3 ELA Curriculu… · Web viewexpression on successive readings. RI.3.9 Compare and contrast the...
Transcript of 3 ELA Curriculu… · Web viewexpression on successive readings. RI.3.9 Compare and contrast the...
Gloucester Township Public Schools
English Language ArtsGrade 3
CurriculumUpdated-Summer 2017
Gloucester Township Public Schools English Language Arts Grade 3 Unit 1: Growing and Learning
Time Frame: 6 WeeksCommon Assessment: Wonders Unit 1 AssessmentDescription: The Big Idea: How can learning help us grow?
Unit 1 Comprehension Skills and Strategies: visualize, characters, ask and answer questions, sequence, cause and effect, main idea and key details Vocabulary Strategies: synonyms, context clues, compound words, metaphors, multiple-meaning words Writing: ideas, word choice, organization, sentence fluency
Reading Strategies Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/ListeningVisualize Character, Setting,
Plot: CharacterIdeas See weekly story for
vocabulary wordsSentences and Fragments Fluency: Accuracy, Rate, and
Prosody
Ask and Answer Questions
Character, Setting, Plot: Sequence
Word Choice Commands and Exclamations Publishing Celebrations
Text Structure: Sequence
Organization Subjects
Text Structure: Cause and Effect
Sentence Fluency
Predicates
Main Idea and Key Details
Simple and Compound Sentences
Standards Topics Activities Resources Assessment L.3.1.i Produce simple, compound, and
complex sentences. [7 lessons] L.3.2.e Use conventional spelling for high-
frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families,
Week 1Weekly Concept: Storytime
Essential Question: What can stories teach you?
Language
ReadingInteractive Read AloudTitle: “Three Pigs, a Wolf, and a Book”Genre: FantasyStrategy: VisualizeReading/Writing WorkshopComprehension
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
Benchmark and Cross Curricular Key__Red: ELA__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [15 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [8 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [7 lessons]
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and
- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Text: Bruno’s New HomeLexile: 430Genre: FantasyStrategy: VisualizeSkill: Character, Setting, Plot: Character
Literature AnthologyMain Selection Title: Wolf!Lexile: 650Genre: FantasyPaired Selection Title: “Jennie and the Wolf”Lexile: 450Genre: FableStrategy: VisualizeSkill: Character, Setting, Plot: Character
Main Selection Genre: Fantasy
Titles:A: Berries, Berries, BerriesO: Duck's DiscoveryE: Duck's DiscoveryB: Robot Race
Paired Selection Genre: Fable
Titles:A: "The Heron and the Fish"O: "The Lion and the Fox"E: "The Lion and the Fox"B: "The Hare and the Tortoise:LexilesA: 430O: 530E: 410B: 750
Gloucester Township Share Network
expression on successive readings. [2 lessons]
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. [4 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [3 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central messag/theme, lesson, or moral and explain how it is revealed through key details in the text. [4 lessons]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.. [14 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [3 lessons]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [1 lesson]
SL.3.1.b Follow agreed-upon norms for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics
Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Purpose, Genre, Sentence Structure, Connection of Ideas
LanguageVocabularyVocabulary Words: ached, concentrate, discovery, educated, effort, improved, inspired, satisfiedAdditional Academic Vocabulary: fantasy, expression, moralVocabulary Strategy: Context Clues: Synonyms
Phonics/Spelling Skill:Phonics/Spelling Skill: Short Vowels a, iStructural Analysis: Word Families
Fluency SkillExpressionWritingWriting Trait: Ideas/Focus on an EventGrammar Skill: Sentences and FragmentsGrammar Mechanics: Capitalization and PunctuationWrite to Sources:Reading/Writing Workshop: Bruno’s New HomeLiterature Anthology: Wolf!Your Turn Practice Book: River RescueWrite to Research: Write an AnalysisWrite About Reading: Write an Opinion (Character, Setting, Plot)
and texts under discussion). [1 lesson] 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. [2 lessons]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [8 lessons]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision, metacognition, self-correction) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Research & InquiryWeekly Project: Research Aesop's fables
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
L.3.1.d Form and use regular and irregular verbs. [2 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [7 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,
Week 2Weekly Concept: Traditions
Essential Question: What can traditions teach you about cultures?
Reading
Language
Read AloudTitle: “Ready for Aloha!”Genre: Realistic FictionStrategy: Visualize
Reading/Writing WorkshopComprehensionShort Text: The Dream CatcherLexile: 470Genre: Realistic FictionStrategy: Visualize
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [13 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [15 lessons]
RF.3.3.c Decode multisyllable words. [5 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate
- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Skill: Character, Setting, Plot:SequenceLiterature AnthologyMain Selection Title: Yoon and theJade BraceletLexile: 480Genre: Realistic FictionPaired Selection Title: “Family Traditions”Lexile: 480Genre: Expository TextStrategy: VisualizeSkill: Character, Setting, Plot:Sequence
Leveled ReadersStrategy: VisualizeSkill: Character, Setting, Plot:SequenceMain Selection Genre: Realistic FictionTitles:A: The Special MealO: A Row of LampsE: A Row of LampsB: Dragons on the Water
Paired Selection Genre: Expository TextTitles:A: "More About Mole"O: "Diwali"E: "Diwali"B: "A Great Tradition"
LexilesA: 380O: 410E: 310B: 700
Access Complex Text (ACT)
understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.[15 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [2 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at grade level text complexity or above with scaffolding when needed independently and proficiently. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [5 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the
Reading/Writing Workshop: Prior Knowledge, GenreLiterature Anthology: Genre (Dialogue), Prior Knowledge, Purpose, Specific Vocabulary, Connection of IdeasLanguageVocabularyVocabulary Words: celebrate, courage, disappointment, precious, pride, remind, symbol, traditionAdditional Vocabulary: gaspedVocabulary Strategy: Context Clues: Synonyms
Phonics/Spelling Skill: Short Vowels e, o, uStructural Analysis: Inflectional Endings
Fluency SkillPhrasing
WritingWriting Trait: Word Choice/Descriptive DetailsGrammar Skill: Commands and ExclamationsGrammar Mechanics: Punctuation in Commands and ExclamationsWrite to Sources:Reading/Writing Workshop: The Dream CatcherLiterature Anthology: Yoon and the Jade BraceletYour Turn Practice Book: Giving ThanksWrite to Research:Write an AnalysisWrite About Reading: Write an Analysis (Character, Setting, Plot)
remarks of others. [1 lesson] SL.3.1.d Explain their own ideas and
understanding in light of the discussion. [1 lesson]
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. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [7 lessons]
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Research & InquiryWeekly Project: Research contributions of different culturesHandwriting – Practice using weekly Spelling words
Technology – Go Digital!
L.3.1.d Form and use regular and irregular verbs. [2 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [6 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [6 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [9 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4 Read with sufficient accuracy and fluency to support comprehension. [1 lesson]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
Week 3Weekly Concept: Communities
Essential Question: How do people from different cultures contribute to a community?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “Faith Ringgold: Telling Stories Through Art”Genre: Narrative NonfictionStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: Room to GrowLexile: 490Genre: Narrative NonfictionStrategy: Ask and Answer QuestionsSkill: Text Structure: SequenceText Features: Headings, Map
Literature AnthologyStrategy: Ask and Answer QuestionsMain Selection Title: Gary theDreamerLexile: 500Genre: Narrative NonfictionPaired Selection Title: “Sharing Polkas and Pitas"Lexile: 530Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Text Structure: Sequence
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Sequence
Main Selection Genre: BiographyTitles:A: Judy BacaO: Judy BacaE: Judy BacaB: Judy BacaPaired Selection
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
RI.3.1 Ask and answer questions and make relevant connections demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13 lessons]
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. [1 lesson]
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. [2 lessons]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. [8 lessons]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding when needed proficiently. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.[4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
Genre: Expository TextTitles:A: "Vibrant Los Angeles"O: "Vibrant Los Angeles"E: "Vibrant Los Angeles"B: "Vibrant Los Angeles"LexilesA: 560O: 630E: 610B: 750
Access Complex Text (ACT)Reading/Writing Workshop: Organization, GenreLiterature Anthology: Genre, Organization, Connection of Ideas
LanguageVocabularyVocabulary Words: admires, classmate, community, contribute, practicing, pronounce, scared, tumble Additional Domain Words: celebrate, symbols, traditionsVocabulary Strategy: Compound Words
Phonics/Spelling Skill: Final eStructural Analysis: Inflectional Endings: Drop Final e
Fluency SkillRate
WritingWriting Trait: Organization/SequenceGrammar Skill: SubjectsGrammar Mechanics: Complete Sentences and FragmentsWrite to Sources:
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
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. [2 lessons]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [7 lessons]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]
W.3.3.c Use temporal words and phrases to signal event order. [8 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
Reading/Writing Workshop: Room to Grow
Literature Anthology: Gary the DreamerYour Turn Practice Book: Joseph BruchacWrite to Research:Write a DescriptionWrite About Reading: Write an Analysis (Sequence of Events)
Research & InquiryWeekly Project: Research community resources
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
evidence into provided categories. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition /self –correction
and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). [1 lesson]
L.3.1.b Form and use regular and irregular plural nouns. [1 lesson]
L.3.1.i Produce simple, compound, and complex sentences. [8 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [7 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [2 lessons]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [8 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1
Week 4Weekly Concept: Inventions
Essential Question: How can problem solving lead to new ideas?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “Chester Greenwood and His Cold Ears”Genre: BiographyStrategy: Ask and Answer QuestionsReading/Writing WorkshopComprehensionShort Text: Mary Anderson’s Great InventionLexile: 460Genre: BiographyStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and EffectText Features: Diagrams, Sidebars
Literature AnthologyMain Selection Title: All Aboard! Elijah McCoy’s Steam EngineLexile: 450Genre: BiographyPaired Selection Title: “Lighting the World”Lexile: Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and Effect
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Text Structure: Cause and
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
lesson] L.3.6 Acquire and use accurately grade-
appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [6 lessons]
RF.2.3.b Know spelling-sound correspondences for additional common vowel teams. [4 lessons]
RF.2.3.d Decode words with common prefixes and suffixes. [2 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.3.d Read grade-appropriate irregularly spelled words. [1 lesson]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13 lessons]
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. [1 lesson]
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. [2 lessons]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
EffectMain Selection Genre: BiographyTitles:A: The Amazing Benjamin FranklinO: The Amazing Benjamin FranklinE: The Amazing Benjamin FranklinB: The Amazing Benjamin Franklin
Paired Selection Genre: BiographyTitles:A: "Beulah Louise Henry: Inventor"O: "Beulah Louise Henry: Inventor"E: "Beulah Louise Henry: Inventor"B: "Beulah Louise Henry: Inventor"LexilesA: 520O: 770E: 550B: 770
Access Complex Text (ACT)Reading/Writing Workshop: OrganizationLiterature Anthology: Purpose, Prior Knowledge, Connections of Ideas, Organization, Sentence Structure, Specific Vocabulary, Genre
LanguageVocabularyVocabulary Words: design, encouraged, examine, invention, quality, simple, solution, substitutesAdditional Domain Words: examine, solution, bailed, boiler, patentVocabulary Strategy: Metaphors
Phonics/Spelling Skill: Long a Spellings
locate information relevant to a given topic efficiently. [7 lessons]
RI.3.7 Use information gained from text features ( e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence to support specific points the author makes in a text. [10 lessons]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [2 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [7 lessons]
SL.3.1.a Explicitly draw on previously read text or other material and other information known about the topic to explore ideas under discussion. [3 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [3 lessons]
Structural Analysis: Plurals -s & -es
Fluency SkillExpression
WritingWriting Trait: Word ChoiceGrammar Skill: PredicatesGrammar Mechanics: Complete SentencesWrite to Sources:Reading/Writing Workshop: Mary Anderson’s Great InventionLiterature Anthology: All Aboard! Elijah McCoy’s Steam EngineYour Turn Practice Book: Victor Ochoa's New IdeaWrite to Research:Write an Action PlanWrite About Reading: Write an Analysis (Text Features)
Research & InquiryWeekly Project: Research problem solving skills
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
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. [1 lesson]
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]
W.3.3.c Use temporal words and phrases to signal event order. [2 lessons]
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. [4 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [5 lessons]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [2 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition /self –correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [2 lessons]
L.3.1.h Use coordinating and subordinating conjunctions. [6 lessons]
Week 5Weekly Concept:
ReadingInteractive Read Aloud
Grade 3, Wonders, McGraw-Hill, 2014
See District Benchmark
L.3.1.i Produce simple, compound, and complex sentences. [12 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [10 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [2 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [8 lessons]
Landmarks
Essential Question: How do landmarks help us understand our country’s story?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Title: “America’s Landmarks and Memorials”Genre: Expository TextStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: A Natural BeautyLexile: 560Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsText Features: Captions, Map, Sidebar
Literature AnthologyMain Selection Title: A Mountainof HistoryLexile: 560Genre: Expository TextPaired Selection Title: “A Landmark Street”Lexile: 580Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Main Idea and Key Details
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: The National MallO: The National MallE: The National MallB: The National Mall
Paired Selection Genre: Expository Text
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Assessment Plan & K-5 ELA Assessment Plan
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [12 lessons]
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [12 lessons]
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. [1 lesson]
RI.3.7 Use information gained from text features (e.g., illustrations maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [6 lessons]RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text complexity or above with scaffolding when needed.. [1 lesson]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [2 lessons]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in
Titles:A: Gateway ArchO: Gateway ArchE: Gateway ArchB: Gateway ArchLexilesA: 650O: 750E: 700B: 840
Access Complex Text (ACT)Reading/Writing Workshop: Purpose, GenreLiterature Anthology: Sentence Structure, Genre, Purpose
LanguageVocabularyVocabulary Words: carved, clues, grand, landmark, massive, monument, national, tracesAdditional Domain words landmark, monumentVocabulary Strategy: Context Clues: Multiple-Meaning Words
Phonics/Spelling Skill: Long o: o, ow, o_e, oa, oeStructural Analysis: Compound Words
FluencyAccuracy and Phrasing
WritingWriting Trait: Sentence Fluency/Sentence Types Grammar Skill: Simple and Compound SentencesGrammar Mechanics: Punctuate Simple and Compound Sentences
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly to draw on previously read text or material and other information known about the topicexplore u information known about the topic to explore ideas under discussion. [1 lesson]
SL.3.1.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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
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. [1 lesson]
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]
W.3.2.a Introduce a topic and group related information together; text features (e.g., illustrations, diagrams, captions) when useful to support comprehension.[1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of
Write to Sources:Reading/Writing Workshop: A Natural BeautyLiterature Anthology: A Mountain of HistoryYour Turn Practice Book: Building a Landmark Write to Research:Write a ReportWrite About Reading: Write an Analysis
Research & InquiryWeekly Project: Research famous landmarks.
Unit Level: Research Skill: Choosing a Research TopicUnit Project: Self-select and develop from weekly research options for unit research projects
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]
W.3.3.c Use temporal words and phrases to signal event order. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [2 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
RF.5.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.5.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.5.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. [1 lesson]
RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). [1 lesson]
RI.5.10 By the end of the year, read and comprehend literary nonfiction at grade
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on fluencyFluency: phrasing, rate, and prosody
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Friendly Letter/ Personal Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyClose Reading
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
level text-complexity or above, with scaffolding as needed. [4 lessons]
RL.5.10 By the end of the year, read and comprehend literature , including stories, dramas, and poems at grade level-text complexity or above with scaffolding when needed.. [1 lesson]
SL.5.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [1 lesson]
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. [2 lessons]
W.5.3.a Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.5.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. [1 lesson]
W.5.3.e Provide a conclusion that follows from the narrated experiences or events. [1 lesson]
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [1 lesson]
W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. [1 lesson]
W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
Skimming and ScanningNavigating Links
keyboarding skills to type a minimum of two pages in a single sitting. [1 lesson]
W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different perspectives of a topic. [1 lesson]
W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 3 –Unit 2: Figure It Out
Time Frame: 6 WeeksCommon Assessment: Wonders Unit 2 AssessmentDescription: The Big Idea: What does it take to solve a problem?
Unit 2 Comprehension Skills and Strategies: make predictions, theme, reread, author’s point of view, point of view Vocabulary Strategies: antonyms, similes, prefixes, suffixes Writing: word choice, ideas, organization
Reading Strategies
Reading Skills
Writing Vocabulary Grammar/Mechanics Speaking/Listening
Make, Confirm, and Revise Predictions
Theme Word Choice See weekly story for vocabulary words
Kinds of Nouns Fluency: Intonation, Phrasing, and Accuracy
Author’s Point of View
Expository Text
Ideas Singular and Plural Nouns Publishing Celebrations
Literary Elements: Alliteration and Rhyme
Point of View
Organization Irregular Plural Nouns and Collective Nouns
Combining SentencesPossessive Nouns
Standards Topics Activities Resources Assessment L.3.1.a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.c Use abstract nouns (e.g., childhood). [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [8 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed
Week 1Weekly Concept: Cooperation
Essential Question: Why is working together a good way to solve a problem?
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
ReadingInteractive Read AloudTitle: “A Field Full of Stones”Genre: FolktaleStrategy: Make, Confirm, or Revise Predictions
Reading/Writing WorkshopComprehensionShort Text: Anansi Learns a LessonLexile: 510Genre: FolktaleStrategy: Make, Confirm, or Revise PredictionsSkill: Theme
Literature AnthologyMain Selection Title: Roadrunner’s Dance
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
to check and correct spellings. [5 lessons] L.3.4.a Use sentence-level context as a clue
to the meaning of a word or phrase. [14 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.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 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [7 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [4 lessons]
RL.3.1 Ask and answer questions and make
TechnologyLexile: 640Genre: Folktale Paired Selection Title: “Deltona Is Going Batty”Lexile: 550Genre: Expository TextStrategy: Make, Confirm, or Revise PredictionsSkill: Theme
Main Selection Strategy: Make, Confirm, or Revise PredictionsSkill: Theme Genre: FolktaleTitles:A: The Quarreling QuailsO: Jungle TreasuresE: Jungle TreasuresB: The Bear Who Stole the Chinook
Paired Selection Genre: Expository TextTitles:A: “The Dragon Slayers”O: “Urban Roots”E: “Urban Roots”B: “Saving Lubec”LexilesA: 410O: 680E: 560B: 740Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of IdeasLiterature Anthology: Genre, Organization, Purpose, Connection of Ideas, Sentence Structure
Language
relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [13 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
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. [1 lesson]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [2 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
VocabularyVocabulary Words: attempt, awkward, cooperation, created, furiously, interfere, involved, timidAdditional Vocabulary: cooperation involvedAdditional Academic Vocabulary: collaboration; connectionsVocabulary Strategy: Context Clues: Antonyms
Phonics/Spelling Skill:Phonics/Spelling Skill: Long i and long u
Structural Analysis: Plural Words with y to i
Fluency SkillIntonation and Phrasing
WritingWriting Trait: Word Choice/Linking Words andPhrasesGrammar Skill: Kinds of NounsGrammar Mechanics: Capitalize Proper NounsWrite to Sources:Reading/Writing Workshop: AnansiLearns a LessonLiterature Anthology: Roadrunner’s DanceYour Turn Practice Book: Why People and Birds Are FriendsWrite to Research:Write InstructionsWrite About Reading: Write an Analysis (Analyze the Theme)
Research & InquiryWeekly Project: Research how to
speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
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. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include text features
(illustrations, diagrams, captions) when useful to aiding comprehension. [1 lesson]
W.3.2.b Develop the topic with facts, definitions, and details. [1 lesson]
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [7 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- reflection and revision)
form an effective teamHandwriting – Practice using weekly Spelling words
Technology – Go Digital!
and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [1 lesson]
L.3.1.b Form and use regular and irregular plural nouns. [5 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [5 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [11 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.3.a Choose words and phrases for effect. [1 lesson]
L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [6 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [6 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1
Week 2Weekly Concept: Immigration
Essential Question: Why do people immigrate to new places?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Read AloudTitle: “Our Story Cloth”Genre: Historical FictionStrategy: Make Confirm, or RevisePredictions
Reading/Writing WorkshopComprehensionShort Text: Sailing to AmericaLexile: 460Genre: Historical FictionStrategy: Make, Confirm, or Revise PredictionsSkill: Theme
Literature AnthologyMain Selection Title: The Castle on Hester StreetLexile: 730Genre: Historical FictionPaired Selection Title: “Next Stop, America!”Lexile: 510Genre: Expository TextStrategy: Make, Confirm, or Revise PredictionsSkill: Theme
Leveled ReaderMain Selection,Paired SelectionStrategy: Make, Confirm, or Revise PredictionsSkill: ThemeMain Selection Genre: Historical FictionTitles:A: The Promise of Gold MountainO: Moving from Mexico
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
lesson] L.3.6 Acquire and use accurately grade-
appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [4 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [3 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [10 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [9 lessons]
E: Moving from MexicoB: Gustaf Goes to America
Paired Selection Genre: Expository TextTitles:A: “Gold in California!”O: “ Mexican Revolution 1910–1920”E: “ Mexican Revolution 1910–1920”B: “ Celebrating Swedish Culture”LexilesA: 490O: 640E: 540B: 690
Access Complex Text (ACT)Reading/Writing Workshop: Organization, Specific VocabularyLiterature Anthology: Prior Knowledge, Specific Vocabulary, Sentence Structure, Connection of Ideas, Purpose
LanguageVocabularyVocabulary Words: arrived, immigrated, inspected, moment, opportunity, photographs, valuable, whisperedAdditional Vocabulary: immigrate, opportunityAdditional Domain Words: astronomer, ticker tape, confetti, boarders, pushcartAdditional Academic Vocabulary: plagiarizing; precise; accurate; repetitionVocabulary Strategy: Figurative
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [2 lessons]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [1 lesson]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[2 lessons]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [5 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
SL.3.1.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). [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.3.1.a Introduce the topic or text they are
Language: Similes
Phonics/Spelling Skill: Long eStructural Analysis: Inflectional Endings
Fluency Skill: Rate
WritingWriting Trait: Word Choice/Precise LanguageGrammar Skill: Singular and Plural NounsGrammar Mechanics: Punctuate Four Sentence TypesWrite to Sources:Reading/Writing Workshop: Sailing to AmericaLiterature Anthology: The Castle on Hester StreetYour Turn Practice Book: A Dream to the West
Write to Research:Write a ReportWrite About Reading: Write an Analysis (Reflect on the Theme)
Research & InquiryWeekly Project: Research famous immigrants
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]
W.3.2.a Introduce a topic and group related information together include text features (e.g. illustrations, diagrams, captions) when useful to support comprehension. [1 lesson]
W.3.2.b Develop the topic with facts, definitions, and details. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self -correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [6 lessons]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [2 lessons]
L.3.1.b Form and use regular and irregular plural nouns. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.d Form and use possessives. [1 lesson] L.3.2.e Use conventional spelling for high-
frequency and other studied words and for adding suffixes to base words (e.g., sitting,
Week 3Weekly Concept: Government
Essential Question: How do people make government work?
Reading
Language- Vocabulary
ReadingInteractive Read AloudTitle: “All About Elections”Genre: NonfictionStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Every Vote Counts!Lexile: 560Genre: Expository TextStrategy: Reread
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
smiled, cries, happiness). [2 lessons] L.3.2.f Use spelling patterns and
generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [11 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [8 lessons]
L.3.4.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). [5 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [7 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.d Read grade-appropriate irregularly spelled words. [7 lessons]
RF.3.4.a Read on-level text with purpose and
- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Skill: Author’s Point of ViewText Features: Headings, Bar Graph
Literature AnthologyMain Selection Title: Vote!Lexile: 530Genre: Expository TextPaired Selection Title: “A Plan for the People”Lexile: 530Genre: Expository TextStrategy: RereadSkill: Author’s Point of View
Leveled ReadersStrategy: RereadSkill: Author’s Point of View
Main Selection Genre: Expository TextTitles:A: The Race for the PresidencyO: The Race for the PresidencyE: The Race for the PresidencyB: The Race for the Presidency
Paired Selection Genre: Expository TextTitles:A: “Elementary School Lawmakers”O: “Elementary School Lawmakers”E: “Elementary School Lawmakers”B: “Elementary School Lawmakers”LexilesA: 560O: 720E: 710B: 890
understanding. [1 lesson] RF.3.4.b Read on-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [10 lessons]
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. [2 lessons]
RI.3.6 Distinguish their own point of view from that of the author of a text. [14 lessons]
RI.3.7 Use information gained from text features ( e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
Access Complex Text (ACT)Reading/ Writing Workshop: Sentence Structure, PurposeLiterature Anthology: Purpose, Prior Knowledge, Genre, Organization, Specific Vocabulary, Sentence Structure, Connection of IdeasLanguageVocabularyVocabulary Words: announced, candidates, convince, decisions, elect, estimate, government, independentAdditional Domain Words: campaign, volunteers, sworn, lawsVocabulary Strategy: Prefixes: re-, un-, dis-, mis-
Phonics/Spelling Skill: Words with Silent LettersStructural Analysis: Singular and Plural Possessives
Fluency SkillAccuracy and Phrasing
WritingWriting Trait: Ideas/Supporting DetailsGrammar Skill: Special NounsGrammar Mechanics: Spelling Plural NounsWrite to Sources:Reading/Writing Workshop: Every Vote Counts!Literature Anthology: Vote!Your Turn Practice Book: Express Yourself
Write to Research: Write a ReportWrite About Reading: Write an
SL.3.1.b Follow agreed-upon norms 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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.2.b Develop the topic with facts, definitions, and details. [8 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.8 Recall information from experiences or gather information from print and digital
Analysis (Analyze Author's Point of View)
Research & InquiryWeekly Project: Research different positions in state governments.
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
sources; take brief notes on sources and sort evidence into provided categories. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [5 lessons]
L.3.1.b Form and use regular and irregular plural nouns. [4 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [3 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.3.4.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). [15 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to
Week 4Weekly Concept: SurvivalEssential Question: How can people help animals survive?Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “The Bald Eagle: A Success Story”Genre: Expository TextStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Kids to the Rescue!Lexile: 560Genre: Expository TextStrategy: RereadSkill: Author’s Point of ViewText Features: Sidebar, Map
Literature AnthologyMain Selection Title: Whooping Cranes in DangerLexile: 580Genre: Expository TextPaired Selection Title: “Help the Manatees!”Lexile: 630Genre: Expository TextStrategy: RereadSkill: Author’s Point of View
Leveled ReadersStrategy: RereadSkill: Author’s Point of View
Main Selection Genre: Expository Tex
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
determine or clarify the precise meaning of key words and phrases. [7 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [8 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [8 lessons]
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [1 lesson]
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. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.6 Distinguish their own point of view
Titles:A: Protecting the IslandsO: Protecting the IslandsE: Protecting the IslandsB: Protecting the IslandsPaired Selection Genre: Expository TexTitles:A: “Penguins Go Global”O: “Penguins Go Global”E: “Penguins Go Global”B: “Penguins Go Global”
LexilesA: 560O: 720E: 660B: 810
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, GenreLiterature Anthology: Purpose, Prior Knowledge, Organization, Genre, Sentence Structure, Specific Vocabulary
LanguageVocabularyVocabulary Words: caretakers, population, recognized, relatives, resources, success, survive, threatenedAdditional Vocabulary: coated, ecosystem, endangered, extinct, full, glide, going, spoiledAdditional Domain Words: trackers, relativeAdditional Academic Vocabulary: organize, signal, eventsVocabulary Strategy: Suffixes -ful, -
from that of the author of a text. [15 lessons] RI.3.7 Use information gained from text
features (e.g, illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [5 lessons]
SL.3.1.a Explicitly draw on previously read tet or materials and other information known about the topic to explore ideas under discussion.. [1 lesson]
SL.3.1.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). [2 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [1 lesson]
SL.3.3 Ask and answer questions about
lessPhonics/Spelling Skill: Three-Letter BlendsStructural Analysis: Closed Syllables
Fluency SkillRate
WritingWriting Trait: Organization/SequenceGrammar Skill: Combining SentencesGrammar Mechanics: CommasWrite to Sources:Reading/Writing Workshop: Kids to the Rescue!Literature Anthology: Whooping Cranes in DangerYour Turn Practice Book: The Sound of ElephantsWrite to Research:Write a DescriptionWrite About Reading: Write an Opinion (Reflect on Author's Point of View)
Research & InquiryWeekly Project: Research endangered animals
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
information from a speaker, offering appropriate elaboration and detail. [1 lesson]
SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.c Use temporal words and phrases to signal event order. [6 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.d Form and use possessives. [6 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [7 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.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). [5 lessons]
L.3.4.c Use a known root word as a clue to
Week 5Weekly Concept: Figure It Out
Essential Question: How do people figure things out?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “New Bike, Old Bike”Genre: PoetryStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: "Empanada Day," "Cold Feet," “Our Washing Machine,” "Bugged"Lexile: Non-ProseGenre: Poetry: Limerick and Free VerseLiterary Elements:Alliteration and RhymeSkill: Point of View
Literature AnthologyMain Selection Title: "The Inventor Thinks Up Helicopters,” “The Ornithopter”
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [10 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [8 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
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. [1 lesson]
RI.3.9 Compare, contrast and and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.. [4 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate
Lexile: Non-ProseGenre: PoetryPaired Selection Title: “Montgolfier Brother's Hot Air Balloon”Lexile: Non ProseGenre: PoetrySkill: Point of View
Leveled ReadersStrategy: RereadSkill: Point of ViewMain Selection Genre: Realistic FictionTitles:A: Problem SolvedO: The Long WalkE: The Long WalkB: Two Up, One Down
Paired Selection Genre: PoetryTitles:A: “Rainy Day”O: "The Forgetful Girl," "The Friendly Frog"E: “Thomas the Mess Monster”B: “I Listen,” “The Nesting Box”LexilesA: 480O: 560E: 480B: 610
Access Complex Text (ACT)Reading/Writing Workshop: Specific Vocabulary, Author's PurposeLiterature Anthology: Sentence Structure, Specific Vocabulary, Connection of Ideas
understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [2 lessons]
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. [2 lessons]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [12 lessons]
RL.3.10 By the end of the year, read and comprehend literature, at grade level text-complexity or above, with scaffolding as needed.[1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [2 lessons]
SL.3.1.b Follow agreed-upon norms 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). [1 lesson]
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. [1 lesson]
SL.3.3 Ask and answer questions about
LanguageVocabularyVocabulary Words: bounce, imagine, inventor, observerPoetry Terms: alliteration, free verse, limerick, rhymeAdditional Vocabulary: ornithopter
Additional Academic Vocabulary: descriptive Vocabulary Strategy: Figurative Language: Similes
Phonics/Spelling Skill: DigraphsStructural Analysis: Open Syllables
FluencyPhrasing
WritingWriting Trait: Ideas/Descriptive DetailsGrammar Skill: Possessive NounsGrammar Mechanics: Apostrophes in Possessive NounsWrite to Sources:Reading/Writing Workshop: "Empanada Day," "Cold Feet," Our Washing Machine, "Bugged"Literature Anthology: "The Inventor Thinks Up Helicopters,” “The Ornithopter”Your Turn Practice Book: Learning to ReadWrite to Research:Write an AnalysisWrite About Reading: Write an Analysis (Analyze Author's Choice of Words)
Research & InquiryWeekly Project: Research ways
information from a speaker, offering appropriate elaboration and detail. [1 lesson]
SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.2.b Develop the topic with facts, definitions, and details. [7 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
people solve problemsUnit Level: Research Skill: Using Reliable and Appropriate SourcesUnit Project: Self-select and develop from weekly research options for unit research projects
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [1 lesson]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]
RL.3.10 By the end of the year, read and
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on fluencyFluency: phrasing, rate, and prosody
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Friendly Letter/ Personal Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyClose Reading
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
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. [2 lessons]
SL.3.5 Use multimedia to demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [2 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
Skimming and ScanningNavigating Links
Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 3: One of a Kind
Time Frame: 6 WeeksCommon Assessment: Wonders Unit 3 AssessmentDescription: The Big Idea: Why are individual qualities important?
Unit 3 Comprehension Skills and Strategies: visualize, problem and solution, cause and effect, summarize, main idea and key details, sequence Vocabulary Strategies: synonyms, idioms, suffixes, root words Writing: sentence fluency, word choice, organization, voice
Reading Strategies
Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening
Visualize Problem and Solution
Sentence Fluency See weekly story for vocabulary words
Action Verbs Fluency: Accuracy, Rate, and Prosody
Summarize Character, Setting, Plot: Cause and Effect
Word Choice Present Tense Verbs and Subject-Verb Agreement
Publishing Celebrations
Main Ideas and Key Details
Organization Past Tense Verbs
Sequence Voice Future Tense VerbsCombining Sentences with Verbs
Standards Topics Activities Resources Assessment L.3.1.a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.2.c Use commas and quotation marks in dialogue. [3 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [5 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [6 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [6 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew,
Week 1Weekly Concept: Be Unique
Essential Question: What makes different animals unique?
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “Bear, Beaver, and Bee”Genre: FolktaleStrategy: Visualize
Reading/Writing WorkshopComprehensionShort Text: The Inchworm’s TaleLexile: 590Genre: FolktaleStrategy: VisualizeSkill: Problem and Solution
Literature AnthologyMain Selection Title: Martina the Beautiful CockroachLexile: 570Genre: FolktalePaired Selection Title: “Get a Backbone!”Lexile: 510Genre: Expository TextStrategy: VisualizeSkill: Problem and Solution
Main Selection Strategy: VisualizeSkill: Problem and SolutionMain Selection Genre: Folktale
Titles:A: The Ballgame Between the Birds and the Animals
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [8 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
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. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [4 lessons]
RL.3.1 Ask and answer and make relevant connections questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [3
O: King of the BirdsE: King of the BirdsB: Sheep and Pig Set Up HousekeepingPaired Selection Genre: Expository TextTitles:A: “All About Bats”O: “The Real Quetzal”E: “The Real Quetzal”B: “Sheep and Wolves”LexilesA: 540O: 600E: 550B: 680
Access Complex Text (ACT)Reading/Writing Workshop: Organization, GenreLiterature Anthology: Genre, Specific Vocabulary, Sentence, Structure, Connection of Ideas
LanguageVocabularyVocabulary Words: disbelief, dismay, fabulous, features, offered, splendid, unique, watchfulAdditional Vocabulary: aromaAdditional Domain Words: ability, specie, amphibianAdditional Academic Vocabulary: declarative, exclamatory, imperative, interrogativeVocabulary Strategy: Context Clues: Synonyms
Phonics/Spelling Skill:Phonics/Spelling Skill: r-Controlled VowelsStructural Analysis: Contractions
lessons] RL.3.2 Recount stories, including fables,
folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [2 lessons]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [14 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [2 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion.[1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [1 lesson]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
SL.3.4 Report on a topic or text, tell a story,
Fluency SkillExpression
WritingWriting Trait: Sentence Fluency/Vary SentenceTypesGrammar Skill: Action VerbsGrammar Mechanics: Quotation Marks andColons in Time
Write to Sources:Reading/Writing Workshop: The Inchworm’s TaleLiterature Anthology: Martina the Beautiful CockroachYour Turn Practice Book: How Zebras Got Their StripesWrite to Research:Write a ComparisonWrite About Reading: Write an Analysis
Research & InquiryWeekly Project: Research animal families
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [7 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [4 lessons]
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [1 lesson]
L.3.1.f Ensure subject-verb and pronoun-
Week 2Weekly Concept: Leadership
Essential Question: How can one person change the way you think?
Reading
Read AloudTitle: “Meeting the Pride of Puerto Rico"Genre: Historical FictionStrategy: Visualize
Reading/Writing WorkshopComprehension
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
antecedent agreement. [6 lessons] L.3.1.i Produce simple, compound, and
complex sentences. [1 lesson] L.3.2.e Use conventional spelling for high-
frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [4 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [4 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [6 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [7 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [2 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [9 lessons]
RF.3.3 Know and apply grade-level phonics
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Short Text: Jane’s Discovery
Lexile: 660Genre: Historical FictionStrategy: VisualizeSkill: Character, Setting, Plot: Causeand Effect
Literature AnthologyMain Selection Title: Finding LincolnLexile: 660Genre: Historical FictionPaired Selection Title: “A Great American Teacher”Lexile: 600Genre: BiographyStrategy: VisualizeSkill: Character, Setting, Plot: Causeand Effect
Leveled ReaderMain Selection,Paired SelectionStrategy: VisualizeSkill: Character, Setting, Plot: Causeand EffectMain Selection Genre: Historical FictionTitles:A: On the BallO: Harry’s Great IdeaE: Harry’s Great IdeaB: Best Friends in BusinessPaired Selection Genre: BiographyTitles:A: “Jackie Robinson”O: “Eleanor Roosevelt”E: “Madam C.J. Walker”B: “Eleanor Roosevelt”Lexiles
Gloucester Township Share Network
and word analysis skills in decoding words. [1 lesson]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [3 lessons]
RF.3.3.c Decode multisyllable words. [3 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [4 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot. [12 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [5 lessons]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [6 lessons]
A: 530O: 550E: 500B: 640
Access Complex Text (ACT)Reading/Writing Workshop: Genre, OrganizationLiterature Anthology: Prior Knowledge, Specific Vocabulary, Connection of Ideas, Organization, Sentence Structure, Genre, Purpose
Language: Vocabulary
Vocabulary Words: amazement, bravery, disappear, donated, leader, nervous, refused, temporaryAdditional Vocabulary: essayAdditional Academic Vocabulary: relationshipVocabulary Strategy: Figurative Language: Idioms
Phonics/Spelling Skill: r-Controlled Vowels /är/ and /ôr/Structural Analysis: Prefixes un-, re-, and pre-
Fluency SkillPhrasing
WritingWriting Trait: Word Choice/Linking Words and PhrasesGrammar Skill: Present-Tense Verbs Grammar Mechanics: Subject-Verb AgreementWrite to Sources:Reading/Writing Workshop: Jane’s Discovery
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion [2 lessons]
SL.3.1.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). [1 lesson]
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. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [2 lessons]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [6 lessons]
W.3.3.a Establish a situation and introduce
Literature Anthology: Finding LincolnYour Turn Practice Book: A Letter to Helen KellerWrite to Research:Write an AnalysisWrite About Reading: Write an Opinion
Research & InquiryWeekly Project: Research people who have made a difference
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [2 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [1 lesson]
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [5 lessons]
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [4 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and
Week 3Weekly Concept: Discoveries
Essential Question: What do we know about Earth and its neighbors in space?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “Our Home in the Solar System"Genre: Expository TextStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: Earth and Its NeighborsLexile: 660Genre: Expository TextStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Key Words, Chart
Literature AnthologyMain Selection Title: EarthLexile: 630Genre: Expository TextPaired Selection Title: “Coyote and the Jar of Stars”Lexile: 530Genre: LegendStrategy: SummarizeSkill: Main Idea and Key Details
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
content, choosing flexibly from a range of strategies. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.3.4.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). [13 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [3 lessons]
RF.3.3.b Decode words with common Latin suffixes. [3 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.3.d Read grade-appropriate irregularly
Leveled ReadersStrategy: SummarizeSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: Destination SaturnO: Destination SaturnE: Destination SaturnB: Destination SaturnPaired Selection Genre: LegendTitles:A: “Why the Stars Twinkle”O: “Why the Stars Twinkle”E: “Why the Stars Twinkle”B: “Why the Stars Twinkle”LexilesA: 500O: 700E: 660B: 780
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas, OrganizationLiterature Anthology: Genre, Purpose, Connection of Ideas, Specific Vocabulary, Organization
LanguageVocabularyVocabulary Words: amount, astronomy, globe, solar system, support, surface, temperature, warmthAdditional Domain Words: elliptical, rotate, axisAdditional Academic Vocabulary: key word, related, paragraphVocabulary Strategy: Suffixes -y, -
spelled words. [2 lessons] RF.3.4.b Read on-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [14 lessons]
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. [2 lessons]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [2 lessons]
RI.3.7 Use information gained from text features (e.g., illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge the most important points and key details presented in two texts on the same topic. [5 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]
ly
Phonics/Spelling Skill: r-Controlled Vowels /âr/ and /îr/,Structural Analysis: Suffixes -y and -ly
Fluency SkillAccuracy and Phrasing
WritingWriting Trait: Organization/Strong ParagraphsGrammar Skill: Past-Tense VerbsGrammar Mechanics: Abbreviations andName TitlesWrite to Sources:Reading/Writing Workshop: Earth and Its NeighborsLiterature Anthology: EarthYour Turn Practice Book: Seeing RedWrite to Research:Write a DescriptionWrite About Reading: Write an Analysis
Research & InquiryWeekly Project: Research Earth and other bodies in the solar system
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [5 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include text features (e.g., illustrations, diagrams, captions) when useful to support comprehension. [4 lessons]
W.3.2.b Develop the topic with facts, definitions, and details. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [2 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing. [1 lesson] W.3.6 With guidance and support from
adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-corrections, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [5 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.a Capitalize appropriate words in titles. [5 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [4 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [1 lesson]
L.3.4.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). [12 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [13
Week 4Weekly Concept: New Ideas
Essential Question: What ideas can we get get from nature?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “Ideas From Nature”Genre: Expository TextStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: Bats Did It FirstLexile: 700Genre: Expository TextStrategy: SummarizeSkill: Main Idea and Key DetailsText Features: Diagram, Caption
Literature AnthologyMain Selection Title: Big Ideas from NatureLexile: 670Genre: Expository TextPaired Selection Title: “Perdix Invents the Saw”Lexile: 580Genre: MythStrategy: SummarizeSkill: Main Idea and Key Details
Leveled Readers
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
lessons] L.3.4.d Use glossaries or beginning
dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [8 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [8 lessons]
RF.3.3.b Decode words with common Latin suffixes. [1 lesson]
RF.3.3.c Decode multisyllable words. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. [16 lessons]
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
Strategy: SummarizeSkill: Main Idea and Key DetailsMain Selection Genre: Expository TextTitles:A: Inspired by NatureO: Inspired by NatureE: Inspired by NatureB: Inspired by Nature
Paired Selection Genre: MythTitles:A: “Hermes and the Lyre”O: “Hermes and the Lyre”E: “Hermes and the Lyre”B: “Hermes and the Lyre”LexilesA: 570O: 660E: 630B: 790
Access Complex Text (ACT)Reading/ Writing Workshop: Prior KnowledgeLiterature Anthology: Genre, Organization, Specific Vocabulary, Prior Knowledge
LanguageVocabularyVocabulary Words: effective, example, identical, imitate, material, model, observed, similarAdditional Vocabulary: boredAdditional Domain Words: invention, biomimicryAdditional Academic Vocabulary: mimic, quality, closureVocabulary Strategy: Root WordsPhonics/Spelling Skill: Prefixes
concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [2 lessons]
RI.3.7 Use information gained from text features (e.g., illustrations maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge [2 lessons]
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. [1 lesson]
pre-, dis-, mis-Structural Analysis: Syllables with Final e
Fluency SkillPhrasing and Rate
WritingWriting Trait: Organization/Strong ConclusionsGrammar Skill: Future-Tense VerbsGrammar Mechanics: Book Titles
Write to Sources:Reading/Writing Workshop: Bats Did It FirstLiterature Anthology: Big Ideas from NatureYour Turn Practice Book:A Sticky IdeaWrite to Research: Write a ReportWrite About Reading: Write an Opinion
Research & InquiryWeekly Project: Research animal characteristics
Handwriting – Practice using weekly spelling words
Technology – Go Digital!
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [1 lesson]
W.3.2.d Provide a conclusion. [7 lessons] W.3.6 With guidance and support from
adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.b Form and use regular and irregular plural nouns. [5 lessons]
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.b Use commas in addresses. [5 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [4 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.b Determine the meaning of the new word formed when a known affix is added
Week 5Weekly Concept: Value the Past
Essential Question: How is each event in history unique?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: “The California Gold Rush”Genre: Expository TextStrategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: The Long Road to OregonLexile: 680Genre: Expository TextStrategy: SummarizeSkill: SequenceText Features: Sidebar, Photographs and Captions, Map
Literature AnthologyMain Selection Title: Riding the Rails West!Lexile: 730Genre: Expository Text
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [8 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [8 lessons]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words. [1 lesson]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [7 lessons]
RF.3.3.b Decode words with common Latin suffixes. [5 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RI.3.2 Determine the main idea of a text;
Paired Selection Title: “Discovering Life Long Ago”Lexile: 740Genre: Expository TextStrategy: SummarizeSkill: Sequence
Leveled ReadersStrategy: SummarizeSkill: Sequence
Main Selection Genre: Expository TextTitles:A: The Life of a HomesteaderO: The Life of a HomesteaderE: The Life of a HomesteaderB: The Life of a Homesteader
Paired Selection Genre: Titles:A: “Keeping History Alive”O: “Keeping History Alive”E: “Keeping History Alive”B: “Keeping History Alive”LexilesA: 520O: 690E: 560B: 850
Access Complex Text (ACT)Reading/Writing Workshop: Connection of Ideas, GenreLiterature Anthology: Organization, Sentence Structure
LanguageVocabularyVocabulary Words: agreeable, appreciate, boomed, descendants,
recount the key details and explain how they support the main idea. [1 lesson]
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. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.7 Use information gained from text features ( e.g.,illustrations, maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes about the text. [13 lessons]
RI.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.[1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
emigration, pioneers, transportation, vehiclesAdditional Academic Vocabulary: formal, informal, contractionsVocabulary Strategy: Suffixes -able, -ful, -less
Phonics/Spelling Skill: Diphthongs /oi/ and /ou/Structural Analysis: Prefixes un-, non-, dis-FluencyAccuracy and Phrasing
WritingWriting Trait: VoiceGrammar Skill: Combining Sentences with VerbsGrammar Mechanics: Punctuation in Formal Letters, Dates, Addresses,and LocationsWrite to Sources:Reading/Writing Workshop: The Long Road to OregonLiterature Anthology: Riding the Rails West!Your Turn Practice Book: Mississippi SteamboatsWrite to Research:Write a ReportWrite About Reading: Write an AnalysisResearch & InquiryWeekly Project: Research unique events in American history.Unit Level: Research Skill: Quoting and ParaphrasingUnit Project: Self-select and develop from weekly research options for unit research projects
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [1 lesson]
SL.3.1.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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
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. [1 lesson]
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [6 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.3.4.c Use context to confirm or self-
Week 6Review and Assess
Reading
ReadingReader’s Theatre: Focus on fluencyFluency: phrasing, rate, and prosody
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
*Benchmark*See District Benchmark Assessment Plan & K-5
correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [2 lessons]
RI.3.10 By the end of the year, read and comprehend nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1.a Explicitly draw on previously read tet or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.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). [1 lesson]
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. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort
Writing
Research and Inquiry
Technology
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Friendly Letter/ Personal Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyClose ReadingSkimming and ScanningNavigating Links
www.connected.mcgraw-hill.com
Gloucester Township Share Network
ELA Assessment Plan
evidence into provided categories. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 3 –Unit 4: Meet the Challenge
Time Frame: 6 WeeksCommon Assessment: Wonders Unit 4 AssessmentDescription: The Big Idea: What are different ways to meet challenges?
Comprehension Skills and Strategies: reread, repetition and rhyme, compare and contrast, cause and effect, theme Vocabulary Strategies: synonyms, context clues, contractions, metaphors, multiple-meaning words Writing: ideas, word choice, organization, sentence fluency
Reading Strategies
Reading Skills Writing Vocabulary Grammar/Mechanics Speaking/Listening
Ask and Answer Questions
Point of View Voice See weekly story for vocabulary words
Linking Verbs Fluency: Accuracy, Rate, and Prosody
Reread Text Structure: Compare and Contrast
Ideas Contractions with Not Publishing Celebrations
Literary Elements: Repetition and Rhyme
Text Structure: Cause and Effect
Organization Main and Helping Verbs
Theme Word Choice Complex SentencesIrregular Verbs
Standards Topics Activities Resources Assessment L.3.1.a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular
Week 1Weekly Concept: Choices
Reading
Interactive Read Aloud
Grade 3, Wonders, McGraw-Hill, 2014
See District Benchmark Assessment
sentences. [5 lessons] L.3.1.d Form and use regular and irregular
verbs. [6 lessons] L.3.1.e Form and use the simple (e.g., I
walked; I walk; I will walk) verb tenses. [1 lesson]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.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). [8 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [16 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [3 lessons]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and
Essential Question: What choices are good for us?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Title: "Three Wishes"Genre: FolktaleStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: Nail SoupLexile: 580Genre: FolktaleStrategy: Ask and Answer QuestionsSkill: Point of View
Literature AnthologyMain Selection Title: The Real Story of Stone SoupLexile: 570Genre: FolktalePaired Selection Title: "Healthful Food Choices"Lexile: 420Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Point of View
Leveled ReadersStrategy: Ask and Answer Questions
Skill: Point of View
Main Selection Genre: FolktaleTitles:A: The Weaver of RugsO: Why the Sea Is SaltyE: Why the Sea Is SaltyB: Finn MacCool and the Salmon of
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Plan & K-5 ELA Assessment Plan
phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [6 lessons]
RF.3.3.b Decode words with common Latin suffixes. [2 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [10 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [2 lessons]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [14 lessons]
RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral , settings, and plots of stories written
Knowledge
Paired Selection Genre: Directions
Titles:A: "How to Make Paper Mats"O: "How to Make Sea Salt"E: "How to Make Sea Salt" B: "Brain Food"
LexilesA: 520O: 570E: 510B: 780Access Complex Text (ACT)
Reading/Writing Workshop: Connection of IdeasLiterature Anthology: Prior Knowledge, Connection of Ideas, Sentence Structure, Genre
LanguageVocabulary Words: aroma, expect, flavorful, graceful, healthful, interrupted, luscious, variety
Additional Vocabulary Words: intermission, program, propsAdditional Academic Vocabulary: habit, positive, impact
Vocabulary Strategy: Root Words
PhonicsVocabulary Words: aroma, expect, flavorful, graceful, healthful, interrupted, luscious, variety
Additional Vocabulary Words:
by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[1 lesson]
SL.3.1.aExplicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion.[4 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response
intermission, program, propsAdditional Academic Vocabulary: habit, positive, impact
Vocabulary Strategy: Root Words
Fluency SkillExpression
WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/PoetryWriting Trait: Voice
Grammar Skill: Linking Verbs
Grammar Mechanics: End Punctuation and Complete Sentences
Write to Sources:Reading/Writing Workshop: Nail SoupLiterature Anthology: The Real Story of Stone SoupYour Turn Practice Book: The Turtle and the Box of Riches
Write to Research:Write an Opinion
Write About Reading: Write and Analysis
Research & InquiryWeekly Project: Research how to make informed choices
Handwriting – Practice using
of characters to situations. [8 lessons] W.3.5 With guidance and support from
peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
weekly Spelling words
Technology – Go Digital!
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [11 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. [1 lesson]
L.3.4.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). [14 lessons]
L.3.5.b Identify real-life connections
Week 2Weekly Concept: Skills and Talents
Essential Question: How can you use what you know to help others?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "Dancing La Raspa"Genre: Realistic FictionStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: The Impossible Pet ShowLexile: 600Genre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Point of View
Literature AnthologyMain Selection Title: The Talented ClementineLexile: 660Genre: Realistic Fiction
Paired Selection Title: "Clementine
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [6 lessons]
RF.3.3.c Decode multisyllable words. [8 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [11 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [13 lessons]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [1 lesson]
RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the
and the Family Meeting"Lexile: 630Genre: Realistic FictionStrategy: Ask and Answer QuestionsSkill: Point of View
Leveled Readers
Strategy: Ask and Answer Questions
Skill: Point of View
Main Selection Genre: Realistic Fiction
Titles:A: Every Picture Tells a StoryO: A Chef in the FamilyE: A Chef in the FamilyB: Stepping Forward
Paired Selection Genre: Realistic FictionTitles:A: "Hidden Treasure"O: "The Perfect Sandwich"E: "The Perfect Sandwich"B: "Rigel to the Rescue"LexilesA: 470O: 530E: 440B: 700Access Complex Text (ACT)Reading/Writing Workshop: Genre, Connection of Ideas
Literature Anthology: Organization, Connection of Ideas,
central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [7 lessons]
SL.3.1.aExplicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [4 lessons]SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [3 lessons]
SL.3.2 Determine the main ides and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [2 lessons]
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. [1 lesson]
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. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [8 lessons]
Sentence Structure, Prior Knowledge, Genre, Specific VocabularyLanguage
Vocabulary Words: achievement, apologize, attention, audience, confidence, embarrassed, realized, talents
Additional Vocabulary: not, now, off, practiced, special
Additional Domain Words: agenda
Additional Academic Vocabulary: realistic fiction, ask and answer questions, point of view, narrator, fiction, dialogue, realistic, illustrations, prefixes, definition, phrasing, talent, task, directions, narrations, situations
Vocabulary Strategy: Prefixes un-, non-, im-, pre-
Phonics/Spelling Skill:
Phonics/Spelling Skill: Plural Words
Structural Analysis: Vowel Team Syllables
Fluency Skill:Phrasing
WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
Text/PoetryWriting Trait: Ideas
Grammar Skill: Contraction with Not
Grammar Mechanics: Using Apostrophes
Write to Sources:Reading/Writing Workshop: The Impossible Pet ShowLiterature Anthology: The Talented ClementineYour Turn Practice Book: Painting From Memory
Write to Research:Write Instructions
Write About Reading: Write and Opinion
Research & Inquiry
Weekly Project: Research ways to help others
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [1 lesson]
L.3.1.d Form and use regular and irregular verbs. [4 lessons]
L.3.1.e Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [5 lessons]
Week 3Weekly Concept: Adaptations
Essential Question: How do animals adapt to challenges in their habitat?
Reading
ReadingInteractive Read AloudTitle: "African Lions"Genre: Expository TextStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text:
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connnected.mcgraw-hill.com
Gloucester Township Share
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.c Use commas and quotation marks in dialogue. [3 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [7 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [12 lessons]
L.3.4.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). [2 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Gray Wolf! Red Wolf!Lexile: 750Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Map, Photos with Captions
Literature AnthologyMain Selection Title: Amazing Animals of the MojaveLexile: 720Genre: Expository Text
Paired Selection Title: "Little Half Chick"Lexile: 690 Genre: Folktale
Strategy: RereadSkill: Text Structure: Compare and Contrast
Leveled Readers
Strategy: Reread
Skill: Text Structure: Compare and Contrast
Main Selection Genre: Expository TextTitles:A: Life in a Tide PoolO: Life in a Tide PoolE: Life in a Tide PoolB: Life in a Tide PoolPaired Selection Genre: Folktale
Titles:A: "Bluebird and Coyote"
Network
and temporal relationships (e.g., After dinner that night we went looking for them). [3 lessons]
RF.3.3.c Decode multisyllable words. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [4 lessons]
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. [1 lesson]
RI.3.7 Use information gained from text features ( e.g., 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). [5 lessons]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). [12 lessons]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [4 lessons]
RI.3.10 By the end of the year, read and comprehend non- fiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly
O: "Bluebird and Coyote"E: "Bluebird and Coyote"B: "Bluebird and Coyote"
LexilesA: 550O: 730E: 610B: 860
Access Complex Text (ACT)Reading/Writing Workshop: Prior Knowledge, Genre
Literature Anthology: Purpose, Prior Knowledge, Organization, Genre, Specific Vocabulary, Connection of IdeasLanguage
Vocabulary Words: alert, competition, environment, excellent, prefer, protection, related, shelter
Additional Domain Words: burrows, vibrations
Vocabulary Strategy: Sentence Clues
Phonics/Spelling Skill:Phonics/Spelling Skill: Variant Vowel /ô/
Structural Analysis: Greek and Latin Roots
Fluency Skill: Intonation
WritingUnit 4: Unit Writing Focus: Fictional Narrative, Poetry
to the text as the basis for the answers. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [1 lesson]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [4 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [1 lesson]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
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. [1 lesson]
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. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to
Writing Products: Narrative Text/PoetryWriting Trait: Organization
Grammar Skill: Main and Helping Verbs
Grammar Mechanics: Commas and Quotation Marks in Dialogue
Write to Sources:Reading/Writing Workshop: Gray Wolf! Red Wolf!Literature Anthology: Amazing Animals of the MojaveYour Turn Practice Book: Adaptations: Grizzly and Polar Bears
Write to Research:Write a Description
Write About Reading: Write an Opinion
Research & InquiryWeekly Project: Research animal adaptations
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
provide requested detail or clarification. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [7 lessons]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [1 lesson]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
L.3.1.h Use coordinating and subordinating conjunctions. [5 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [8 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns,
Week 4Weekly Concept: Flight
Essential Question: How are people able to fly?
Reading
Language- Phonics- Vocabulary
Reading
Interactive Read AloudTitle: "Fly Like a Bird"
Genre: Expository Text
Strategy: Reread
Reading/Writing Workshop
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
ending rules, meaningful word parts) in writing words. [5 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [13 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [1 lesson]
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [2 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.c Decode multisyllable words. [6 lessons]
RF.3.3.d Read grade-appropriate irregularly spelled words. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly
- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Comprehension
Short Text: Firsts in FlightsLexile: 750Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Sidebar
Literature AnthologyMain Selection Title: Hot Air BalloonsLexile: 680Genre: Expository TextPaired Selection Title: "Bellerophon and Pegasus"
Lexile: 640Genre: MythStrategy: RereadSkill: Text Structure: Cause and Effect
Leveled Readers
Strategy: RereadSkill: Text Structure: Cause and Effect
Main Selection Genre: Expository Text
Titles:A: The Future of FlightO: The Future of FlightE: The Future of FlightB: The Future of FlightPaired Selection Genre: Myth
to the text as the basis for the answers. [3 lessons]
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. [3 lessons]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence) to support specific points the author makes in a text. [13 lessons]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is conveyed through key details in the text. [1 lesson]
SL.3.1.a Explicitly draw on previously read text or materials and other information
Titles:A: "The Cloak of Feathers"O: "The Cloak of Feathers"E: "The Cloak of Feathers"B: "The Cloak of Feathers"LexilesA: 600O: 690E: 650B: 770Access Complex Text (ACT)
Reading/Writing Workshop: Connection of Ideas, Sentence Structure
Literature Anthology: Genre, Purpose, Organization, Specific Vocabulary, Prior Knowledge
Language
Vocabulary Words: controlled, direction, flight, impossible, launched, motion, passenger, popular
Additional Domain Words: spy, physics
Vocabulary Strategy: Multiple-Meaning Words
Phonics/Spelling Skill:
Phonics/Spelling Skill: Homophones
Structural Analysis: r-Controlled Vowel
known about the topic to explore ideas under discussion [4 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [1 lesson]
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. [1 lesson]
W.3.2.d Provide a concluding statement or section. [7 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
Fluency Skill:Accuracy
Writing
WritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/ PoetryWriting Trait: OrganizationGrammar Skill: Complex Sentences
Grammar Mechanics: Using Commas in Sentences
Write to Sources:Reading/Writing Workshop: Firsts in FlightsLiterature Anthology: Hot Air BalloonsYour Turn Practice Book: History of Human Flight
Write to Research:Write a Bibliography
Write About Reading: Write an Opinion
Research & Inquiry
Weekly Project: Research discoveries in early aviation
Handwriting – Practice using weekly Spelling words
Technology – Go Digital! L.3.1.d Form and use regular and irregular
verbs. [6 lessons]Week 5Weekly Concept: Inspiration
ReadingInteractive Read Aloud
Grade 3, Wonders, McGraw-Hill, 2014
See District Benchmark
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [5 lessons]
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [2 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4 Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [7 lessons]
L.3.4.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). [1 lesson]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [6 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.5.c Distinguish shades of meaning
Essential Question: How can others inspire us?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Title: "My Grandpa"Genre: Narrative and Free VerseStrategy: Reread
Reading/Writing WorkshopComprehensionShort Text: "Ginger's Fingers," "The Giant," "Captain's Log"
Lexile: Non-Prose
Genre: Narrative and Free Verse
Literary Elements: Repetition and Rhyme
Skill: Theme
Literature AnthologyMain Selection Title: "The Winningest Woman of the Iditarod Dog Sled Race" "The Brave Ones"
Lexile: Non-Prose
Genre: Poetry
Paired Selection Title: "Narcissa"Lexile: Non ProseGenre: Poetry: Narrative and Free VerseSkill: Theme
Leveled Readers
Strategy: RereadSkill: Theme
Main Selection Genre: Realistic Fiction
Titles:
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
Assessment Plan & K-5 ELA Assessment Plan
among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [1 lesson]
RF.3.3.c Decode multisyllable words. [7 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [4 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [12 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
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. [3 lessons]
RL.3.9 Compare and contrast reflect on (e.g.
A: A Speech to RememberO: Melanie's MissionE: Melanie's MissionB: In the RunningPaired Selection Genre: PoetryTitles:A: "Let the Lion Roar"O: "In the Land of the Lions"E: "The Greedy Puppy" B: "Everybody's Surfing"LexilesA: 480O: 590E: 510B: 700
Access Complex Text (ACT)
Reading/Writing Workshop: Specific Vocabulary
Literature Anthology: Genre, Organization, Connection of Ideas
LanguageVocabulary Words: adventurous, courageous, extremely, weird
Poetry Terms:free verse, narrative poem, repetition, rhyme
Additional Academic Words: inspire, descriptive, specific
Vocabulary Strategy: Using Metaphors
Phonics/Spelling Skill: Soft c and g
Structural Analysis: Words with -
practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral ,
settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
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
er and -est
Fluency Skill:Expression
WritingWritingUnit 4: Unit Writing Focus: Fictional Narrative, PoetryWriting Products: Narrative Text/PoetryWriting Trait: Word Choice
Grammar Skill: Irregular verbs
Grammar Mechanics: Correct Verb Forms
Write to Sources:Reading/Writing Workshop: "Ginger's Fingers," "The Giant," "Captain's Log"Literature Anthology: "The Winningest Woman of the Iditarod Dog Sled Race" "The Brave Ones"Your Turn Practice Book: Why I Run
Write to Research:Write a Description
Write About Reading: Write an Opinion
ResearchWeekly Project: Research famous people who inspire others
Unit Level:Research Skill: Using Primary and Secondary SourcesUnit Project: Self-select and develop from weekly research
emphasize or enhance certain facts or details. [2 lessons]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [6 lessons]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
options for unit research projects
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.6 Distinguish their own point of view from that of the author of a text. [1 lesson]
RI.3.10 By the end of the year, read and comprehend literary non-fiction at grade level text-complexity or above, with scaffolding as needed.[4 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [1
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading Digitally
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
lesson] RL.3.3 Describe characters in a story (e.g.,
their traits, motivations, or feelings) and explain how their actions contribute to the plot. [1 lesson]
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. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [1 lesson]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
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. [1 lesson]
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. [2 lessons]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [2 lessons]
NotetakingSkimming and ScanningNavigating Links
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. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 5: Take Action
Time Frame: 6 WeeksCommon Assessment: Wonders Unit 5 AssessmentDescription: The Big Idea: What are ways people can take action?
Comprehension Skills and Strategies: point of view, cause and effect, ask and answer questions, summarize Vocabulary Strategies: synonyms, pronouns, contractions Writing: voice, ideas, word choice, organization, sentence fluency
Reading Strategies
Reading Skills
Writing Vocabulary Grammar/Mechanics Speaking/Listening
Summarize Point of View
Sentence Fluency
See weekly story for vocabulary words
Singular and Plural Pronouns Fluency: Accuracy, Rate, and Prosody
Ask and Answer
Author’s Point of
Word Choice Subject and Object Pronouns Publishing Celebrations
Questions ViewCause and Effect
Organization Pronoun-Verb Agreement
Voice Possessive PronounsPronoun-Verb Contractions
Standards Topics Activities Resources Assessment L.3.1.a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [5 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [3 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed
Week 1Weekly Concept: Let's Trade
Essential Question: How do we get what we need?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Reading
Interactive Read AloudTitle: "Wei and the Golden Goose"
Genre: Fairy Tale
Strategy: Summarize
Reading/Writing WorkshopComprehensionShort Text: Juanita and the Beanstalk
Lexile: 610
Genre: Fairy Tale
Strategy: Summarize
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
to check and correct spellings. [5 lessons] L.3.4 Determine or clarify the meaning of
unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [5 lessons]
L.3.4.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). [1 lesson]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [6 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [10 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1
Technology Skill: Point of View
Literature AnthologyMain Selection Title: Clever Jack Takes the Cake
Lexile: 600Genre: Fairy TalePaired Selection Title: "When Corn Was Cash"Lexile: 660Genre: Expository TextStrategy: SummarizeSkill: Point of View
Leveled ReadersStrategy: Summarize
Skill: Point of ViewMain Selection Genre: Fairy TaleTitles:A: The Chickpea BoyO: The Golden GooseE: The Golden GooseB: A Gift for Mario
Paired Selection Genre: Expository TextTitles:A: "Forgotten Gold"O: "Gold, Gold, Gold"E: "Gold, Gold, Gold"B: "The Golden Land"
LexilesA: 510O: 590E: 440B: 800
lesson] RI.3.1 Ask and answer questions and make
relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [2 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme lesson, or moral and explain how it is revealed through key details in the text. [3 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [14 lessons]
RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
Access Complex Text (ACT)
Reading/Writing Workshop: Genre, Specific Vocabulary
Literature Anthology: Organization, Sentence Structure, Specific Vocabulary, Genre, Connection of Ideas, Purpose
LanguageVocabulary Words: admit, barter, considered, creation, humble, magnificent, payment, reluctantly
Additional Vocabulary: disobey, clearing
Additional Academic Words: needs, wantsVocabulary Strategy: Root Words
Phonics
Phonics/Spelling Skill: Compound WordsStructural Analysis: Consonant + le Syllables
Fluency SkillIntonation
WritingWritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Sentence Fluency
Grammar Skill: Singular and Plural Pronouns
partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [2 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [1 lesson]
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. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. [6 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from
Grammar Mechanics: Capitalizing I, and Nouns
Write to Sources:Reading/Writing Workshop: Juanita and the BeanstalkLiterature Anthology: Clever Jack Takes the CakeYour Turn Practice Book: Otomo Otomo Spins Gold
Write to Research:Write a DescriptionWrite About Reading: Write an Analysis
Research & InquiryWeekly Project: Research how people get and use resources
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [7 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.3.a Choose words and phrases for effect. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [5 lessons]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [7 lessons]
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to
Week 2Weekly Concept: Reuse and Recycle
Essential Question: How can we reuse what we already have?
Reading
Language- Vocabulary- Phonics- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "The School Garden"
Genre: Realistic Fiction
Strategy: Summarize
Reading/Writing WorkshopComprehension
Short Text: The New HoopLexile: 660Genre: Realistic FictionStrategy: SummarizeSkill: Point of View
Literature AnthologyStrategy: Summarize
Skill: Point of ViewMain Selection Genre: Realistic Fiction
Titles:A: The Great Book Swap
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
determine or clarify the precise meaning of key words and phrases. [1 lesson]
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.5.c Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [6 lessons]
RF.3.3.b Decode words with common Latin suffixes. [4 lessons]
RF.3.3.c Decode multisyllable words. [2 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [2 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the
O: The Salvage CrewE: The Salvage CrewB: Bikes Forever
Paired Selection Genre: Expository Text
Titles:A: "Why Not Swap?"O: "From Trash to Treasure"E: "From Trash to Treasure"B: "Recycle-a-Bicycle"
LexilesA: 480O: 670E: 610B: 760
Leveled Readers
Reading/Writing Workshop: Connection of Ideas, Purpose
Literature Anthology: Specific Vocabulary, Connection of Ideas, Organization
Access Complex Text (ACT)Vocabulary Words: conservation, discouraged, frustration, gazed, jubilant, recycling, remaining, tinkered
Additional Vocabulary: soles, widow, channel, sensation, unison, overflowed, reuse Vocabulary Strategy: Context Clues: Homographs
most important points and key details presented in two texts on the same topic. [1 lesson]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [2 lessons]
RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message/theme, lesson, or moral and explain how it is revealed through key details in the text. [6 lessons]
RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.[1 lesson]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [1 lesson]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [10 lessons]
RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [1 lesson]
RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed.[1 lesson]
SL.3.1 Engage effectively in a range of
LanguageVocabulary Words: conservation, discouraged, frustration, gazed, jubilant, recycling, remaining, tinkered
Additional Vocabulary: soles, widow, channel, sensation, unison, overflowed, reuse Vocabulary Strategy: Context Clues: Homographs
Phonics/Spelling Skill:
Phonics/Spelling Skill: Inflectional Endings -ed, -ing, -s
Structural Analysis: Suffixes -ful, -less, -able
Fluency Skill:Phrasing
WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Word ChoiceGrammar Skill: Subject and Object Pronouns
Grammar Mechanics: Pronoun Usage
Write to Sources:Reading/Writing Workshop: The New HoopLiterature Anthology: Bravo, Tavo!Your Turn Practice Book: The Jar Garden
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. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
SL.3.1.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). [2 lessons]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [2 lessons]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [7 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with
Write to Research: Write a Visual Report
Write About Reading: Write an Analysis
Research & Inquiry
Weekly Project: Research how to recycle everyday materials
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
others. [1 lesson] W.3.7 Conduct short research projects that
build knowledge about a topic. [1 lesson] W.3.10 Write routinely over extended time
frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.f Ensure subject-verb and pronoun-antecedent agreement. [4 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [1 lesson]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [5 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [4 lessons]
L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [12 lessons]
L.3.4.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). [1 lesson]
L.3.4.c Use a known root word as a clue to
Week 3Weekly Concept: Teaming Up
Essential Question: How do teams work together?
Reading
Language- Vocabulary- Phonics
Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "Firefighters: Teamwork Counts"
Genre: Expository Text
Strategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: Rescue Dogs Save the Day
Lexile: 720
Genre: Expository Text
Strategy: Ask and Answer Questions
Skill: Author's Point of View
Text Features: Headings, Chart
Literature AnthologyMain Selection Title: Wildfires
Lexile: 750Genre: Expository Text
Paired Selection Title: "Windy Gale and the Great Hurricane"Lexile: 660
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connnected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
the meaning of an unknown word with the same root (e.g., company, companion). [3 lessons]
L.3.5 Demonstrate understanding of word relationships and nuances in word meanings. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.c Decode multisyllable words. [5 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13 lessons]
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. [1 lesson]
RI.3.6 Distinguish their own point of view from that of the author of a text. [10 lessons]
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [1 lesson]
Genre: Tall Tale
Strategy: Ask and Answer QuestionsSkill: Author's Point of View
Leveled ReadersStrategy: Ask and Answer QuestionsSkill: Author's Point of ViewMain Selection Genre: Expository Text
Titles:A: Firefighting HeroesO: Firefighting HeroesE: Firefighting HeroesB: Firefighting Heroes
Paired Selection Genre: Tall TaleTitles:A: "A Favor Repaid"O: "A Favor Repaid"E: "A Favor Repaid"B: "A Favor Repaid"LexilesA: 600O: 690E: 580B: 780
Access Complex Text (ACT)Reading/Writing Workshop: Genre, PurposeLiterature Anthology: Organization, Prior Knowledge, Connection of Ideas, Genre, Specific VocabularyLanguage
Vocabulary Words: accidental, careless, disasters, equipment, harmful, prevention, purpose, respond
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. . [1 lesson]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [2 lessons]
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. [1 lesson]
W.3.1.b Provide reasons that support the opinion. [1 lesson]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [8 lessons]
W.3.5 With guidance and support from peers and adults, develop and strengthen
Additional Domain Words: regrowth, reborn, renewing
Vocabulary Strategy: Context Clues: Sentence Clues
Phonics/Spelling Skill: Closed Syllables
Structural Analysis: Roots in Related Words
Fluency Skill:Phrasing and Rate
WritingWritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Organization
Grammar Skill: Pronoun-Verb Agreement
Grammar Mechanics: Pronoun-Verb Agreement
Write to Sources:Reading/Writing Workshop: Rescue Dogs Save the DayLiterature Anthology: WildfiresYour Turn Practice Book: True Teamwork
Write to Research:Write an Opinion
Write About Reading: Write an Analysis
writing as needed by planning, revising, and editing. [1 lesson]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Research & InquiryWeekly Project: Research how to participate effectively in a team
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [1 lesson]
L.3.2.d Form and use possessives. [6 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [3 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [8 lessons]
L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
Week 4Weekly Concept: Good Citizens
Essential Question: What do good citizens do?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read AloudTitle: "Jimmy Carter: A Good Citizen"
Genre: BiographyStrategy: Ask and Answer Questions
Reading/Writing WorkshopComprehension
Short Text: Dolores Huerta: Growing Up StrongLexile: 670Genre: Biography
Strategy: Ask and Answer QuestionsSkill: Author's Point of View
Text Features: Caption, Timeline
Literature AnthologyMain Selection Title: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to VoteLexile: 700
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
comfortable/uncomfortable, care/careless, heat/preheat). [4 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [3 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [4 lessons]
RF.3.3.c Decode multisyllable words. [4 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [4 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [8 lessons]
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. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.6 Distinguish their own point of view from that of the author of a text. [13 lessons]
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when,
Genre: Biography
Paired Selection Title: "Susan B. Anthony Takes Action!"
Lexile: 730Genre: 730Strategy: Ask and Answer QuestionsSkill: Author's Point of View
Leveled Readers
Strategy: Ask and Answer Questions
Skill: Author's Point of ViewMain Selection Genre: Biography
Titles:A: Eunice Kennedy ShriverO: Eunice Kennedy ShriverE: Eunice Kennedy ShriverB: Eunice Kennedy Shriver
Paired Selection Genre: Biography
Titles:A: "The Lifesaver"O: "The Lifesaver"E: "The Lifesaver"B: "The Lifesaver"LexilesA: 600O: 690E: 600B: 860
Access Complex Text (ACT)
Reading/Writing Workshop: Prior
why, and how key events occur). [1 lesson] RI.3.9 Compare and contrast and reflect on
(e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.[5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 Lessons]
SL.3.1.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). [1 lesson]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.2.a Introduce a topic and group related
Knowledge, Connection of Ideas
Literature Anthology: Connection of Ideas, Sentence Structure, Prior Knowledge, Specific Vocabulary, Purpose, Organization, Genre
LanguageVocabulary Words: citizenship, continued, daring, horrified, participate, proposed, unfairness, waver
Additional Vocabulary: preposterous, flabbergasted, sentiments
Additional Domain Words: abolitionist,
Vocabulary Strategy: Prefixes and Suffixes
Phonics/Spelling Skill: Inflectional Endings y and i
Structural Analysis: Suffixes -ful, -ness, -less
Fluency Skill:Phrasing and Rate
WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion WritingWriting Trait: Organization
Grammar Skill: Possessive Pronouns Grammar Mechanics: Possessive Pronouns and Reflexive Pronouns
information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [5 lessons]
Write to Sources:Reading/Writing Workshop: Dolores Huerta: Growing Up StrongLiterature Anthology: Elizabeth Leads the Way: Elizabeth Cady Stanton and the Right to VoteYour Turn Practice Book: Hiram Revels—The First African American Senator
Write to Research:Write a Description
Write About Reading: Write and AnalysisResearch & Inquiry
Weekly Project: Research different ways to be a good citizen
Handwriting – Practice using weekly Spelling words
Technology – Go Digital! L.3.1.a Explain the function of nouns,
pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.d Form and use possessives. [5 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
Week 5Weekly Concept: Energy
Essential Question: What are different kinds of energy?
Reading
Language- Phonics- Vocabulary- Grammar and
Mechanics
Writing
ReadingInteractive Read AloudTitle: "Using Power"
Genre: Expository Text
Strategy: Ask and Answer Questions
Reading/Writing WorkshopComprehensionShort Text: Here Comes Solar PowerLexile: 710Genre: Expository Text
Strategy: Ask and Answer QuestionsSkill: Cause and Effect
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [12 lessons]
L.3.4.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). [3 lessons]
L.3.4.d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [1 lesson]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [1 lesson]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [5 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [3 lessons]
RF.3.3.b Decode words with common Latin suffixes. [1 lesson]
RF.3.3.c Decode multisyllable words. [5 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [13
Research and Inquiry
Handwriting
Technology
Text Features: Photographs and Captions, Sidebar
Literature AnthologyMain Selection Title: It's All in the WindLexile: 740Genre: Expository Text
Paired Selection Title: "Power for All"Lexile: 780Genre: Expository TextStrategy: Ask and Answer QuestionsSkill: Cause and Effect
Leveled Readers
Strategy: Ask and Answer QuestionsSkill: Cause and EffectMain Selection Expository TextGenre:
Titles:A: The Fuel of the FutureO: The Fuel of the FutureE: The Fuel of the FutureB: The Fuel of the Future
Paired Selection Genre: Expository Text
Titles:A: "Saving Energy"O: "Saving Energy"E: "Saving Energy"B: "Saving Energy"LexilesA: 680
lessons]
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. [1 lesson]
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. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [2 lessons]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). [3 lessons]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
O: 750E: 680B: 800
Access Complex Text (ACT)
Reading/Writing Workshop: Connection of Ideas, Organization
Literature Anthology: Purpose, Connection of Ideas, Genre
Language
Vocabulary Words: energy, natural, pollution, produce, renewable, replace, sources, traditional
Additional Academic Vocabulary: nuclear, biofuel,
Vocabulary Strategy: Context Clues: HomophonesPhonics/Spelling Skill:
Phonics/Spelling Skill: Soft c and g
Structural Analysis: Words with -er and -est
Fluency Skill: Rate
WritingUnit 5: Unit Writing Focus: Opinion Essay, Book ReviewWriting Products: Opinion Writing
Writing Trait: Voice
Grammar Skill: Pronoun-Verb Contractions
care, speaking one at a time about the topics and texts under discussion). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [1 lesson]
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [6 lessons]
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
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. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Grammar Mechanics: Spelling Contractions and Possessive Pronouns
Write to Sources:Reading/Writing Workshop: Here Comes Solar PowerLiterature Anthology: It's All in the WindYour Turn Practice Book: The Electric Car
Write to Research:Write a Comparison
Write About Reading: Write an Analysis
ResearchWeekly Project: Research alternative energy sources
Unit Level:Research Skill: Creating a BibliographyUnit Project: Self-select and develop from weekly research options for unit research projects
Handwriting – Practice using weekly Spelling words
Technology – Go Digital!
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.10 By the end of the year, read and comprehend literary nonfiction text at grade level text-complexity or above, with scaffolding as needed. [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above with scaffolding, as needed. [1 lesson]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [1 lesson]
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. [2 lessons]
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. [1 lesson]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.8 Recall information from experiences or gather information from print and digital
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
sources; take brief notes on sources and sort evidence into provided categories. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Gloucester Township Public SchoolsEnglish Language Arts Grade 3 – Unit 6: Think it Over
Time Frame: 6 WeeksDescription: The Big Idea: How do we decide what is important?Common Assessment: Wonders Unit 6 Assessment
Comprehension Skills and Strategies: make, confirm and revise predictions, reread, rhythm and rhyme, theme, problem and solution, compare and contrast, point of view Vocabulary Strategies: adverbs, prepositions, adjectives and articlesWriting: ideas, word choice, organization, sentence fluency
Reading Strategies
Reading Skills
Writing Vocabulary Grammar/Mechanics Speaking/Listening
Make, Confirm, and Revise Predictions
Theme Sentence Fluency
See weekly story for vocabulary words
Adjectives and Articles Fluency: Accuracy, Rate, and Prosody
Reread Text Structure: Problem and Solution
Word Choice Adjectives that Compare Publishing Celebrations
Literary Elements: Rhythm and Rhyme
Text Structure: Compare and Contrast
Organization Adverbs
Point of View
Adverbs that Compare
Prepositions
Standards Topics Activities Resources Assessment L.3.3.b Recognize and observe differences
between the conventions of spoken and written standard English. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.3.4.c Use context to confirm or self-
Week 1Weekly Concept: Treasures
Essential Question: How do you decide what is important?
Reading
Reading
Interactive Read AloudTitle: "Pandora Finds a Box"Genre: Myth/Drama
Strategy: Make, Confirm,
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.10 By the end of the year, read and comprehend literary nonfiction text at grade level text-complexity or above, with scaffolding as needed.[4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [2 lessons]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
W.3.7 Conduct short research projects that build knowledge about a topic. [2 lessons]
Language- Vocabulary- Phonics- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
and Revise Predictions
Reading/Writing WorkshopComprehensionShort Text: Athena and Arachne
Lexile: Non-ProseGenre: Myth/Drama
Strategy: Make, Confirm, and Revise Predictions
Skill: Theme
Literature AnthologyMain Selection Title: King Midas and the Golden Touch
Lexile: Non-ProseGenre: Drama/Myth
Paired Selection Title: "Carlos's Gift"
Lexile: 640Genre: Realistic Fiction
Strategy: Make, Confirm, and Revise PredictionsSkill: Theme
Leveled ReadersStrategy: Make, Confirm, and Revise Predictions
Skill: Theme
Main Selection Genre: Drama
Gloucester Township Share Network
Titles:A: Midas and the Donkey EarsO: The Naming of AthensE: The Naming of AthensB: Odysseus and King Aeolus
Paired Selection Genre: Realistic Fiction
Titles:A: "It's Party Time!"O: "The Perfect Present"E: "The Perfect Present"B: "Daria's Dream"
LexilesA: 520O: 590E: 470B: 650Access Complex Text (ACT)
Reading/Writing Workshop: Prior Knowledge, Genre
Literature Anthology: Genre, Sentence Structure, Connection of Ideas, Organization, Specific VocabularyLanguageVocabulary Words: alarmed, anguished, necessary, obsessed, possess, reward, treasure, wealth
Additional Domain Words: crestfallen, optimistic,
volunteer
Additional Academic Vocabulary: myth; drama; scene; stage directions; dialogue
Vocabulary Strategy: Root Words
PhonicsPhonics/Spelling Skill: Prefixes un-, re-, pre-, dis-
Structural Analysis: Roots in Related Words
Fluency SkillExpression
WritingWritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Sentence Fluency
Grammar Skill: Adjectives and Articles
Grammar Mechanics: Commas in a Series and in Dates
Write to Sources:Reading/Writing Workshop: Athena and ArachneLiterature Anthology:
King Midas and the Golden TouchYour Turn Practice Book: Prometheus Brings Fire to Humans
Write to Research:Write Interview Questions
Write About Reading: Write an Analysis
Research & InquiryWeekly Project: Research qualities people valueHandwriting – PracticeTechnology – Go Digital!
L.3.1.i Produce simple, compound, and complex sentences. [7 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [8 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [1 lesson]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.3.a Choose words and phrases for effect. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [8 lessons]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [10 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe
Week 2Weekly Concept: Weather
Essential Question: How can weather affect us?
Reading
Language- Vocabulary- Phonics- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
ReadingInteractive Read Aloud
Title: "Joshua's Odd Neighbor"Genre: Historical FictionStrategy: Make Predictions
Reading/Writing WorkshopComprehension
Short Text: The Big BlizzardLexile: 690Genre: Historical FictionStrategy: Make, Confirm, and Revise PredictionsSkill: ThemeLiterature AnthologyMain Selection Title: Noah's ArkLexile: 740Genre: Historical FictionPaired Selection Title: "The Wind and the Sun"
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
people who are friendly or helpful). [2 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [2 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [5 lessons]
RF.3.3.c Decode multisyllable words. [2 lessons]
RF.3.3.d Read grade-appropriate irregularly spelled words. [3 lessons]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [4 lessons]
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. [2 lessons]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [14 lessons]
RL.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written
Lexile: 570
Genre: Fable
Strategy: Make, Confirm, and Revise PredictionsSkill: Theme
Leveled Readers
Strategy: Make, Confirm, and Revise PredictionsSkill: Theme
Main Selection Genre: Historical Fiction
Titles:A: The Big StormO: The Schoolhouse BlizzardE: The Schoolhouse BlizzardB: The Hottest Summer
Paired Selection Genre: Fable
Titles:A: "The Oak and the Reeds"O: "The Lion and the Boar"E: "The Lion and the Boar"B: "The Swallow and the Crow"LexilesA: 470O: 610E: 490B: 630
Access Complex Text
by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. . [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [7 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self- correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
(ACT)Reading/Writing Workshop: Prior Knowledge, Specific Vocabulary
Literature Anthology: Specific Vocabulary, Connection of Ideas, Genre, Sentence Structure, Prior Knowledge, Organization
Language
Vocabulary Words: argue, astonished, complained, conditions, forbidding, forecast, relief, stranded
Additional Vocabulary: granite, heifer, crook, bawling
Additional Academic Vocabulary: extreme, weather, fable
Vocabulary Strategy: Idioms
Phonics/Spelling Skill:Phonics/Spelling Skill: Consonant + le Syllable
Structural Analysis: Latin Suffixes
Fluency Skill: Phrasing
WritingUnit 6: Unit Writing Focus:
Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Word Choice
Grammar Skill: Adjectives that Compare
Grammar Mechanics: Correct Comparative and Superlative Forms
Write to Sources:Reading/Writing Workshop: The Big BlizzardLiterature Anthology: Noah's ArkYour Turn Practice Book: Too Warm for Wheat
Write to Research:Write a Summary
Write About Reading: Write an Opinion
Research & Inquiry
Weekly Project: Research the effects of extreme weather
Handwriting – PracticeTechnology – Go Digital!
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [5 lessons]
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and
Week 3Weekly Concept: Learning to Succeed
Essential Question: Why are goals important?
ReadingInteractive Read AloudTitle: "Mae Jamison, Astronaut"
Genre: Biography
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connnected.mcgraw-
See District Benchmark Assessment Plan & K-5 ELA Assessment
choose between them depending on what is to be modified. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [11 lessons]
L.3.4.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). [1 lesson]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [3 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [3 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational
Reading
Language- Vocabulary- Phonics- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Strategy: Reread
Reading/Writing WorkshopComprehensionShort Text: Rocketing into SpaceLexile: 790
Genre: BiographyStrategy: RereadSkill: Problem and SolutionText Features: Keywords, Photographs
Literature AnthologyMain Selection Title: Out of This World! The Ellen Ochoa StoryLexile: 780
Genre: BiographyPaired Selection Title: "A Flight to Lunar City"Lexile: 600
Genre: Adventure StoryStrategy: RereadSkill: Problem and Solution
Leveled Readers
Strategy: RereadSkill: Problem and Solution:
Main Selection Genre: Biography
Titles:A: Reach for the StarsO: Reach for the StarsE: Reach for the Stars
hill.com
Gloucester Township Share Network
Plan
suffixes. [2 lessons] RF.3.3.b Decode words with common Latin
suffixes. [3 lessons] RF.3.3.c Decode multisyllable words. [7
lessons] RF.3.4.a Read on-level text with purpose
and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
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. [1 lesson]
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [5 lessons]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). [9 lessons]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
RL.3.1 Ask and answer questions and make
B: Reach for the Stars
Paired Selection Genre: Science Fiction
Titles:A: "Melina Shows Her Mettle"O: "Melina Shows Her Mettle"E: "Melina Shows Her Mettle"B: "Melina Shows Her Mettle"LexilesA: 600O: 750E: 680B: 850
Access Complex Text (ACT)Reading/Writing Workshop: Genre
Literature Anthology: Specific Language, Connection of Ideas, Genre, Specific Vocabulary
Language
Vocabulary Words: communicated, essential, goal, motivated, professional, research, serious, specialistAdditional Vocabulary: reach for the stars, out of this world,
Additional Domain Words: weightlessness, mission
relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.2.d Provide a concluding statement or section. [7 lessons]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
specialist, payload, climate, lunar
Additional Academic Vocabulary: achieve, interview, organize, order
Vocabulary Strategy: Greek and Latin Roots
Phonics/Spelling Skill:Vowel-Team Syllables
Structural Analysis: Greek and Latin Roots
Fluency Skill:AccuracyWritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Organization
Grammar Skill: Adverbs
Grammar Mechanics: Adverbs and Adjectives
Write to Sources:Reading/Writing Workshop: Rocketing into SpaceLiterature Anthology: Out of This World! The Ellen Ochoa StoryYour Turn Practice Book: John Glenn
Write to Research:Write Interview Questions
Write About Reading: Write an Analysis
Research & InquiryWeekly Project: Research how to set goals and achieve them
Handwriting – Practice
Technology – Go Digital!
L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [5 lessons]
L.3.1.g Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [6 lessons]
L.3.1.i Produce simple, compound, and complex sentences. [2 lessons]
L.3.2.e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [2 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [6 lessons]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [11 lessons]
L.3.4.b Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable,
Week 4Weekly Concept: Animals and You
Essential Question: How can learning about animals help you respect them?
Reading
Language- Phonics- Vocabulary- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reading
Interactive Read AloudTitle: "Respect for the Florida Panther"Genre: Expository TextStrategy: Reread
Reading/Writing WorkshopComprehension
Short Text: Butterflies Big and Small
Lexile: 870
Genre: Expository TextStrategy: RereadSkill: Compare and ContrastText Features: Headings, Diagram
Literature AnthologyMain Selection Title: Alligators and CrocodilesLexile: 870
Genre: Expository Text
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
comfortable/uncomfortable, care/careless, heat/preheat). [1 lesson]
L.3.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [3 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [3 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [4 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [2 lessons]
RF.3.3.b Decode words with common Latin suffixes. [3 lessons]
RF.3.3.c Decode multisyllable words. [7 lessons]
RF.3.4.a Read on-level text with purpose and understanding. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RI.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers. [5 lessons]
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. [1 lesson]
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and
Paired Selection
Title: "The Monkey and the Crocodile"Lexile: 730
Genre: FolktaleStrategy: RereadSkill: Compare and Contrast
Leveled Readers
Strategy: RereadSkill: Compare and Contrast
Main Selection Genre: Expository Text
Titles:A: African CatsO: African CatsE: African CatsB: African Cats
Paired Selection Genre: Folktale
Titles:A: "How Leopard Got His Spots"O: "How Leopard Got His Spots"E: "How Leopard Got His Spots"B: "How Leopard Got His Spots"
LexilesA: 580O: 720E: 660B: 840
the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [5 lessons]
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). [9 lessons]
RI.3.9 Compare and contrast reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic. [5 lessons]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed.[1 lesson]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
SL.3.1.a Explicitly draw on previously read text or materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [1 lesson]
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. [2 lessons]
SL.3.6 Speak in complete sentences when
Access Complex Text (ACT)
Reading/Writing Workshop: Prior Knowledge, Connection of Ideas
Literature Anthology: Purpose, Organization, Prior Knowledge, Genre, Specific Vocabulary, Sentence Structure, Connection of IdeasLanguage
Vocabulary Words: endangered, fascinating, illegal, inhabit, requirement, respected, unaware, wildlife
Additional Vocabulary: scamper, nimble, clever
Additional Domain Words: sensory, webbed, plates, nocturnal, hatchling
Additional Academic Vocabulary: compare and contrast, signal words, es, illustration, caption, conclusion,
Vocabulary Strategy: Context Clues: Paragraph Clues
Phonics/Spelling Skill: r-Controlled Vowel Syllables
appropriate to task and situation in order to provide requested detail or clarification. [1 lesson]
W.3.2.d Provide a concluding statement or section. [7 lessons]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Structural Analysis: Latin Suffixes
Fluency Skill:Phrasing
Writing WritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Organization
Grammar Skill: Adverbs That Compare
Grammar Mechanics: Using More and Most
Write to Sources:Reading/Writing Workshop: "Respect for the Florida Panther"Literature Anthology: Alligators and CrocodilesYour Turn Practice Book: The Disappearance of Bees
Write to Research:Write a Visual Report
Write About Reading: Write an Analysis
Research & Inquiry
Weekly Project: Research animal's unique abilities
Handwriting – Practice
Technology – Go Digital! L.3.1.i Produce simple, compound, and
complex sentences. [7 lessons] L.3.2.e Use conventional spelling for high-
frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [8 lessons]
L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [1 lesson]
L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [5 lessons]
L.3.3.a Choose words and phrases for effect. [1 lesson]
L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. [8 lessons]
L.3.5.a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [10 lessons]
L.3.5.b Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [2 lessons]
L.3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [2 lessons]
RF.3.3.a Identify and know the meaning of the most common prefixes and derivational suffixes. [5 lessons]
RF.3.3.c Decode multisyllable words. [2 lessons]
RF.3.3.d Read grade-appropriate irregularly
Week 5Reading
Language- Phonics- Vocabulary- Grammar and Mechanics
Writing
Research and Inquiry
Handwriting
Technology
Reading
Interactive Read AloudTitle: "Show and Tell"
Genre: Narrative Poem
Strategy: Reread
Reading/Writing WorkshopComprehensionShort Text: "The Camping Trip" "Bubble Gum"
Lexile: Non-Prose
Genre: Poetry: Narrative Poem
Literary Elements: Rhythm and Rhyme
Skill: Point of View
Literature AnthologyMain Selection Title: "Ollie's Escape"Lexile: Non-ProseGenre: Poetry: Narrative Poem
Paired Selection Title: "The Gentleman Bookworm"Lexile: Non-ProseGenre: Poetry: Narrataive PoemLiterary Elements: Rhythm
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
spelled words. [3 lessons] RF.3.4.b Read on-level prose and poetry
orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]
RL.3.1 Ask and answer questions and make relevant connections to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [5 lessons]
RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [4 lessons]
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. [2 lessons]
RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. [14 lessons]
RL.3.9 Compare and contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the central message/theme, lessons, and or moral, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. [4 lessons]
and RhymeSkill: Point of View
Leveled Readers
Literary Elements: Rhythm and RhymeSkill: Point of ViewMain Selection Genre: Realistic Fiction
Titles:A: Funny FacesO: Too Many FrogsE: Too Many FrogsB: The Joke's on You
Paired Selection Genre: Poetry
Titles:A: "My Cheeky Puppy"O: "Pet Day"E: "Cat and Dog"B: "The Homework Blues"
LexilesA: 450O: 670E: 600B: 780Access Complex Text (ACT)
Reading/Writing Workshop: Specific VocabularyLiterature Anthology: Genre, Sentence Structure, Specific Vocabulary
SL.3.1.a Explicitly draw on previously read text or
materials and other information known about the topic to explore ideas under discussion. [2 lessons]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [7 lessons]
W.3.7 Conduct short research projects that build knowledge about a topic. [1 lesson]
W.3.10 Write routinely over extended time frames (time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. [1 lesson]
Language
Vocabulary Words: entertainment, humorous, ridiculous, slithered
Poetry Terms: narrative poem, rhyme, rhythm, stanza
Additional Vocabulary: creep, bookworm, hit the ceiling,
Additional Academic Vocabulary: precise
Vocabulary Strategy: Idioms
Phonics/Spelling Skill:
Phonics/Spelling Skill: Suffixes -ful, -less, -ly
Structural Analysis: Frequently Misspelled WordsFluency Skill:Phrasing and Expression
WritingUnit 6: Unit Writing Focus: Feature Article, Research ReportWriting Products: Informative TextWriting Trait: Word Choice
Grammar Skill: PrepositionsGrammar Mechanics: Commas after Introduction
Write to Sources:
Reading/Writing Workshop: "The Camping Trip" "Bubble Gum"Literature Anthology: "The Gentleman Bookworm"
Your Turn Practice Book: Aliens!
Write to Research:Write an Analysis
Write About Reading: Write an Analysis
ResearchWeekly Project: Research types of jokes and how to create them
Unit Level: Research Skill: Presentation SkillsUnit Project: Self-select and develop from weekly research projects options for unit research projects
Handwriting – Practice writing spelling words
Technology – Go Digital!
L.3.3.b Recognize and observe differences between the conventions of spoken and written standard English. [1 lesson]
RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [1 lesson]
RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [1 lesson]
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. [1 lesson]
RI.3.10 By the end of the year, read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. [4 lessons]
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems at grade level text-complexity or above, with scaffolding as needed. [1 lesson]
SL.3.1.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). [1 lesson]
SL.3.1.d Explain their own ideas and understanding in light of the discussion. [1 lesson]
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. [2 lessons]
W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [1 lesson]
Week 6Review and Assess
Reading
Writing
Research and Inquiry
Technology
ReadingReader’s Theatre: Focus on Vocabulary
Fluency: Intonation, Phrasing, Accuracy
Level Up Accelerating Progress
WritingShare Your WritingPortfolio ChoiceGenre Writing: Narrative
Research and InquiryBeginning ResearchUnit ProjectsPresentation of Ideas
TechnologyReading DigitallyNotetakingSkimming and ScanningNavigating Links
Grade 3, Wonders, McGraw-Hill, 2014
Your Turn Practice Book
www.connected.mcgraw-hill.com
Gloucester Township Share Network
*Benchmark*See District Benchmark Assessment Plan & K-5 ELA Assessment Plan
W.3.7 Conduct short research projects that build knowledge about a topic. [2 lessons]
Appendix A Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning
styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic.
It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class.
Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons
Watch videos to learn information and concepts
Encourage students to visulaize events as they read
Study using flash cards
Model by demonstrating tasks or showing a finished product
Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally
Present information and directions verbally or encourage students to read directions aloud to themselves.
Utilize read alouds
Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events
Trace words/sounds on paper, sand, or water
Use manipulatives
Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions
Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose ExamplesTo provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose ExamplesTo allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plansStrategy #9: Options for self-regulation
Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for AccommodationHigh Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given
incomplete informationTiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan, based
on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in
Allow gifted students to work independently using a contract for goal setting and accountability
designing and completing work according to specifications.
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and Zacarian (2010).
Grades 3-5
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative