RL.3.3: Describe the characters in a story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events Learning Plus Associates 31

32 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Reading Literature (Reading Literature Standards: RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.5, RL.3.6, RL.3.7) Lesson Lesson Focus Standard(s) Addressed Number 5 Parts of Stories 6 Parts of Dramas 7 Parts of a Poem 8 Parts of a Poem E2 Evaluation Stories, Poems, and Dramas 9 Illustration and Mood 10 Illustration and Setting 11 Illustration and Character 12 Illustrations E3 Evaluation Illustrations P5 RL.3.5: 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. RL.3.7: Explain how specific aspects of a text s illustration contribute to what is conveyed by the words in the story (e.g., create mood, emphasize aspects of a character or setting.) Performance Lesson #5 Reading Literature: Character Study and Comic Strip (RL.3.1, RL.3.3, RL.3.5, RL.3.7) 13 Fables, Folktales, Myths, and Word Meanings 14 Fables, Folktales, and Myths 15 Fables, Folktales, and Myths 16 Fables, Folktales, and Myths Evaluation Fables, Folktales, Myths, and E4 Vocabulary 17 Point of View 18 Point of View 19 Point of View 20 Point of View E5 Evaluation Point of View P6 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.3.6: Distinguish their own point of view from that of the narrator or those of the characters. Performance Lesson #6 Reading Literature: Point of View Movie Poster (RL.3.2, RL.3.4, RL.3.6) Integrated Project #2: The Play s the Thing (RL.3.1, RL.3.2, RL.3.3 RL.3.4, RL.3.5, RL.3.6, RL.3.10, L.3.1, L.3.2, L.3.3, L.3.3a, L.3.3b, L.3.4, L.3.4a, L.3.4b, L.3.4c, L.3.5, L.3.5a, L.3.5b, L.3.5c, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.4, SL.3.6, W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.4, W.3.5, W.3.6, W.3.10) Prerequisite Common Core Standards Plus Strands: Knowledge of Language, Vocabulary Acquisition and Use, and Reading Literature Product: Writing and performing an original play. Overview: In this project, the students will choose one of the following tales to rewrite as a play: The Three Little Pigs, Jack and the Beanstalk, Goldilocks and the Three Bears, Town Mouse and Country Mouse, Little Red Riding Hood, or The Tortoise and the Hare The students will work in groups to re- write, stage, and present the tale as a play. If they choose a tale with just two characters, they will need to add more characters and/or a narrator to provide each group member with a role. The group size must match the number of roles in the play. Since this is a learning activity, all components will be completed in class Learning Plus Associates

33 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Lesson Number Lesson Focus Standard(s) Addressed Reading Informational Text (Reading Informational Text Standards: RI.3.1, RI.3.2, RI.3.3, RI.3.5, RI.3.6, RI.3.7, RI.3.8) 1 Understanding Text Understanding Text and Using Sequence 2 Words 3 Understanding Text and Cause and Effect 4 Understanding Text and Steps in a Text Evaluation Understanding Text and Relationships E1 P7 RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.1, RI.3.3: 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. RI.3.1, RI.3.3 Performance Lesson #7 Reading Informational Text: Literal and Inferred Questions (RI.3.1, RI.3.3) 5 Main Ideas and Supporting Details 6 Main Ideas and Supporting Details 7 Main Ideas and Supporting Details 8 Main Ideas and Supporting Details Evaluation Main Ideas and Supporting Details E2 P8 RI.3.2: Determine the main idea of a text; recount the key details, and explain how they support the main idea. Performance Lesson #8 Reading Informational Text: Main Idea Graphic Organizer and Poster (RI.3.2) 9 Point of View 10 Point of View RI.3.6: Distinguish their own point of view from that of the author of a text. 11 Text Connections RI.3.8: Describe the logical connection between particular 12 Text Connections sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence). Evaluation Point of View and Text E3 Connections 13 Text Features 14 Text Features 15 Search Tools 16 Search Tools E4 Evaluation Text Features and Search Tools P9 RI.3.6, RI.3.8 RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Performance Lesson #9 Reading Informational Text: Point of View and Text Connections (RI.3.5, RI.3.6, RI.3.8) 17 Using Illustrations 18 Using Illustrations 19 Using Illustrations 20 Using Illustrations 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). E5 Evaluation Using Illustrations 2013 Learning Plus Associates 33

34 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Lesson Number Lesson Focus Standard(s) Addressed 1 Opinion Pieces Supporting Reasons 2 Opinion Pieces Topic Sentences and Supporting Reasons 3 Opinion Pieces Linking Words and Phrases W.3.1a: Introduce the topic or text they are writing about; state an opinion, and create an organizational structure that lists reasons. W.3.1b: Provide reasons that support the opinion. W.3.1a, W.3.1b, W.3.1d: Provide a concluding statement or section. W.3.1a, W.3.1b, W.3.1c: Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. W.3.1d 4 Opinion Pieces Paragraphs E1 Evaluation - Opinion Pieces W.3.1a, W.3.1b, W.3.1c, W.3.1d Writing (Writing Standards: W.3.1, W.3.1a- d, W.3.2, W.3.2a- d, W.3.3, W.3.3a- d) 5 Opinion Pieces Expanding Ideas 6 Opinion Pieces Expanding Ideas W.3.1a, W.3.1b, W.3.1c, W.3.1d 7 Opinion Pieces Linking Words and Phrases W.3.1a, W.3.1b, W.3.1c 8 Opinion Pieces Concluding Paragraph E2 P Evaluation Opinion Pieces W.3.1a, W.3.1b, W.3.1c, W.3.1d Performance Lesson #10 Writing: Opinion The Best Super Power (W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d) Informative/Explanatory Texts Topic Sentence and Illustrations Informative/Explanatory Texts Topic Sentence and Details Informative/Explanatory Texts Details, Illustrations, and Conclusions 12 Informative/Explanatory Texts Paragraph E Evaluation Informative/Explanatory Texts Informative/Explanatory Texts Linking Words and Phrases Informative/Explanatory Texts Expanding Ideas Informative/Explanatory Texts Linking Words and Phrases 16 Informative/Explanatory Texts Conclusions W.3.2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2a, W.3.2b: Develop the topic with facts, definitions, and details. W.3.2a, W.3.2b, W.3.2d: Provide a concluding statement or section. W.3.2a, W.3.2b, W.3.2c: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d E4 Evaluation Informative/Explanatory Texts P11 Performance Lesson #11 Writing: Informative/Explanatory Compare 2nd and 3 rd Grade (W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d) Learning Plus Associates

35 Common Core Standards Plus - LA Grade 3 Lesson Index Strand Lesson Lesson Focus Standard(s) Addressed Writing (Writing Standards: W.3.1, W.3.1a- d, W.3.2, W.3.2a- d, W.3.3, W.3.3a- d) 17 Narrative Texts Story Map W.3.3a: Establish a situation and introduce a narrator and/or characters; organize an event sequence that 18 Narrative Texts Introduction unfolds naturally. 19 Narrative Texts Temporal Words and Phrases W.3.3a, W.3.3c: Use temporal words and phrases to signal event order. 20 Narrative Texts Conclusions W.3.3d: Provide a sense of closure. E5 Evaluation Narrative Texts W.3.3a, W.3.3c, W.3.3d Narrative Texts Thoughts, Actions, and 21 Feelings 22 Narrative Texts Character Development 23 Narrative Texts Using Dialogue 24 Narrative Texts Using Dialogue E6 P12 Evaluation Narrative Texts W.3.3b: Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Performance Lesson #12 Writing: Narrative Rewriting a Fairy Tale (W.3.3, W.3.3a, W.3.3b, W.3.3c, W.3.3d) Integrated Project #3: Earth s Destructive Forces (RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.6, RI.3.7, RI.3.8, RI.3.10, L.3.1, L.3.2, L.3.6, SL.3.1, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4, SL.3.6, W.3.1, W.3.1a, W.3.1b, W.3.1c, W.3.1d, W.3.2, W.3.2a, W.3.2b, W.3.2c, W.3.2d, W.3.4, W.3.5, W.3.6, W.3.7, W.3.8, W.3.10) Prerequisite Common Core Standards Plus Strands: Reading Informational Text and Writing Product: Researching, writing, and presenting about a natural phenomenon that can be destructive. Overview: The students will investigate one of the following: Earthquakes, Glaciers, Floods, Tsunamis, Volcanos, Tornados, or Hurricanes They will write and present an oral report with a visual aid (poster) about what they have learned. They may write either an opinion piece that tells why the topic they chose is the most destructive force on Earth or an informative/explanatory piece that teaches the audience about the topic. Since this is a learning activity, all components will be completed in class. Want to see more lessons? Call to schedule a 20-minute meeting to review a complete Teacher Edition Learning Plus Associates 35

36 ELA Student Pricing FULL YEAR PROGRAM STANDARDS PLUS $14.50 A year s worth of minute lessons, performance lessons, and integrated projects. Ensure that all students have equal access to standards at every level of rigor (DOK 1-4). + WRITING PROCESS ADD-ON $2 per student per student INCLUDED AT NO ADDITIONAL COST Standards PLUS Intervention Program, an $11 per student value PRINT + DIGITAL Teach WRITING PROCESS SKILLS, APPLICATION, and INDEPENDENT WRITING: Unwrapping the Writing Process Lessons (7 for each Writing genre) PRINT Writing Activities with Prompts and Rubrics (2-3 for each Writing genre) PRINT FLEX PROGRAM ALL NEW FLEX PROGRAM standards PLUS Writing BUY MORE SAVE MORE standards PLUS Reading standards PLUS Conventions CHOOSE TWO OR MORE FLEX PROGRAMS $6 WRITING READING COMPREHENSION CONVENTIONS per student A flexible option to target instruction with Standards Plus $7 per student PRINT + DIGITAL SBAC INTENSIVE REVIEW Teach heavily-weighted, tested standards HIGH IMPACT STANDARDS $10.00 per student PRINT PRINT + DIGITAL + DIGITAL / INTENSIVE SBAC REVIEW + WRITING PROCESS ADD-ON $2 per student $10 Teach WRITING PROCESS SKILLS, APPLICATION, and INDEPENDENT WRITING: Unwrapping the Writing Process Lessons (7 for each Writing genre) PRINT Writing Activities with Prompts and Rubrics (2-3 for each Writing genre) PRINT