ALCCRS 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Students can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Students will pick a short story. They may use the website below. They will then read the short story and complete graphic organizer 3.1. demonstrate, explicitly, ponder, reflection, analyze, evaluate Students will choose 3 to 5 questions stems from the attached Bloom s Taxonomy poster (graphic organizer 3.1). Students will create questions they can ask and answer from their chosen text. attorney, reporter, writer, scientist, psychologist Students will choose a short story and complete the Questioning the Author graphic organizer 3.1. They will answer the questions listed and prove their answers with evidence from the text. They will then write down their thoughts, feelings, questions, or connections. http://www.eastoftheweb.com/short-stories/childrenindex.html ALCCRS 3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Students can 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. fables, folktales, myths, moral, constellation Students will read several fables/myths about how the constellations/stars were formed and find morals. Students will use graphic organizer 3.2 Star Light, Star Bright, First Fable I See Tonight to draw the constellation and then rewrite the myth by changing it to a different moral. Students will write a story that represents how they became a constellation using You Be The Star graphic organizer 3.2.
astronomer, writer, artist, scientist Students will read several fables/myths about how the constellations/stars were formed and find morals. Students will use graphic organizer 3.2 to draw the constellation and then rewrite the myth by changing it to a different moral. Optional: Have students write themselves into a constellation story. http://www.windows2universe.org/mythology/stars.html http://domeofthesky.com/clicks/constlist.html ALCCRS 3.3 and 3.5 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 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. Students can describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.5 Students can 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. Students will read a poem and STEAL an inference about the main character in the poem, using graphic organizer 3.3, 3.5 and poem as a sample. Students will also answer higher-order questions about how the information in the poem slowly reveals itself. inference, traits, motivations, feelings, contribute, successive Students will complete the Present activity in reverse first by filling out the graphic organizer about someone they know and then writing a poem using the information they wrote down. author, poet, counselor
Students will read selected poems and complete graphic organizer 3.3, 3.5 called STEALing an Inference About Students will use character traits (what the character says, thinks, etc.) to answer several higher-order questions about the poem. Students will also answer higher-order questions about how the information in the poem slowly reveals itself. http://www.poetry4kids.com/cat-character.html ALCCRS 3.4 and 3.41 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.41 Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral 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). 3.4 Students can determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. 3.41 Students can demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral 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 Students will complete Wacky World of Words graphic organizer 3.4, 3.41 by researching a common figurative phrase and finding out how it got its name. Then, they will draw a picture of what the phrase seems to mean and what it literally means (using graphic organizer. 3.4, 3.41). Students will choose one of the attached poems on graphic organizer 3.4, 3.41 and illustrate the poem on white copy paper. Students will use the nonliteral language to help them draw the image they see inside their heads.
degrees of certainty (e.g., knew, believed, suspected, heard, wondered). literal, nonliteral, figurative, phrase author, poet, teacher, editor, publisher Students will complete the Wacky World of Words graphic organizer 3.4, 3.41 by researching a common figurative phrase and finding out how it got its name. Then, they will draw a picture of what the phrase seems to mean and what it literally means (using graphic organizer. 3.4, 3.41). http://specialed.about.com/od/literacy/a/figurative.htm ALCCRS 3.6 Distinguish their own point of view from that of the narrator or those of the characters. Students can distinguish their own point of view from that of the narrator or those of the characters. Narrator Students will read the attached short story, The House. Students will complete graphic organizer 3.6 after reading the text. Students will rewrite The House from the point of view of the house, describing the person who enters the house. real estate agent, author, detective Students will read the attached short story, The House. Students will complete graphic organizer 3.6 after reading the text, analyzing the text from several different points-of-view. Students will highlight evidence in each section that leads them to infer each point-of-view. The House by Laurie Henry ALCCRS 3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
Students can 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). Students will browse through at least 5 Caldecott winners or honorees to see how illustrations affect the story. Students will use graphic organizer 3.7 to rate each text on a variety of topics, and they will answer several higher-order evaluation questions. Students will locate the Illustrations bookmarks located in the attached SEM-R bookmarks, written by Sally Reis. Caldecott, honoree, illustration, contribute, effective illustrator, author, graphic novel author, artist Students will browse through at least 5 Caldecott winners or honorees to see how illustrations affect the story. Students will use graphic organizer 3.7 to rate each text on a variety of topics, and they will answer several higher-order evaluation questions. http://www.ala.org/alsc/awardsgrants/bookmedia/caldecottmedal/caldecottmedal ALCCRS 3.8 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). Students can 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). compare, contrast, theme, plot Students will browse through selected picture books by one author (Janell Cannon author study: graphic organizers 3.8) and complete graphic organizer 3.8. On the back, students will complete a new story in the author s style same theme, but with a different set of characters, settings, and plot. Students will publish a final picture book, podcast, readers theatre, etc. version of the picture book they wrote. (Choose a product see 3.27). author, counselor, illustrator
Students will read summaries/reviews of several books from one author (Janell Cannon example located in graphic organizers 3.8) and discuss similarities and differences in the books based on the information. Then, students will choose several of the books to read and compare/contrast using a graphic organizer). Last, students will continue the activity by writing their own story similar to the author s by choosing another disadvantaged animal and by using the same theme, but with a different set of characters, settings, and plot. *There is also an optional Janell Cannon assessment that can be used in a variety of ways. The website located below in the Literature Connections/Resources section is an interview with Janell Cannon that may give more information, as well. Janell Cannon books: Pinduli; Stellaluna; Crickwing; Stellaluna http://www.harcourtbooks.com/authorinterviews/bookinterview_cannon.asp ALCCRS 3.9 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. Students can 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. n/a Students will read independent texts and complete independent activities located on graphic organizer 3.9 Checker-box Reading. Students will choose additional boxes on the graphic organizer 3.9 Checker-box Reading. news reporter, comic illustrator, teacher Students will read independent texts and complete independent activities located on graphic organizer 3.9 Checker-box Reading. n/a
ALCCRS 3.10 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Students can ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Students will read a self-selected or teacher-selected text and complete graphic organizer 3.10 Points to Ponder. Students will choose questions from the Sally Reis SEM-R Bookmarks (Note: These bookmarks can actually be used for several Going Forward lessons). explicit, ponder author, attorney, artist Students will read a self-selected or teacher-selected text and complete the graphic organizer 3.10 Points to Ponder. n/a ALCCRS 3.11 Determine the main idea of a text; recount the key details and explain how they support the main idea. Students can determine the main idea of a text; recount the key details and explain how they support the main idea. hieroglyphics, recount Students will watch a short video about Egyptian pyramids and visit several other websites to learn about the Great Pyramids. Students will complete the main ideas/details graphic organizer 3.11. They can also create a 3- dimensional pyramid foldable to showcase their learning. Students can research hieroglyphics and try writing their name (as well as other things). They can also use the website to decorate their pyramid foldable. See graphic organizer 3.11 for more information.
scientist, archaeologist, historian, researcher, professor, teacher Students will watch a short video about Egyptian pyramids and visit several other websites to learn about the Great Pyramid. Students will complete the main ideas/details graphic organizer 3.11. They can also create a 3-dimensional pyramid foldable to showcase their learning. http://www.history.com/topics/ancient-egypt/videos#the-great-pyramidsdeconstructed http://www.history.com/topics/the-egyptian-pyramids/videos#the-greatpyramids-deconstructed (about 3 minutes) http://video.nationalgeographic.com/video/player/places/countriesplaces/egypt/egypt-pyramids-dest.html (there are actually 2 videos that play back-to-back) about 8 minutes http://dsc.discovery.com/videos/out-of-egypt-egyptian-pyramids.html ALCCRS 3.12 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 and effect. Students can 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 and effect. sequence, cause, effect, life cycles, circular trends Students will use the websites below (or teacher selected texts) about the life cycles/trends of different animals. Students will complete graphic organizer 3.12 about the animal they choose. They will also complete several higher-order questions about cause and effect after completing the graphic organizer. Students will write diary entries from the perspectives of one of the animals they researched. They should write one entry per stage in the life cycle/sequence. Remind students that the voice of their animal may change throughout time, and that their entries should show evidence of research and elapsed time. zookeeper, veterinarian, scientist
Students will use the websites below (or teacher selected texts) about the life cycles of different animals. They can also research circular trends of animals (i.e. salmon, etc.) Students will complete graphic organizer 3.12 about the animal(s) they choose. They will also complete several higher-order questions about cause and effect after completing the graphic organizer. a honeybee - www.benefits-of-honey.com, a chicken - http://gets.gc.k12.va.us/elementary/lifecycles/index.htm, a mosquito - http://www.mosquitoes.org/lifecycle.html, a fish - http://www.feap.info/production/culturemethods/cycle_en.asp. ALCCRS 3.13 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. Students can determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade 3 topic or subject area. domain, relevant, semantic, analysis Students will examine features of target words and compare features of various words to each other using a semantic feature analysis chart (graphic organizer 3.13). Students will use a thesaurus to find more precise uses of target words and/or synonyms. teacher, minister, doctor, nurse, scientist Students will examine the meaning and features of target vocabulary words using graphic organizer 3.13. Students will determine which feature is the most helpful in determining word meaning and identify factors that make up the word s meaning. Bringing Words to Life by Isabel Beck Donavan s Word Jar by Monalisa DeGross The Word Eater by Mary Amato Half Magic by Edward Eager Miss Alaineus by Debra Frasier The Boy Who Loved Words by Roni Schotter Frindle by Andrew Clements
ALCCRS 3.14 and 3.16 3.14 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 3.16 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). 3.14 Students can use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information relevant to a given topic efficiently. 3.16 Students can 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). n/a Students will read a variety of nonfiction texts on a topic of choice and present the information to their class. As they read and research, they will complete higher-order thinking questions about the process on graphic organizer 3.14, 3.16. Students will choose a nonfiction text in a chapter book (without illustrations) and create their own illustrations (maps, pictures, photographs, etc.) that will teach the content to a younger student. author, artist, illustrator, photographer, cartographer, reporter, editor Students will independently choose and research a topic of choice by reading and analyzing nonfiction texts. Examples of possible topics include: Lewis and Clark expedition, Titanic disaster, Westward migration, etc. Students follow graphic organizer 3.14, 3.16 as they research and complete their projects. The graphic organizer includes evaluation-level Bloom s questions that help students evaluate the value of nonfiction text-features and illustrations, as well as the text itself. Students must choose one way to present the information to their classmates and explain their choice.
http://edsitement.neh.gov/lesson-plan/day-lewis-and-clark#sect-preparation http://edsitement.neh.gov/lesson-plan/i-hear-locomotives-impacttranscontinental-railroad ALCCRS 3.15 Distinguish their own point of view from that of the author of a text. Students can distinguish their own point of view from that of the author of a text. point-of-view, editor, perspective Student will locate and read a local newspaper article and complete graphic organizers 3.15. Students will write their own news articles about the same topic that they chose for the Extra Extra activity in the Present lesson. They can use the interactive ReadWriteThink website listed below to help them. author, newspaper editor, reporter, critic Students will find three articles, advertisements, etc. for Extra Extra graphic organizer 3.15. They will glue or staple part of the newspaper in the left column, identify the author's purpose in the middle column, and in the right column, give evidence to support how they chose the author s purpose. Students will use You Be the Editor-in-Chief graphic organizer 3.15 to rate the authors of the articles they chose. They will also answer several questions about point-of-view. http://www.readwritethink.org/classroom-resources/studentinteractives/readwritethink-printing-press-30036.html ALCCRS 3.17 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). Students can describe the logical connection between particular sentences and paragraphs in a text (e.g., Students will read about Martin Luther and Martin Luther King, Jr. and compare the two men by looking at Students will complete Master of Disaster graphic organizer 3.17 by choosing two different weather phenomena from
comparison; cause and effect; first, second, third in a sequence). various categories throughout the text (using graphic organizer 3.17). http://www.fema.gov/kids/dizarea.htm. They will research, compare and contrast, and then choose the phenomena through which they would rather live. comparison, dominant authority, consequences, phenomena any position of leadership (clergy, politician, teacher, etc.), meteorologist, broadcaster Students will read about Martin Luther and Martin Luther King, Jr. and compare the two men by looking at various categories throughout the text (using graphic organizer 3.17). Categories include time period, dominant authority, education, religion, jobs/careers, and how they each created change. Students will also answer several questions about how the men both caused change. http://www.fema.gov/kids/dizarea.htm ALCCRS 3.18 and 3.22 3.18 Compare and contrast the most important points and key details presented in two texts on the same topic. 3.22 Write opinion pieces on topics or texts, supporting a point of view with reasons. a. Introduce the topic or 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. 3.18 Students can compare and contrast the most important points and key details presented in two texts on the same topic. 3.22 Students can write opinion Students will complete Homework: Does it Work? graphic organizer 3.18, 3.22 and compare and contrast views on importance of homework. Students will write an opinion piece on the back of the graphic Students will interview their parents about their views on the issue of homework. They will write an opinion piece (letter or email) to their parents, responding to what their parents think.
pieces on topics or texts, organizer in response to the supporting a point of view with author of the article. reasons. a. Introduce the topic or 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. convincing, evidence, opinion teacher, stay-at-home parent, debate coach, lawyer Students will complete Homework: Does it Work? graphic organizer 3.18, 3.22 and compare and contrast views on importance of homework. Students will write an opinion piece on the back of the graphic organizer in response to the author of the article. http://www.teenink.com/opinion/all/article/70587/homework http://teenink.com/opinion/school_college/article/117538/the-homework- Revolution/ ALCCRS 3.19 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. Students can, by the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high Student will select higher- order reading response activity from the Kaplan Depth and Complexity choice chart (graphic organizer 3.19). Student will select additional higher order response items from the Kaplan Depth and Complexity choice chart (3.19)
end of the Grades 2-3 text complexity band independently and proficiently. technical, complexity, proficiently, scaffolding, range teacher, engineer, doctor, banker, product designer The Top of the World: Climbing Mt. Everest by Steve Jenkins Seal Pup Grows Up: The Story of a Harbor Seal by Kathlen Weidner Zoehfeld Wildfires by Seymour Simon Lightning by Stephen Kramer John, Paul, George, and Ben by Lane Smith What a Great Idea: Inventions that Changed the World by Stephen M. Tomecek You Forgot Your Skirt, Amelia Bloomer by Shana Corey If you Traveled on the Underground Railroad by Ellen Levine Poles Apart: Life at the Ends of the Earth by Dr. Mark Norman The Mary Celeste: An Unsolved Mystery From History by Jane Yolen and Heidi Stemple ALCCRS 3.20 Know and apply grade-level phonics and word analysis skills in decoding words a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words. Students can know and apply grade-level phonics and word analysis skills in decoding words a. Identify and know the meaning of the most common prefixes and derivational suffixes. b. Decode words with common Latin suffixes. c. Decode multisyllable words. d. Read grade-appropriate irregularly spelled words haiku, tanka, cinquain, syllable Students will create their own syllable poems after reading other examples including, haikus, cinquains, and tankas on graphic organizer 3.20: Po-Et-Ry. Students will create a syllable poem conversation with a friend after seeing example provided on graphic organizer 3.20: Con-ver-sa-tions.
poet, author Students will create their own syllable poems after reading other examples including, haikus, cinquains, and tankas on graphic organizer 3.20: Po-Et-Ry. Dogku by Andrew Clements Tap Dancing on the Roof: Sijo (Poems) by Linda Sue Park (Clarion) http://www.trcabc.com/resources/kellyscorner/syllable-poetry-for-kids/ ALCCRS 3.21 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. Students can 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 selfcorrect word recognition and understanding, rereading as necessary. accuracy, rate, oral reading, successive reading Students will read self-selected poems aloud and make a bag of props that they will use to memorize the poems. Tip: Use poems that are to the tune of famous songs to make it easier for students to practice the poems. Students will create their own poems to the tune of famous songs. They will practice reading these poems aloud and perform them in front of the class. poet, actor, playwright, author Students will read self-selected poems aloud and make a bag of props that they will use to memorize the poems. The bag of props will include 3-5 items from the poem that students can use to help themselves remember parts of the poem. Students can decorate the outside of the paper bag to represent their poem.
http://www.canteach.ca/elementary/songspoems12.html http://msjacoby.com/flowersong.html ALCCRS 3.23 and 3.32 3.23 Write informative or explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3.32 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. 3.23 Students can write informative or explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section. 3.32 Students can 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. Students will listen to a song chosen by the teacher and explicate the text, focusing on main idea and supporting details, but also covering other topics chosen throughout the year. See graphic organizers for examples of literary devices to explicate. After explicating the text, students will write a one paragraph review of the song on the main idea of the song, using graphic organizer 3.23, 3.32. Students will create a soundtrack project of their own, choosing songs that represent a book they are reading. Students will use attached rubric for soundtrack project guidelines.
explicate, literary devices musician, lyricist, songwriter, author, music producer Students will listen to a song chosen by the teacher and explicate the text, focusing on main idea and supporting details, but also covering other topics chosen throughout the year. See attached graphic organizers for examples of literary devices to explicate. After explicating the text, students will write a one paragraph review of the song on the main idea of the song, using graphic organizer 3.23, 3.32. Additional soundtrack project provided in going forward section. *Note: This project and lesson can be geared toward many other standards, as well. Simply focus on the ELA standard during the explication process. Possible Song Ideas: Slow Fade by Casting Crowns Firework by Katy Perry Kryptonite by 3 Doors Down What Hurts the Most by Rascal Flatts The Hand Song by Nickel Creek One Step at a Time by Jordin Sparks ALCCRS 3.24 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, characters, or both; 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. d. Provide a sense of closure. Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event Students will view several examples of wordless picture books. They will choose a 2-page spread from one of the books and create a narrative version of Students will publish their own wordless picture books (either using a binding machine or by using a technology tool from 3.27). Students can also write
sequences a. Establish a situation and introduce a narrator, characters, or both; 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. d. Provide a sense of closure. the story from the 2-page spread. Students must follow standard 3.24 as they craft their narratives. narrative versions of these books (if this standard is being taught for an extended period of time). Wordless picture book, narrative, dialogue, sequence, temporal words and phrases, closure illustrator, author, comic strip artist, artist, publisher Students will view several examples of wordless picture books (listed below). They will choose a 2-page spread from one of the books and create a narrative version of the story from the 2-page spread. Students must follow standard 3.24 as they craft their narratives. Tuesday by David Wiesner Sector 7 by David Wiesner Flotsam by David Wiesner Free Fall by David Wiesner The Lion and the Mouse by Jerry Pinkney Zoom by Istvan Banyai ALCCRS 3.25, 3.26, 3.28, 3.30, and 3.36 3.25 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 22-24 above.) 3.26 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 the first three Language standards in Grades K-3.)
3.28 Conduct short research projects that build knowledge about a topic. 3.30 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. 3.36 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) 3.25 With guidance and support from adults, students can produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 22-24 above.) 3.26 Students can 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 the first three Language standards in Grades K-3.) 3.28 Conduct short research projects that build knowledge about a topic. 3.30 Students can write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a Students will complete an independent research project, essay, and presentation on a chosen topic in Greek mythology. See graphic organizers 3.25, 3.26, 3.28, 3.30, 3.36 for more details. Students will present their Greek Mythology presentation to other classes and let observers complete a presentation rubric (graphic organizer 3.25, 3.26, 3.28, 3.30, 3.36).
single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. 3.36 Students can speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 3 Language standards 37 and 39 for specific expectations.) independent museum curator, author, researcher, librarian, archaeologist Students will complete an independent research project, essay, and presentation on a chosen topic in Greek mythology. See graphic organizers 3.25, 3.26, 3.28, 3.30, 3.36 for more details. The Lightning Thief series by Rick Riordan http://www.rickriordan.com/index.php/books-for-children/explore-greekmythology/ http://www.mythweb.com/ http://www.pantheon.org/areas/mythology/europe/greek/ http://www.theoi.com/ http://www.abc.net.au/arts/wingedsandals/default_lowband.htm http://www.loggia.com/myth/content.html http://www.messagenet.com/myths/ ALCCRS 3.27 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. Students can with guidance and support from adults, use technology to produce and publish writing (using Students will select and use a variety of technology resource, using higher level thinking skills from Bloom s taxonomy. Students will think of ways to creatively merge multiple technology tools into their presentations, layering them
keyboarding skills) as well as to interact and collaborate with others. Refer to standards 3.22-3.26, also. in unexpected ways. collaborate, interact engineer, technology support, software design, product developer, reporter, news producer, website designer, advertising Students will select and use from a variety of technology resources, using higher level thinking skills from Bloom s taxonomy by producing and publishing writing using graphic organizer 3.27. Bloom s Taxonomy Technology Wheel of activitieshttp://eductechalogy.org/swfapp/blooms/wheel/engage.swf ALCCRS 3.29 and 3.33 3.29 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 3.33 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. 3.29 Students will recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 3.33 Students will ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Students will come up with their own questions to interview an older family member or family friend about the city they live in and sort the information into several categories. (Ex. families, population, culture, things to do, etc.) Students will create a brochure or other presentation that showcases the information they learned. See graphic organizer 3.29, 3.33 for details. Students will role play the person they interviewed and present the information they learned to the class from that person s perspective. They will then present the information about how the city has changed from their own perspective (Note: this presentation can include costumes, photographs, etc.)
categories, elaboration, perspective talk show host, news reporter, detective, historian, librarian, sociologist, town politician Students will come up with their own questions to interview an older family member or family friend about the city they live in and sort the information into several categories. (Ex. families, population, culture, things to do, etc.) Students can use graphic organizer 3.29, 3.33 as a guide. Students will create a brochure or other presentation that showcases the information they learned. http://www.readwritethink.org/parent-afterschoolresources/printouts/possible-interview-questions-30229.html The Little House by Virginia Lee Burton ALCCRS 3.31 and 3.39 3.31 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. 3.39 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. 3.31 Students can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with Students will use the Active Listening Guide and the Group Discussion Sheet (graphic organizers 3.31, 3.39) to work in small group communities to Students will use attached questions to synthesize information about the Little Rock Nine and how active listening would have helped in
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. discuss perspectives of individuals involved in the Little Rock Nine desegregation process (or other appropriate topics with varying perspectives). that particular situation (and other situations that are similar). 3.39 Students can 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. perspective, situation historian, researcher, teacher, any field of communication
Students will view videos and read about the Little Rock Nine, a group of black students who first integrated Little Rock High School in the 1950 s. See attachments for texts, video links, etc. As students talk with their groups, they will complete graphic organizer 3.31, 3.39 Group Discussion Sheet. Students will read the Active Listening Guide (graphic organizer 3.31) and complete it after they work in small group communities to discuss perspectives of individuals involved in the Little Rock Nine desegregation process (or other appropriate topics with varying perspectives). http://www.youtube.com/watch?v=n6v0jjak2pg http://www.youtube.com/watch?v=rgjnqrqbuno ALCCRS 3.34 and 3.35 3.34 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. 3.35 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details 3.34 Students can 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. 3.35 Students can 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 excerpt, recount, perspective Use Erec Rex excerpt (graphic organizer 3.34, 3.35) to discuss waking up in the morning. Have students recount how they wake up or go to sleep. Write it down and then make a Podcast with pictures using Windows Movie Maker or Photo Story. Rewrite the story from the Present activity from a different perspective (perhaps from the alarm clock, bed, or another object in the room). author, movie producer, screenwriter
Use Erec Rex excerpt (graphic organizer 3.34, 3.35) to discuss waking up in the morning. Have students recount how they wake up or go to sleep. Write it down and then make a Podcast with pictures using Windows Movie Maker or Photo Story. Erec Rex by Kaza Kingsley ALCCRS 3.37 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. 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. Students can 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. e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses f. Ensure subject-verb and pronoun-antecedent Students will create pictorial illustrations demonstrating the proper use of various parts of speech. They may use their own pictures, use clipart, or cut pictures from periodicals to demonstrate their project. Using graphic organizer 3.37, students will brainstorm a list of interjections, will categorize the interjections by emotion expressed, and will then choose two interjections that express opposite emotions and create a diamante poem that begins with one interjection and closes with its opposite. Diamante poem format instructions and example, as well as interjection list, are provided on graphic organizer 3.37. Note: If students have access to Internet, they may complete the diamante poem by using the link: http://www.readwritethink.org/files/ resources/interactives/diamante/
agreement.* and choosing the antonym format. 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. pictorial, periodicals, interjections graphic novel writer, magazine editor, writer, graphic artist Students will use the attached example of pictorial illustrations demonstrating the proper use of the parts of speech to create their own. They must include: nouns, pronouns, verbs, adjectives, and adverbs. They may also include conjunctions, prepositions, and interjections in their illustrations. They may create their own pictures, use clipart, or use pictures from periodicals to demonstrate their project. http://www.uottawa.ca/academic/arts/writcent/hypergrammar/partsp.html ALCCRS 3.38 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. Write legibly in cursive. h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Students can demonstrate command of the conventions of Students will demonstrate command of the conventions of Students will write about a favorite character and write a
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. Write legibly in cursive. h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. standard English as they take a creative look at the importance of commas how their misplacement or absence can change meaning. Students will read Eats, Shoots, and Leaves by Lynne Truss (or will look over the examples provided). They will then brainstorm in order to create examples of their own. They will choose their two favorite original examples and will provide illustrations to show the drastic change in meaning one little comma can make. See graphic organizers 3.38 for instructions and examples. diary entry about a day in the life of the person they chose. They will use the peer editing rubric attached to check their capitalization, punctuation, and spelling. They will then have a peer proof-read their entry and make suggestions for corrections. OR Students may extend their mastery of the conventions of Standard English as they explore the use and misuse of apostrophes and/or other punctuation. Students will use The Girl s Like Spaghetti and Twenty-Odd Ducks, both by Lynne Truss, as models for brainstorming other interesting and funny examples of misplaced or misused punctuation. Students may share their original ideas with illustrations by creating pages for a class book. version, illustrate journalism, mass communications, almost every profession requires correct use the conventions of our language Students will demonstrate command of the conventions of standard English as they take a creative look at the importance of commas how their misplacement or absence can change meaning. Students will read Eats, Shoots, and Leaves by Lynne Truss (or will look over the examples provided). They will then brainstorm in order to create examples of their own. They will choose their two favorite original examples and will provide illustrations to show the drastic change in meaning one little comma can make. See graphic organizer 3.38: Examples: Let s eat, Tommy. Let s eat Tommy.
Slow, children crossing Slow children crossing Giant moving, sale Friday Giant moving sale Friday Eats, Shoots, and Leaves by Lynne Truss The Girl s Like Spaghetti by Lynne Truss Twenty-Odd Ducks by Lynne Truss ALCCRS 3.40 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). 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. Students can use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). 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 Students will select a root word or affix to use as part of a superhero name. Students will explain who the superhero is and what traits make them special, according to the definition of the root word or affix (using graphic organizer 3.40). Students will create an illustration of the superhero and use him or her in a comic strip on a separate sheet of paper. Students will come up with an arch-nemesis or villain (antonym) for their superhero. They will complete the same information from the Present activity with the villain. They may also combine both into one comic strip.