U-46 Elementary Literacy Curriculum Guide. Grade 3

Transcription

1 U-46 Elementary Literacy Curriculum Guide Grade 3 Published by the Elementary Literacy Department 2016

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5 Welcome to the U-46 Elementary Literacy Curriculum Guide Our Vision and Mission as Literacy Instructors The mission of the Elementary Literacy curriculum is to prepare a highly literate society of critical thinkers who communicate and respond to a variety of text and write in diverse genres for a variety of purposes. It is the vision of this curriculum to provide students with rich, authentic and varied learning experiences that will cultivate their abilities to think, read, write, speak, and listen with mastery. U-46 believes a curriculum should reflect the interests and experiences of the community and encourages students to take risks and ownership of their skills to become critical thinkers. Teachers use knowledge of language arts standards to instruct, assess and motivate all learners. Students are given extensive time for purposeful reading, writing, speaking, and listening. All U-46 students can achieve this mission and know the joys of reading and writing when challenged by high expectations and provided appropriate instructional supports. The following unit frameworks provide an overview to the instruction during a unit. Each framework contains the following components: Instructional Focus Standards: Common Core State Standards that are essential to the unit ( hyperlinked to the flip chart information for each standard) Essential Questions: Questions that guide instruction of the focus standards Enduring Understandings: Statements that summarize the important idea that is central to the learning Learning Targets: Statements to support and guide instruction and students learning Ideas for Assessments: o Formative: determines student progress to inform instruction o Summative: evaluates student learning at the end of instruction to measure student progress towards meeting instructional goals Recommended Text: Each unit should include 3-5 short texts and 1 extended text (literature and informational). Students are expected to engage in independent reading, as well as anchor/mentor texts.

6 School District U-46 PreK-6 Balanced Literacy Framework Literacy Block: Grade Minutes Grades Minutes BALANCED LITERACY ESSENTIAL ELEMENTS FOR READING INSTRUCTION A balanced reading program includes a range of literacy activities, carefully selected materials for each activity, and a responsive teacher who knows how to structure literacy interactions that move children to higher levels of understanding. Phonemic Awareness: the ability to hear, identify and manipulate individual sounds (phonemes) in spoken words. INTERACTIVE READ ALOUD: A read aloud is a planned oral reading of a book or print excerpt, it can be related to a theme or topic of study. The teacher reads aloud to students, pausing to invite interaction and discussion, and to share own thinking to demonstrate what good readers do. It provides modeling of fluent reading and the use of comprehension strategies. The read aloud is used to engage the student listener while developing background knowledge, increasing comprehension skills, and fostering critical thinking. A read aloud can be used to model the use of reading strategies that aid in comprehension. SHARED READING: Shared reading uses text that all children can see, the teacher engages children in reading together. The text may be a big book with large print, a poem on a chart, text comprised during interactive writing, or a text projected by the means of an overhead projector. In the shared reading model there can be multiple readings of the books over several days. Throughout, children are actively involved in the reading (Yaden, 1988). The teacher may pause in the reading and ask for predictions as to what will happen next. Because many of the books include predictable text, the children often chime in with a word or phrase. Groups of children or individual children might volunteer or be invited to read parts of the story. The repeated readings of the same story serve various purposes. The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection; a third might focus attention on the interesting language and vocabulary; a fourth might focus on decoding, using the words in the selection as a starting point for teaching word identification skills (Yaden,1989). Through repeated readings and the predictable text, children become familiar with word forms and begin to recognize words and phrases (Bridge, Winograd, & Haley, 1983; Pikulski & Kellner, 1992). Repeated readings also build fluency. GUIDED READING: Guided reading is a teaching approach designed to teach individual students learn how to process a variety of increasingly challenging texts with comprehension and fluency. Guided reading occurs in a small-group context because the small group allows for interactions among readers that benefit them all. The teacher selects and introduces texts at the students instructional level to readers, sometimes supports them while reading the text, engages the readers in a discussion and makes teaching points reinforcing comprehension strategies. Sometimes, after reading a text, the teacher extends the meaning of the text through writing, text analysis, or another learning experience. The lesson also may include work with words based on the specific needs of the group. Phonics: the knowledge of letter-sound relationships and how they are used in reading and writing. Fluency: to read continuous text with good pace, phrasing, appropriate pausing, intonation, and stress. Vocabulary development: the understanding of words and their meaning. It is essential for comprehending texts at all levels and plays a vital role in every aspect of reading. Comprehension: the act or result of applying comprehension strategies to obtain the meaning from text. COMMON LANGUAGE: Academic Vocabulary: the vocabulary ((Tier 3, CCSS domain specific) critical to understanding the concepts of the content taught in schools (Marzano, 2005). Text Talk: robust vocabulary (Tier 2, CCSS general academic) used in reading and writing. Oral Language: Opportunities for conversation, in interaction with peers and adults, daily routines, and with books and the introduction of rare vocabulary words. Phonological awareness: play and training in the similarities and differences in sounds, rhyming, blending, segmenting through songs, rhymes, books, and chants. ASSESSMENT: DLB PSI MAP READING PARCC EDL F&P SEL RUNNING RECORDS 1

7 WORD STUDY: Whole group or small group mini-lesson to model how words work. It includes but is not limited to letter-sound relationships, spelling patterns, word meaning, high frequency words, word families, rhyming, using known words to decode unknown words, affixes, and root words. INDEPENDENT READING: Independent reading is a time for students to make their own book choices, apply reading strategies, have large blocks of time to read and set independent reading goals. Allowing student choice with their selection of books motivates them to want to read. However, students need to be reading books at their just right reading level. Therefore, in order to provide choice for all your students, you will need a classroom library. Books should be available on all students levels and offer many topics and genres. Make sure to organize books so that they are accessible for all children. 2

8 School District U-46 PreK-6 Balanced Literacy Framework Grade 3 Literacy Block: 165 Minutes BLOCK 1: LANGUAGE 60 minutes 30 minutes daily Morning Meeting Building community Morning message Phonics Determined shared goals for the day Discuss current issues and topics District provided ELL Resources F & P Phonics Words Their Way The Continuum of Literacy Learning, Grades 3-8 District provided Gen Ed Resources F & P Phonics Words Their Way The Continuum of Literacy Learning, Grades 3-8 Phonics The Continuum of Literacy Learning, Grades 3-8 Phonics, Spelling and Word Study, pp Letter/Sound Relationships Spelling Patterns High Frequency Words Word Meanings: Compound Words, Synonyms and Antonyms, Homographs and Homophones, Nouns, Verbs, Adjectives, Figurative Language Word Structure: Syllables, Plurals, Verb Endings, Endings for Adjectives, Adverbs, Suffixes, Contractions, Possessives, Prefixes Word Solving Actions 30 minutes daily Interactive/Shared Read Aloud Teacher reads aloud to students, pausing to invite brief discussion and to share own thinking to demonstrate what good readers do. The Continuum of Literacy Learning, Grades 3-8 Interactive Read-Aloud Reading and Literature Discussion, pp Shared Reading Performance pp Genres Forms Text Structure Content Themes and Ideas Language and Literacy Features Sentence Complexity Vocabulary Illustrations Book and Print Features Making Meaning Academic Vocabulary Text Talk The Continuum of Literacy Learning, Grades 3-8 Making Meaning Academic Vocabulary Text Talk The Continuum of Literacy Learning, Grades 3-8 1

9 Echo Reading - Echo reading is an activity where a skilled reader reads a text, a sentence at a time, as the learner tracks. The learner then echoes or imitates the skilled reader. Choral Reading - To read aloud in unison with a group of students. Assisted Reading - The developing reader hears a fluent rendering of the passage while at the same time reading the text on his or her own. The simultaneous seeing the words while reading and hearing the word supports improved expressive recognition of the words in text. Academic Vocabulary Text Talk 2

10 School District U-46 PreK-6 Balanced Literacy Framework Grade 3 Literacy Block: 165 Minutes BLOCK 2: READER S WORKSHOP 60 minutes Mini-Lesson 5-10 minutes The teacher provides explicit instruction to students to set purpose for independent reading. Teacher states the teaching point and then demonstrates what she wants children to do as readers. Students are provided with the opportunity to practice the skill or strategy modeled during the mini-lesson after the demonstration. Student's Role: Teacher's Role: Independent Reading minutes 1:1 Conferencing/Support minutes Students read self-selected material (just right As students engage and interact in reading, teacher books) individually (or with a buddy) softly. Texts floats to provide support, reinforcement of learning may consist of familiar re-reads such as print around and routines, and extends learning. While students the room, leveled readers, and texts teacher are reading independently or with a partner, the previously read to class. Lower level readers may teacher moves around the classroom conferring with also be engaged in reading the pictures or retelling individuals. During each conference, the teacher known stories. Purpose is to practice comprehension listens to the student read and briefly discuss the strategies, develop fluency, vocabulary, reading text with student. The teacher notes strategies that interest and habits. individual students are using and areas that need support. The teacher uses data gathered during the conference to inform "on the spot" teaching (2-3 minutes per student). The teacher begins each conferring conversation by praising what student is doing well and ends with 1-2 teaching points for student to practice. District provided ELL Resources District provided Gen Ed Resources Making Meaning Making Meaning Senderos Leveled Books Classroom libraries Book rooms Leveled Books Classroom libraries Book rooms AND/OR Small Group Instruction/Guided Reading Benchmark Text Levels L to P, Continuum of Literacy Learning, Grades 3-8 Guided Reading, pp Groups of 3-6 students read at the same (or just about the same) instructional reading level OR focus on a comprehension strategy with support from the teacher. 3

11 Group Share 5-10 minutes During share time, the students... Celebrate learning/boost student morale. Build community/problem solve. Read excerpts from individual texts to whole group. Teacher introduces text. Students read silently or in a whisper voice independently. Teacher leans in closely to listen to students read orally and talk with individuals about text one at a time. Teacher engages readers in explicit strategies 1-2 teaching points based on needs. After reading, teacher assigns oral and/or written responses and extensions to text. Guided Reading rotations should be 2 to 3 groups daily. Group Share 5-10 minutes During share time, the teacher revisits goals for the lesson... Celebrates learning/boost student morale. Builds community/problem solves. Reinforces and/or clarifies the teaching point. 4

12 School District U-46 PreK-6 Balanced Literacy Framework Grade 3 Literacy Block: 165 Minutes BLOCK 3: WRITER S WORKSHOP 45 minutes Mini-Lesson 5-10 minutes The teacher provides explicit instruction to students to set purpose for independent writing. Teacher states the teaching point and then demonstrates what she wants children to do as writers. Students are provided with the opportunity to practice the skill or strategy modeled during the minilesson after the demonstration. INDEPENDENT WORK TIME District provided ELL Resources Being a Writer Writing Pathways District provided Gen Ed Resources Being a Writer Writing Pathways Student's Role: Independent Writing minutes Students work quietly and individually on own self-selected writing (sometimes assigned) while teacher confers with individuals on their writing based on student need. Teacher's Role: 1:1 Conferences minutes While students are writing independently, the teacher moves around the classroom conferring with individuals. During each conference, the teacher listens to the student read and briefly discusses the writing with student. During the conferences, the teacher notes skills an individual student is using proficiently and areas that need support. The teacher uses data gathered during the conference to inform "on the spot" teaching (2-3 minutes per student). The teacher begins each conferring conversation by praising what student is doing well and ends with1-2 teaching points for student to practice. Being a Writer Writing Pathways Being a Writer Writing Pathways AND/OR Guided Writing Flexible small groups of students meet with teacher to discuss aspects of writing, craft and conventions. Group Share 5-10 minutes During share time, the students... Celebrate learning/boost student morale. Build community/problem solve. Read excerpts from writing to whole group. Time gradually increases throughout school year. Group Share 5-10 minutes During share time, the teacher... Celebrates learning/boost student morale. Builds community/problem solves. Reinforces and/or clarifies the teaching point. 5

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15 Webb s Depth of Knowledge and Web 2.0

16 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 1 Also refer to Dual Language Thematic Units 1 and 2 First Trimester 6 weeks Instructional Focus Standards: Reading Foundational Skills 3 phonics and word analysis Reading Literature/Informational 1 text evidence 2 recount/main topic 6 point of view/ author s purpose 7 illustrations 1 opinion 2 informative/ explanatory 3 narrative 4 organization Writing Speaking & Listening Language 1 collaborative discussions 2 summarize information presented orally/ other media 1 conventions: grammar/usage 2 conventions: capitalization/ punctuation/ spelling Essential Questions: How do sounds and letters create words? Why is it important to read closely? Why do people write? How do I communicate with others? Why do the rules of language matter? Enduring Understandings: Learning Targets: Recognizing the relationship between letters and sounds is foundational for success as a reader. RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. Close reading allows people to determine the main idea and supporting details. RL.3.1 I can locate words and details to answer questions in a text. RL.3.1 I can ask and answer questions before, Writers have a purpose for writing. W.3.1 I can determine my opinion or point of view on a topic or text. W.3.1 I can create an organizational structure (e.g. chronology, Speaking and listening skills are critical for learning and communicating. SL.3.1 I can read or study material(s) to be discussed. SL.3.1 I can list important information Rules, conventions of language, help your audience understand what you are communicating. L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how Page 1

17 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. during and after reading a text. RI.3.1 I can locate words and details to answer questions in a text. RI.3.1 I can ask questions before, during and after reading a text. RL.3.2 I can recount/retell (put in my own words) stories. RL.3.2 I can define central message, lesson, and/or moral (overall idea an author is trying to share). RL.3.2 I can explain the central message, lesson, and.or moral using key details from the story. RI.3.2 I can define main idea (who or what a text is mostly about). RI.3.2 I can determine the main idea of a text. RI.3.2 I can identify key details in a text and explain how they support the main idea. compare/contrast, cause/effect, problem/solution) to introduce my topic and opinion. W.3.1 I can support my opinion with reasons and link my reasons with words and phrases. W.3.1 I can write an opinion piece with an introduction, linking words, supporting reasons, and a concluding statement/section. W.3.2 I can select a topic and identify information (e.g. facts, definitions, details) to share. W.3.2 I can organize my topic by grouping related information. W.3.2 I can connect my information (e.g. facts, definitions, details) using linking words and phrases. about the topic to be discussed. SL.3.1 I can identify and follow the agreed upon rules for discussion. SL.3.1 I can ask questions when I don t understand. SL.3.1 I can stay on topic by making comments about the information being discussed. SL.3.1 I can make connections between the comments of others. SL.3.1 I can explain my own ideas and tell what I ve learned from others during a discussion. SL.3.2 I can identify information from a text being read aloud. SL.3.2 I can identify information presented in different formats (e.g., media, charts, graphs, they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. Page 2

18 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RI.3.2 I can recount/retell (put into my own words) the key details of a text. RL.3.6 I can define point of view (someone s view or attitude about a situation). RL.3.6 I can determine the point of view of a narrator or character of a story. RL.3.6 I can explain how my point of view is similar to or different from a narrator or character in a story. RI.3.6 I can define point of view (the person s view or attitude about a situation). RI.3.6 I can determine the point of view of the author. RI.3.6 I can identify and describe how my point of view is similar to or different from the author. RL.3.7 I can identify illustrations that support the story. RL.3.7 I can explain how illustrations contribute (add meaning) to the words on the story. W.3.2 I can present my information in writing and provide a concluding statement or section. W.3.3 I can define narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). W.3.3 I can introduce the narrator, characters, and the event/situation that starts the story. W.3.3 I can sequence (put in order) the events in my story so that one event leads to the next. W.3.3 I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. W.3.3 I can show changes in time by using websites, speeches, presentations). SL.3.2 I can use information gathered to determine the main idea and support details of a presentation. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative Page 3

19 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RI.3.7 I can explain how illustrations in a text add meaning to the words. RI.3.7 I can use illustrations and words in a text to help me understand and explain what I am reading. temporal words and phrases (e.g. before, during, after). W.3.3 I can write a conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied). W.3.4 I can identify the writing style (e.g. opinion, informative/explanatory, or narrative) that best fits my task and purpose. W.3.4 I can use a graphic organizer to develop my writing. W.3.4 I can create a piece of writing that shows my understanding of a specific writing style. adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.). L.3.2 I can identify words in a title that should be capitalized (e.g. first and last words, Page 4

20 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions or five or more letters).. L.3.2 I can identify words in a title that should not be capitalized (e.g. articles, coordinating conjunctions, prepositions of four or fewer letters). L.3.2 I can use a comma to separate the city and state in an address. L.3.2 I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g. I was walking, Christian said, when Caleb tripped me. ). Page 5

21 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW L.3.2 I can define possessive (nouns that own something) and form singular possessives (e.g. add apostrophe s s) and plural possessives (e.g. add an apostrophe after the existing s s ). L.3.2 I can spell high frequency words correctly. L.3.2 I can recognize when I need to double consonants, drop e, or change y to i when adding suffixes to base words. L.3.2 I can write words correctly using common spelling patterns and generalizations. L.3.2 I can identify misspelled words and use resources to assist me in spelling correctly. Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) DLB (follow district/building assessment guidelines) Page 6

22 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Reader s/writer s Notebook (reading and writing samples) Conferencing Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading Writing Pathways (Preassessment) Writing pieces Portfolio (collection of student work) Student Self Assessment Text Types: 3 5 Literature 3 5 Informational (1 extended text) Page 7

23 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 2 Also refer to Dual Language Thematic Unit 2 First Trimester 6 weeks Instructional Focus Standards: Topical Essential Questions: Reading Foundational Skills 3 phonics and word analysis What do people do when they don t know a word? Reading Literature/Informational 2 recount/main topic 3 analyze story elements/events, ideas concepts 5 structure/text features 9 compare/contrast How do readers understand what they read? Writing Speaking & Listening Language 3 narrative 4 organization 5 plan, revise, edit How do people strengthen their writing? 4 report 5 add visuals/audio/ multimedia to presentations 6 speak for task/situation How do people help their listeners understand? 1 conventions: grammar/usage 2 conventions: capitalization/ punctuation/ spelling 4 unknown/multiple meaning words and phrases How do rules of language affect communication? Enduring Understandings: Knowing how to apply phonics to decode and analyze words to determine meaning is foundational for success in reading. Readers use story elements and text features to deepen their understanding. Writing is a process. A speaker s choice of words, visuals and multimedia supports their message. Knowledge of language deepens understanding. Page 1

24 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Learning Targets: RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. RL.3.2 I can recount/retell (put in my own words) stories. RL.3.2 I can define central message, lesson, and/or moral (overall idea an author is trying to share). RL.3.2 I can explain the central message, lesson, and.or moral using key details from the story. RI.3.2 I can define main idea (who or what a text is mostly about). RI.3.2 I can determine the main idea of a text. RI.3.2 I can identify key details in a text and explain how they support the main idea. RI.3.2 I can recount/retell (put into my own words) the key details of a text. RL 3.3 I can identify characters in a story. RL.3.3 I can describe characters in a story using physical (outside qualities) W.3.3 I can define narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). W.3.3 I can introduce the narrator, characters, and the event/situation that starts the story. W.3.3 I can sequence (put in order) the events in my story so that one event leads to the next. W.3.3 I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. W.3.3 I can show changes in time by using temporal words and phrases (e.g. before, during, after). W.3.3 I can write a conclusion that provides SL.3.4 I can present a topic, text, story or experience with facts and relevant (appropriate), descriptive details. SL.3.4 I can report my information by speaking clearly at an understandable pace (speed). SL.3.5 I can read aloud stories or poems and use my voice to make them come to life (e.g. adjust the volume of my voice, make exclamations, change pace). SL.3.5 I can speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems. SL.3.5 I can add visual displays (e.g. illustrations, graphs, photos) to highlight facts and details. L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns Page 2

25 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW and emotional (inside qualities) traits. RL.3.3 I can explain how characters actions (what they do) cause events to occur in a certain order/sequence. RI.3.3 I can define event, procedure, idea, and concept. RI.3.3 I can identify events, procedures, ideas and/or concepts in different types of informational texts. RI.3.3 I can explain how events, procedures, ideas and concepts connect to one another. RI.3.3 I can use language that show time (e.g., before, now, later, etc. ), sequence ( first, next, last, etc.), and cause/effect (e.g., because, then, if, etc. ) when describing a text. RL.3.5 I can explain how stories, dramas, and poems are written in different forms a sense of closure (ties up all the loose ends and leaves the reader satisfied). W.3.4 I can identify the writing style (e.g. opinion, informative/explanatory, or narrative) that best fits my task and purpose. W.3.4 I can use a graphic organizer to develop my writing. W.3.4 I can create a piece of writing that shows my understanding of a specific writing style. W.3.5 I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, lists). W.3.5 I can recognize that a good piece of writing requires more than one draft. SL.3.6 I can recognize a complete sentences (a group of words that expresses a complete thought). SL.3.6 I can speak using complete sentences when asked to provide details or clarification. that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs Page 3

26 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW (e.g. chapter, scene, stanza). RL.3.5 I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. RL.3.5 I can describe how chapters, scenes and stanzas give the reader information and work together to create the story, drama or poem. RI.3.5 I can identify and give examples of text features and search tools RI.3.5 I can explain how text features and search tools help locate information quickly. RI.3.5 I can locate information about a topic using text features and search tools. RL.3.9 I can define theme (a lesson the author is revealing Honesty is the best policy.). W.3.5 I can revise my writing (e.g. reading aloud, checking for misunderstandings, adding and deleting details. W.3.5 I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. W.3.5 I can prepare a new draft with changes that strengthens my writing. (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.). L.3.2 I can identify words in a title that Page 4

27 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RL.3.9 I can define setting (the time and place of a story). RL.3.9 I can define plot (the sequence of events in a story). RL.3.9 I can identify themes, settings, and plots in stories written by the same author. RL.3.9 I can compare (find similarities) themes, settings, and plots in stories written by the same author. RL.3.9 I can contrast (find differences) themes, settings, and plots in stories written by the same author. RI.3.9 I can identify the most important points and key details found in two texts on the same topic. RI.3.9 I can compare the most important points and key details in two texts on the same topic. RI.3.9 I can contrast the most important points and should be capitalized (e.g. first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions or five or more letters).. L.3.2 I can identify words in a title that should not be capitalized (e.g. articles, coordinating conjunctions, prepositions of four or fewer letters). L.3.2 I can use a comma to separate the city and state in an address. L.3.2 I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g. I was walking, Christian said, Page 5

28 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW key details in two texts on the same topic. when Caleb tripped me. ). L.3.2 I can define possessive (nouns that own something) and form singular possessives (e.g. add apostrophe s s) and plural possessives (e.g. add an apostrophe after the existing s s ). L.3.2 I can spell high frequency words correctly. L.3.2 I can recognize when I need to double consonants, drop e, or change y to i when adding suffixes to base words. L.3.2 I can write words correctly using common spelling patterns and generalizations. L.3.2 I can identify misspelled words and use resources to assist me in spelling correctly. Page 6

29 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW L.3.4 I can determine the meaning of unknown words using context clues (e.g. definitions, examples, restatements) in a sentence. L.3.4 I can recognize and define common affixes (e.g., un, dis, able, less ) L.3.4 I can break down unknown words into units of meaning (affix, root) to determine definitions. L.3.4 I can determine the meaning of an unknown word by consulting reference materials (e.g. dictionaries, glossaries, thesauruses). Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) Reader s/writer s Notebook (reading and writing samples) Conferencing DLB (follow district/building assessment guidelines) Writing Pathways Writing pieces Page 7

30 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading Portfolio (collection of student work) Student Self Assessment Text Types: 3 5 Literature (1 extended text) 3 5 Informational Page 8

31 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 3 Also refer to Dual Language Thematic Unit 3 Second Trimester End at Winter Break Instructional Focus Standards: Topical Essential Questions: Enduring Understandings: Reading Foundational Skills 3 phonics and word analysis 4 read with accuracy and fluency What do people do when they don t know a word? What impact does fluency have on comprehension? Applying phonic skills to decode and analyzing words to determine meaning is foundational for success in reading. Reading Literature/Informational 1 text evidence 2 recount/main topic 4 words and phrases 8 author s reasons/support What do readers do when they are reading? Readers use strategies to construct meaning. Writing Speaking & Listening Language 1 opinion 7 short research 8 gather information from sources How do writers influence their audience? Writers gather information to support their ideas. 1 collaborative discussions 2 summarize information presented orally/other media 3 ask and answer questions to understand speaker s information How do people listen? Effective listeners are able to interpret and evaluate a speaker s message. 1 conventions: grammar/usage 3 use of language 5 word relationships How do rules of language affect communication? Rules, conventions of language, help your audience understand what you are communicating. Page 1

32 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Learning Targets: Reading with accuracy, proper phrasing and expression helps readers understand what they are reading. RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RL.3.1 I can locate words and details to answer questions in a text. RL.3.1 I can ask and answer questions before, during and after reading a text. RI.3.1 I can locate words and details to answer questions in a text. RI.3.1 I can ask questions before, during and after reading a text. RL.3.2 I can recount/retell (put in my own words) stories. RL.3.2 I can define central message, lesson, and/or moral (overall idea an author is trying to share). RL.3.2 I can explain the central message, lesson, and.or moral using key W.3.1 I can determine my opinion or point of view on a topic or text. W.3.1 I can create an organizational structure (e.g. chronology, compare/contrast, cause/effect, problem/solution) to introduce my topic and opinion. W.3.1 I can support my opinion with reasons and link my reasons with words and phrases. W.3.1 I can write an opinion piece with an introduction, linking words, supporting reasons, and a concluding statement/section. SL.3.1 I can read or study material(s) to be discussed. SL.3.1 I can list important information about the topic to be discussed. SL.3.1 I can identify and follow the agreed upon rules for discussion. SL.3.1 I can ask questions when I don t understand. SL.3.1 I can stay on topic by making comments about the information being discussed. SL.3.1 I can make connections between the comments of others. L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. Page 2

33 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. RF.3.4 I can read grade level text fluently and show comprehension through voice, timing and expression. RF.3.4 I can I can recognize when a word I have read does not make sense within the text. RF.3.4 I can self correct misread or misunderstood words using context clues. RF.3.4 I can reread with corrections when necessary. RF.3.4 I can read fluently (easy, smooth, and automatic).. details from the story. RI.3.2 I can define main idea (who or what a text is mostly about). RI.3.2 I can determine the main idea of a text. RI.3.2 I can identify key details in a text and explain how they support the main idea. RI.3.2 I can recount/retell (put into my own words) the key details of a text. RL.3.4 I can use strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. RL.3.4 I can define literal language (it says what it means) and nonliteral language (what it says is not exactly what it means). RL.3.4 I can identify literal and nonliteral language in a text. RL.3.4 I can use context clues to determine the W.3.7 I can define research and explain how it is different from other types of writing. W.3.7 I can research a topic to answer questions and/or gain information. W.3.8 I can recall information from experiences or gather information from print and digital sources about a topic. W.3.8 I can take notes (write down short pieces of important information) about a topic. W.3.8 I can sort the information from my notes into provided categories. SL.3.1 I can explain my own ideas and tell what I ve learned from others during a discussion. SL.3.2 I can identify information from a text being read aloud. SL.3.2 I can identify information presented in different formats (e.g., media, charts, graphs, websites, speeches, presentations). SL.3.2 I can use information gathered to determine the main idea and support details of a presentation. SL.3.3 I can ask questions about a speaker s presentation when I do not understand or need more information. SL.3.3 I can answer questions about a speaker s presentation by using appropriate elaboration and details. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. Page 3

34 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW meaning of literal and nonliteral language. RI.3.4 I can identify general academic words and phrases (different ways to say the same thing, e.g. stated instead of said) in a text. RI.3.4 I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous, metamorphic) in a text. RI.3.4 I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words or phrases in a text. RI.3.4 I can locate and use resources (e.g., glossaries, guide words, dictionaries) to help me determine the meaning of unknown words and phrases. RL.3.8 N/A RI.3.8 I can identify words authors use to help me L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), Page 4

35 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW make connections between sentences and paragraphs (e.g., similar, different, because, if, first, last. ) RI.3.8 I can explain how connection words (e.g., transition words, signal words) help me understand a text. RI.3.8 I can describe connections an author makes between sentences and paragraphs. compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.). L.3.3 I can identify words or phrases in a story that bring it to life and create effect or interest. L.3.3 I can choose words and phrases to add effect or interest when writing or speaking. L.3.3 I can explain how spoken language differs from written language. L.3.3 I can follow standard English rules when writing. L.3.5 I can explain the difference between the literal meaning (it means exactly what it Page 5

36 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW says) and nonliteral meaning (sometimes what you say is not exactly what you mean) of words and phrases. L.3.5 I can recognize when an author's words and phrases are literal or nonliteral. L.3.5 I can make a real life connection (text to self) to words I hear and read. L.3.5 I can recognize words that have similar meanings and choose the word that best describes the mood/state of mind. Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) Reader s/writer s Notebook (reading and writing samples) Conferencing Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading DLB (follow district/building assessment guidelines) Writing Pathways (post assessment) Writing pieces Portfolio (collection of student work) Student Self Assessment Page 6

37 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Text Types: 3 5 Literature (1 extended text) 3 5 Informational Page 7

38 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 4 Also refer to Dual Language Thematic Unit 3 and 4 Second Trimester 5 weeks Instructional Focus Standards: Topical Essential Questions: Reading Foundational Skills 3 phonics and word analysis 4 read with accuracy and fluency How do sounds and letters create words? Reading Literature/Informational 4 words and phrases 5 structure/ text features 6 point of view/author s purpose 7 illustrations What do readers do when they are reading? Writing Speaking & Listening Language 2 informative/ explanatory 6 technology to publish and collaborate 7 short research 8 gather information from sources How do writers share information? 4 report 6 speak for task/situation How does a speaker communicate so that others will listen and understand? 1 conventions: grammar/usage 2 conventions: capitalization/ punctuation/ spelling 5 word relationships How does word choice affect meaning? Enduring Understandings: Applying phonic skills to decode and analyzing words to determine meaning is foundational for success in reading. Reading with accuracy, proper phrasing and expression helps Readers use strategies to construct meaning. Writers gather their ideas from experiences, observations, and reading to share information. A speaker selects a form and organizational pattern based on audience and purpose. Words powerfully affect meaning. Page 1

39 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Learning Targets: readers understand what they are reading. RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words RL.3.4 I can use strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. RL.3.4 I can define literal language (it says what it means) and nonliteral language (what it says is not exactly what it means). RL.3.4 I can identify literal and nonliteral language in a text. RL.3.4 I can use context clues to determine the meaning of literal and nonliteral language. RI.3.4 I can identify general academic words and phrases (different ways to say the same thing, e.g. stated instead of said) in a text. RI.3.4 I can identify domain specific words or phrases (content words, W.3.2 I can select a topic and identify information (e.g. facts, definitions, details) to share. W.3.2 I can organize my topic by grouping related information. W.3.2 I can connect my information (e.g. facts, definitions, details) using linking words and phrases. W.3.2 I can present my information in writing and provide a concluding statement or section. W.3.6 I can identify technology (e.g. Word, Publisher, PowerPoint) that will help me produce and publish my writing. W.3.6 I can use technology to produce and publish my writing. W.3.6 I can use technology to SL.3.4 I can present a topic, text, story or experience with facts and relevant (appropriate), descriptive details. SL.3.4 I can report my information by speaking clearly at an understandable pace (speed). SL.3.6 I can recognize a complete sentences (a group of words that expresses a complete thought). SL.3.6 I can speak using complete sentences when asked to provide details or clarification. L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and Page 2

40 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW without having to sound them out. RF.3.4 I can read grade level text fluently and show comprehension through voice, timing and expression. RF.3.4 I can I can recognize when a word I have read does not make sense within the text. RF.3.4 I can self correct misread or misunderstood words using context clues. RF.3.4 I can reread with corrections when necessary. RF.3.4 I can read fluently (easy, smooth, and automatic). e.g. sedimentary, igneous, metamorphic) in a text. RI.3.4 I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words or phrases in a text. RI.3.4 I can locate and use resources (e.g., glossaries, guide words, dictionaries) to help me determine the meaning of unknown words and phrases. RL.3.5 I can explain how stories, dramas, and poems are written in different forms (e.g. chapter, scene, stanza). RL.3.5 I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. RL.3.5 I can describe how chapters, scenes and stanzas give the reader collaborate/work with others. W.3.6 I can use keyboarding skills to prepare my writing for publication. W.3.7 I can define research and explain how it is different from other types of writing. W.3.7 I can research a topic to answer questions and/or gain information. W.3.8 I can recall information from experiences or gather information from print and digital sources about a topic. W.3.8 I can take notes (write down short pieces of important information) about a topic. W.3.8 I can sort the information from my notes into provided categories. irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and Page 3

41 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW information and work together to create the story, drama or poem. RI.3.5 I can identify and give examples of text features and search tools RI.3.5 I can explain how text features and search tools help locate information quickly. RI.3.5 I can locate information about a topic using text features and search tools. RL.3.6 I can define point of view (someone s view or attitude about a situation). RL.3.6 I can determine the point of view of a narrator or character of a story. RL.3.6 I can explain how my point of view is similar to or different from a narrator or character in a story. RI.3.6 I can define point of view (the person s view or attitude about a situation). make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Page 4

42 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RI.3.6 I can determine the point of view of the author. RI.3.6 I can identify and describe how my point of view is similar to or different from the author. RL.3.7 I can identify illustrations that support the story. RL.3.7 I can explain how illustrations contribute (add meaning) to the words on the story. RI.3.7 I can explain how illustrations in a text add meaning to the words. RI.3.7 I can use illustrations and words in a text to help me understand and explain what I am reading. Because Emma took the dog back home, she was late for school.). L.3.2 I can identify words in a title that should be capitalized (e.g. first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions or five or more letters).. L.3.2 I can identify words in a title that should not be capitalized (e.g. articles, coordinating conjunctions, prepositions of four or fewer letters). L.3.2 I can use a comma to separate the city and state in an address. L.3.2 I can punctuate dialogue correctly by using commas before/after speaker Page 5

43 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW tags and placing quotation marks around spoken words (e.g. I was walking, Christian said, when Caleb tripped me. ). L.3.2 I can define possessive (nouns that own something) and form singular possessives (e.g. add apostrophe s s) and plural possessives (e.g. add an apostrophe after the existing s s ). L.3.2 I can spell high frequency words correctly. L.3.2 I can recognize when I need to double consonants, drop e, or change y to i when adding suffixes to base words. L.3.2 I can write words correctly using common spelling patterns and generalizations. Page 6

44 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW L.3.2 I can identify misspelled words and use resources to assist me in spelling correctly. L.3.5 I can explain the difference between the literal meaning (it means exactly what it says) and nonliteral meaning (sometimes what you say is not exactly what you mean) of words and phrases. L.3.5 I can recognize when an author's words and phrases are literal or nonliteral. L.3.5 I can make a real life connection (text to self) to words I hear and read. L.3.5 I can recognize words that have similar meanings and choose the word that best describes the mood/state of mind. Page 7

45 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) Reader s/writer s Notebook (reading and writing samples) Conferencing Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading DLB (follow district/building assessment guidelines) Writing Pathways Writing pieces Portfolio (collection of student work) Student Self Assessment Text Types: 3 5 Literature 3 5 Informational (1 extended text) Page 8

46 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 5 Also refer to Dual Language Thematic Unit 4 Third Trimester End at Spring Break Instructional Focus Standards: Topical Essential Questions: Enduring Understandings: Reading Foundational Skills 3 phonics and word analysis 4 read with accuracy and fluency What do people do when they don t know a word? What impact does fluency have on comprehension? Applying phonic skills to decode and analyzing words to determine meaning is foundational for success in reading. Reading Literature/Informational 1 text evidence 5 structure/text features 8 author s reasons/support 9 compare and contrast How do readers make meaningful connections when reading? Readers provide evidence of meaningful connections between text and self, text and other texts and texts and the real world. Writing Speaking & Listening Language 1 opinion 2 informative/ explanatory 4 organization 5 plan, revise, edit Why is it important to write in different ways? Different forms of writing are appropriate for different purposes and audiences and have different features (e.g. narrative, informational 1 collaborative discussions 3 ask and answer questions to understand speaker s information 5 add visuals/audio/ multimedia to presentations How do I communicate with others? Speaking and listening skills are critical for learning and communicating. 1 conventions: grammar/usage 3 use of language 6 use tier two and three words and phrases How do people demonstrate knowledge of language? Effective communication relies on the use of proper language and forms. Page 1

47 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Learning Targets: Reading with accuracy, proper phrasing and expression helps readers understand what they are reading. RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RL.3.1 I can locate words and details to answer questions in a text. RL.3.1 I can ask and answer questions before, during and after reading a text. RI.3.1 I can locate words and details to answer questions in a text. RI.3.1 I can ask questions before, during and after reading a text. RL.3.5 I can explain how stories, dramas, and poems are written in different forms (e.g. chapter, scene, stanza). RL.3.5 I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. reports, poetry, response to text). W.3.1 I can determine my opinion or point of view on a topic or text. W.3.1 I can create an organizational structure (e.g. chronology, compare/contrast, cause/effect, problem/solution) to introduce my topic and opinion. W.3.1 I can support my opinion with reasons and link my reasons with words and phrases. W.3.1 I can write an opinion piece with an introduction, linking words, supporting reasons, and a concluding statement/section. SL.3.1 I can read or study material(s) to be discussed. SL.3.1 I can list important information about the topic to be discussed. SL.3.1 I can identify and follow the agreed upon rules for discussion. SL.3.1 I can ask questions when I don t understand. SL.3.1 I can stay on topic by making comments about the information being discussed. SL.3.1 I can make connections between the comments of others. SL.3.1 I can explain my own ideas and tell what L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) Page 2

48 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. RF.3.4 I can read grade level text fluently and show comprehension through voice, timing and expression. RF.3.4 I can I can recognize when a word I have read does not make sense within the text. RF.3.4 I can self correct misread or misunderstood words using context clues. RF.3.4 I can reread with corrections when necessary. RF.3.4 I can read fluently (easy, smooth, and automatic). RL.3.5 I can describe how chapters, scenes and stanzas give the reader information and work together to create the story, drama or poem. RI.3.5 I can identify and give examples of text features and search tools RI.3.5 I can explain how text features and search tools help locate information quickly. RI.3.5 I can locate information about a topic using text features and search tools. RL.3.8 N/A RI.3.8 I can identify words authors use to help me make connections between sentences and paragraphs (e.g., similar, different, because, if, first, last. ) RI.3.8 I can explain how connection words (e.g., transition words, signal W.3.2 I can select a topic and identify information (e.g. facts, definitions, details) to share. W.3.2 I can organize my topic by grouping related information. W.3.2 I can connect my information (e.g. facts, definitions, details) using linking words and phrases. W.3.2 I can present my information in writing and provide a concluding statement or section. W.3.4 I can identify the writing style (e.g. opinion, informative/explanatory, or narrative) that best fits my task and purpose. W.3.4 I can use a graphic organizer to develop my writing. W.3.4 I can create a piece of writing that shows my understanding of a specific writing style. I ve learned from others during a discussion. SL.3.3 I can ask questions about a speaker s presentation when I do not understand or need more information. SL.3.3 I can answer questions about a speaker s presentation by using appropriate elaboration and details. SL.3.5 I can read aloud stories or poems and use my voice to make them come to life (e.g. adjust the volume of my voice, make exclamations, change pace). SL.3.5 I can speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems. SL.3.5 I can add visual displays (e.g. illustrations, graphs, photos) to and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a Page 3

49 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW words) help me understand a text. RI.3.8 I can describe connections an author makes between sentences and paragraphs. RL.3.9 I can define theme (a lesson the author is revealing Honesty is the best policy.). RL.3.9 I can define setting (the time and place of a story). RL.3.9 I can define plot (the sequence of events in a story). RL.3.9 I can identify themes, settings, and plots in stories written by the same author. RL.3.9 I can compare (find similarities) themes, settings, and plots in stories written by the same author. RL.3.9 I can contrast (find differences) themes, settings, and plots in stories written by the same author. W.3.5 I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, lists). W.3.5 I can recognize that a good piece of writing requires more than one draft. W.3.5 I can revise my writing (e.g. reading aloud, checking for misunderstandings, adding and deleting details. W.3.5 I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. W.3.5 I can prepare a new draft with changes that strengthens my writing. highlight facts and details. pronoun replaces) and make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex Page 4

50 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RI.3.9 I can identify the most important points and key details found in two texts on the same topic. RI.3.9 I can compare the most important points and key details in two texts on the same topic. RI.3.9 I can contrast the most important points and key details in two texts on the same topic. RI.3.9 I can identify the most important points and key details found in two texts on the same topic. RI.3.9 I can compare the most important points and key details in two texts on the same topic. RI.3.9 I can contrast the most important points and key details in two texts on the same topic. sentences (e.g. Because Emma took the dog back home, she was late for school.). L.3.3 I can identify words or phrases in a story that bring it to life and create effect or interest. L.3.3 I can choose words and phrases to add effect or interest when writing or speaking. L.3.3 I can explain how spoken language differs from written language. L.3.3 I can follow standard English rules when writing. L.3.6 I can recognize the differences between general academic words and phrases (Tier Two words are subtle or precise ways to say relatively precise things, e.g. saunter instead of Page 5

51 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) Reader s/writer s Notebook (reading and writing samples) Conferencing Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading DLB (follow district/building assessment guidelines) Writing Pathways Writing pieces Portfolio (collection of student work) Student Self Assessment walk.) and domain specific words and phrases (Tier Three words are often specific to content knowledge, e.g. lava, democracy, pulley.). L.3.6 I can acquire and use grade appropriate academic and domain specific words/phrases, including words that signal spatial and temporal relationships. Text Types: 3 5 Literature Page 6

52 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW 3 5 Informational (1 extended text) Page 7

53 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Third Grade Unit 6 Also refer to Dual Language Thematic Units 4 and 5 Third Trimester Until end of year Instructional Focus Standards: Topical Essential Questions: Enduring Understandings: Reading Foundational Skills 3 phonics and word analysis 4 read with accuracy and fluency What do people do when they don t know a word? What impact does fluency have on comprehension? Applying phonic skills to decode and analyzing words to determine meaning is foundational for success in reading. Reading with accuracy, proper Reading Literature/Informational 3 analyze story elements/ events, ideas concepts 4 words and phrases 9 compare and contrast 10 read widely Why do people read? Wide reading builds an understanding of the world, people and oneself. Writing Speaking & Listening Language 3 narrative 6 technology to publish and collaborate 10 extended time task, purpose, audience Why is it important to write in different ways? Different forms of writing are appropriate for different purposes and audiences and have different features (e.g. narrative, informational reports, poetry, response to 1 collaborative discussions 2 summarize information presented orally/other media 6 speak for task/situation How do I communicate with others? Speaking and listening skills are critical for learning and communicating. 1 conventions: grammar/usage 4 unknown/multiple meaning words and phrases 6 use tier two and three words and phrases How do people demonstrate knowledge of language? Effective communication relies on the use of proper language and forms. Page 1

54 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW Learning Targets: phrasing and expression helps readers understand what they are reading. RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RL 3.3 I can identify characters in a story. RL.3.3 I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. RL.3.3 I can explain how characters actions (what they do) cause events to occur in a certain order/sequence. RI.3.3 I can define event, procedure, idea, and concept. RI.3.3 I can identify events, procedures, ideas and/or concepts in different types of informational texts. RI.3.3 I can explain how events, procedures, ideas and concepts connect to one another. text). W.3.3 I can define narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). W.3.3 I can introduce the narrator, characters, and the event/situation that starts the story. W.3.3 I can sequence (put in order) the events in my story so that one event leads to the next. W.3.3 I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. W.3.3 I can show changes in time by using SL.3.1 I can read or study material(s) to be discussed. SL.3.1 I can list important information about the topic to be discussed. SL.3.1 I can identify and follow the agreed upon rules for discussion. SL.3.1 I can ask questions when I don t understand. SL.3.1 I can stay on topic by making comments about the information being discussed. SL.3.1 I can make connections between the comments of others. SL.3.1 I can explain my own ideas and tell what L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular Page 2

55 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. RF.3.4 I can read grade level text fluently and show comprehension through voice, timing and expression. RF.3.4 I can I can recognize when a word I have read does not make sense within the text. RF.3.4 I can self correct misread or misunderstood words using context clues. RF.3.4 I can reread with corrections when necessary. RF.3.4 I can read fluently (easy, smooth, and automatic). RI.3.3 I can use language that show time (e.g., before, now, later, etc. ), sequence ( first, next, last, etc.), and cause/effect (e.g., because, then, if, etc. ) when describing a text. RL.3.4 I can use strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. RL.3.4 I can define literal language (it says what it means) and nonliteral language (what it says is not exactly what it means). RL.3.4 I can identify literal and nonliteral language in a text. RL.3.4 I can use context clues to determine the meaning of literal and nonliteral language. RI.3.4 I can identify general academic words and phrases (different ways to say the same thing, e.g. temporal words and phrases (e.g. before, during, after). W.3.3 I can write a conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied). W.3.6 I can identify technology (e.g. Word, Publisher, PowerPoint) that will help me produce and publish my writing. W.3.6 I can use technology to produce and publish my writing. W.3.6 I can use technology to collaborate/work with others. W.3.6 I can use keyboarding skills to prepare my writing for publication. W.3.10 I can write for long or short periods of time, depending on my task. I ve learned from others during a discussion. SL.3.2 I can identify information from a text being read aloud. SL.3.2 I can identify information presented in different formats (e.g., media, charts, graphs, websites, speeches, presentations). SL.3.2 I can use information gathered to determine the main idea and support details of a presentation. SL.3.6 I can recognize a complete sentences (a group of words that expresses a complete thought). SL.3.6 I can speak using complete sentences when asked to provide details or clarification. plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and make sure Page 3

56 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW stated instead of said) in a text. RI.3.4 I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous, metamorphic) in a text. RI.3.4 I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words or phrases in a text. RI.3.4 I can locate and use resources (e.g., glossaries, guide words, dictionaries) to help me determine the meaning of unknown words and phrases. RL.3.9 I can define theme (a lesson the author is revealing Honesty is the best policy.). RL.3.9 I can define setting (the time and place of a story). W.3.10 I can choose a writing structure to fit my task, purpose, and/or audience. W 3.10 I can write for a variety of reasons (e.g. inform, to describe, to persuade, to entertain, to share an experience). a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.). Page 4

57 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW RL.3.9 I can define plot (the sequence of events in a story). RL.3.9 I can identify themes, settings, and plots in stories written by the same author. RL.3.9 I can compare (find similarities) themes, settings, and plots in stories written by the same author. RL.3.9 I can contrast (find differences) themes, settings, and plots in stories written by the same author. RI.3.9 I can identify the most important points and key details found in two texts on the same topic. RI.3.9 I can compare the most important points and key details in two texts on the same topic. RI.3.9 I can contrast the most important points and key details in two texts on the same topic. RI.3.9 I can identify the most important points and L.3.4 I can determine the meaning of unknown words using context clues (e.g. definitions, examples, restatements) in a sentence. L.3.4 I can recognize and define common affixes (e.g., un, dis, able, less ) L.3.4 I can break down unknown words into units of meaning (affix, root) to determine definitions. L.3.4 I can determine the meaning of an unknown word by consulting reference materials (e.g. dictionaries, glossaries, thesauruses). L.3.6 I can recognize the differences between general academic words and phrases (Tier Two words are subtle or precise ways to say relatively precise things, e.g. saunter instead of Page 5

58 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW key details found in two texts on the same topic. RI.3.9 I can compare the most important points and key details in two texts on the same topic. RI.3.9 I can contrast the most important points and key details in two texts on the same topic. RL.3.10 I can recognize when the text I am reading it too easy or too difficult for me. RL.3.10 I can determine reading strategies (e.g. ask questions, make connections, visualize, re read) that will help me understand difficult texts. RI.3.10 I can recognize when a text I am reading is too easy or too difficult for me. RI.3.10 I can determine reading strategies (e.g., ask questions, make connections, visualize, walk.) and domain specific words and phrases (Tier Three words are often specific to content knowledge, e.g. lava, democracy, pulley.). L.3.6 I can acquire and use grade appropriate academic and domain specific words/phrases, including words that signal spatial and temporal relationships. Page 6

59 U 46 ELEMENTARY CURRICULUM FRAMEWORKS OVERVIEW re read) that will help me understand difficult texts. Assessments: Ideas for Formative Ideas for Summative Portfolio (collection of student work) Reader s/writer s Notebook (reading and writing samples) Conferencing Anecdotal Notes Teacher Observations Graphic Organizers Student Self Assessment Writing Drafts Informal Running Records/Guided Reading DLB (follow district/building assessment guidelines) Writing Pathways Writing pieces Portfolio (collection of student work) Student Self Assessment Text Types: 3 5 Literature 3 5 Informational (1 extended text) Page 7

60 Third Grade Academic Vocabulary Reading Reading Foundational Speaking and Listening Language Writing theme key words side bars hyperlinks text features plot summary moral literal language nonliteral language trait drama scene fable point of view affix root word context clue pace multimedia elaborate clarify abstract noun verb tense antecedent comparative superlative simple sentence compound sentence complex sentence subject predicate organizational structure temporal words audience source revise edit conclusion essay Explicitly teach this vocabulary using Marzano s recommended six step process. 1. Provide a description, explanation, or example of the new term. It is important to provide a visual representation of the word. 2. Ask students to restate the description, explanation or example in their own words. 3. Ask students to construct a picture, symbol, or graphic of the word. 4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. 5. Periodically ask students to discuss the terms with one another. 6. Involve students periodically in games that allow them to play with the terms.

61 Vocabulario académico de tercer grado Lectura Lectura/Destrezas fundamentales Audición y expresión oral Lenguaje Escritura tema palabras claves notas al perfil del texto hiperenlace características del texto trama resumen moraleja lenguaje literal lenguaje no literal característica drama escena fábula punto de vista afijo raíz de la palabra clave de contexto pausa de voz medios de comunicación elaborar clarificar sustantivo abstracto tiempo verbal antecedente comparativo superlativo oración simple oración compuesta oración compleja sujeto predicado estructura organizativa palabras temporales audiencia fuente revisar editar conclusión ensayo Enseña explícitamente este vocabulario usando los seis pasos sugeridos por Marzano: 1. Proporciona una descripción, explicación o ejemplo de la palabra. Es importante proporcionar una representación visual de la palabra. 2. Pregúntales a los estudiantes que repitan la descripción, la explicación o el ejemplo en sus propias palabras. 3. Pregúntales a los estudiantes que hagan un dibujo, un símbolo o gráfico de la palabra. 4. Periódicamente invita a los estudiantes a que sean parte de las actividades que les ayuden a aumentar su conocimiento de las palabras que se encuentran en sus cuadernos de vocabulario. 5. Periódicamente pídeles a los estudiantes que hablen unos con otros de las palabras. 6. Periódicamente involucra a los estudiantes en juegos que les permitan jugar con las palabras.

62 Learning Targets: 3rd Grade Reading: Foundational Skills RF.3.3 I can define prefix and suffix. RF.3.3 I can identify common prefixes and suffixes. RF.3.3 I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. RF.3.3 I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) RF.3.3 I can break apart words into syllable segments to help me decode words I do not know. RF.3.3 I can recognize irregularly spelled words (rule breakers). RF.3.3 I can read irregularly spelled words without having to sound them out. RF.3.4 I can read grade level text fluently and show comprehension through voice, timing and expression. RF.3.4 I can I can recognize when a word I have read does not make sense within the text. RF.3.4 I can self correct misread or misunderstood words using context clues. RF.3.4 I can reread with corrections when necessary. RF.3.4 I can read fluently (easy, smooth, and automatic). Reading: Literature RL.3.1 I can locate words and details to answer questions in a text. RL.3.1 I can ask and answer questions before, during and after reading a text. RL.3.2 I can recount/retell (put in my own words) stories. RL.3.2 I can define central message, lesson, and/or moral (overall idea an author is trying to share). RL.3.2 I can explain the central message, lesson, and.or moral using key details from the story. RL 3.3 I can identify characters in a story. RL.3.3 I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. RL.3.3 I can explain how characters actions (what they do) cause events to occur in a certain order/sequence. RL.3.4 I can use strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. RL.3.4 I can define literal language (it says what it means) and nonliteral language (what it says is not exactly what it means). RL.3.4 I can identify literal and nonliteral language in a text. RL.3.4 I can use context clues to determine the meaning of literal and nonliteral language. RL.3.5 I can explain how stories, dramas, and poems are written in different forms (e.g. chapter, scene, stanza). RL.3.5 I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. RL.3.5 I can describe how chapters, scenes and stanzas give the reader information and work together to create the story, drama or poem. RL.3.6 I can define point of view (someone s view or attitude about a situation).

63 Learning Targets: 3rd Grade RL.3.6 I can determine the point of view of a narrator or character of a story. RL.3.6 I can explain how my point of view is similar to or different from a narrator or character in a story. RL.3.7 I can identify illustrations that support the story. RL.3.7 I can explain how illustrations contribute (add meaning) to the words on the story. RL.3.8 N/A RL.3.9 I can define theme (a lesson the author is revealing Honesty is the best policy.). RL.3.9 I can define setting (the time and place of a story). RL.3.9 I can define plot (the sequence of events in a story). RL.3.9 I can identify themes, settings, and plots in stories written by the same author. RL.3.9 I can compare (find similarities) themes, settings, and plots in stories written by the same author. RL.3.9 I can contrast (find differences) themes, settings, and plots in stories written by the same author. RL.3.10 I can recognize when the text I am reading it too easy or too difficult for me. RL.3.10 I can determine reading strategies (e.g. ask questions, make connections, visualize, re read) that will help me understand difficult texts. Reading: Informational RI.3.1 I can locate words and details to answer questions in a text. RI.3.1 I can ask questions before, during and after reading a text. RI.3.2 I can define main idea (who or what a text is mostly about). RI.3.2 I can determine the main idea of a text. RI.3.2 I can identify key details in a text and explain how they support the main idea. RI.3.2 I can recount/retell (put into my own words) the key details of a text. RI.3.3 I can define event, procedure, idea, and concept. RI.3.3 I can identify events, procedures, ideas and/or concepts in different types of informational texts. RI.3.3 I can explain how events, procedures, ideas and concepts connect to one another. RI.3.3 I can use language that show time (e.g., before, now, later, etc. ), sequence ( first, next, last, etc.), and cause/effect (e.g., because, then, if, etc. ) when describing a text. RI.3.4 I can identify general academic words and phrases (different ways to say the same thing, e.g. stated instead of said) in a text. RI.3.4 I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous, metamorphic) in a text. RI.3.4 I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words or phrases in a text. RI.3.4 I can locate and use resources (e.g., glossaries, guide words, dictionaries) to help me determine the meaning of unknown words and phrases.

64 Learning Targets: 3rd Grade RI.3.5 RI.3.5 RI.3.5 I can identify and give examples of text features and search tools I can explain how text features and search tools help locate information quickly. I can locate information about a topic using text features and search tools. RI.3.6 I can define point of view (the person s view or attitude about a situation). RI.3.6 I can determine the point of view of the author. RI.3.6 I can identify and describe how my point of view is similar to or different from the author. RI.3.7 I can explain how illustrations in a text add meaning to the words. RI.3.7 I can use illustrations and words in a text to help me understand and explain what I am reading. RI.3.8 I can identify words authors use to help me make connections between sentences and paragraphs (e.g., similar, different, because, if, first, last. ) RI.3.8 I can explain how connection words (e.g., transition words, signal words) help me understand a text. RI.3.8 I can describe connections an author makes between sentences and paragraphs. RI.3.9 RI.3.9 RI.3.9 RI.3.9 RI.3.9 RI.3.9 I can identify the most important points and key details found in two texts on the same topic. I can compare the most important points and key details in two texts on the same topic. I can contrast the most important points and key details in two texts on the same topic. I can identify the most important points and key details found in two texts on the same topic. I can compare the most important points and key details in two texts on the same topic. I can contrast the most important points and key details in two texts on the same topic. RI.3.10 I can recognize when a text I am reading is too easy or too difficult for me. RI.3.10 I can determine reading strategies (e.g., ask questions, make connections, visualize, re read) that will help me understand difficult texts. Writing W.3.1 I can determine my opinion or point of view on a topic or text. W.3.1 I can create an organizational structure (e.g. chronology, compare/contrast, cause/effect, problem/solution) to introduce my topic and opinion. W.3.1 I can support my opinion with reasons and link my reasons with words and phrases. W.3.1 I can write an opinion piece with an introduction, linking words, supporting reasons, and a concluding statement/section. W.3.2 I can select a topic and identify information (e.g. facts, definitions, details) to share. W.3.2 I can organize my topic by grouping related information. W.3.2 I can connect my information (e.g. facts, definitions, details) using linking words and phrases. W.3.2 I can present my information in writing and provide a concluding statement or section. W.3.3 I can define narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). W.3.3 I can introduce the narrator, characters, and the event/situation that starts the story. W.3.3 I can sequence (put in order) the events in my story so that one event leads to the next.

65 Learning Targets: 3rd Grade W.3.3 I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. W.3.3 I can show changes in time by using temporal words and phrases (e.g. before, during, after). W.3.3 I can write a conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied). W.3.4 I can identify the writing style (e.g. opinion, informative/explanatory, or narrative) that best fits my task and purpose. W.3.4 I can use a graphic organizer to develop my writing. W.3.4 I can create a piece of writing that shows my understanding of a specific writing style. W.3.5 W.3.5 W.3.5 W.3.5 W.3.5 W.3.6 W.3.6 W.3.6 W.3.6 W.3.7 W.3.7 W.3.8 W.3.8 W.3.8 W.3.9 I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, lists). I can recognize that a good piece of writing requires more than one draft. I can revise my writing (e.g. reading aloud, checking for misunderstandings, adding and deleting details. I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. I can prepare a new draft with changes that strengthens my writing. I can identify technology (e.g. Word, Publisher, PowerPoint) that will help me produce and publish my writing. I can use technology to produce and publish my writing. I can use technology to collaborate/work with others. I can use keyboarding skills to prepare my writing for publication. I can define research and explain how it is different from other types of writing. I can research a topic to answer questions and/or gain information. I can recall information from experiences or gather information from print and digital sources about a topic. I can take notes (write down short pieces of important information) about a topic. I can sort the information from my notes into provided categories. N/A W.3.10 I can write for long or short periods of time, depending on my task. W.3.10 I can choose a writing structure to fit my task, purpose, and/or audience. W 3.10 I can write for a variety of reasons (e.g. inform, to describe, to persuade, to entertain, to share an experience). Speaking and Listening SL.3.1 I can read or study material(s) to be discussed. SL.3.1 I can list important information about the topic to be discussed. SL.3.1 I can identify and follow the agreed upon rules for discussion. SL.3.1 I can ask questions when I don t understand. SL.3.1 I can stay on topic by making comments about the information being discussed. SL.3.1 I can make connections between the comments of others.

66 Learning Targets: 3rd Grade SL.3.1 I can explain my own ideas and tell what I ve learned from others during a discussion. SL.3.2 I can identify information from a text being read aloud. SL.3.2 I can identify information presented in different formats (e.g., media, charts, graphs, websites, speeches, presentations). SL.3.2 I can use information gathered to determine the main idea and support details of a presentation. SL.3.3 I can ask questions about a speaker s presentation when I do not understand or need more information. SL.3.3 I can answer questions about a speaker s presentation by using appropriate elaboration and details. SL.3.4 I can present a topic, text, story or experience with facts and relevant (appropriate), descriptive details. SL.3.4 I can report my information by speaking clearly at an understandable pace (speed). SL.3.5 I can read aloud stories or poems and use my voice to make them come to life (e.g. adjust the volume of my voice, make exclamations, change pace). SL.3.5 I can speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems. SL.3.5 I can add visual displays (e.g. illustrations, graphs, photos) to highlight facts and details. SL.3.6 I can recognize a complete sentences (a group of words that expresses a complete thought). SL.3.6 I can speak using complete sentences when asked to provide details or clarification. Language L.3.1 I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. L.3.1 I can define verb (an action or state of being) and explain how it functions in a sentence. L.3.1 I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. L.3.1 I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. L.3.1 I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. L.3.1 I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. L.3.1 I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. L.3.1 I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. L.3.1 I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent. L.3.1 I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. L.3.1 I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. L.3.1 I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.). L.3.2 I can identify words in a title that should be capitalized (e.g. first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions or five or more letters)..

67 Learning Targets: 3rd Grade L.3.2 I can identify words in a title that should not be capitalized (e.g. articles, coordinating conjunctions, prepositions of four or fewer letters). L.3.2 I can use a comma to separate the city and state in an address. L.3.2 I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g. I was walking, Christian said, when Caleb tripped me. ). L.3.2 I can define possessive (nouns that own something) and form singular possessives (e.g. add apostrophe s s) and plural possessives (e.g. add an apostrophe after the existing s s ). L.3.2 I can spell high frequency words correctly. L.3.2 I can recognize when I need to double consonants, drop e, or change y to i when adding suffixes to base words. L.3.2 I can write words correctly using common spelling patterns and generalizations. L.3.2 I can identify misspelled words and use resources to assist me in spelling correctly. L.3.3 L.3.3 L.3.3 L.3.3 L.3.4 L.3.4 L.3.4 L.3.4 I can identify words or phrases in a story that bring it to life and create effect or interest. I can choose words and phrases to add effect or interest when writing or speaking. I can explain how spoken language differs from written language. I can follow standard English rules when writing. I can determine the meaning of unknown words using context clues (e.g. definitions, examples, restatements) in a sentence. I can recognize and define common affixes (e.g., un, dis, able, less ) I can break down unknown words into units of meaning (affix, root) to determine definitions. I can determine the meaning of an unknown word by consulting reference materials (e.g. dictionaries, glossaries, thesauruses). L.3.5 I can explain the difference between the literal meaning (it means exactly what it says) and nonliteral meaning (sometimes what you say is not exactly what you mean) of words and phrases. L.3.5 I can recognize when an author's words and phrases are literal or nonliteral. L.3.5 I can make a real life connection (text to self) to words I hear and read. L.3.5 I can recognize words that have similar meanings and choose the word that best describes the mood/state of mind. L.3.6 I can recognize the differences between general academic words and phrases (Tier Two words are subtle or precise ways to say relatively precise things, e.g. saunter instead of walk.) and domain specific words and phrases (Tier Three words are often specific to content knowledge, e.g. lava, democracy, pulley.). L.3.6 I can acquire and use grade appropriate academic and domain specific words/phrases, including words that signal spatial and temporal relationships.

68 Objetivos de aprendizaje: tercer grado Lectura/ Destrezas Fundamentales RF.3.3 Yo puedo definir prefijo y sufijo. RF.3.3 Yo puedo identificar prefijos y sufijos comunes. RF.3.3 Yo puedo explicar el significado de prefijos y sufijos comunes y comprender cómo cambian el significado de la raíz de la palabra. RF.3.3 Yo puedo determinar el significado de palabras comunes con sufijos que provienen del latín (por ejemplo able, encia, orio). RF.3.3 Yo puedo desglosar palabras en sílabas para ayudarme a decodificar palabras que no conozco. RF.3.3 Yo puedo reconocer palabras irregulares (que rompen las reglas). RF.3.3 Yo puedo leer palabras irregulares sin tener que ir sonido por sonido. RF.3.4 Yo puedo leer con fluidez textos a nivel de grado y mostrar comprensión a través de la entonación, ritmo y expresión.. RF.3.4 Yo puedo reconocer cuando una palabra que he leído no tiene sentido en el texto. RF.3.4 Yo puedo autocorregir palabras mal leídas o mal interpretadas usando el contexto RF.3.4 Yo puedo volver a leer con correcciones cuando es necesario. RF.3.4 Yo puedo leer con fluidez (fácilmente, con delicadeza y de manera automática) Lectura de Literatura RL.3.1 Yo puedo encontrar palabras y detalles para responder preguntas en un texto. RL.3.1 Yo puedo hacer y responder preguntas antes, durante y después de leer un texto. RL.3.2 Yo puedo relatar/volver a contar historias (con mis propias palabras). RL.3.2 Yo puedo definir mensaje central, lección y/o moraleja (idea general que el autor está tratando de comprender). RL.3.2 Yo puedo explicar el mensaje central, lección y/o moraleja usando detalles claves de la historia. RL.3.3 Yo puedo identificar a los personajes en una historia. RL.3.3 Yo puedo identificar a los personajes en una historia usando características físicas (cualidades externas) y emocionales (cualidades internas). RL.3.3 Yo puedo explicar cómo las acciones de los personajes (lo que hacen) causen que los eventos ocurran en un cierto orden/secuencia. RL.3.4 Yo puedo usar estrategias (por ejemplo contexto, raíz de palabras, afijos) para determinar el significado de palabras y frases en un texto. RL.3.4 Yo puedo reconocer el lenguaje literal (significa lo que dice) y el lenguaje no literal (no dice exactamente lo que significa). RL.3.4 Yo puedo identificar lenguaje literal y no literal en un texto. RL.3.4 Yo puedo usar el contexto para determinar el significado del lenguaje literal y no literal.. RL.3.5 Yo puedo explicar cómo las historias, obras de teatro y poemas están escritos en diferentes formatos (por ejemplo capítulo, escena, estrofa). RL.3.5 Yo puedo usar correctamente los términos capítulo, escena y/o estrofa cuando escribe o hablo sobre las partes del texto. RL.3.5 Yo puedo describir cómo los capítulos, escenas y estrofas le dan al lector información y trabajan juntos para crear la historia, drama o poema RL.3.6 Yo puedo definir punto de vista (la opinión o actitud de alguien sobre una situación). RL.3.6 Yo puedo determinar el punto de vista del narrador o un personaje en una historia.

69 Objetivos de aprendizaje: tercer grado RL.3.6 Yo puedo explicar cómo mi punto de vista es parecido o diferente al del narrador o personaje en una historia. RL.3.7 Yo puedo identificar ilustraciones que apoyan la historia. RL.3.7 Yo puedo explicar cómo las ilustraciones contribuyen (añaden significado) a las palabras en una historia. RL.3.8 No es aplicable a la literatura. RL.3.9 Yo puedo definir tema (la lección que el autor revela. La honestidad es la mejor práctica). RL.3.9 Yo puedo definir escenario (el momento y lugar en el que ocurre la historia). RL.3.9 Yo puedo definir argumento (la secuencia de eventos en una historia). RL.3.9 Yo puedo identificar temas, escenarios y argumentos en historias escritas por el mismo autor. RL.3.9 Yo puedo comparar (determinar similitudes) temas, escenarios y argumentos en historias escritas por el mismo autor. RL.3.9 Yo puedo contrastar (determinar diferencias) temas, escenarios y argumentos en historias escritas por el mismo autor. RL.3.10 Yo puedo reconocer cuando el texto que estoy leyendo es demasiado fácil o demasiado difícil para mí. RL.3.10 Yo puedo determinar estrategias de lectura (por ejemplo, preguntar, hacer conexiones, tomar notas, hacer inferencias, visualizar, volver a leer) que me ayudarán a comprender textos difíciles. Lectura de Información RI.3.1 Yo puedo encontrar palabras y detalles para responder preguntas en un texto. RI.3.1 Yo puedo hacer preguntas antes, durante y después de leer un texto. RI.3.2 Yo puedo definir la idea principal (sobre qué o quién trata un texto principalmente). RI.3.2 Yo puedo determinar la idea principal de un texto. RI.3.2 Yo puedo identificar los detalles clave en un texto y explicar cómo apoyan la idea principal.. RI.3.2 Yo puedo relatar/volver a contar historias (con mis propias palabras). RI.3.3 Yo puedo definir evento, procedimiento, idea y concepto. RI.3.3 Yo puedo identificar eventos, procedimientos, ideas y/o conceptos en diferentes tipos de textos informativos. RI.3.3 Yo puedo explicar cómo los eventos, procedimientos, ideas y conceptos conectan unos con otros. RI.3.3 Yo puedo usar el lenguaje para mostrar tiempo (por ejemplo antes, ahora, más tarde, etc.), secuencia (primero, después, por último, etc.) y causa/efecto (por ejemplo porque, entonces, si, etc.) cuando describo un texto. RI.3.4 Yo puedo identificar palabras y frases académicas generales (diferentes maneras de decir lo mismo, por ejemplo establecido en lugar de dicho) en un texto. RI.3.4 Yo puedo identificar palabras o frases de campos específicos (palabras de contenido, por ejemplo sedimentaria, ígnea, metamórfica) en un texto. RI.3.4 Yo puedo usar varias estrategias (por ejemplo contexto, raíz de palabras, afijos) para determinar el significado de palabras y frases académicas generales y específicas de un campo en un texto. RI.3.4 Yo puedo localizar y usar recursos (por ejemplo glosarios, palabras guía, diccionarios) para ayudarme a determinar el significado de palabras y frases desconocidas.

70 RI.3.5 RI.3.5 RI.3.5 Objetivos de aprendizaje: tercer grado Yo puedo identificar y dar ejemplos de características del texto y herramientas de búsqueda. Yo puedo explicar cómo las características del texto y las herramientas de búsqueda ayudan a encontrar información rápidamente. Yo puedo encontrar información sobre un tema usando las características del texto y las herramientas de búsqueda. RI.3.6 Yo puedo definir punto de vista (la opinión o actitud de alguien sobre una situación). RI.3.6 Yo puedo determinar el punto de vista del autor. RI.3.6 Yo puedo identificar y describir cómo mi punto de vista es parecido o diferente del del autor. RI.3.7 Yo puedo explicar cómo las ilustraciones del texto añaden significado a las palabras. RI.3.7 Yo puedo usar las ilustraciones y palabras en un texto para ayudarme a comprender y explicar lo que estoy leyendo. RI.3.8 Yo puedo identificar las palabras que usan los autores para hacer conexiones entre las oraciones y los párrafos (por ejemplo similar, diferente, porque, si, primero, por último). RI.3.8 Yo puedo explicar cómo las palabras conectoras (por ejemplo las palabras de transición, las conjunciones) me ayudan a comprender el texto. RI.3.8 Yo puedo describir las conexiones que un autor hace entre oraciones y párrafos. RI.3.9 RI.3.9 RI.3.9 Yo puedo identificar los puntos más importantes y los detalles clave encontrados en dos textos sobre el mismo tema. Yo puedo comparar los puntos más importantes y los detalles clave encontrados en dos textos sobre el mismo tema. Yo puedo contrastar los puntos más importantes y los detalles clave encontrados en dos textos sobre el mismo tema. RI.3.10 Yo puedo reconocer cuando el texto que estoy leyendo es demasiado fácil o demasiado difícil para mí. RI.3.10 Yo puedo determinar estrategias de lectura (por ejemplo, preguntar, hacer conexiones, tomar notas, hacer inferencias, visualizar, volver a leer) que me ayudarán a comprender textos difíciles. Escritura W.3.1 Yo puedo determinar mi opinión/punto de vista sobre un tema en particular. W.3.1 Yo puedo crear una estructura organizativa (por ejemplo cronología, comparar/contrastar, causa/efecto, problema/solución) para presentar mi tema y opinión. W.3.1 Yo puedo apoyar mi opinión con razones y unir mis razones con palabras y frases. W.3.1 Yo puedo escribir mi opinión con una introducción, razones para apoyarla, datos y detalles y una sección para concluir. W.3.2 Yo puedo seleccionar un tema y recabar información (por ejemplo datos, definiciones, detalles) para compartir. W.3.2 Yo puedo organizar mi tema agrupando la información relacionada. W.3.2 Yo puedo conectar mi información (por ejemplo datos, definiciones, detalles) usando palabras conectoras y frases. W.3.2 Yo puedo presentar mi información por escrito y proveer un resumen o sección para concluir. W.3.3 Yo puedo definir narrativa y describir las partes básicas del argumento (presentación, tensión dramática, acción, clímax, acción decreciente y solución) W.3.3 Yo puedo presentar al narrador, personajes y evento/situación con que comienza la historia. W.3.3 Yo puedo secuenciar (poner en orden) los eventos de mi historia de manera que un evento dirija al siguiente.

71 Objetivos de aprendizaje: tercer grado W.3.3 Yo puedo usar los pensamientos, palabras, sentimientos y acciones del personaje para mostrar cómo ocurrieron los eventos y cómo los personajes respondieron a tales eventos. W.3.3 Yo puedo marcar cambios en el tiempo y el lugar usando palabras frases y oraciones de transición (por ejemplo antes, durante, después). W.3.3 Yo puedo escribir una conclusión que provea un cierre (atando todos los cabos sueltos y dejando al lector satisfecho). W.3.4 Yo puedo identificar el estilo de escritura (por ejemplo de opinión/ argumentativo, informativo/explicativo, narrativo) que mejor se ajusta a mi propósito y audiencia. W.3.4 Yo puedo usar un organizador gráfico para desarrollar mi escritura. W.3.4 Yo puedo componer una escritura que demuestra mi comprensión de un estilo de escritura determinado. W.3.5 W.3.5 W.3.5 W.3.5 W.3.5 W.3.6 W.3.6 W.3.6 W.3.6 W.3.7 W.3.7 W.3.8 W.3.8 W.3.8 W.3.9 Yo puedo usar el proceso de pre escritura para formular ideas (organizadores gráficos, listas de ideas). Yo puedo reconocer que una escritura bien desarrollada requiere más de un borrador. Yo puedo revisar mi escritura (por ejemplo leyendo en voz alta, comprobando si hay malentendidos, añadiendo y eliminando detalles). Yo puedo editar mi escritura buscando errores de uso de mayúsculas, puntuación, gramática, ortografía, etc. Yo puedo preparar un nuevo borrador con cambios que fortalecerán mi escritura. Yo puedo identificar la tecnología (por ejemplo Word, Publisher, PowerPoint) que me ayudará a producir y publicar mi escritura. Yo puedo usar la tecnología para producir y publicar mi escritura. Yo puedo usar la tecnología para colaborar/trabajar con otros. Yo puedo usar mis conocimientos de mecanografía para preparar mi escritura para la publicación. Yo puedo definir investigación y explicar cómo es diferente de otros tipos de escritura. Yo puedo investigar un tema para responder preguntas y/o recabar información. Yo puedo recordar información sobre mis experiencias o recabar información de textos y fuentes digitales sobre un tema. Yo puedo tomar notas (apuntar información importante) sobre un tema. Yo puedo clasificar la información de mis notas en diferentes categorías. Se inicia en cuarto grado W.3.10 Yo puedo escribir durante periodos de tiempo cortos o largos dependiendo de mi propósito. W.3.10 Yo puedo elegir una estructura para la escritura que encaje con mi propósito y/o audiencia. W 3.10 Yo puedo escribir por una variedad de propósitos (por ejemplo informar, describir, persuadir, entretener/expresar una experiencia). Audición y Expresión oral SL.3.1 Yo puedo leer o estudiar material para discutirlo. SL.3.1 Yo puedo hacer una lista de información importante sobre el tema a discutir. SL.3.1 Yo puedo identificar y seguir las reglas para una discusión. SL.3.1 Yo puedo hacer preguntas cuando no comprendo.

72 Objetivos de aprendizaje: tercer grado SL.3.1 Yo puedo mantenerme en el tema hacienda comentarios sobre la información que estamos discutiendo. SL.3.1 Yo puedo hacer conexiones entre los comentarios de otros. SL.3.1 Yo puedo explicar mis propias ideas y decir lo que he aprendido de una discusión. SL.3.2 Yo puedo identificar información de un texto que se está leyendo en voz alta SL.3.2 Yo puedo identificar información que es presentada en diferentes formatos (por ejemplo medios de comunicación, tablas, gráficas, páginas web, discursos). SL.3.2 Yo puedo usar información recabada para determinar la idea principal y apoyar los detalles en la presentación. SL.3.3 Yo puedo hacer preguntas sobre la presentación de un orador cuando no comprendo o necesito más información. SL.3.3 Yo puedo responder preguntas sobre la presentación de un orador usando una elaboración apropiada y detalles. SL.3.4 Yo puedo presentar un tema, texto, historia o experiencia con datos y detalles relevantes (apropiados) y descriptivos. SL.3.4 Yo puedo declarar mi información hablando claro y a un ritmo comprensible (apropiado). SL.3.5 Yo puedo leer historias o poemas en voz alta y usar mi voz para hacerlos más reales (por ejemplo ajustar el volumen de mi voz, hacer exclamaciones, cambiar el ritmo). SL.3.5 Yo puedo hablar claramente y a un ritmo comprensible (velocidad) cuando hago grabaciones de historias o poemas. SL.3.5 Yo puedo añadir exposiciones visuales (por ejemplo ilustraciones,, gráficas, fotos) para subrayar datos y detalles. SL.3.6 Yo puedo reconocer oraciones completes ( un grupo de palabras que expresan un pensamiento complete). SL.3.6 Yo puedo hablar usando oraciones completes cuando me piden detalles o clarificaciones Lenguaje L.3.1 Yo puedo definir un sustantivo (persona, lugar o cosa) y un pronombre (una palabra que toma el lugar de uno o más sustantivos) y explicar cómo funcionan en una oración. L.3.1 Yo puedo definir verbo (una acción o estado) y explicar cómo funciona en una oración. L.3.1 Yo puedo definir adjetivo (una palabra que añade significado a un sustantivo o pronombre) y adverbio (una palabra que añade significado al verbo, adjetivo u otro adverbio) y explicar cómo funcionan en una oración. L.3.1 Yo puedo definir plural (más de uno) y formar/usar los plurales regulares (niño, niños) e irregulares (juez, jueces) correctamente. L.3.1 Yo puedo definir sustantivos abstractos (que representan una idea, sentimiento, emoción, etc.) y usarlos correctamente. L.3.1 Yo puedo definir sujeto y verbo y explicar que un objeto en singular necesita un verbo en singular y un objeto en plural necesita un verbo en plural. L.3.1 Yo puedo definir antecedente (la palabra o grupo de palabras que remplaza un pronombre) y asegurarme de que el pronombre concuerda con su antecedente. L.3.1 Yo puedo identificar comparativos/adverbios (formados añadiendo tan como ) y adjetivos/adverbios superlativos (formados por el más ) y escoger la forma correcta cuando hablo o escribe.. L.3.1 Yo puedo identificar conjunciones coordinadas (por ejemplo por, y, pero, o, además, también) y conjunciones subordinadas (por ejemplo después, porque, si, ya que, mientras) y usarlas correctamente. L.3.1 Yo puedo identificar y crear oraciones simples (por ejemplo Emma camina a la escuela), oraciones compuestas (por ejemplo Emma camina a la escuela y su perro la sigue) y oraciones complejas (por ejemplo Debido a que Emma llevó al perro de regreso a casa, llegó tarde a la escuela).

73 Objetivos de aprendizaje: tercer grado L.3.2 Yo puedo identificar palabras en un título que deberían ir en mayúsculas (por ejemplo nombres propios y apellidos, y la primera letra del título). L.3.2 Yo puedo identificar las palabras en un título que no deben ir en mayúscula (todas excepto nombres propios y apellidos, y la primera letra del título) L.3.2 Yo puedo usar una coma para separar la ciudad y el estado en una dirección. L.3.2 Yo puedo puntuar el diálogo correctamente usando comas antes/después de los guiones y colocando comillas antes y después de las palabras textuales (por ejemplo Estaba caminando, dijo Christian, cuando Caleb tropezó conmigo ). L.3.2 Yo puedo definir posesivos (pronombres que indican que se es dueño de algo) y formar posesivos singulares (por ejemplo mi, su) y posesivos plurales (por ejemplo mis, sus). L.3.2 Yo puedo escribir correctamente palabras de alta frecuencia. L.3.2 Yo puedo escribir palabras correctamente usando patrones de ortografía y generalizaciones. L.3.2 Yo puedo identificar las palabras mal escritas y usar recursos para ayudarme a escribirlas correctamente. L.3.3 L.3.3 L.3.3 L.3.3 Yo puedo identificar palabras o frases en una historia que la hacen más real y crear un efecto o un interés. Yo puedo elegir palabras y frases para añadir un efecto o un interés cuando hablo o escribo. Yo puedo identificar cómo el lenguaje hablado difiere del lenguaje escrito. Yo puedo seguir las normas del español estándar cuando escribo. L.3.4 Yo puedo determinar el significado de palabras desconocidas usando el contexto (por ejemplo definiciones, ejemplos, reafirmaciones) en oraciones. L.3.4 Yo puedo reconocer y definir afijos comunes (por ejemplo ante, bi, contra ). L.3.4 Yo puedo desglosar palabras desconocidas en unidades más pequeñas de significado (afijos, raíces). L.3.4 Yo puedo determinar el significado de palabras desconocidas consultando materiales de referencia (por ejemplo diccionarios, glosarios, diccionarios de sinónimos). L.3.5 Yo puedo explicar la diferencia entre el entre el significado literal (significa exactamente lo que dice) y el no literal (a veces lo que dice no es exactamente lo que significa) de palabras y frases. L.3.5 Yo puedo reconocer cuándo las palabras del autor son literales o no literales. L.3.5 Yo puedo hacer conexiones de la vida real (del texto a mí mismo) con palabras que escucho y leo. L.3.5 Yo puedo reconocer palabras que tienen significados parecidos y elegir la palabra que mejor describe el humor/estado de ánimo. L.3.6 Yo puedo reconocer las diferencias entre palabras y frases académicas generales (las palabras de nivel dos son maneras sutiles o precisas de decir cosas relativamente precisas, por ejemplo dar un paseo en lugar de caminar) y palabras y frases de campos específicos (las palabras de nivel tres son frecuentemente específicas al conocimiento del contenido, por ejemplo lava, democracia, polea). L.3.6 Yo puedo adquirir y usar palabras y frases generales y de campos específicos incluyendo palabras que marcan relaciones espaciales y temporales.

74 Reading Foundational Skills

75 Standard: Know and apply grade level phonics and word analysis skills in decoding words. Anchor: none a. Identify and know the meaning of the most common prefixes and derivational suffixes. and in text. RF 3.3 b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade appropriate irregularly spelled words. Essential Skills/Concepts: Understand that affixes can be added to words to change their meaning Teaching Notes and Strategies: Understand that prefixes are added to the beginning of the word Guide students through Know the meaning of common prefixes (e.g., re, un, dis, etc.) chunking words, modeling Understand that suffixes are added to the ending of a word Recognize the derivational suffixes (e.g.,ly, ish, hood, ful, ness, ment, etc,) and how they change the meaning of a word where syllable breaks occur Recognize common Latin suffixes (e.g., ment, ation, ly, able/ible, etc. in words. Recognize and use common syllable patterns, such as doubles, to help decode multisyllabic words Question Stems: 1. Can you point to the root word? 2. Are there any affixes (prefix and/or suffix) you know that can help you figure out what this word says? 3. How many parts do you hear in that word? 4. Are there any patterns you can use to help you write that word? Introduce and define common prefixes and suffixes. Multiple exposures to irregularly spelled words through a rich print environment in the Previous Year Standard: RF 2.3 Know and apply grade level phonics and word analysis skills in decoding words both in isolation and in text. a. Distinguish long and short vowels when reading regularly spelled one syllable words. b. Know spelling sound correspondences for additional common vowel teams. c. Decode regularly spelled two syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling sound correspondences. f. Recognize and read grade appropriate irregularly spelled words. Next Year Standard: RF 4.3 Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

76 I Can Statements: I can define prefix and suffix. I can identify common prefixes and suffixes. I can explain the meaning of common prefixes and suffixes and understand how they change the meaning of the root word. I can determine the meaning of words with common Latin suffixes (e.g. able, ment, tion) I can break apart words into syllable segments to help me decode words I do not know. I can recognize irregularly spelled words (rule breakers). I can read irregularly spelled words without having to sound them out.

77 RF 3.4 Essential Skills/Concepts: Standard: Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. b. Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self correct word recognition and understanding, rereading as necessary. Read grade level text fluently and show comprehension Use expression when reading Use strategies for self correction of misread or misunderstood words Recognize when they have become confused or have lost meaning of the text Re read for fluency and comprehension, self correct when necessary Self monitor for understanding Set purpose for reading Question Stems: 1. What can you do when the story/text doesn t make sense? 2. What strategies can you use when you don t understand the text? 3. At what point did you stop to self monitor? 4. In what part of the text did you self correct? Anchor: none Teaching Notes and Strategies: Consider timed reads and taking running records that analyze student errors (miscue analysis). Incorporate reader's theatre into your practice so that students can practice reading with fluency and expression. Check for comprehension when students read to you or to themselves. Have students summarize what they've read. Previous Year Standard: RF 2.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. b. Read on level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self correct word recognition and understanding, rereading as necessary. I Can Statement: I can read grade level text fluently and show comprehension through voice, timing and expression. I can I can recognize when a word I have read does not make sense within the text. I can self correct misread or misunderstood words using context clues. I can reread with corrections when necessary. I can read fluently (easy, smooth, and automatic). Next Year Standard: RF 4.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on level text with purpose and understanding. b. Read on level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self correct word recognition and understanding, rereading as necessary

78 Reading Literature

79 RL 3.1 Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Anchor: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Skills/Concept: Form and ask higher level questions, such as how might, what if, in what way) Recount and understand the details in the text Answer questions that demonstrate understanding of the text Refer explicitly to evidence from the text for answers Synthesize information in text in order to answer questions about the text/across text. Questions Stems: 1. Summarize the story. 2. What is the main idea/theme of the text? 3. What details are the most important? 4. What in the text leads you to that answer? 5. Where in the text can you find that answer? 6. Show me where the author says that. 7. Write a question about a key detail in the text. 8. What questions/ I wonder statements did you generate as you read the text? 9. What questions were not answered? Previous Year Standard: RL 2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. I Can Statement: I can locate words and details to answer questions in a text. I can ask and answer questions before, during and after reading a text. Teaching Notes and Strategies: Read Closely & Critically Ask multi leveled questions about a text Answer multi leveled questions using text evidence to support the answer QAR (question/answer relationship strategy) right there, think and search, beyond the text, author and me Next Year Standard: RL 4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

80 RL 3.2 Standard: 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. Anchor: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Essential Skills/Concept: Recount stories in sequential order Identify different genre: fables, folktales, myths Determine the central message, lesson, or moral in a story Explain how the central message, lesson, or moral is conveyed through key details Questions Stems: 1. What is the central message (lesson or moral) of the story? 2. How do you know what the moral to the story is? 3. How does the author convey the central message (lesson or moral)? 4. How do you know this is the central message? Lesson? Moral? 5. Explain how the author uses details to convey the message (lesson or moral) of the story. Teaching Notes and Strategies: Expose students to a variety of fables, folktales and myths through read alouds. Demonstrate how to determine the central message, moral or lesson of the story through key details in the text. Provide opportunities for students to read a variety of fables, folktales and myths. Students work in partners or individually to determine the central message, theme or lesson, noting the key details in the text. Previous Year Standard: RL 2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson or moral. Next Year Standard: RL 4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. I Can Statement: I can recount/retell (put in my own words) stories. I can define central message, lesson, and/or moral (overall idea an author is trying to share). I can explain the central message, lesson, and.or moral using key details from the story.

81 RL 3.3 Standard: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Skills/Concept: Understand the sequence of events in a story Identify major/minor characters Describe characters by citing their traits, motivations, and emotions Understand and explain how the characters actions contribute to major events of the story. Teaching Notes and Strategies: Model how characters' actions in the story contribute to the sequence of events. Provide opportunities for students to read a variety of literature. Questions Stems: 1. Distinguish between major/minor characters in the story? 2. Describe the major characters 3. How do the character s traits contribute to the story? 4. What were the characters motivations in finding a resolution to the problem? 5. How do the character s actions help move the plot along? 6. How has the character changed through the sequence of events? Previous Year Standard: RL 2.3: Describe how characters in a story respond to major events and challenges and how these events influence the characters. Students work individually or with a partner to identify characters' traits, motivations and feelings. Next Year Standard: RL 4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character s thoughts, words, or actions). I Can Statement: I can identify characters in a story. I can describe characters in a story using physical (outside qualities) and emotional (inside qualities) traits. I can explain how characters actions (what they do) cause events to occur in a certain order/sequence.

82 RL 3.4 Standard: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non literal language (See grade 3 Language standards 4 6 for additional expectations.) Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Skills/Concept: Distinguish between words, phrases, and sentences Determine word and phrase meaning through context Distinguish between literal and nonliteral language Questions Stems: 1. Can you tell me what this word or phrase mean? 2. What do you think the author is trying to say when he/she uses that phrase? 3. What phrases are literal or non literal meanings? 4. Can you change this phrase from literal to non literal non literal to literal (idiomatic expressions) 5. What clues can you find in the sentence, paragraph that can help you figure out the meaning of that word or phrase? Previous Year Standard: RL 2.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Teaching Notes and Strategies: Model the meaning of literal words and phrases as they are in the text. Model the meaning of non literal words and phrases as they are used in the text. Provide opportunities to identify the literal and non literal meaning of words and phrase in the text. Next Year Standard: RL 4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). (See grade 4 Language standards 4 6 on pages 28 for additional expectations.) I Can Statement: I can use strategies (e.g. context clues, root words, affixes) to determine the meaning of words and phrases as they are used in a text. I can define literal language (it says what it means) and nonliteral language (what it says is not exactly what it means). I can identify literal and nonliteral language in a text. I can use context clues to determine the meaning of literal and nonliteral language.

83 RL 3.5 Standard: 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. Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Skills/Concept: Differentiate between story, drama, and poem and their parts (chapter, scene, stanza) Use vocabulary particular to each genre when speaking or writing (e.g. chapter, scene, stanza) Describe how each part builds on earlier sections when discussing or writing about story, drama, or poems Teaching Notes and Strategies Model the different parts of stories, dramas and poems ( chapters, stanzas, and scene). Demonstrate how each part builds on earlier sections. Questions Stems: 1. In a play, what is the importance of having scenes? 2. In a book, what is the importance of having chapters? 3. In a poem, what is the importance of having stanzas? 4. In the earlier chapter/scene/stanza we learned 5. How does what the author said in an earlier paragraph help us understand what is happening now? 6. How does what the author wrote in this chapter/scene/stanza relate back to the text as a whole? Previous Year Standard: RL 2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. Provide opportunities for students read stories, dramas and poems to become familiar with their structure and terminology. Next Year Standard: RL 4.5.: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. I Can Statement: I can explain how stories, dramas, and poems are written in different forms (e.g. chapter, scene, stanza). I can use the terms chapter, scene, and/or stanza correctly when writing or speaking about parts of a text. I can describe how chapters, scenes and stanzas give the reader information and work together to create the story, drama or poem.

84 RL 3.6 Standard: Distinguish their own point of view from that of the narrator Anchor: Assess how point of view or purpose shapes the content and style or those of the characters. of a text. Essential Skills/Concept: Understand point of view (perspective) Know what is meant by first person Know what is meant by third person Distinguish between one s own point of view and the narrator s or characters point of view Questions Stems: 1. Who is telling the story in this selection? 2. What is the narrator s point of view (perspective)? 3. What is your point of view so far? 4. Do you agree with the narrator s/characters point of view (perspective) so far? 5. Can you put yourself in the character s place? How would you feel if this was you? Would you feel the same or differently? 6. Is this selection written in first person? How do you know? What words give clues? 7. Is this selection written in third person? How do you know? What words give you clues? Previous Year Standard: RL 2.6: Acknowledge differences in points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Teaching Notes and Strategies: Read aloud text to determine the narrator's or character's point of view. Provide opportunities for students to give their own point of view, and that it may be different from the students own point of view. Next Year Standard: RL 4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first and third person narrations. I Can Statement: I can define point of view (someone s view or attitude about a situation). I can determine the point of view of a narrator or character of a story. I can explain how my point of view is similar to or different from a narrator or character in a story.

85 RL 3.7 Standard: 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). Anchor: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Skills/Concept: Explain how illustrations contribute to help you interpret what is conveyed in words. Explain how illustrations contribute to create mood, aspects of a character, or setting. Teaching Notes and Strategies: Read aloud literature which demonstrates how the illustrations contribute the mood, character and/or setting. Questions Stems: 1. How does the illustration help tell the story? 2. What does the illustration convey to you about the character (mood, setting)? 3. What is the illustration s contribution to the story? 4. What mood does the illustration portray? Did it help you understand the text? 5. What do the illustrations tell you about what the character is like? 6. How do the illustrations help you understand what is happening in the story? Previous Year Standard: RL 2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Provide opportunities for students to explain how the illustrations contribute to what the author is saying. Next Year Standard: RL 4.7: Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text I Can Statement: I can identify illustrations that support the story. I can explain how illustrations contribute (add meaning) to the words on the story.

86 RL 3.9 Standard: 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). Anchor: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Skills/Concept: Able to compare and contrast Understand theme, setting, and plot Recognize author Recognize how a character remains the same and changes in different stories or books by the same author Compare and contrast the themes, settings and plots Questions Stems: 1. What is similar in theme, setting, and/or plot between these two texts? What is different? 2. How does the plot affect the character s actions? 3. How does the setting affect the character s actions? 4. What is the theme of this story? How is it different from the other stories we have read about this character? 5. How is the author s approach in the texts (series) similar or different? Teaching Notes and Strategies: Read aloud stories by the same author demonstrating how to compare and contrast the themes, settings and plots. Provide opportunities for students to compare and contrast themes, settings, and plots of stories written by the same author with the same or similar character. Provide opportunities for students to read books in a series. Previous Year Standard: RL 2.9: Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. Next Year Standard: RL 4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures

87 I Can Statement: I can define theme (a lesson the author is revealing Honesty is the best policy.). I can define setting (the time and place of a story). I can define plot (the sequence of events in a story). I can identify themes, settings, and plots in stories written by the same author. I can compare (find similarities) themes, settings, and plots in stories written by the same author. I can contrast (find differences) themes, settings, and plots in stories written by the same author.

88 RL 3.10 Standard: 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. Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Skills/Concept: Recognize genres in literature, including stories, dramas, and poetry Read and comprehend literature independently and proficiently at the high end of the 2 3 grade complexity band Teaching Notes and Strategies: Provide opportunities for students to read and understand the high end of grade 2 3 text complexity independently. Questions Stems: 1. What is the genre of this book? 2. Ask yourself: Did I understand what the author is trying to say? 3. What is the main idea or message in this story, poem, or play? 4. What can you do if you don t understand? 5. Did you go back and re read? 6. Does your book (text) match 3rd grade level text? How do you know? 7. You might try. It s by the same author, genre, series, topic that you like. 8. Does your home reading match 3rd grade level text? How do you know? 9. How does your reading response reflect your comprehension of the text? Previous Year Standard: RL 2.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 3 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. Next Year Standard: RL 4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4 5 text complexity band independently and proficiently, with scaffolding as needed at the high end of the range. I Can Statement: I can recognize when the text I am reading it too easy or too difficult for me. I can determine reading strategies (e.g. ask questions, make connections, visualize, re read) that will help me understand difficult texts.

89 Reading Informational

90 RI 3.1 Standard: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Anchor: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Skills/Concepts: Form and ask higher level questions (e.g., How might? What if? In what way?) Recount and understand the details in the text Answer questions that demonstrate understanding Refer explicitly to evidence from the text for answers Question/Sentence Stems: 1. What is the main idea of the text? 2. Where in the text can you find that answer? 3. What text evidence supports your answer? 4. Show me where the author says that. 5. Tell your partner who/what the text was about. 6. How can you apply what you learned to develop? 7. What facts would you select to show what you ve learned? 8. Write a question about a key detail in the text. Teaching Notes and Strategies: Read texts closely and critically. Ask multi leveled questions about a text. Answer multi leveled questions using text evidence to support the answer. QAR (question/answer relationship strategy) right there, think and search, beyond the text, author and me. Previous Year Standard: RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Next Year Standard: RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. I Can Statements: I can locate words and details to answer questions in a text. I can ask questions before, during and after reading a text.

91 RI 3.2 Standard: Determine the main idea of a text; recount the key details and explain how they support the main idea. Anchor: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Essential Skills/Concepts: Determine the main idea of informational text Identify key details Recount main idea and key details Explain how details lead to the main idea Cite text evidence through examples Infer author s intent Teaching Notes and Strategies: Read texts closely and critically. Cite text evidence through examples. Determine author s intent. Use of T charts and idea webs. Question/Sentence Stems: 1. What information does the author use to support the main idea? 2. Recount what details were most important; support your idea with evidence from the text. 3. What is the main idea? What sentences or vocabulary words lead you to this conclusion? 4. Recount the key details. How do the details of the text support the main idea? 5. Explain why the author wrote this text. How do the key details help you to determine the author s intent? Previous Year Standard: RI 2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. Next Year Standard: RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. I Can Statements: I can define main idea (who or what a text is mostly about). I can determine the main idea of a text. I can identify key details in a text and explain how they support the main idea. I can recount/retell (put into my own words) the key details of a text.

92 RI 3.3 Standard: 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. Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Essential Skills/Concepts: Be able to describe relationships of historical events and scientific ideas or concepts Use the language of time (e.g., long ago, in this decade, century, in the future), sequence (e.g., transitional phrases, initially, afterward, following) and cause and effect (e.g., because of, due to, as a result) Understand a series of events and steps in a procedure Describe the impact an early event had on something that happened later in the text Cite evidence that demonstrates a deep understanding of the relationships found in the information Question Stems: 1. What was the result of? 2. If was the cause, what was the effect? 3. If was the effect, what was the cause? 4. How are and related? 5. What was the result of s idea? 6. What caused to happen in? 7. What would you expect the result to be at the end? 8. Work with your group to create a timeline showing the relationship/interaction of these events. 9. What is the relationship between and? Previous Year Standard: RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Teaching Notes and Strategies: Model how to cite evidence that shows a deep understanding of the relationships found in information Students read informational text on a series of historical events, scientific ideas, or technical procedures. Using their knowledge of how cause and effect gives order to events/steps, they use specific language to describe the sequence of events/steps. Students read text closely and critically. Connect information between several texts/genres. Next Year Standard: RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. I Can Statement: I can define event, procedure, idea, and concept. I can identify events, procedures, ideas and/or concepts in different types of informational texts. I can explain how events, procedures, ideas and concepts connect to one another. I can use language that show time (e.g., before, now, later, etc. ), sequence ( first, next, last, etc.), and cause/effect (e.g., because, then, if, etc. ) when describing a text.

93 RI 3.4 Standard: Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Skills/Concept: Understand that words may have multiple meanings Use root words, Latin and Greek suffixes and prefixes to determine the meaning of academic words used in science, history/social studies Understand that words may be used as figurative language Use antonyms and synonyms as clues to find the meaning of grade level words Questions Stems: 1. What does the word mean in this sentence? 2. What strategies might/did you use to find the meaning of this word? 3. Can you read the sentences around the word to help you understand its meaning? 4. Can you read words around the word to help you understand its meaning? 5. What does the phrase mean? 6. Are there any parts of the word that you know? Teaching Notes and Strategies: Model how to recognize context clues in and around the sentence with the unknown word. Model how to recognize explanatory phrases phrases within a sentence that define what a term means. Model which resources will help define unknown words (glossary, dictionary, online dictionary). Previous Year Standard: RI 2.4: Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. Next Year Standard: RI 4.4: Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area. I Can Statement: I can identify general academic words and phrases (different ways to say the same thing, e.g. stated instead of said) in a text. I can identify domain specific words or phrases (content words, e.g. sedimentary, igneous, metamorphic) in a text. I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words or phrases in a text. I can locate and use resources (e.g., glossaries, guide words, dictionaries) to help me determine the meaning of unknown words and phrases.

94 RI 3.5 Standard: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., A section, chapter, scene, or stanza) relate to each other and the whole. Essential Skills/Concept: Use internet search tools to locate information Use text features to locate information Determine relevant information Recognize the importance of text features (e.g. key words, index, table of content, sidebars, hyperlinks, ) Questions Stems: How is the information organized? How do the keywords help you locate relevant information? Where can you locate? Which information would/did you find more/most relevant? If you were using the computer to search for your topics, which keywords would you use to start your search? Previous Year Standard: RI 2.5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. I Can Statement: I can identify and give examples of text features and search tools I can explain how text features and search tools help locate information quickly. I can locate information about a topic using text features and search tools. Teaching Notes and Strategies: Model and provide opportunities for student to use electronic search tools. Next Year Standard: RI 4.5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

95 RI 3.6 Standard: Distinguish their own point of view from that of the Anchor: Assess how point of view or purpose shapes the content and style of a text. author of a text. Essential Skills/Concept: Demonstrate understanding of the author s intent Look for language or ideas expressing what the author believes about the information they are presenting Express their own thoughts about the information they have read Teaching Notes and Strategies: Find evidence to support the author's point of view. Questions Stems: 1. What is the author s point of view? 2. Is the author relating information, or is he/she trying to convince you of an idea? 3. Do you agree or disagree with what the author has said so far? 4. Compare the accounts and how they were presented in the text. 5. Why do you think the authors describe the events or experiences differently? 6. Can you explain your thoughts about what you read? Do you agree with the author? 7. Which point of view do you believe is most valid? Previous Year Standard: RI 2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Find evidence to support your point of view. Next Year Standard: RI 4.6:Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. I Can Statement: I can define point of view (the person s view or attitude about a situation). I can determine the point of view of the author. I can identify and describe how my point of view is similar to or different from the author.

96 RI 3.7 Standard: 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). Anchor: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Essential Skills/Concept: Interpret information gained from graphics ( maps, legends, photographs, tables, etc.) Use the information gained from the graphics to summarize the text Understand that informational text gives the where, when, why, and how events occur Use the key information found in the graphics that accompany the text to draw conclusion and to support understanding Synthesize multiple graphics features to formulate and draw conclusions for understanding of information Teaching Notes and Strategies: Model how to use illustrations from an informational text to gain understanding. Guide students in reading and interpreting information from illustrations to aid in their understanding of a text. Questions Stems: 1. What is this text about? 2. What information can you obtain from the graphics (maps, photographs, etc.)? 3. Explain how the (graphics) helps you understand the information? 4. Looking at the illustration, how does it relate to the text? Why is this important to help you understand? 5. Where and when did the event take place? How did the illustration support your understanding? 6. Why and how did the event occur? How did the illustration support your understanding? Previous Year Standard: RI 2.7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. I Can Statement: I can explain how illustrations in a text add meaning to the words. I can use illustrations and words in a text to help me understand and explain what I am reading. Next Year Standard: RI 4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

97 Standard: Describe the logical connection between particular sentences Anchor: Delineate and evaluate the argument and specific claims in a text, RI 3.8 and paragraphs in a text (e.g., comparison, cause/effect, including the validity of the reasoning as well as the relevance and first/second/third in a sequence) sufficiency of the evidence. Essential Skills/Concept: Teaching Notes and Strategies: Determine key facts and details the author has cited as evidence to support his claim. Describe how one sentence is connected to other particular sentences (e.g., comparison, cause/effect, first/second/third in a sequence). Describe how a concept continues from one paragraph to another (e.g., comparison, cause/effect, first/second/third in a sequence). Understand comparisons, cause and effect, and importance of sequencing Questions Stems: 1. What is the author s message? 2. What does the author claim in the text? 3. What details or facts support the author s claim? 4. How was the text written? (comparison, cause/effect, or sequential order) 5. How does the author connect the ideas in each of the paragraphs to the topic of the text? Give examples from the text. 6. What organizational pattern was used to write this text? Give examples from the text to support your answer. Previous Year Standard: RI 2.8: Describe how reasons support specific points the author makes in a text. Model how good readers reread to identify the text structure employed by the author. Teach explicitly the various text structures comparing/contrasting; cause/effect; sequential order; problem/solution Next Year Standard: RI 4.8: Explain how an author uses reasons and evidence to support particular points in a text. I Can Statement: I can identify words authors use to help me make connections between sentences and paragraphs (e.g., similar, different, because, if, first, last. ) I can explain how connection words (e.g., transition words, signal words) help me understand a text. I can describe connections an author makes between sentences and paragraphs.

98 Standard: Compare and contrast the most important points and Anchor: Analyze how two or more texts address similar themes or topics in order RI 3.9 key details presented in two texts on the same topic. to build knowledge or to compare the approaches the authors take. Essential Skills/Concept: Teaching Notes and Strategies: Identify the points an author is trying to make Model how to compare and contrast Identify the key details presented with the use of appropriate graphic Use note taking to help keep track of key details organizers ( e.g. Venn diagram). and important points in a text Compare and contrast the points made in two different texts Teach that comparing and contrasting Name key details and points that are the same or different in two texts is done on similar points or details of Questions Stems: the texts. (e.g. comparing one text structure to another; contrasting the use 1. What are the key details in these texts? What sentences support your answer? of illustrations in the two texts). 2. How will you keep track of the points the authors are making in each text? 3. What are the most important points of these texts? What sentences support your answer? 4. What details are used by the author to support his point? 5. Can you tell your partner what is the same/different about what you are reading? 6. Is there information in this text that was not included in the other text? 7. How are the ideas the same/different in both texts? Explain with text supports. Previous Year Standard: RI 2.9: Compare and contrast the most important points presented by two texts on the same topic. Next Year Standard: RI 4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably I Can Statement: I can identify the most important points and key details found in two texts on the same topic. I can compare the most important points and key details in two texts on the same topic. I can contrast the most important points and key details in two texts on the same topic. I can identify the most important points and key details found in two texts on the same topic. I can compare the most important points and key details in two texts on the same topic. I can contrast the most important points and key details in two texts on the same topic.

99 RI 3.10 Standard: 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. Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Skills/Concept: Know how to use text features to help comprehend informational text Have experience reading grade level science textbooks Have experience reading grade level history/social science textbooks Read informational texts independently and proficiently Know how to self monitor for understanding Questions Stems: What questions do you have after reading the book? If your understanding breaks down, who can you ask to help you? Have you tried using the graphics to help you understand what you are reading about? What strategies might you use to help you understand the history or science book you are reading? Previous Year Standard: RI 2.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Teaching Notes and Strategies: Read closely and critically using grade level text Next Year Standard: RI 4.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. I Can Statement: I can recognize when a text I am reading is too easy or too difficult for me. I can determine reading strategies (e.g., ask questions, make connections, visualize, re read) that will help me understand difficult texts.

100 Writing

101 W 3.1 Standard: Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic of text they are writing about, state an opinion and create an organizational structure that lists reasons. b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons. d. Provide a concluding statement or section. Anchor: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Essential Skills/Concept: Identify and form an opinion on a subject and provide examples that support it. Analyze other sources on the same subject in order to formulate an opinion. Choose an appropriate organizational structure for writing opinion pieces. (e.g such as cause/effect, chronological/sequential order; problem/solution) Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons. paraphrase when using other sources as source for opinion Provide a conclusion that restates or sums up the writing. Questions Stems: 1. Who is your audience? 2. What is your purpose for writing? 3. From which point of view will you be writing? 4. Have you stated an opinion or a preference? 5. How did you introduce your topic? 6. Is your writing organized in a way that makes sense to your reader? 7. Explain the structure you are using. 8. Re read. Are any important details or reasons left out of your writing? 9. Re read. What linking words could/did you use to help your reader follow your thinking? 10. Re read. Does your conclusion connect with and sum up your opinion or purpose? 11. If writing an opinion based on something you ve read, what text evidence have you used to support your opinion? Previous Year Standard: W 2.1: Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons and provide a concluding statement or section. Teaching Notes and Strategies: Write effectively Opinion versus point of view Opinion versus fact Graphic organizers Paragraph structure Various writing structures Introductions and conclusions Writing checklists Next Year Standard: W 4.1: Write opinion pieces on topics of texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition) d. Provide a concluding statement or section related to the opinion presented.

102 I Can Statement: I can determine my opinion or point of view on a topic or text. I can create an organizational structure (e.g. chronology, compare/contrast, cause/effect, problem/solution) to introduce my topic and opinion. I can support my opinion with reasons and link my reasons with words and phrases. I can write an opinion piece with an introduction, linking words, supporting reasons, and a concluding statement/section.

103 Standard: Write informative/explanatory text to examine a topic and convey ideas and information clearly. Anchor: Write informative/explanatory a. Introduce a topic and group related information together, include illustrations when useful to aiding comprehension. texts to examine and convey complex ideas and information clearly and W 3.2 b. Develop the topic with facts, definitions and details. accurately through the effective c. Use linking words and phrases (e.g. because, therefore, since, for example) to connect ideas within selection, organization and analysis of categories of information. content. d. Provide a concluding statement or section. Essential Skills/Concept: Teaching Notes and Strategies: Know the difference between writing text to inform or explain. Introduce the topic and effectively group related information together, use illustrations when useful to aid comprehension. Select appropriate facts, definitions and details to develop a topic Use linking words and phrases to connect ideas. Construct solid conclusion by using a statement or explanation Questions Stems: Are you writing to inform or to explain? What is your topic? Do you have a solid topic sentence? How do you know it is the best choice? How did you choose to group your information? What vocabulary did you use to showcase your topic? Do your paragraphs flow well? Are they presented in a logical order? What text features did you include? How did these features make your writing more understandable? Talk to your partner about your topic. What feedback did you receive? Model how to identify topic and related details in mentor texts. Demonstrate how to write an informative/explanatory text which conveys a topic and ideas clearly. Through modeled writing demonstrate how to develop a topic with facts and details, using linking words and phrases and a concluding statement. Do you have a solid conclusion? What makes it solid? Previous Year Standard: W 2.2: Write informative/explanatory texts in Next Year Standard: W 4.2: Write informative/explanatory texts to examine a which they introduce a topic, use facts and definitions to develop points, and topic and convey ideas and information clearly. provide a concluding statement or section. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding in comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because) d. Provide a concluding statement or section related to the information or explanation presented.

104 I Can Statement: I can select a topic and identify information (e.g. facts, definitions, details) to share. I can organize my topic by grouping related information. I can connect my information (e.g. facts, definitions, details) using linking words and phrases. I can present my information in writing and provide a concluding statement or section.

105 W 3.3 Essential Skills/Concept: Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Establish a situation and introduce a narrator and/ or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c. Use temporal words and phrases to signal event order. Provide a sense of closure. Know that a narrative is a story that can develop a real or imagined experiences or events Know how to move from one events to another Use the character s words to help explain what is happening in the story Introduce a narrator and/or character in the situation established Organize an event sequence that unfolds naturally Use dialogue to develop experiences and events or to show the response of characters to situations Use temporal words and phrases to signal event order Provide a sense of closure in the narrative 1. Questions Stems: 2. Who is your story about? 3. Where does your story take place? (Setting), and why was this setting important to your story? 4. How do the main characters affect the story? 5. What problem will the main character face? 6. Does the problem change the characters actions or thoughts? 7. Have you used details that will help your readers see and know the characters? 8. What events will lead up to your conclusion? 9. Where can you add more descriptive words and information to make your story more exciting? Teaching Notes and Strategies: Anchor: Write narratives to develop real or imagined experiences or events using effective technique, well chosen details, and well structured events sequences. Using mentor text, model how experiences develop sequentially with descriptive details. Through modeled writing demonstrate how to develop a story with characters and dialogue usi11g temporal words and phrases, and a sense of closure. Provide opportunities for students to write a narrative story with characters, dialogue, and a sense of closure.

106 Previous Year Standard: W 2.3: Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Next Year Standard: W 4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. I Can Statement: I can define narrative text and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution). I can introduce the narrator, characters, and the event/situation that starts the story. I can sequence (put in order) the events in my story so that one event leads to the next. I can use a character s thoughts, words, feelings, and actions to show how events happen and how characters respond to the events. I can show changes in time by using temporal words and phrases (e.g. before, during, after). I can write a conclusion that provides a sense of closure (ties up all the loose ends and leaves the reader satisfied).

107 W 3.4 Standard: 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.) Anchor: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Essential Skills/Concept: Know how to write in a sequential manner Understand why you are writing Know your audience Understand how the writing moves from beginning to end, or from introduction to conclusion Understand writing purposes such as writing to argue a position, inform, or entertain Recognize and use organizational structures such as chronological order, cause and effect, etc. Questions Stems: 1. What is the purpose for writing this piece? 2. How will you argue your position to your audience? 3. Who is your audience? 4. How will you organize your writing? 5. What information will you need to add to help your reader understand? 6. Are there any events or details you need to add so that your writing is organized well? Teaching Notes and Strategies: Model the use of graphic organizers to help develop and organize student writing. Conference with students to support the orden sequential development of their writing. Have students work in pairs to support each other's writing. Previous Year Standard: W 2.4:With guidance and support from adults, Next Year Standard: W 4.4:Produce clear and coherent writing (including produce writing in which the development and organization are appropriate multiple paragraph texts) to task and purpose. (Grade specific expectations for writing types are in which the development and organization are appropriate to task, purpose, and defined in standards 1 3 above. audience. (Grade specific expectations for writing types are defined in Standards 1 3 above.) I Can Statement: I can identify the writing style (e.g. opinion, informative/explanatory, or narrative) that best fits my task and purpose. I can use a graphic organizer to develop my writing. I can create a piece of writing that shows my understanding of a specific writing style.

108 W 3.5 Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 3.) Essential Skills/Concept: Develop thoughts and ideas to strengthen writing Use brainstorming, webs, clusters to help generate ideas before writing Seek guidance from peers and adults for help in revising and editing language and ideas Understand and use grammar and spelling conventions Revise for word usage and word choice to help strengthen details Revise sentences and/or paragraphs for clarity Questions Stems: 1. What will you use to help you organize your ideas? 2. Can you create a graphic organizer/thinking map to help you sequence your ideas and events? 3. Can you share with your partner what you plan to write? 4. Does your partner have ideas that you can use to strengthen your writing? 5. Have you completed your first draft? 6. What revisions would you make so that the ideas/details are clearer? 7. How can you re write your beginning to make it stronger? 8. What is your topic sentence? 9. What feedback has your partner given you on what you have written so far? 10. After using your editing/proofreading checklist what changes did you make? Previous Year Standard: W 2.5: With guidance and support from adults and peers, focus on topic and strengthen writing as needed by revising and editing. I Can Statement: I can use prewriting strategies to formulate ideas (e.g. graphic organizers, brainstorming, lists). I can recognize that a good piece of writing requires more than one draft. I can revise my writing (e.g. reading aloud, checking for misunderstandings, adding and deleting details. I can edit my writing by checking for errors in capitalization, punctuation, spelling, etc. Anchor: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Teaching Notes and Strategies: Model the use of graphic organizers to help develop and organize student writing. Using writing aloud, model how to plan, revise and edit a piece of writing. Using a partner, revise and edit each other's writing. Next Year Standard: W 4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 4 on pages 28 and 29.)

109 I can prepare a new draft with changes that strengthens my writing.

110 W 3.6 Standard: 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. Anchor: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Essential Skills/Concept: Use basic keyboarding skills to produce and/or publish writing With guidance explore using the following for final published work: bold underline font style font size set margins page orientation Have a system for saving and storing work until it is ready for publishing Know and use Internet tools such as search engines (Google, Bing), online dictionaries and thesaurus, spell and grammar check Use programs such as Word, PowerPoint, and Publisher as well as Google Apps Know and use print commands Know how to work together Questions Stems: 1. Have you and your group decided what you will write about? 2. How will you divide the work so that you all contribute to the project? How will you use technology to support the division of work? 3. Where will you save your work until you are ready to print? 4. What program will you use to publish your work? Word? PowerPoint? etc. 5. What online resources can you use to help write your paper? Previous Year Standard: W 2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. I Can Statement: I can identify technology (e.g. Word, Publisher, PowerPoint) that will help me produce and publish my writing. I can use technology to produce and publish my writing. I can use technology to collaborate/work with others. I can use keyboarding skills to prepare my writing for publication. Teaching Notes and Strategies: Model how to use keyboarding to produce writing. Model how to use search tools and search engines. Model the use of print commands, on line dictionaries and thesaurus, grammar check and spell check to support writing. Next Year Standard: W 4.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

111 W 3.7 Standard: Conduct short research projects that build knowledge about a topic. Anchor: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Essential Skills/Concept: Understand how to narrow a topic down to a single focus Understand how to use reference materials such as (print and/or online) encyclopedias, atlases, search engines or databases Use keywords for searching a topic Summarize information using a notetaking strategy Use graphic organizers or Thinking Maps to move through the research project logically Understand organizational structures that are used when writing a research report Know how to cite print and internet sources Questions Stems: 1. What is the topic of your report? 2. Can you narrow your topic? 3. What sources will you use to find information? 4. What keywords can you use to find your topic online? 5. How will you cite your sources? Teaching Notes and Strategies: Model how to narrow down to a single focused topic. Model summarizing with note taking strategies and graphic organizers. Teach how to use reference materials and how to cite sources. Provide opportunities to complete short research projects. Previous Year Standard: W 2.7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations) Next Year Standard: W 4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. I Can Statement: I can define research and explain how it is different from other types of writing. I can research a topic to answer questions and/or gain information.

112 W 3.8 Standard: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Anchor: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Essential Skills/Concept: Know how to use search engines such as Google, Bing, etc. Know how to use the library to locate print resources such as encyclopedias, magazine, and books Understand how to summarize information Know how to organize information Understand how to sort information by categories Understand how to use note taking strategies, such as use of index cards, notebooks, graphic organizers, or Thinking Maps Questions Stems: 1. What sources did you use to find your information? 2. What sources did you find on an internet search? 3. What sources did you find in a library search? 4. How can you paraphrase this sentence? 5. Can you write this sentence using your own words? 6. Is this information important to your research? 7. Can you use an organizer to help you group your ideas? Teaching Notes and Strategies: Model a shared writing experience demonstrating how to take and use notes. Model how take notes on information gathered from print and digital sources, and how to sort the evidence into categories. Provide opportunities to take notes from experiences or information gathered from text and to sort the information into categories. Previous Year Standard: W 2.8:Recall information from experiences or gather information from provided sources to answer a question. Next Year Standard: W 4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes paraphrase, and categorize information, and provide a list of sources. I Can Statement: I can recall information from experiences or gather information from print and digital sources about a topic. I can take notes (write down short pieces of important information) about a topic. I can sort the information from my notes into provided categories.

113 W 3.10 Standard: 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. Essential Skills/Concept: Select appropriate writing topics for a given task Know when to use formal or informal register for writing varying on audience Be able to organize thoughts quickly Organize thoughts to focus on a topic Recognize the purpose for writing Know your audience Questions Stems: 1. Write about What will you do to plan your writing? 3. Re read your writing or ask a partner to read it to see if there are additions your need to make 4. Think about whom your audience is and why you are writing as you plan your paper. 5. For what purpose are you writing? Anchor: 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 tasks, purposes, and audiences. Teaching Notes and Strategies: Provide opportunities for students routinely write for extended periods of time to build stamina. Provide opportunities for students routinely write on a daily basis for shorter periods of time for a range of disciplines, purposes and audiences. Previous Year Standard: W 2.10: 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. I Can Statement: I can write for long or short periods of time, depending on my task. I can choose a writing structure to fit my task, purpose, and/or audience. I can write for a variety of reasons (e.g. inform, to describe, to persuade, to entertain, to share an experience). Next Year Standard: W 4.10: 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.

114 Speaking and Listening

115 SL 3.1 Standard: 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. a. Come 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. Follow agreed upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d. Explain their own ideas and understanding in light of the discussion Anchor: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Essential Skills/Concept: Draw on discussion preparation to explore ideas under discussion Listen attentively to presentations by the teacher and fellow students and be able to identify the main idea Understand and interpret information presented in media Listen to and build on the talk/ideas of others Ask clear questions during small group and whole class discussion to check understanding of information presented Provide reasons and argue for a point, using evidence Follow conversation rules established Recognize the ideas of others and offer comments or suggestions Teaching Notes and Strategies: Model the rules for discussion and give students multiple opportunities to practice them. For discussions of texts, consider using literature circles and assigning students specific roles that they are responsible for in order to keep the discussion focused and relevant. Questions Stems: 1. How did you prepare for the discussion? 2. Ask your partner 3. Tell your partner everything you learned about. 4. Did you listen carefully to the presentation? 5. What suggestions or comments did you offer when the presentation was finished? Previous Year Standard: SL 2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and text with peers and adults in small and larger groups. a. Follow agreed upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion Next Year Standard: SL 4.1: Engage effectively in a range of collaborative discussions (one on one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. a. Come 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. Follow agreed upon rules for discussions and carry out assigned roles.

116 I Can Statement: I can read or study material(s) to be discussed. I can list important information about the topic to be discussed. I can identify and follow the agreed upon rules for discussion. I can ask questions when I don t understand. I can stay on topic by making comments about the information being discussed. I can make connections between the comments of others. I can explain my own ideas and tell what I ve learned from others during a discussion. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

117 SL 3.2 Standard: Determine the main ideas and supporting details of a text read aloud or Anchor: Integrate and evaluate information presented in diverse information presented in diverse media and formats, including visually, media and formats, including visually, quantitatively, and orally. quantitatively, and orally. Essential Skills/Concept: Determine the main ideas in a text/diverse media read/presented aloud Distinguish between supporting and non supporting details in a text/diverse media read/presented aloud Recognize what information is being conveyed through diverse media, such as graphs, videos, and digital resources Questions Stems: 1. What was the main idea of the video; share with your partner. 2. How did you decide this was the main idea? 3. What is the main focus of this graph/table/chart? 4. What is the main purpose of this graph/table/chart? 5. How does the information put into charts or graphs provide support for what the chart/graph is mostly about? 6. Can you think of any other supporting information that could be graphed or charted? Teaching Notes and Strategies: Model how to distinguish a main idea and supporting details when information is presented in diverse formats. Previous Year Standard: SL 2.2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. a. Give and follow three and four step oral directions. Next Year Standard: SL 4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. I Can Statement: I can identify information from a text being read aloud. I can identify information presented in different formats (e.g., media, charts, graphs, websites, speeches, presentations). I can use information gathered to determine the main idea and support details of a presentation

118 SL 3.3 Standard: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Anchor: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric Essential Skills/Concept: Identify the main points of a speaker s presentation to generate questions Know that facts, examples, explanations and elaborations can be used as support for an opinion. Infer messages that the speaker gives. Questions Stems: 1. What is the speaker s message? 2. In what way is the speaker supporting what they are saying? 3. Do you agree/disagree with what the speaker is saying? 4. What reasons made you agree/ disagree with what you heard or saw? 5. Based on what you saw or heard what conclusions did you come up with? Teaching Notes and Strategies: Provide students with question starters so that they are supported in framing their questions. Provide students with answer starters so that they are supported in framing their answer to questions. Model how to paraphrase/summarize the information given by a speaker for the purpose of posing a question. Previous Year Standard: SL 2.3: Ask and answer questions about what a speakernext Year Standard: SL 4.3: Identify the reasons and evidence a speaker or says in order to clarify comprehension, gather additional information, or deepen media source provides to support particular points. understanding of a topic or issue. I Can Statement: I can ask questions about a speaker s presentation when I do not understand or need more information. I can answer questions about a speaker s presentation by using appropriate elaboration and details.

119 SL 3.4 Standard: 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. Anchor: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Essential Skills/Concept: Make brief oral report that demonstrates understanding of a topic or story Understand organizational structure for presentation such a chronologically, problem/solution, cause and effect, before and after Organize a report the includes facts and relevant, descriptive details on a topic Understand that good presentation skills include speaking clearly, with good pacing, and making eye contact Questions Stems: 1. Did you write or present facts that were relevant? 2. What facts did you include that are relevant to the topic? 3. What descriptive details or language did you use? 4. How is your presentation organized? Teaching Notes and Strategies: Provide students with practice for recounting events (sequential order). Model how to report on a topic using only the most relevant, appropriate facts/details. Provide opportunities for students to rehearse their speaking and give feedback regarding their pace and intonation. Consider having students record themselves and listen to playback. Previous Year Standard: SL 2.4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. a. Plan and deliver a narrative presentation that: recounts a well elaborated event, includes details, reflects a logical sequence, and provides a conclusion Next Year Standard: SL 4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. a. Plan and deliver a narrative presentation that: relates ideas, observations, or recollections; provides a clear context; and includes clear insight into why the event or experience is memorable.

120 I Can Statement: I can present a topic, text, story or experience with facts and relevant (appropriate), descriptive details. I can report my information by speaking clearly at an understandable pace (speed).

121 SL 3.5 Standard: 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. Anchor: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Essential Skills/Concept: Use audio equipment to create stories/poems that are reflective of fluid, well paced reading. Create visual displays such as legends, charts, graphs, and display boards to highlight key facts & details Report information in an engaging/meaningful way. Select visuals to add to a poem or story being read that would enhance your audience s understanding of the presentation. Questions Stems: 1. What visuals will you use to enhance your presentation? 2. Have you practiced your reading emphasizing important words or points? 3. How is your pacing? 4. At what time in your presentation will you show your visuals? 5. Do your visuals support your presentation s focus? Previous Year Standard: SL 2.5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings Teaching Notes and Strategies: Provide ample time and opportunities for students to build fluency through repeated oral readings of poems,stories, reader s theater.. Next Year Standard: SL 4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. I Can Statement: I can read aloud stories or poems and use my voice to make them come to life (e.g. adjust the volume of my voice, make exclamations, change pace). I can speak clearly and at an understandable pace (speed) when creating audio recordings of stories or poems. I can add visual displays (e.g. illustrations, graphs, photos) to highlight facts and details.

122 SL 3.6 Standard: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.) Essential Skills/Concept: Use academic, content specific vocabulary when presenting formally Use complete sentences in formal presentations Know that when constructing a formal response, standard English grammar and language convention must be used Questions Stems: 1. Who is your audience? 2. Would you use formal or informal English with this audience? 3. What type of language do you use when talking with friends? 4. What type of language do you use when giving a presentation? 5. What is the specific vocabulary that relates to your topic? 6. When will you use this specific vocabulary? 7. In what way would you change your informal speech for a formal presentation? Anchor: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Teaching Notes and Strategies: Model how to turn questions into statements. Teach students to include content vocabulary when presenting formally. Teach students how to distinguish their speaking based upon their audience. Previous Year Standard: SL 2.6:. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.) I Can Statement: I can recognize a complete sentences (a group of words that expresses a complete thought). I can speak using complete sentences when asked to provide details or clarification. Next Year Standard: SL 4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)

123 Language

124 Standard: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. b. Form and use regular and irregular plural nouns. c. Use abstract nouns (e.g., childhood) d. Form and use regular and irregular verbs. L 3.1 e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. f. Ensure subject verb and pronoun antecedent agreement.* g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. h. Use coordinating and subordinating conjunctions. i. Produce simple, compound, and complex sentences. *see ELA CCSS Appendix A, page 31 for Language Progressive Skills Essential Skills/Concepts: Explain function of nouns, pronouns, verbs, adjectives, and adverbs and functions in sentences Form and use regular and irregular plural nouns Use abstract nouns Form and use regular and irregular verbs Form and use simple verb tenses Understand subject/verb agreement Understand pronoun antecedent agreement Form and use comparative and superlative adjectives and adverbs Choose between comparative and superlative adjectives and adverbs Understand and use coordinating and subordinating conjunctions to produce compound and complex sentences Recognize and write simple, compound, and complex sentences Anchor: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Teaching Notes and Strategies: Model effective writing including conventions. Provide students opportunities to write daily. Help students edit in small groups. Question Stems: 1. Listen as I read what you wrote. Did that sound right? 2. Do you have subject/verb agreement? 3. Where did you use a compound or complex sentence? 4. Read what you wrote slowly? Did you write what you just said? Previous Year Standard: L 2.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Create readable documents with legible print. c. Form and use frequently occurring irregular plural nouns (e.g., feet children, teeth, mice, fish). Next Year Standard: L 4.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Write fluidly and legibly in cursive or joined italics. b. Use interrogative relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

125 d. Use reflexive pronouns (e.g., myself, ourselves). e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). f. Use adjectives and adverbs, and choose between them depending on what is to be modified. g. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie.; The little boy watched the movie.; The action movie was watched by the little boy.). c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). f. Form and use prepositional phrases. g. Produce complete sentences, recognizing and correcting inappropriate fragments and run ons. h. Correctly use frequently confused words (e.g., to, too, two; there, their). I Can Statements: I can define noun (person, place, or thing) and pronoun (a word that takes the place of one or more nouns) and explain how they function in a sentence. I can define verb (an action or state of being) and explain how it functions in a sentence. I can define adjective (a word that adds meaning to a noun or pronoun) and adverb (a word that adds meaning to a verb, adjective, or other adverb) and explain how they function in a sentence. I can define plural (more than one) and form/use regular (e.g. boy, boys) and irregular plural pronouns (mouse, mice) correctly. I can define abstract nouns (nouns that represent an idea, feeling, emotion, etc.) and use them correctly. I can explain the differences between regular verbs (e.g. walk, walked) and irregular verbs (e.g. run, ran) and form/use them correctly. I can explain the difference between simple verb tenses (past, present, future) and form/use them correctly. I can define subject and verb and explain that a singular object needs a singular verb and a plural object needs a plural verb. I can define antecedent (the word or group of words a pronoun replaces) and make sure a pronoun agrees with its antecedent. I can identify comparative/adverbs (formed by adding er or more) and superlative adjectives/ adverbs (formed by adding est or most) and choose the correct form when writing or speaking. I can identify coordinating conjunctions (e.g. for, and, but, or, yet, so) and subordinating conjunctions (e.g. after, because, if, since, while) and use them correctly. I can identify and create simple sentences (e.g. Emma walks to school.), compound sentences (Emma walks to school, and her dog follows her.), and complex sentences (e.g. Because Emma took the dog back home, she was late for school.).

126 L 3.2 Standard: Standard: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 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. Anchor: Anchor: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Essential Skills/Concepts: Use quotation marks to denote that someone is speaking or quoting from the text Use commas in dialogue and in writing addresses Use capital letters at the beginning of a sentence, titles, and proper names Spell high frequency words correctly Use spelling patterns and affixes to help spell words correctly Use dictionaries or digital media to look for the correct spelling of a word Form singular and plural possessives Question Stems: 1. Which words in this sentence should be capitalized? 2. How should this sentence be written to show someone is talking? 3. How should this sentence be written correctly? Previous Year Standard: L 2.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage badge; e. boy boil). f. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Teaching Notes and Strategies: Model effective writing including conventions. Provide students opportunities to write daily. Help students edit in small groups. Next Year Standard: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations in a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade appropriate words correctly, consulting references as needed.

127 I Can Statements: I can identify words in a title that should be capitalized (e.g. first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions, prepositions or five or more letters).. I can identify words in a title that should not be capitalized (e.g. articles, coordinating conjunctions, prepositions of four or fewer letters). I can use a comma to separate the city and state in an address. I can punctuate dialogue correctly by using commas before/after speaker tags and placing quotation marks around spoken words (e.g. I was walking, Christian said, when Caleb tripped me. ). I can define possessive (nouns that own something) and form singular possessives (e.g. add apostrophe s s) and plural possessives (e.g. add an apostrophe after the existing s s ). I can spell high frequency words correctly. I can recognize when I need to double consonants, drop e, or change y to i when adding suffixes to base words. I can write words correctly using common spelling patterns and generalizations. I can identify misspelled words and use resources to assist me in spelling correctly.

128 L 3.3 Standard: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases for effect. b. Recognize and observe differences between the conventions of spoken and written Standard English. Anchor: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Essential Skills/Concepts: Understand basic punctuation rules Understand basic capitalization rules Understand basic grammar rules Recognize that words have differences or shades (similar or multiple) of meaning Understand that punctuation like commas, exclamations, and question marks can be used for effect Choose and use words and phrases to add effect to writing or speaking Recognize that spoken language differs from written language Distinguish between situations when formal English and informal English is needed Understand and use appropriate English Question Stems: 1. What is the purpose for your speech/writing/presentation? 2. Who will be your audience? 3. Is the tone or style appropriate to your audience? 4. Have you followed the rules of punctuation and grammar? 5. Did you practice your presentation with your group, and what feedback did they provide you? 6. In your group, did you talk or offer ideas about using precise language to convey your ideas? 7. Did you use a thesaurus to locate other ways to say? How did you decide which word to use? 8. Did you use quotation marks, questions, or exclamations to add to importance to your writing/presentation? Previous Year Standard: L 2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Compare formal and informal uses of English. I Can Statements: I can identify words or phrases in a story that bring it to life and create effect or interest. I can choose words and phrases to add effect or interest when writing or speaking. I can explain how spoken language differs from written language. I can follow standard English rules when writing. Teaching Notes and Strategies:.Model and provide opportunities for students to edit work. Next Year Standard: L 4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely. Choose punctuation for effect. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small group discussion).

129 L 3.4 Standard: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase. b. 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, heat/preheat). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases in all content areas. Anchor: Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Essential Skills/Concepts: Use sentence level context clues to help identify the meaning of unknown words or phrases Identify the meaning of a new word when a known affix is added to it Determine the meaning of an unknown word by studying the root in a known word Know how to use a textbook glossary to determine the meaning of bold type words Use reference materials, such as print or digital dictionaries, to help determine the precise meaning of key words Identify alternate word choices using a print or digital thesaurus Question Stems: 1. What strategies have you used to help you figure out what this word means? 2. Have you tried looking in the dictionary or glossary to help you figure out the meaning of the word? 3. Have you used context clues to help you determine what the word means? 4. Can you go online and search for the meaning of the word? 5. Did you check the thesaurus for similar meanings for the word? Previous Year Standard: L 2.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases in all content areas. Teaching Notes and Strategies: Model strategies to learn unknown vocabulary words: context clues, glossaries, dictionaries, using base words to determine meaning of words. Provide students opportunities to independently use reading strategies. Next Year Standard: L 4.4 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases and to identify alternate word choices in all content areas.

130 I Can Statements: I can determine the meaning of unknown words using context clues (e.g. definitions, examples, restatements) in a sentence. I can recognize and define common affixes (e.g., un, dis, able, less ) I can break down unknown words into units of meaning (affix, root) to determine definitions. I can determine the meaning of an unknown word by consulting reference materials (e.g. dictionaries, glossaries, thesauruses).

131 L 3.5 Standard: Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non literal meanings of words and phrases in context (e.g., take steps). b. Identify real life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Anchor: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Essential Skills/Concepts: Distinguish between the literal and nonliteral meanings of words and phrases in context Be able to make connections between words and their use in real life Recognize words shades of meaning as it relates to states of mind or degrees of certainty Teaching Notes and Strategies: Through the use of think alouds, model how to understand word relationships and meanings. Questions Stems: 1. What real life connections can you make to this word and its use? 2. In what other context could this word be used? 3. What word could you substitute to make the meaning stronger? 4. What word would best describe this character? 5. What is the literal meaning of this sentence? 6. What is the purpose of writing with non literal words or phrases? Previous Year Standard: L 2.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and non literal meanings of words and phrases in context (e.g., take steps). b. Identify real life connections between words and their use (e.g., describe people who are friendly or helpful). c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). I Can Statements: Provide opportunities to work with words in context. Next Year Standard: L 4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). I can explain the difference between the literal meaning (it means exactly what it says) and nonliteral meaning (sometimes what you say is not exactly what you mean) of words and phrases. I can recognize when an author's words and phrases are literal or nonliteral. I can make a real life connection (text to self) to words I hear and read. I can recognize words that have similar meanings and choose the word that best describes the mood/state of mind.

132 L 3.6 Standard: 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.). Anchor: Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Essential Skills/Concepts: Use grade appropriate academic and domain specific words/phrases Use language appropriate for presentations Use words that signal spatial and temporal relationships Use content specific words when need to explain a topic Understand that words have shades of meaning Acquire and use words that are basic to understanding a concept Question Stems: 1. Without changing the meaning of the sentence, what other words could you use for? 2. What word would best describe? 3. Restate this sentence using other domain specific words? 4. Replace a word in this sentence with another word that is more precise or specific? Teaching Notes and Strategies: Model the inclusion of transitional phrases at the beginning and ends of thoughts moving from one topic in the conversation to the next. Guide students through the development of grade level appropriate skills in conversation, providing opportunities for students to dialogue together. Give students time to practice their conversational skills multiple times throughout the day and have discussion starters and sentence stems to support them. Previous Year Standard: L 2.6 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). Next Year Standard: L 4.6 Acquire and use accurately grade appropriate general academic and domain specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). I Can Statement: I can recognize the differences between general academic words and phrases (Tier Two words are subtle or precise ways to say relatively precise things, e.g. saunter instead of walk.) and domain specific words and phrases (Tier Three words are often specific to content knowledge, e.g. lava, democracy, pulley.). I can acquire and use grade appropriate academic and domain specific words/phrases, including words that signal spatial and temporal relationships.

133 District Literacy Common Assessments Use Writing Pathways ON-DEMAND PERFORMANCE ASSESSMENT PROMPT (Opinion/Argument Writing) Follow the directions in Writing Pathways on page 116. Dates to administer and enter scores can be found in the Assessment Guide provided by the district. All other literacy common assessments are also found in the Assessment Guide provided by the district, directions below. Log in to the intranet Click on Programs and Services and from the drop down menu select Assessment Click on DLB Download the current District Assessment Guide

134 District Provided Literacy Resources Making Meaning Being A Writer Writing Pathways Heggerty (Gen Ed only) Estrellita (DL only) Senderos (DL only) Fountas and Pinnell Benchmark Assessment Kits Fountas and Pinnell Phonics Words Their Way Words Their Way Companion Volumes Pearson Leveled Readers Encyclopedia Britannica Newsela (2 nd grade and up) Classroom libraries Book room materials * For additional and up to date resources please visit the U-46 literacy webpage From click on