Third Grade Language Arts Pacing Guide

Transcription

1 Content Description Setting the Stage/Ongoing Curriculum Continued from 1 st 2 nd and 3 rd s This section covers objectives and descriptions that must be taught all year long. Strategies The first quarter has a specific list of reading strategies that should be used all year long. (Sources: Comprehension Connections by Tanny McGregor; Interactive Read- Alouds by Linda Hoyt) Technology the This section covers new material that will be taught (introduced) and assessed this specific quarter. This section is taken from the LA Benchmark and Evidence document. It lists ideas for assessment of the focus objectives. This section is paraphrased from the Essential Understandings portion of the Curriculum Framework. Cross-Curricular Integration All technology links K-5 are available on a separate document. Language Arts objectives should be taught in all content areas. Integration of specific objectives are listed under the heading Nonfiction Cross-Curricular Integration.

2 Setting Stage for 1 st (3.1a) Listen, face speaker, ask questions, and summarize (3.1b) Ask/respond to questions (3.1c) Explain what has been learned (3.1d) Use language appropriate for context 1st (3.1a) Listen, face speaker, ask questions, and summarize (3.1b) Ask/respond to questions (3.1c) Explain what has been learned (3.1d) Use language appropriate for context Participate in discussions about learning and take part in collaborative learning projects. Evidence to include discussion across content areas, building on other s ideas and clearly expressing their own, reports of group activities, visual presentation. participate effectively in group activities by using language appropriate for the context and by taking turns in conversations and moving group discussions forward use grammatically correct and specific vocabulary to communicate ideas

3 Setting Stage for 1 st Strategies (3.5 k/3.6j) Use reading strategies to monitor comprehension throughout the reading process. Using prior knowledge Making connections Inferring Questioning Visualizing Synthesizing Predicting Analyzing Drawing conclusions Sequencing 1st Phonetic Principles (3.3a) Regular and irregular vowel patterns (3.3b) Decode multisyllabic words (3.4c) Meaning clues, language structure, phonetic (3.4d) Use context to clarify meaning of unfamiliar words (3.4e) Discuss meanings and develop vocabulary by listening and reading a variety of texts (3.4f) Use content vocabulary Understand and use PWC Academic (3.4g) Use word reference resources Fiction (3.5a) Set a purpose for reading (3.5b) Text connection to previous experiences (3.5k) Use reading strategies (3.5l) Differentiate between fiction/nonfiction (3.5m) Read with accuracy and fluency Nonfiction Cross-Curricular Integration (3.6b) Use prior and background knowledge as context for new learning (3.6c) Preview and use text features (3.6i) Compare and contrast the characteristics of biographies and autobiographies Growth in word analysis including knowledge of vowel patterns, tenses, and decoding of multi-syllabic words. Evidence to include oral and written classroom word work and fluency when reading. Growth in acquisition and use of vocabulary gained from context, word reference materials, and word study. Oral and written evidence to include journals, classroom discussion, written and oral reports, and other assessments. Complete a minimum of 50 minutes of reading daily including titles on the List, applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. understand the need to apply word-analysis skills to decode words use meaning clues, language structure, phonetic strategies, text structure, and surface features of text to read use reference resources to learn word meanings develop a variety of comprehension strategies that can be applied to make meaning from fictional text develop an increased understanding of the essential elements and characteristics of fictional text

4 Setting the Stage for 1 st Initiating Workshop Establishing a writing community Setting expectations and routines Setting a purpose Utilizing mentor texts Gathering benchmark evidence Facilitating opportunities for students to share and discuss writing 1st (3.9a) Identify intended audience (3.9b) Use a variety of prewriting strategies (3.9e) Use strategies for organization of information and elaboration according to type of writing (3.9f) Include details that elaborate the main idea (3.9g) Revise writing for clarity of content using specific vocabulary and information (3.10a) Use complete sentences (3.10b) Use transition words to vary sentence structure (3.10j) Use correct spelling for frequently used sight words, including irregular plurals Fall writing samples that use the Process. Three narrative writings. A variety of evidence that illustrates growth in writing. Evidence to include written responses across curriculum areas such as journals, student response logs, notes, reports and projects. Documents that demonstrate the ability to use word processing to write, edit, and publish. understand how to plan and compose written pieces for a variety of purposes understand that grammatically correct language and mechanics contribute to the meaning of writing

5 Continued from 1 st (3.1a) Listen, face speaker, ask questions, and summarize (3.1b) Ask/respond to questions (3.1c) Explain what has been learned (3.1d) Use language appropriate for context 2 nd (3.1e) Increase speaking/listening vocabulary (3.2a) Speak clearly (3.2b) Use appropriate volume and pitch (3.2c) Speak at an understandable rate (3.2d) Organize ideas sequentially or around major points of information Make numerous group and individual oral presentations with expression and confidence that incorporate visual media (images, posters, and charts). participate effectively in group activities by using language appropriate for the context and by taking turns in conversations and moving group discussions forward increase listening and speaking vocabularies organize information on a topic when presenting an oral report speak clearly at an understandable rate and volume

6 Continued from 1 st Phonetic Principles (3.3a) Regular and irregular vowel patterns (3.3b) Decode multisyllabic words (3.4c) Meaning clues, language structure, phonetic (3.4d) Use context to clarify meaning of unfamiliar words (3.4e) Discuss meanings and develop vocabulary by listening and reading a variety of texts (3.4f) Use content vocabulary Understand and use PWC Academic (3.4g) Use word reference resources Fiction (3.5a) Set a purpose for reading (3.5b) Text connection to previous experiences (3.5k) Use reading strategies (3.5l) Differentiate between fiction/nonfiction (3.5m) Read with accuracy and fluency Nonfiction Cross-Curricular Integration (3.6b) Use prior and background knowledge as context for new learning (3.6c) Preview and use text features (3.6i) Compare and contrast the characteristics of biographies and autobiographies Strategies (3.5 k/3.6j) Refer to first quarter Setting the Stage for a list of ongoing strategies. 2 nd (3.4b) Use synonyms and antonyms Fiction/Poetry (3.5c) Make, confirm, revise predictions (3.5d) Compare/contrast settings, characters, and events (3.5e) Identify the author s purpose (3.5f) Ask/answer questions about what is read (3.5g) Draw conclusions about text (3.5h) Identify problem/solution (3.5i) Identify the main idea (3.5j) Identify supporting details Nonfiction Cross-Curricular Integration (3.6d) Ask/answer questions about what is read (3.6g) Identify the main idea (3.6h) Identify supporting details (3.6j) Use reading strategies to monitor comprehension throughout the reading process a variety of fictional text, folklore, and poetry with an understanding of characterization, author s purpose, connections within and between texts, problem/solutions, main idea, and supporting details. Evidence to include classroom discussions, journals, asking and answering questions, and teacher-student conferencing. Complete a minimum of 50 minutes of reading daily including titles on the List, applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. develop a variety of comprehension strategies that can be applied to make meaning from fictional text and poetry develop an increased understanding of the essential elements and characteristics of fictional text and poetry develop the ability to use key supporting details to determine the lessons or morals from fictional text and poetry

7 Continued from 1 st (3.9a) Identify intended audience (3.9b) Use a variety of prewriting strategies (3.9e) Use strategies for organization of information and elaboration according to type of writing (3.9f) Include details that elaborate the main idea (3.9g) Revise writing for clarity of content using specific vocabulary and information (3.10a) Use complete sentences (3.10b) Use transition words to vary sentence structure (3.10j) Use correct spelling for frequently used sight words, including irregular plurals Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. 2 nd (3.9c) Write a clear topic sentence focusing on main idea (3.9d) Write a paragraph on the same topic (3.9e) Use strategies for organization of information and elaboration according to type of writing Continue Ongoing Instruction (3.8) Write legibly in cursive (3.10f) Use commas in a simple series (3.10g) Use simple abbreviations (3.10h) Use apostrophes in contractions with pronouns and possessives (3.10i) Use the articles a, an, and the correctly *This quarter includes units on paragraph writing in both fiction and nonfiction. A variety of evidence that illustrates growth in writing. Evidence to include written responses across curriculum areas such as journals, student response logs, notes, reports and projects. Documents that demonstrate the ability to use word processing to write, edit, and publish. understand that grammatically correct language and mechanics contribute to the meaning of writing Understand how to plan and compose a paragraph on the same topic

8 Continued from 1 st and 2 nd (3.1a) Listen, face speaker, ask questions, and summarize (3.1b) Ask/respond to questions (3.1c) Explain what has been learned (3.1d) Use language appropriate for context (3.1e) Increase speaking/listening vocabulary (3.2a) Speak clearly (3.2b) Use appropriate volume and pitch (3.2c) Speak at an understandable rate (3.2d) Organize ideas sequentially or around major points of information 3 rd (3.2e) Use contextually appropriate language and specific vocabulary to communicate ideas Participate in discussions about learning and take part in collaborative learning projects. Evidence to include discussion across content areas, building on other s ideas and clearly expressing their own, reports of group activities, visual presentation. organize information on a topic when presenting an oral report.

9 Continued from 1 st and 2 nd s (3.4b) Use synonyms and antonyms Fiction/Poetry (3.5c) Make, confirm, revise predictions (3.5d) Compare/contrast settings, characters, and events (3.5e) Identify the author s purpose (3.5f) Ask/answer questions about what is read (3.5g) Draw conclusions about text (3.5h) Identify problem/solution (3.5i) Identify the main idea (3.5j) Identify supporting details Strategies (3.5 k/3.6j) Refer to first quarter Setting the Stage for a list of ongoing strategies. 3 rd (3.4a) Use knowledge of homophones (3.4b) Use knowledge of roots and affixes. Non-Fiction *New to 3 rd * (3.6a) Identify author s purpose (3.6e) Draw conclusions based on text (3.6f) Summarize major points found in nonfiction text (3.6k) Identify new information gained from reading (3.6l) Read with fluency and accuracy Note: These standards have been introduced in Cross-Curricular Integration and now need to be the focus in Language Arts instruction (3.6b) Use prior and background knowledge as context for new learning (3.6c) Preview and use text features (3.6d) Ask/answer questions about what is read (3.6g) Identify the main idea (3.6h) Identify supporting details (3.6i) Compare and contrast the characteristics of biographies and autobiographies (3.6j) Use reading strategies to monitor comprehension throughout the reading process Nonfiction Cross-Curricular Integration (3.7a) Use encyclopedias and other reference books, including online reference materials. including online reference materials (3.7b) Use table of contents, indices, and charts. Nonfiction reading that shows growth in acquisition of information through identifying author s purpose, using text structures, summarizing major points, and drawing conclusions. Oral and written evidence to include classroom discussions, informational writing, answering questions, written and oral reports, and other assessments. Complete a minimum of 50 minutes of reading daily including titles on the List, applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. use meaning clues, language structure, phonetic strategies, text structure and surface features of text to read demonstrate comprehension of non-fiction understand that text formats can be used to set a purpose for reading demonstrate an understanding of the characteristics of biography and autobiography

10 Continued from 1 st and 2 nd (3.9c) Write a clear topic sentence focusing on main idea (3.9d) Write a paragraph on the same topic (3.9e) Use strategies for organization of information and elaboration according to type of writing (3.9f) Include details that elaborate the main idea (3.9g) Revise writing for clarity of content using specific vocabulary and information (3.8) Write legibly in cursive (3.10f) Use commas in a simple series (3.10g) Use simple abbreviations (3.10h) Use apostrophes in contractions with pronouns and possessives (3.10i) Use the articles a, an, and the correctly Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. 3 rd (3.11a) Construct questions about the topic (3.11b) Identify appropriate resources (3.11c) Collect and organize information about the topic into a short report (3.11d) Understand difference between plagiarism and using own words (3.12) The student will use available technology for reading and writing Continue Ongoing Instruction (3.8) Write legibly in cursive. (3.10c) Use the word I in compound subjects (3.10d) Use past and present verb tense (3.10e) Use singular possessives Four summary reports that show use of the Research Process, evaluated with the Research Rubric. A variety of documents that demonstrate the ability to use word processing to write, edit, and publish. understand how information should be collected, analyzed, and organized as part of the process of writing a short report understand the difference between plagiarism and using their own words in their writing understand that reading and writing skills can be adapted for use with available technology understand that neat, legible cursive handwriting is an important tool of written communication understand that grammatically correct language and mechanics contribute to the meaning of writing

11 Continued from 1 st,2 nd, and 3 rd s (3.1a) Listen, face speaker, ask questions, and summarize (3.1b) Ask/respond to questions (3.1c) Explain what has been learned (3.1d) Use language appropriate for context (3.1e) Increase speaking/listening vocabulary (3.2a) Speak clearly (3.2b) Use appropriate volume and pitch (3.2c) Speak at an understandable rate (3.2d) Organize ideas sequentially or around major points of information (3.2e) Use contextually appropriate language and specific vocabulary to communicate ideas 4th Continue ongoing instruction with objective 3.2e Make numerous group and individual oral presentations with expression and confidence that incorporate visual media (images, posters, and charts). organize information on a topic when presenting an oral report

12 Continued from 1 st, 2 nd, and 3 rd s (3.4a) Use knowledge of homophones (3.4b) Use knowledge of roots and affixes. Non-Fiction (3.6a) Identify author s purpose (3.6b) Use prior and background knowledge as context for new learning (3.6c) Preview and use text features (3.6d) Ask/answer questions about what is read (3.6e) Draw conclusions based on text (3.6f) Summarize major points found in nonfiction text (3.6g) Identify the main idea (3.6h) Identify supporting details (3.6i) Compare and contrast the characteristics of biographies and autobiographies (3.6j) Use reading strategies to monitor comprehension throughout the reading process (3.6k) Identify new information gained from reading (3.6l) Read with fluency and accuracy Strategies (3.5 k/3.6j) Refer to first quarter Setting the Stage for a list of ongoing strategies. 4 th Non-Fiction (3.7a) Use encyclopedias and other reference books, including online reference materials. including online reference materials (3.7b) Use table of contents, indices, and charts. Continue to review 3.6a-l. Comprehension of information gathered in nonfiction and reference materials using the Research Process. Evidence to include information shared by students in discussions, oral presentations, posters, electronic templates, informational and report writing. Complete a minimum of 50 minutes of reading daily including titles on the List, applying critical reading skills at the independent level. Evidence to include reading logs, teacher conferencing, book reports. understand ways to select the best resources for gathering information on a given topic

13 Continued from 1 st, 2 nd, and 3rd (3.11a) Construct questions about the topic (3.11b) Identify appropriate resources (3.11c) Collect and organize information about the topic into a short report (3.11d) Understand difference between plagiarism and using own words (3.12) The student will use available technology for reading and writing (3.9f) Include details that elaborate the main idea (3.9g) Revise writing for clarity of content using specific vocabulary and information (3.8) Write legibly in cursive. (3.10c) Use the word I in compound subjects (3.10d) Use past and present verb tense (3.10e) Use singular possessives Workshop Continue Workshop expectations initiated in the first quarter Setting the Stage. 4 th Continue Ongoing Instruction Continue Ongoing Instruction Continue Ongoing Instruction Four summary reports that show use of the Research Process, evaluated with the Research Rubric. A variety of documents that demonstrate the ability to use word processing to write, edit, and publish. understand how information should be collected, analyzed, and organized as part of the process of writing a short report understand the difference between plagiarism and using their own words in their writing understand that reading and writing skills can be adapted for use with available technology understand that neat, legible cursive handwriting is an important tool of written communication understand that grammatically correct language and mechanics contribute to the meaning of writing