Grade 3 English Language Arts (#E1533)

Transcription

1 Description Third Grade English Language Arts integrates reading, writing, speaking and listening, and language. The major focus is learning to comprehend text through a variety of reading skills and strategies. Students apply these skills and strategies in a variety of quality literature and informational text. The writing process and sixtrait writing provide the foundation for writing instruction. Credits Prerequisites Textbooks/Resources Focus Instructional Framework Word Study Handwriting Keyboarding Print and Digital Text- Building Book Rooms and Classroom Libraries Instructional Material Curriculum Companion, CESA 7 Words Their Way Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, (5 th Edition), Pearson, ISBN# Words Their Way PD Toolkit (online resource) Handwriting Without Tears Cursive Handwriting Teacher Edition, ISBN# Cursive Handwriting Student Workbook, ISBN# TypingClub (online) Variety of quality literature and informational text Required Assessments District-wide standards-based assessments identified Board Approved June 2012 Revised Board Approved: June 2012 Page 1

2 AASD Guiding Principles for Teaching and Learning for K-12 Students: Every student has the right to learn. Instruction must be rigorous and relevant. Purposeful assessment drives instruction and affects learning. Learning is a collaborative responsibility. Students bring strengths and experiences to learning. Responsive environments engage learners. AASD Foundations for English Language Arts: English Language Arts is an integrated discipline. English Language Arts instruction builds an understanding of the human experience. Literacy is an evolving concept, and becoming literate is a lifelong learning process. Critical thinking and problem solving, communication, collaboration, and creativity are aspects of effective English Language Arts instruction and attributes of AASD graduates. Literacy, language, and meaning are socially constructed and are enhanced by multiple perspectives. AASD English Language Arts Goals for K-12 Students: AASD students who are college and career ready in English Language Arts will Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task, purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and capably. Come to understand other perspectives and cultures. Board Approved: June 2012 Page 2

3 1. Know and apply grade-level phonics and word analysis skills in decoding words. (RFS.3.3) Performance will be satisfactory when the student applies grade level phonics and word analysis to: a. identify and know the meaning of the most common prefixes and derivational suffixes. b. decode words with common Latin suffixes. c. decode multisyllable words. d. recognize and read grade-appropriate irregularly spelled words. Running Records Words Their Way assessments Benchmarks Reading: Foundational Skills 2. Read with sufficient accuracy and fluency to support comprehension. (RFS.3.4) 3. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL.3.1/RI.3.1) Performance will be satisfactory when the student reads with sufficient fluency to support comprehension to: a. read grade-level text with purpose and understanding. b. read grade-level prose and poetry orally with accuracy, appropriate rate, and expression and: applies the purpose of punctuation marks and demonstrates techniques to break text up into meaningful groups of words (phrasing). c. use context to confirm or self-corrects word recognition and understanding, rereading as necessary. writing and or speaking to: a. refer explicitly to the text when asking and answering a variety of meaningful questions. b. identify and explain important details. c. use original language to answer questions about important details in the text. Running Records F&P Benchmarks Exit slip with questions from text/ answers to students own questions Pair share (multiple days)- gather anecdotal notes Journal entry with questions on post-its and response in journal or graphic organizer- student asks 5 W questions from story and answers them Board Approved: June 2012 Page 3

4 Reading: Literature/Informational Text 4. Recount stories (including fables, folktales, and myths from diverse cultures and perspectives), determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. (RL.3.2) Determine the main idea of a text; recount the key details and explain how they support the main idea. (RI.3.2) 5. Describe characters in a story and explain how their actions contribute to the sequence of events. (RL.3.3) Describe relationships in a variety of informational/content area texts (historical, scientific, technical). (RI.3.3) 6. Determine the meaning of words and phrases as they are used in a text. (RL.3.4/RI.3.4) writing and or speaking to: a. identify the key details that develop a story's central message, lesson, or moral. b. recognize qualities of fables, folktales, and myths, and the cultures they represent. c. identify a main idea from a text. d. explain the relationship between main ideas and supporting details. writing and or speaking to: a. describe characters' traits, motivations, or feelings. b. explain relationships between characters' actions and a story's events (cause and effect). c. describe relationships between events, ideas, or steps. d. use language appropriate to text structure (time, sequence, or cause/effect). Performance will be satisfactory when the student determines the meaning of words and phrases as they are used in a text to: a. distinguish literal from nonliteral language. b. determine the meaning of an unknown word or phrase (context clues, text features, glossary, dictionary), c. identify and record unfamiliar words. d. distinguish between domain-specific and academic words in informational text. Retelling checklist (Houdini) Comic strip to retell story (with captions) Moral/ message of the story chartstudents write moral on a sticky note for each book and stick it up on chart (include name so teacher can check) Short fable/ folktale/story- student writes a summary and the lesson they learned through the story Exit slips 2 Column notes Written responses in their Reading Notebook Think sheets or graphic organizers Running Records Word study Notebook Word web Written responses in their Reading Notebook Board Approved: June 2012 Page 4

5 7. Refer to parts of stories, dramas, and poems when writing or speaking about a text and describe how each successive part builds on earlier sections. (RL.3.5) Performance will be satisfactory when the student refers to parts of stories, dramas, and poems when writing or speaking to: a. identify parts of specific texts (chapters, scenes, stanzas) and how they fit together to create a cohesive whole. b. describe how each successive part builds on earlier sections. Story map Flow map Exit slip Running Records Written response in Reading Notebook Reading: Literature/Informational Text Use text features and search tools to efficiently locate relevant information. (RI.3.5) 8. Distinguish their own point of view from that of the narrator, character, or author. (RL.3.6/RI.3.6) 9. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story. (RL.3.7) c. recognize that texts have predictable features that help readers locate information. d. efficiently use various text features and search tools (key words, sidebars, hyperlinks). Performance will be satisfactory when the student distinguishes their own point of view to: a. explain how his/her point of view compares to that of the narrator, character, or author. writing and speaking to: a. describe the relationship between the words and illustrations of a story including: creation of mood and emphasis on aspects of a character or setting. b. identify how words and illustrations communicate an author's intended message. Venn diagram Close reading annotations Two column notes Exit slips Written response in Reading Notebook Written response in Reading Notebook Two Column notes Sticky notes Use information gained from illustrations and the words in a text to demonstrate understanding of the text. (RI.3.7) c. analyze the role of illustrations in a text. d. use techniques for reading a variety of illustrations including maps and photographs. e. identify how words and illustrations communicate an author's intended message. Board Approved: June 2012 Page 5

6 10. Describe the logical connection between particular sentences and paragraphs in a text. (RI.3.8) writing and speaking to: a. classify the common structures of sentences and/or paragraphs including comparison, cause/effect, and sequential. b. use the connection between sentences and paragraphs to understand key ideas in an entire text. Graphic organizers Close reading and annotation Boxes and bullets Reading: Literature/Informational Text 11. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. (RL.3.9) Compare and contrast the most important points and key details presented in two texts on the same topic. (RI.3.9) 12. By the end of the year, read and comprehend literature and information texts at the high end of the grades 2 3 text complexity band independently, proficiently, or with scaffolding as needed. (RL.3.10/RI.3.10) writing and speaking to: a. compare and contrast elements of books from a series including discussion of themes, settings, and plots. b. compare and contrast the most important points and key details presented by two texts on the same topic. c. construct thorough knowledge of a topic through reading several texts about that topic. Performance will be satisfactory when the student reads and actively engages in comprehending appropriately complex text by using techniques to: a. select texts that are interesting, motivating, and appropriate. b. make meaning from difficult texts. c. engage with and appreciate difficult texts. d. demonstrate growth through deep thinking and active collaboration. Alike and different sheet from Common Core Lesson Plan book (p. 136) Venn Diagram with characters, plot or theme T-chart/ 2 Column note Running Records Benchmarks Board Approved: June 2012 Page 6

7 13. Write opinion pieces on topics or texts, supporting a point of view with reasons. (W.3.1) Performance will be satisfactory when the student writes opinion pieces that: a. introduces the topic or text they are writing about. b. states an opinion. c. creates an organizational structure that lists reasons. d. provides reasons that support the opinion. e. uses linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. f. provides a concluding statement or section. Writing piece Advertisement- video, oral (podcast/recording),magazine cover, poster Opinion Writing rubric- Lucy Calkins Read,Write,Think.org- Printing press creator Writing 14. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (W.3.2) Performance will be satisfactory when the student writes informative/explanatory pieces that: a. introduces a topic. b. groups related information together. c. includes illustrations when useful to aid in comprehension. d. develops the topic with facts, definitions, and details. e. uses linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. f. provides a concluding statement or section. Lucy Calkins rubrics- units of study ReadWriteThink.org- Printing Press Creator- newsletter, brochure Cooltoolsforschools.wikispaces.com Graphic organizers Writing samples 15. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (W.3.3) Performance will be satisfactory when the student writes narratives that: a. establishes a situation. b. introduces a narrator and/or characters. c. organizes an event sequence that unfolds naturally. d. uses dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. e. uses temporal words and phrases to signal event order. f. provides a sense of closure. Use writing piece and have students fill out story map to show understanding of story elements (planning story map and assessment story map) Writing samples Writing notebook Board Approved: June 2012 Page 7

8 16. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Gradespecific expectations for writing types are defined in ELOs above.) (W.3.4) guidance and support to: a. improve writing. b. analyze a writing task to determine what organization is required. c. adapt writing to fulfill a specific purpose and meet the needs of an audience. Writing notebook Writing continuum Graphic organizers 17. With guidance and support from peers and adults, develop and strengthen writing. (W.3.5) Performance will be satisfactory when the student, with guidance and support: a. uses techniques for planning, revising, and editing writing. b. produces writing that is well-developed and strong. Writing notebook Writing Continuum Graphic organizers Writing 18. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (W.3.6) a. writes, with guidance and support from adults, to use a variety of digital tools to work with peers to produce and publish writing. b. demonstrates a command of keyboarding skills to type a minimum of a ½ page in a single sitting. Develop a writing rubric, including technology and how effectively it was used 19. Conduct short research projects that build knowledge about a topic. (W.3.7) a. conducts short research projects about topics of individual interest. b. understands steps in the research process (i.e. define question, locate resources, evaluate and use information, organize findings, share findings). Research project On demand writing piece of their researched topic Response to informational text read-aloud Brochure, magazine article, newsletter to show knowledge Board Approved: June 2012 Page 8

9 20. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (W.3.8) a. differentiates between print and digital sources. b. takes brief notes on sources. c. sorts knowledge into provided categories. Writing notebook Graphic organizer for note-taking and sorting information Sticky notes Writing 21. Write routinely over extended time frames and shorter time frames for a range of disciplinespecific tasks, purposes, and audiences. (W.3.10) a. produces writing for a range of tasks, purposes, and audiences. b. completes writing in short time frame (a single sitting or a day or two). c. completes writing in extended time frames (time for research, reflection, and revision). d. writes in cursive. Writing Notebook Writing continuum Speaking & Listening 22. Engage effectively in a range of collaborative discussions (oneon-one, in groups, and teacherled) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. (SL.3.1) Performance will be satisfactory when the student engages effectively in a range of collaborative discussions by: a. coming to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. following 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 and texts under discussion). c. asking questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. explaining their own ideas and understanding in light of the discussion. Anecdotal notes/observations Partner grading checklists- peer evaluate Self-evaluation of participation Speaking/Listening/ Participation checklist Board Approved: June 2012 Page 9

10 23. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats. (SL.3.2) a. identifies the main ideas and supporting details of information presented visually, quantitatively, and orally. Graphic organizers Exit slips Sticky notes Speaking & Listening 24. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. (SL.3.3) 25. Report on a topic or text, tell a story, or recount an experience. (SL.3.4) a. listens attentively. b. uses common question stems for gathering information. c. responds appropriately to questions with elaboration. a. provides appropriate facts and relevant, descriptive details. b. speaks clearly at an understandable pace. c. selects facts and details that make ideas clear and engaging for the audience. Conferencing/ observations Book clubs/ Literature Discussion Performance Rubric Literature Discussion rubric 26. 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. (SL.3.5) a. uses appropriate fluency and rate to create engaging audio recordings of original or published stories or poems. b. adds displays to emphasize or enhance facts or details of an original or published story or poem. Presentation Rubric Board Approved: June 2012 Page 10

11 Speak & Listen Language 27. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (SL.3.6) 28. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (L.3.1) speaking to: a. identify tasks/situations that require speaking in complete sentences. b. adapt speech appropriately to task and situation. c. use speech to provide requested details and clarification. a. forms and uses regular and irregular plural nouns. b. uses abstract nouns (e.g., childhood). c. forms and uses regular and irregular verbs. d. forms and uses the simple verb tenses (e.g., I walked. I walk. I will walk). e. ensures subject-verb and pronoun-antecedent agreement. f. forms and uses comparative and superlative adjectives and adverbs, and chooses between them depending on what is to be modified. g. uses coordinating and subordinating conjunctions. h. produces simple, complete, compound, and complex sentences. Presentation rubrics Observations/ conferences with students On demand piece of writing Writer s notebook Observations/ discussions Writing continuum Board Approved: June 2012 Page 11

12 29. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.3.2) writing to: a. capitalize appropriate words in titles. b. use commas in addresses. c. use commas and quotation marks in dialogue. d. form and use possessives. e. use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). f. use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. g. consult reference materials, including beginning dictionaries, as needed to check and correct spellings. On demand piece of writing Writing continuum Reading/writing notebook Writing samples Language 30. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.3.3) 31. Determine or clarify the meaning of unknown and multiplemeaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. (L.3.4) knowledge of language to: a. choose words and phrases for effect. b. recognize and observe differences between the conventions of spoken and written standard English. Performance will be satisfactory when the student determines or clarifies the meaning of unknown words by: a. using sentence-level context as a clue to the meaning of a word or phrase. b. determining 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, heat/preheat). c. using a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. using glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Writing notebook Writing continuum Presentation Rubric Reading journal- entry of words Graphic organizer from Common Core Lesson Book on semantics of words Words Their Way activities Board Approved: June 2012 Page 12

13 Language 32. Demonstrate understanding of word relationships and nuances in word meanings. (L.3.5) 33. Acquire and use accurately grade-appropriate conversational, general academic and domain-specific words and phrases. (L.3.6) Performance will be satisfactory when the student demonstrates understanding of word relationships and meanings by: a. distinguishing the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. identifying real-life connections between words and their use (e.g., describe people who are friendly or helpful). c. distinguishing shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). writing or speaking to: a. acquire and use grade-appropriate conversational, general academic and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g. After dinner that night we went looking for them.). Running Records Read aloud or shared reading and shades of meaning activity on paint strips Word maps or word webs Exit slips Close reading and annotations Writing notebook Writing sample Literature Discussion Group/ Book Club Content area writing sample Resources and learning activities that address essential learning objectives: Board Approved: June 2012 Page 13