Weekly Comprehension Test RI.3.1-Ask and answer questions to demonstrate. Skill: Point of View

Transcription

1 Language Arts Pacing Guide Third Grade Third Quarter (Week 19); Spelling Unit 18 ELA Unit 4: Lesson 17: Domain: Earth Science; Lesson Topic: Fossils Essential Question: What can fossils tell us about the past? Anchor Text: The Albertosaurus Mystery: Philip Currie s Hunt in the Badlands (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING INFORMATIONAL TEXT (RI): Skill: Conclusions Weekly Comprehension Test RI.3.1-Ask and answer questions to demonstrate Skill: Point of View Running Records understanding of a text, referring explicitly to the text Strategy: Visualize DRA RI.3.2-Determine the main idea of a text; recount the Reader s Notebook key details and explain how they support the main idea. RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.6-Distinguish their own point of view from that of the author of a text. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): Review Units Exit Slips Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. o Review ch, sh, tch, th, wr, ck Word Wall Activities Fluency RF.3.4a-Read grade-level text with purpose and understanding. o Review Complex Consonants: Soft g, Soft c Spelling Book Work: o Review Digraphs; Blends o Review The Schwa Sound o Review Words Writers Use Spelling Words High Frequency Words Vocabulary (Word Wall) Words Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 120. Students should complete Pg 120 for possible grade. Tuesday: Review Word List; Review 121. Students should complete Pg 121 for grade. Wednesday: Review Word List; Review Students should complete Pg for grade. Thursday: Review Word List; Review Students should complete Pg for possible grade. Friday: Review Word List; Review Students should complete Pg for possible grade

2 WRITING STANDARDS (W): W.3.1a-Introduce the topic or text they are writing Opinion Writing: Opinion Paragraph about, state an opinion, and create an organizational Focus Trait:Voice structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Conclusions SL.3.1a-Come to discussions prepared, having read or Skill: Point of View studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1e-Form and use the simple verb tenses. L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.2a-Capitalize appropriate words in titles. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through Adjectives that Compare Vocabulary Strategy: Suffix -ly Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Class Discussions Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

3 conversations, reading and being read to, and responding to texts.

4 Language Arts Pacing Guide Third Grade Third Quarter (Week 20); Spelling Unit 19 ELA Unit 4: Lesson 18: Domain: Life Science; Lesson Topic: Trees Essential Question: What are some differences among types of trees? Anchor Text: A Tree is Growing (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Text and Graphic Weekly Comprehension Test RL.3.1-Ask and answer questions to demonstrate Features Running Records understanding of a text, referring explicitly to the text Skill: Domain-Specific Vocabulary DRA RL.3.5-Refer to parts of stories, dramas, and poems Strategy: Question Reader s Notebook when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5-Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.6-Distinguish their own point of view from that of the author of a text. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): /o/: aw, o Exit Slips Spelling Words Word Wall Activities High Frequency Words Vocabulary (Word Wall) Words Spelling Book Work: Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 128. Students should complete Pg 128 for possible grade.

5 successive readings. Tuesday: Review Word List; Review 129. Students should complete Pg 129 for grade. Wednesday: Review Word List; Review 130. Students should complete Pg 130 for grade. Thursday: Review Word List; Review 131. Students should complete Pg 131 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL WRITING STANDARDS (W): Opinion Writing: Sentence Writing W.3.1a-Introduce the topic or text they are writing Problem-and-Solution Journaling about, state an opinion, and create an organizational Paragraph structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Focus Trait: Word Choice Strategy: Question SL.3.1a-Come to discussions prepared, having read or Class Discussions studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested

6 detail or clarification. LANGUAGE (L): L.3.1c-Use abstract nouns. L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.1i-Produce simple, compound, and complex sentences. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.3a-Choose words and phrases for effect. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Using the Verb be and Helping Verbs Vocabulary Strategy: Word Roots Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

7 Language Arts Pacing Guide Third Grade Third Quarter (Week 21); Spelling Unit 20 ELA Unit 4: Lesson 19: Domain: Community; Lesson Topic: Social Relationships Essential Question: How do members of a community help each other? Anchor Text: Two Bear Cubs (Myth/Play) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Story Structure Weekly Comprehension Test RL.3.1-Ask and answer questions to demonstrate Skill: Story Message Running Records understanding of a text, referring explicitly to the text Strategy: Summarize DRA RL.3.2-Recount stories, including fables, folktales, and Reader s Notebook myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.10-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. FOUNDATIONAL SKILLS (RF): r-controlled Vowel /or/: Exit Slips or, ore, ar, oar Word Wall Activities Spelling Words High Frequency Words Spelling Book Work: Vocabulary (Word Wall) Words Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 134. Students should complete Pg 134 for possible grade. Tuesday: Review Word List; Review 135. Students should complete Pg 135 for grade. Wednesday: Review Word List; Review 136. Students should complete Pg 136 for grade. Thursday: Review Word List; Review

8 137. Students should complete Pg 137 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL WRITING STANDARDS (W): Opinion Writing: Prewrite Sentence Writing W.3.1a-Introduce the topic or text they are writing a Persuasive Essay Journaling about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Focus Trait: Ideas Strategy: Summarize SL.3.1a-Come to discussions prepared, having read or Class Discussions studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L.3.2g-Consult reference materials, including beginning More Irregular Verbs Vocabulary Strategy: Prefixes pre-, re-, bi- Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test

9 dictionaries, as needed to check and correct spellings. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Writing Rubrics DOL

10 Language Arts Pacing Guide Third Grade Third Quarter (Week 22) Spelling Unit 21 ELA Unit 4: Lesson 20: Domain: Earth Science; Lesson Topic: Climate Essential Question: What are the coldest places on Earth like? Anchor Text: Life on the Ice (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Main Ideas and Weekly Comprehension Test RL.3.1-Ask and answer questions to demonstrate Details Running Records understanding of a text, referring explicitly to the text Skill: Literal and Nonliteral Meanings DRA RL.3.2-Recount stories, including fables, folktales, and Strategy: Infer/Predict Reader s Notebook myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.9-Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.10-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. FOUNDATIONAL SKILLS (RF): r-controlled Vowel /ur/: Exit Slips Phonics & Word Recognition: or, ur, ear, ir Word Wall Activities

11 RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Spelling Words High Frequency Words Vocabulary (Word Wall) Words WRITING STANDARDS (W): W.3.1a-Introduce the topic or text they are writing Opinion Writing: Draft a Persuasive Essay about, state an opinion, and create an organizational Focus Trait: Organization structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6-With guidance and support from adults, use technology to produce and publish writing as well as to interact and collaborate with others. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and Spelling Book Work: Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 140. Students should complete Pg 140 for possible grade. Tuesday: Review Word List; Review 141. Students should complete Pg 141 for grade. Wednesday: Review Word List; Review 142. Students should complete Pg 142 for grade. Thursday: Review Word List; Review 143. Students should complete Pg 143 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling

12 shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Strategy: Summarize SL.3.1a-Come to discussions prepared, having read or Class Discussions studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. LANGUAGE (L): L.3.1a-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1d-Form and use regular and irregular verbs. L.3.1e-Form and use the simple verb tenses. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5a-Distinguish the literal and nonliteral meanings of words and phrases in context. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. What Is an Adverb Vocabulary Strategy: Dictionary/Glossary Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

13 Language Arts Pacing Guide Third Grade Third Quarter (Week 23); Spelling Unit 22 ELA Unit 5: Lesson 21: Domain: American History; Lesson Topic: Pioneer Life Essential Question: What was life on the prairie like for the pioneers? Anchor Text: Sarah, Plain and Tall (Historical Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Story Structure Weekly Comprehension Test RL.3.1-Ask and answer questions to demonstrate Skill: Point of View Running Records understanding of a text, referring explicitly to the text Strategy: Monitor/Clarify DRA RL.3.2-Recount stories, including fables, folktales, and Reader s Notebook myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): r-controlled Vowel /ar/: Exit Slips Phonics & Word Recognition: air, ear, are, ere, eir Word Wall Activities RF.3.3c-Decode multi-syllable words. Spelling Words Fluency High Frequency Words Spelling Book Work: RF.3.4a-Read grade-level text with purpose and Vocabulary (Word Wall) understanding. Words Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 146. Students should complete Pg 146 for possible grade. Tuesday: Review Word List; Review 147. Students should complete Pg 147 for grade. Wednesday: Review Word List; Review 148. Students should complete Pg 148 for grade.

14 WRITING STANDARDS (W): W.3.1a-Introduce the topic or text they are writing about, state an opinion, and create an organizational Narrative Writing: Fictional Narrative Paragraph structure that lists reasons. Focus Trait: Ideas W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c-Use temporal words and phrases to signal event order. W.3.3d-Provide a sense of closure. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Point of View SL.3.1a-Come to discussions prepared, having read or Strategy: Monitor/Clarify studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.6-Speak in complete sentences when appropriate Thursday: Review Word List; Review 149. Students should complete Pg 149 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Class Discussions

15 to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1e-Form and use the simple verb tenses. L.3.1f-Ensure subject-verb and pronoun-antecedent agreement. L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1i-Produce simple, compound, and complex sentences. L.3.2e-Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Adverbs that Compare Vocabulary Strategy: Prefix non- Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

16 Language Arts Pacing Guide Third Grade Third Quarter (Week 24); Spelling Unit 23 ELA Unit 5: Lesson 22: Domain: Life Science; Lesson Topic: Animal Migration Essential Question: Why do animals migrate to other places? Anchor Text: The Journey: Stories of Migration (Informational Text) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Compare and Weekly Comprehension Test RL.3.1-Ask and answer questions to demonstrate Contrast Running Records understanding of a text, referring explicitly to the text Skill: Author s Word Choice DRA RL.3.2-Recount stories, including fables, folktales, and Strategy: Visualize Reader s Notebook myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.8-Describe the logical connection between particular sentences and paragraphs in a text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): Single Syllable Exit Slips Homophones Word Wall Activities Spelling Words High Frequency Words Spelling Book Work: Vocabulary (Word Wall) Words Phonics & Word Recognition: RF.3.3c-Decode multi-syllable words. RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 152. Students should complete Pg 152 for possible grade. Tuesday: Review Word List; Review 153. Students should complete Pg 153 for grade.

17 WRITING STANDARDS (W): W.3.1a-Introduce the topic or text they are writing Narrative Writing: Descriptive Paragraph about, state an opinion, and create an organizational Focus Trait: Word Choice structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Compare and SL.3.1a-Come to discussions prepared, having read or Contrast studied required material; explicitly draw on that Skill: Author s Word preparation and other information known about the Choice topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.2-Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.5-Create engaging audio recordings of stories or poems that demonstrate fluid reading at an Wednesday: Review Word List; Review 154. Students should complete Pg 154 for grade. Thursday: Review Word List; Review 155. Students should complete Pg 155 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Class Discussions

18 understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1g-Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. L.3.1i-Produce simple, compound, and complex sentences. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3a-Choose words and phrases for effect. L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.5b-Identify real-life connections between words and their use. L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Making Comparisons Vocabulary Strategy: Word Roots Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

19 Language Arts Pacing Guide Third Grade Third Quarter (Week 25) Spelling Unit 24 ELA Unit 5: Lesson 23: Domain: Communication; Lesson Topic: Sending Messages Essential Question: How can people communicate over long distances? Anchor Text: The Journey of Oliver K. Woodman (Fantasy) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Sequence of Events Weekly Comprehension RL.3.1-Ask and answer questions to demonstrate Skill: Formal and Informal Test understanding of a text, referring explicitly to the text Language Running Records Strategy: Analyze/Evaluate RL.3.2-Recount stories, including fables, folktales, and DRA myths from diverse cultures; determine the central Reader s Notebook message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.5-Use text features and search tools to locate information relevant to a given topic efficiently. RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): Review Units Exit Slips Phonics & Word Recognition: o Review /o/: aw, o Word Wall Activities RF.3.3a-Identify and know the meaning of the most o Review r- common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. Controlled Vowel /or/: or, ore, oar, Spelling Book Work: RF.3.3c-Decode multi-syllable words. ar Monday: Introduce Word List; RF.3.3d-Read grade-appropriate irregularly spelled words. Fluency o Review r- Controlled Vowel /ur/: or, ur, ear, ir Introduce Spelling Strategy; Discuss & Go Over Pg 158. Students should complete Pg 158 for possible grade. RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on o Review r- Controlled Vowel /ar/: air, ear, are, ere, eir Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 159. Students should complete Pg 159 for grade. successive readings. o Review Single-

20 Syllable Homophones Spelling Words High Frequency Words Vocabulary (Word Wall) Words WRITING STANDARDS (W): Narrative Writing: Dialogue W.3.3b-Use dialogue and descriptions of actions, Focus Trait: Voice thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Skill: Formal and Informal SL.3.1a-Come to discussions prepared, having read or Language studied required material; explicitly draw on that Strategy: Analyze/Evaluate preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1d-Form and use regular and irregular verbs. L.3.1i-Produce simple, compound, and complex sentences. L.3.2c-Use commas and quotation marks in dialogue. L.3.2d-Form and use possessives. L.3.2e-Use conventional spelling for high-frequency and Possessive Nouns and Pronouns Vocabulary Strategy: Suffixes er, -est Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg Students should complete Pg for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg Students should complete Pg for possible grade. Friday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg Students should complete Pg for possible grade. Running Records ISEL/DRA Sentence Writing Journaling DOL Sentence Writing Journaling Class Discussions Class Discussions Student Writing Reader s Notebook

21 other studied words and for adding suffixes to base words. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.3b-Recognize and observe differences between the conventions of spoken and written standard English. L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL

22 Language Arts Pacing Guide Third Grade Third Quarter (Week 26) Spelling Unit 25 ELA Unit 5: Lesson 24: Domain: Earth Science; Lesson Topic: Volcanoes Essential Question: What changes do volcanoes cause? Anchor Text: Dog-of-the-Sea-Waves (Realistic Fiction) ELA Focus Common Core Standard Skills/Strategies Types of Assessments READING LITERATURE (RI): Skill: Author s Purpose Weekly Comprehension RL.3.1-Ask and answer questions to demonstrate Skill: Analyze Illustrations Test understanding of a text, referring explicitly to the text Strategy: Question Running Records RL.3.2-Recount stories, including fables, folktales, and DRA myths from diverse cultures; determine the central Reader s Notebook message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3-Describe characters in a story and explain how their actions contribute to the sequence of events. RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.7-Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story. RL.3.10-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. READING INFORMATIONAL TEXT (RI): RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text RI.3.7-Use information gained from illustrations and the words in a text to demonstrate understanding of the text. RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10-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. FOUNDATIONAL SKILLS (RF): Double Consonants in Exit Slips Middle of Words Word Wall Activities Spelling Words High Frequency Words Spelling Book Work: Vocabulary (Word Wall) Words Phonics & Word Recognition: RF.3.3a-Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3b-Decode words with common Latin suffixes. RF.3.3c-Decode multi-syllable words. Fluency RF.3.4a-Read grade-level text with purpose and understanding. RF.3.4b-Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c-Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Monday: Introduce Word List; Introduce Spelling Strategy; Discuss & Go Over Pg 166. Students should complete Pg 166 for possible grade. Tuesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 167. Students should complete Pg 167 for grade. Wednesday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 168. Students should

23 complete Pg 168 for grade. Thursday: Review Word List; Review Spelling Strategy; Discuss & Go Over Pg 169. Students should complete Pg 169 for possible grade. Friday: Spelling Test; Teacher should dictate word; give a sentence; and repeat word. Spelling Test is a Test/Assessment Grade. Running Records ISEL/DRA Sentence Writing Journaling DOL WRITING STANDARDS (W): Narrative Writing: Prewrite Sentence Writing W.3.1a-Introduce the topic or text they are writing a Fictional Narrative Journaling about, state an opinion, and create an organizational structure that lists reasons. W.3.1b-Provide reasons that support the opinion. W.3.1c-Use linking words and phrases to connect opinion and reasons. W.3.1d-Provide a concluding statement or section. W.3.2a-Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. W.3.2b-Develop the topic with facts, definitions, and details. W.3.2d-Provide a concluding statement or section. W.3.3a-Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b-Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3d-Provide a sense of closure. W.3.4-With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.7-Conduct short research projects that build knowledge about a topic. W.3.8-Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.10-Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. SPEAKING & LISTENING (SL): Focus Trait: Ideas Strategy: Question SL.3.1a-Come to discussions prepared, having read or Class Discussions studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.3.1b - Follow agreed-upon rules for discussions. SL.3.1c-Ask questions to check understanding of information presented, stay on topic, and link their

24 comments to the remarks of others. SL.3.1d-Explain their own ideas and understanding in light of the discussion. SL.3.3-Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. SL.3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6-Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. LANGUAGE (L): L.3.1a-Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1h-Use coordinating and subordinating conjunctions. L.3.1i-Produce simple, compound, and complex sentences. L.3.2d-Form and use possessives. L.3.2f-Use spelling patterns and generalizations in writing words. L.3.2g-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root. L.3.4d-Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5b-Identify real-life connections between words and their use. L.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty. L Use words and phrases acquired through conversations, reading and being read to, and responding to texts. Complex Sentences Vocabulary Strategy: Shades of Meaning Class Discussions Student Writing Reader s Notebook Weekly Grammar Test Weekly Vocabulary Test Writing Rubrics DOL