BLOOMFIELD PUBLIC SCHOOLS Department of Instruction. English Language Arts Grade 3

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1 BLOOMFIELD PUBLIC SCHOOLS Department of Instruction Curriculum Guide English Language Arts Grade 3 Prepared by: Alaina DeSimone Deanna DiSanti Jeanette O Rourke Jason Bing, Superintendent of Schools Katherine V. Martinez, Director of Instruction and Testing, K-12 Suzanne Johnson, Supervisor of English Language Arts Board Approved: August 28,

2 English Language Arts Third Grade Introduction: This document is a tool that will provide an overview as to what to teach, when to teach it, and how to assess student progress. As well, with considerations made for altered pacing, modifications, and accommodations; this document is to be utilized for all students enrolled in this course, regardless of ability level, native language, or classification. It is meant to be a dynamic tool that we, as educators, will revise and modify as it is used during the course of the school year. Below is a series of important points about this supplement and the English language arts course. The third grade curriculum is aligned with both the new Common Core State Standards and the 21 st century themes and mandates set forth in the 2010 New Jersey Core Curriculum Content Standards. Both sets of standards demand that language arts curricula work to promote the selection of increasingly complex texts, a balanced approach to understanding fictional and informational writing, and the integration of technology into the classroom. This document ensures that all English Language Arts standards will be met over the duration of the course. As well, the documents specifically cross-reference the four 21 st Century themes (Global Awareness; Civic Literacy; Financial, Economic, Business and Entrepreneurial Literacy; and Health Literacy) and primary inter-disciplinary connections. Mapping/Sequence: The format in which the curriculum is written follows the parameters of Understanding by Design. Each new course curriculum document is written as a series of units containing established transfer goals, enduring understandings, essential questions, and the necessary skills and knowledge a student must attain in a school year. In addition, each document stipulates both required and suggested works, activities, and assessments. Teachers are expected to design lessons that will meet the requirements stipulated in this document; however, they are provided flexibility in how they choose to meet these demands. The third grade curriculum is divided into 6 sequential, thematic units that work to develop literacy skills while fostering understanding of the purpose and importance of literacy in the 21 st century. At the third grade level, specific attention was paid to supporting flexible reading groups and to building toward a balanced literacy program. Pacing: Each of the units provides a time frame averaging 6 weeks in length taking into consideration the need to conduct on-going formative assessments as well as summative assessments that will drive further instruction of subsequent units. Resources: In each unit, both electronic and text resources are listed. It is the intention that teachers will be able to access the curriculum document on the district website as well as be able to add to the resources lists periodically throughout the school year. Other valuable sites that should be referenced in planning are and 2

3 Understanding By Design Unit Template Title of Unit Unit One- Caring for Others Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1 RL.3.4 RL.3.7 RI.3.1 RI.3.2 RI.3.4 RI.3.7 RF.3.3 RF.3.4 W.3.3 W.3.4 W.3.5 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Determine the main idea of a text; recount the key details and explain how they support the main idea. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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 Know and apply grade-level phonics and word analysis skills in decoding words. Read with sufficient accuracy and fluency to support comprehension Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1 3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. SL 3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts. SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.. 3

4 L.3.2 L.3.4 L.3.6. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Acquire and use accurately 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). Primary Interdisciplinary Connections A.4 Create a document with text using a word processing program E.1 Communicate with students in the Unites States or other countries using digital tools to gather information about a specific topic and share results B.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources. 21 st Century Interdisciplinary Themes: X Global Awareness Financial, economic, business, and entrepreneurial literacy Civic Literacy X Health Literacy Transfer Students will be able to independently able to.. T1- express ideas through a variety of written and spoken genre. T2- identify and analyze structures, characteristics, and themes common in a variety of text. T3- Utilize critical thinking skills in reading, writing, speaking, and listening. Understandings Students will understand that U1- humans, plants, and animals interact and coexist with each other to live in the same habitat. U2- humans and animals express themselves in selfless ways. U3- human and animal families work together to meet their needs. Meaning Essential Questions Students will keep considering Q1- What actions can one take to show they care for others? Q2- How do reading strategies help you comprehend the text? Q3- Why is it important to choose words carefully? Q4- How can I express feelings and ideas through different styles of writing? 4

5 Knowledge Students will know. Acquisition Skills Students will be able to. K1- the elements of a story (character, setting, plot, problem and solution). K2- identify the main idea of a text and recount key details. K4- provide an explanation of how key details support the main idea K3- strategies for unfamiliar words (context clues, homographs, multiple meaning words). K4- elements of standard written English (sentence types, subjects, predicates, and spelling patterns). K5-6+1 writing traits (ideas and organization). S1- identify the character, setting, plot, problem and solution while reading a text. S2- summarize main ideas and details of a story. S3- use strategies to decode and understand unfamiliar words. S4- apply elements of English in writing. S5- use the ideas and organization traits in writing. S6- know and apply grade level phonics and word analysis skills when decoding words. 5

6 Checks for Alignment T1, T2, T3 U1, U2, U3 Q1, Q2, Q3, Q4, Q5, Q6 Evaluation Criteria Performance is judged in terms of Teacher-created rubrics The Trait-crate rubric Writing Portfolio (working and showcase) Accelerated Reader STAR Reading Assessment Guided Reading Writing Benchmarks Literacy Centers Evidence (Stage 2) Assessment Evidence Transfer Task(s) Formative 1. Writing- If you were Flat for a day, what would do, where would you go, and why? 2. Trait activities 3. Recount key elements of a story 4. Beginning of Unit One, record students reading a passage as a baseline. Summative 1. Required Timed Explanatory Writing Piece 2. Weekly and Unit Assessments K1, K2, K3, K4, K5 S1, S2, S3, S4, S5 Other Evidence Formative 1.Observation 2. Running Records 3. Conferences 4. Weekly Assessments 5. Literacy Centers 6. Daily Journal 7. Working Portfolio 8. Homework 9. Unit Assessment 6

7 Checks for Alignment Evaluation Criteria Performance is judged in terms of Evidence (Stage 2) Assessment Evidence Summative 1. Projects 2. NJASK Format Unit Assessments 7

8 Learning Plan (Stage 3) Checks for alignment and best practice Summary of Key Learning Events and Instruction The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Guided Reading- tiered for differentiation A to Z Readers (leveled readers) Literacy Centers Running Records Expository Writing Accelerated Reader Renaissance Learning (STAR Assessment/Accelerated Quizzes) Portfolio working and showcase The Daily Five, Fostering Literacy Independence in the Elementary Grades, Boushey and Moser Guided Readers and Writers, Fountas and Pinnell, 2001 Preferred Chapter Book Flat Stanley, Jeff Brown Scholastic Bookroom Treasure s Unit One First Day Jitter s Suggested Activities Spelling and Vocabulary activities Type Spelling Words for keyboarding/technology skills Treasure s- Leveled Readers Treasure s Unit One First Day Jitter s Who s Habitat is it? Penguin Chick Suggested Resources Spelling and Vocabulary activities Treasure s Practice O/B/A Books Practice Grammar Book 8

9 Learning Plan (Stage 3) Where in the World is Flat Stanley Students will mail Flat Stanley to a friend or relative outside of Bloomfield. Suggested Literacy Center Time Below Level- 5x s per week On-Level- 3x s per week Beyond Level- 2x s per week username: bengalbp password: bloomfield Strategies for Differentiation Extra-time Books on tape Test modifications Differentiated Literacy Centers Extra-materials Preferred seating Highlighted thematic vocabulary words Modified Projects 9

10 Understanding By Design Unit Template Title of Unit Unit Two- Discovering Our Surroundings Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.4. 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 standards 1 3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 10

11 W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies L.3.6. Acquire and use accurately 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). RL.3.7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11

12 RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 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). RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. Primary Interdisciplinary Connections A.4 Create a document with text using a word processing program E.1 Communicate with students in the Unites States or other countries using digital tools to gather information about a specific topic and share results B.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources A.1 Determine a set of general rules describing when the Sun and Moon are visible based on actual sky observations. X_ Global Awareness Civic Literacy 21 st Century Interdisciplinary Themes: X Financial, economic, business, and entrepreneurial literacy Health Literacy Transfer Students will be able to independently able to.. T1- express ideas through a variety of written and spoken genre. T2- identify and analyze structures, characteristics, and themes common in a variety of text. T3- Utilize critical thinking skills in reading, writing, speaking, and listening. 12

13 Understandings Students will understand that U1- the past affects the present and the future. U2- technology will play a large role in the future. U3- the Earth is part of a larger system. Meaning Essential Questions Students will keep considering Q1- What life lessons can I learn from different stories? Q2- How can I express feelings and ideas through different styles of writing? Q3- How do reading strategies help you comprehend the text? Q4- Why is it important to use words carefully? Acquisition Knowledge Students will know. K1- a variety of reading strategies to understand text (summarize, generate questions, determine fact or opinion). K2- distinguish readers point of view from that of narrator or characters K3- strategies for unfamiliar words (antonyms, multiple-meaning words, word clues). K4- elements of standard written English (types of nouns). K5-6+1 writing traits (ideas, organization, voice). K6- how to compare and contrast two texts written by the same author. Skills Students will be able to. S1- summarize main ideas and details of a story. S2-determine the author s purpose. S3- use strategies to decode and understand unfamiliar words. S4- apply elements of English in writing. S5- use the ideas, organization, and voice traits in writing. S7- recount stories, including fables, folktales, and myths from diverse cultures and determine the central message, lesson, or moral. S8- differentiate the literal and non-literal meanings of words and phrases in context. 13

14 Checks for Alignment T1, T2, T3 U1, U2, U3 Q1, Q2, Q3 K1, K2, K3, K4, K5, K6 S1, S2, S3, S4, S5, S6 Evaluation Criteria Performance is judged in terms of Teacher-created rubrics The Trait-crate rubric Writing Portfolio (working and showcase) Accelerated Reader STAR Reading Assessment Guided Reading Writing Benchmarks Literacy Centers Evidence (Stage 2) Assessment Evidence Transfer Task(s) Formative 1. Invention Writing - Create own invention stating what is does, how it helps people, how much it would cost and where you could purchase it. Summative 1. Required timed speculative prompt 2. Weekly and Unit Assessment Other Evidence Formative 1.Observation 2. Running Records 3. Conferences 4. Weekly Assessments 5. Literacy Centers 6. Daily Journal 7. Working Portfolio 8. Homework Summative 3. Projects 4. Unit Assessments 14

15 Learning Plan (Stage 3) Checks for alignment and best practice Summary of Key Learning Events and Instruction The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Guided Reading- tiered for differentiation A to Z Readers Literacy Centers Running Records Accelerated Reader Renaissance Learning (STAR Assessment/Accelerated Quizzes) Portfolio working and showcase Suggested Activities The Daily Five, Fostering Literacy Independence in the Elementary Grades, Boushey and Moser Guided Readers and Writers, Fountas and Pinnell, 2001 Scholastic Bookroom Treasure s Unit 2 The Planet s in our Solar System Suggested Resources Spelling and Vocabulary activities Treasure s Unit 2 What s in the Store for the Future? Spelling and Vocabulary activities Treasure s Practice O/B/A Books Practice Grammar Book Suggested Literacy Center Time Below Level- 5x s per week On-Level- 3x s per week Beyond Level- 2x s per week 15

16 Learning Plan (Stage 3) username: bengalbp password: bloomfield username: bloomfield1 password: Strategies for Differentiation Extra-time Books on tape Test modifications Differentiated Literacy Centers Extra-materials Preferred seating Highlighted thematic vocabulary words Modified Projects 16

17 Understanding By Design Unit Template Title of Unit Unit Three- Finding the Answer Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers 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.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). 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.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6. Distinguish their own point of view from that of the author of a text. 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). 17

18 RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.4. 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 standards 1 3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly 18

19 from a range of strategies. L.3.6. Acquire and use accurately 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). Primary Interdisciplinary Connections A.4 Create a document with text using a word processing program E.1 Communicate with students in the Unites States or other countries using digital tools to gather information about a specific topic and share results B.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources D.2 Determine the characteristic changes that occur the life cycle of plants and animals by examining a variety of species, and distinguish between growth and development. 21 st Century Interdisciplinary Themes: X_ Global Awareness X_ Financial, economic, business, and entrepreneurial literacy X Civic Literacy Health Literacy Transfer Students will be able to independently able to.. T1- express ideas through a variety of written and spoken genre. T2- identify and analyze structures, characteristics, and themes common in a variety of text. T3- Utilize critical thinking skills in reading, writing, speaking, and listening. Understandings Students will understand that Meaning U1- fables and folktales are a genre of literature where there is a lesson or moral to be learned. U2- fables are stories orally past down from generations. U3- they need to be critical thinkers as well as problem solvers while reading stories. U4- folktales and fables come from different cultures. Essential Questions Students will keep considering Q1- What can I learn from other people s experiences? Q2- How can I be a detective in my own reading? Q3- How do reading strategies help you comprehend the text? Q4- Why is it important to use words carefully? 19

20 Acquisition Knowledge Students will know. K1- different reading strategies to understand text (visualize, make inferences, cause and effect, sequence of events). K2- elements of a story (plot and setting). K3- strategies for unfamiliar words (synonyms, multiple-meaning words, homophones, and sentence). K4- elements of standard written English (types of verbs). K5-6+1 writing traits (ideas, organization, and voice). Skills Students will be able to. S1- distinguish when it is appropriate to use various strategies S2-identify plot and setting of a story. S3- use strategies to decode and understand unfamiliar words. S4- apply elements of English in writing. S5- use the ideas, organization, and voice traits in writing. 20

21 Checks for Alignment T1, T2, T3 Q1, Q2, Q3, Q4 Evaluation Criteria Performance is judged in terms of Teacher-created rubrics The Trait-crate rubric Writing Portfolio (working and showcase) Accelerated Reader STAR Reading Assessment Guided Reading Writing Benchmarks Literacy Centers Evidence (Stage 2) Assessment Evidence Transfer Task(s) Formative 1. Respect for Nature - Make a list of things you can do to protect nature and your community (throwing litter in trash cans, respecting water use, cleaning up parks) 2. Write a persuasive essay to why you should help your community. Summative 1. Weekly assessment and Unit assessment K1, K2, K3, K4, K5 S1, S2, S3, S4, S5 Other Evidence Formative 1.Observation 2. Running Records 3. Conferences 4. Weekly Assessments 5. Literacy Centers 6. Daily Journal 7. Working Portfolio 8. Homework Summative 5. Projects 6. Unit Assessments 21

22 Checks for Alignment Evaluation Criteria Performance is judged in terms of Evidence (Stage 2) Assessment Evidence 22

23 Learning Plan (Stage 3) Checks for alignment and best practice Summary of Key Learning Events and Instruction The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Guided Reading- tiered for differentiation A to Z Readers Literacy Centers Running Records Accelerated Reader Renaissance Learning (STAR Assessment/Accelerated Quizzes) Portfolio working and showcase Suggested Activities The Daily Five, Fostering Literacy Independence in the Elementary Grades, Boushey and Moser Guided Readers and Writers, Fountas and Pinnell, 2001 Treasure s Unit 3 One Riddle One Answer Saving The Sand Dunes Suggested Resources Spelling and Vocabulary activities Treasure s Unit 3 Finding the Answer Stone Soup One Riddle One Answer Spelling Practice Book Treasure s Practice A/O/B Books Practice Grammar Book Suggested Literacy Center Time Below Level- 5x s per week On-Level- 3x s per week Beyond Level- 2x s per week username: bengalbp password: bloomfield 23

24 Learning Plan (Stage 3) Strategies for Differentiation Extra-time Books on tape Test modifications Differentiated Literacy Centers Extra-materials Preferred seating Highlighted thematic vocabulary words Modified Projects 24

25 Understanding By Design Unit Template Title of Unit Unit Four- Giving Your All Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language. 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.3.6. Distinguish their own point of view from that of the narrator or those of the characters. 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.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 25

26 RI.3.6. Distinguish their own point of view from that of the author of a text. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.4. 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 standards 1 3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 26

27 SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Primary Interdisciplinary Connections A.4 Create a document with text using a word processing program E.1 Communicate with students in the Unites States or other countries using digital tools to gather information about a specific topic and share results b.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources A.1 Explain how rules and laws created by community, state, and national government protect the rights of people, help resolve conflicts, and promote the common good. 21 st Century Interdisciplinary Themes: X_ Global Awareness X Financial, economic, business, and entrepreneurial literacy X Civic Literacy X Health Literacy Transfer Students will be able to independently T1- express ideas through a variety of written and spoken genre. T2- identify and analyze structures, characteristics, and themes common in a variety of text. T3- Utilize critical thinking skills in reading, writing, speaking, and listening. 27

28 Understandings Students will understand that U1-people can work together to accomplish a desired goal without being discouraged by challenges. U2- people with different ideas can work together to achieve a common goal. U3- texts on the same theme will have similarities and differences. Essential Questions Students will keep considering Q1- What life lessons can I learn from different stories? Q2- How do reading strategies help you comprehend the text? Q3- Why is it important to choose words carefully? Acquisition Knowledge Students will know. K1- different reading strategies to understand text (make inferences, compare and contrast). K2- understand different purposes for reading. K3- strategies for unfamiliar words (homophones). K4- elements of standard written English (types of verbs). K5-6+1 writing traits (ideas, organization, voice, word choice). K6- recognize forms of figurative language (idioms). K7- how to compare and contrast non-fiction text based on the same theme. Skills Students will be able to. S1- distinguish when it is appropriate to use various strategies S2- determine author s purpose. S3- use strategies to decode and understand unfamiliar words. S4- apply elements of English in writing. S5- use the ideas, organization voice traits, and word choice in writing. K6- compare and contrast texts from a similar genre. 28

29 Checks for Alignment T1, T2, T3 U1, U2, U3 Q1, Q2, Q3 K1, K2, K3, K4, K5, K6, K7 S1, S2, S3, S4, S5, S6 Evaluation Criteria Performance is judged in terms of Teacher-created rubrics The Trait-crate rubric Writing Portfolio (working and showcase) Accelerated Reader STAR Reading Assessment Guided Reading Writing Benchmarks Literacy Centers Evidence (Stage 2) Assessment Evidence Transfer Task(s) Formative 1. Classroom Fables - Students will write a fable. Fable s will be put together to create a classroom fable book. 2. Create a Venn Diagram to compare and contrast two non-fiction texts (i.e. Saving The Sand Dunes and Washington Weed Wackers ). Summative 1. Weekly assessments and unit assessments. Other Evidence Formative 1.Observation 2. Running Records 3. Conferences 4. Weekly Assessments 5. Literacy Centers 6. Daily Journal 7. Working Portfolio 8. Homework Summative 7. Projects 8. Unit Assessments 29

30 Learning Plan (Stage 3) Checks for alignment and best practice Summary of Key Learning Events and Instruction The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Guided Reading- tiered for differentiation A to Z Readers (leveled readers) Literacy Centers Running Records Accelerated Reader Renaissance Learning (STAR Assessment/Accelerated Quizzes) Portfolio working and showcase The Daily Five, Fostering Literacy Independence in the Elementary Grades, Boushey and Moser Guided Readers and Writers, Fountas and Pinnell, 2001 Treasure s Unit Four Washngton Weed Whackers Here s My Dollar Scholastic Book room Suggested Activities Spelling and Vocabulary activities Preferred Chapter Book- Flat Stanley and the US Capital Commotion Suggested Resources Treasure s Unit Four Seven Spool s of Thread Spelling Practice Book Treasure s Practice A/O/B Books Practice Grammar Book Suggested Read Aloud- Why Do Mosquitoes Ears? 30

31 Learning Plan (Stage 3) Suggested Literacy Center Time Below Level- 5x s per week On-Level- 3x s per week Beyond Level- 2x s per week Strategies for Differentiation Extra-time Books on tape Test modifications Differentiated Literacy Centers Extra-materials Preferred seating Highlighted thematic vocabulary words Modified Projects 31

32 derstanding By Design Unit Template Title of Unit Unit Five- Learning About the Past Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language. 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.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 32

33 RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. 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.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. 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). RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. RI By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. RF.3.3. Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 33

34 W.3.4. 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 standards 1 3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.7. Conduct short research projects that build knowledge about a topic. W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.3.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 34

35 L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.3.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings L.3.6. Acquire and use accurately 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). Primary Interdisciplinary Connections A.4 Create a document with text using a word processing program E.1 Communicate with students in the Unites States or other countries using digital tools to gather information about a specific topic and share results b.1 Illustrate and communicate original ideas and stories using digital tools and media-rich resources a.1 Explain how rules and laws created by community, state, and national government protect the rights of people, help resolve conflicts, and promote the common good X Global Awareness X Civic Literacy 21 st Century Interdisciplinary Themes: Financial, economic, business, and entrepreneurial literacy Health Literacy Transfer Students will be able to independently able to.. T1- express ideas through a variety of written and spoken genre. T2- identify and analyze structures, characteristics, and themes common in a variety of text. T3- Utilize critical thinking skills in reading, writing, speaking, and listening. 35

36 Understandings Students will understand that U1- people use knowledge and experiences from the past to positively influence life today. U2- inventions and innovations have been created from past history. Meaning Essential Questions Students will keep considering Q1- What can I learn by reading about the past? Q2- What can different genres of reading tell me about our history and the history of others? Q3- How can reading strategies help you comprehend the text? Q4- Why is it important to choose words carefully? Acquisition Knowledge Students will be able to understand that. K1- important figures in American History have had a significant role on our countries history. K2- strategies for unfamiliar words (compound words and word endings). K3- elements of standard written English (pronouns and adjectives). K4-6+1 writing traits (ideas, organization, voice, word choice, and sentence fluency). Skills Students will be able to. S1- research and present a project on a significant person in American History. S2- transfer understanding of compound words and word endings into all elements of writing. S3- transfer understanding of pronouns and adjectives into all elements of writing. S4-produce speculative and expository pieces incorporating all traits. 36

37 Checks for Alignment T1, T2, T3, Q1, Q2, Q3, Q4 Evaluation Criteria Performance is judged in terms of Teacher-created rubrics The Trait-crate rubric Writing Portfolio (working and showcase) Accelerated Reader STAR Reading Assessment Guided Reading Writing Benchmarks Literacy Centers Evidence (Stage 2) Assessment Evidence Transfer Task(s) Formative 1. Write and present a research report on a Famous Person in History. Summative 1. Required Timed Explanatory Writing Piece 2. Weekly and Unit Assessments K1, K2, K3, K4 S1, S2, S3, S4 Other Evidence Formative 1.Observation 2. Running Records 3. Conferences 4. Weekly Assessments 5. Literacy Centers 6. Daily Journal 7. Working Portfolio 8. Homework 9. Unit Assessment 37

38 Learning Plan (Stage 3) Checks for alignment and best practice Summary of Key Learning Events and Instruction The teaching and learning needed to achieve the unit goals. Required Activities Required Resources Guided Reading- tiered for differentiation A to Z Readers (leveled readers) Literacy Centers Running Records Accelerated Reader Renaissance Learning (STAR Assessment/Accelerated Quizzes) Portfolio working and showcase The Daily Five, Fostering Literacy Independence in the Elementary Grades, Boushey and Moser Guided Readers and Writers, Fountas and Pinnell, 2001 Treasure s Unit Five Boom Town Animal Homes Scholastic Bookroom Suggested Activities Spelling and Vocabulary activities Treasure s Unit Five Beatrice s Goat The Printer Suggested Resources Spelling Practice Book Treasure s Practice A/O/B Books Practice Grammar Book Suggested Literacy Center Time Below Level- 5x s per week On-Level- 3x s per week Beyond Level- 2x s per week 38

39 Learning Plan (Stage 3) Strategies for Differentiation Extra-time Books on tape Test modifications Differentiated Literacy Centers Extra-materials Preferred seating Highlighted thematic vocabulary words Modified Projects 39

40 40

41 Understanding By Design Unit Template Title of Unit Unit Six- Making a Difference Grade Level Third Grade Curriculum Area Language Arts Time Frame 6 weeks Developed By Bloomfield Faculty Desired Results (Stage 1) Established Goals/Standards RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language. 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.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2 3 text complexity band independently and proficiently. 41

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