Literary Indicator

Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 192-199 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
3rd Grade Fourth Nine Weeks Row 1 / 3rd Grade Fourth Nine Weeks Row 1
Third Grade – Fourth Nine Weeks / 3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text.
3-1.8 Classify works of fiction, including fables, tall tales, and folk tales and works of non-fiction including biographies by characteristics. / Social Studies
3-4.3 Reasons for SC Secession
* taxes
* slavery vs no slavery
* states rights (John C. Calhoun)
* Abe Lincoln President – Emancipation Proclamation
3-4.4 Secession convention,
* Union blockade
* Sherman March
* Fort Sumter (first shots fired)
3-4.5 Effects of Civil War on daily life
* destruction of everything
* slaves (no jobs, no homes, no education)
* food, clothes, living essentials
3-4.6 Effect of SC economy
* no economy
* destruction of plantations
* railroad destruction in Atlanta
3-4.7 Reconstruction, public education
* rebuilding towns, farms (sharecropping)
* higher education for African Americans
* established agriculture college (Clemson) to train farmers
* rebuild government (carpetbaggers)
Science
(for the nine weeks)
Habitats/Adaptations / 3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.
Writing Workshop
March/ April
Fiction / 3-1.11, 3-2.9 Read Independently for extended periods of time for pleasure and to gain information.
3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3-3.2 Use base words and affixes to determine word meaning.
3-3.4 Read high frequency words in text.
3-3.5 Use context clues to determine the relationship between two or more words.
3-3.6-7 Spell high frequency words and other words correctly (blends, orthographic patterns, contractions, homonyms) see 3-3.7
3-1.7,3-2.4 Create responses to literary texts and informational texts through a variety of methods. / ·  Describes the resolution in plot
·  Analyzes the conflict
·  Identifies the conflict in a short literary text
·  Identifies the development of the character in a literary text
·  Infers the character’s feeling in simple literary texts
·  Determines a character’s feelings or emotions
·  Analyze character traits / ·  Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
·  What is the relationship between?
·  Identify, classify, compare, contrast, differentiate, organizing, attributing / Story Elements/Classifying Genres
·  Clarify difference in feelings-trait (Richardson, p.228)
·  Character Actions - Trait (Richardson, p. 233, 234)
·  Character Trait Web (Richardson, p.230)
·  Compare character feelings/traits
·  Contrast character feelings/traits
Even though it is not in the standards, address compare and contrast. In previous DesCartes band - Identifies internal conflicts in literary texts. / maggie and milly and molly and may by e.e.cummings
A Year Full of Poems, Illustrated by Harrison,Stuart-Clark
Under the Back Porch by Virginia Hamilton, Home Illustrated Pat Cummings
Grandmother by Ray A Young Bear
Knock at a Star, Illustrated by Baker / ☺The Story of the
H.L. Hunley,
Hawk
·  Shipwreck Discovery of the H.L. Hunley, Walker
·  The Story of the H.L. Hunley and the Queenie’s Coin, Hawk
·  Abe’s Honest Words, Rappaport
·  The Talking Eggs, San Souci
·  Fables, Lobel / ·  Which statement best describes the child in the poem?
·  The story mostly takes place…
·  What is the main problem in the story?
·  Which event best fits?
·  Which sentence from the story best describes the character's attitude?
·  How does the reader know that Dad is considerate? (PASS sample)
·  This passage is an example of..(insert genre)
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 192-199 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
3rd Grade Fourth Nine Weeks Row 2 / 3rd Grade Fourth Nine Weeks Row 2
Third Grade – Fourth Nine Weeks / All Major Comprehension Strategies.
3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues. / 3-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams,etc., and thesauri) and nonprint sources (for example, pictures, photographs etc.) to access information.
3-2.5 Use headings, subheadings, print styles, captions, and chapter headings to gain information.
3-2.6 Use graphic features
Social Studies
3-5.1 Industry and technology in late 19th, 20th century
* cotton mills
* mill villages
* recruiting workers for mills
* Best Friend railroad
* railroads for transporting goods
* boom towns
3-5.2 Jim Crow Laws
* segregation
* Black Code voting laws
3-5.3 Economy in 20th century, cotton and textile market
* WWI when textiles fail (boll weevil)
* soldiers’ needs caused the need for textiles after war no soldiers needs-no need for textiles
3-5.4 Impact and causes of emigration and migration
* moving from rural areas to urban areas for jobs
3-5.5 Great Depression, Civilian Conservation Corps.
* Woodrow Wilson
* New Deal
* People were paid by government to enhance the state to attract jobs and to increase population
Science
(for the nine weeks)
Habitats/Adaptations / STANDARD 3-2 Students in grade three read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, book reviews, journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts.
Writing Workshop
April
Fiction
May
Return to Informational With a Focus on Content Areas / 3-1.11, 3-2.9 Read Independently for extended periods of time for pleasure and to gain information.
3-3.2 Use base words and affixes to determine word meaning.
3-3.4 Read high frequency words in text.
3-3.5 Use context clues to determine the relationship between two or more words.
3-3.6-7 Spell high frequency words and other words correctly (blends, orthographic patterns, contractions, homonyms) see 3-3.7
3-1.7,3-2.4 Create responses to literary texts and informational texts through a variety of methods. / ·  Locate information in a schedule, index, and a simple chart.
·  Identifies the characteristics of
·  informational magazines,
·  Atlases, encyclopedias, textbooks, and weather reports. / Test Preparation
·  To access test prep materials, you can google “Released State Tests” to get test items.
·  See www.edinformatics.com Massachusetts also has a lot of graphics.
·  Also see Guiding Readers and Writers 3-6 , Fountas and Pinnell, “Testing as a Genre” chapter.
·  Test Talk by Glennon Doyle and Amy H. Greene
·  Vocabulary (Richardson)
Minilessons to Prepare Students for Testing
Minilesssons to prepare students for testing can encompass several comprehension strategies using a variety of texts. This would include fictional as well as informational and a variety of print sources (maps, charts, etc…)The purpose of these minilessons is to see if students have internalized the comprehension strategies that they have been taught throughout the year as well as to identify, practice, and review areas that may need additional instruction. If students have difficulty, it is recommended that teachers return to the reading minilessons in this curriculum guide or the handbooks and reteach needed steps. To prepare for these lessons, teachers can consult the curriculum map and guided reading handbooks for the specific indicator and the bulleted reading minilessons that accompany it.
·  To review main idea/central idea
Show students a text source. (fiction, nonfiction, print source-graph, chart, map, etc… Direct students to think about the strategies they have learned to use to determine central/main idea and to use those strategies to determine the central/main idea of the text being displayed. Direct students to provide supporting details. Prompt- What kinds of information can we gather? What is the central idea? What is a supporting detail?
·  To review summarizing
After determining the central idea and supporting details, students will use those to write a summary. Prompt- Can you write a brief summary statement ?
·  To review Cause Effect
Direct students to think about the strategies they have learned to use to analyze cause effect relationships throughout the year and to use those strategies to analyze the text being displayed for a cause effect relationship.
·  To review Drawing Conclusions/
Forming Inferences
Direct students to think about the strategies they have learned to use to draw conclusions and form inferences and to use those strategies with the print source being displayed. Students should be able to view the print source and form an inference using the text and background knowledge.
·  Compare and Contrast- Use two different print sources or a print source and written text.
J Test Prep
·  Review Research Skills – The Big 6 / May by Bobbi Katz Once Around the Sun, Illustrated by LeUyen Pham / ·  Boycott Blues How Rosa Parks Inspired a Nation, Pinkney / ·  Which search words would be best to use when looking for information about ____?
·  Which question would lead to the most information about ____? (add any topic in the blank-ex: a spider’s role in the environment) PASS Sample Item grade 3
·  Which source would provide the best information about different kinds of spiders in the U.S.?
·  Which research question does paragraph 2 answer?
Review all testing as a genre items from prior nine weeks.
Literary Indicator / Informational Indicator / Complementary
Indicator/s &
Writing Workshop / Ongoing
Indicators / MAP
Mean 192-199 / Clarification of
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
3rd Grade Fourth Nine Weeks Row 3 / 3rd Grade Fourth Nine Weeks Row 3
Third Grade – Fourth Nine Weeks / 3-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts). / 3-.6.1 Generate a topic for inquiry.
3-6.2 Use print sources (for example: books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example: pictures, photographs, video, and television) to access information.
3-6.3 Organize information by classifying or sequencing.
3-6.4 Paraphrase research information accurately and meaningfully.
3-6.5 Use the internet as a source of information.
3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.
3-6.7 Use appropriate visual aides (for example: pictures, objects, and charts) to support oral presentations.
3-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral presentations).
Science
(for the nine weeks)
Habitats/Adaptations / Writing Workshop
May
Return to Informational With a Focus on Content Areas / 3-1.11,3-2.9 Read Independently for extended periods of time for pleasure and to gain information.
3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.
3-3.2 Use base words and affixes to determine word meaning.
3-3.4 Read high frequency words in text.
3-3.5 Use context clues to determine the relationship between two or more words.
3-3.6-7 Spell high frequency words and other words correctly (blends, orthographic patterns, contractions, homonyms) see 3-3.7
3-1.7,3-2.4 Create responses to literary texts and informational texts through a variety of methods. / Paraphrases information found in informational text / Create: Make, generate, build, utilize, design, / Research Minilessons
·  http://elementary.educator.oslis.org/
Oregon school library information system
·  Internet Power Research using the Big 6 Approach by Art Wolinsky (schools have copies of this text)
·  Accessing Information p. 72 T. Stead Good Choice
·  Helping Children Locate Websites (p. 73 -76 T. Stead, Good Choice)
·  Authenticating the Accuracy of Websites(p. 76 T. Stead ,Good Choice)
·  Finding and Recording Specific Information (p. 77-78 T. Stead, Good Choice)
·  Using the RAN (p. 78-80 T. Stead, Good Choice)
·  List of Websites p. 82-87 Good Choice
Responses
There are many options for creating responses to literary and informational texts. The following resource lists a number of ideas that students may choose from to share their learning including ideas such as :
·  Creating brochures
·  Constructing timelines
·  Writing poetry
·  Holding a debate
·  Making a model
·  Creating a portrait
See Good Choice by Tony Stead p. 149-156,170-194 / June by Bobbi Katz Once Around the Sun, LeUyen Pham / ☺The Art
Lesson,
dePaolo / ·  Responses can include teacher as well as self evaluation. See Good Choice by Tony Stead for an example of a rubric that includes such self assessment questions as :
·  Does the response tell the reader what you have learned?
·  Have I included 5-10 important facts or ideas?