AssessmentFORT SMITH PUBLIC SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated ContentWEEK 1
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Vocabulary / Vocabulary
Setting up rituals & routines / •HMWork Stations to go along with
TD5
•WordStudy (context cards &dictionary)
•Comprehension &Fluency (Student Book, Reading Response Log, Sticky notes, cd player/headphones, dictionary)
•Think &Write (Student Book, Reading
Response Log, pencil or pen)
•Independent Activities (Digital online readers: student ebook; Digital comprehension &grammar activities; WriteSmart CD-Rom;Audiotext CD) / Optional
HMComprehension and Vocabulary Assessment in the ComprehensiveScreening Assessment Book“Grandma Moses” p.17-20
CC.L.3.6Acquire 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). /
- I will use grade appropriate words.
MI: p. 90
WTW: Chapters 7,8,9
Comprehension / Comprehension/ Fluency
Skill:Readto Self (on independent level text)
Strategy:Retelling
Genre: Characteristics of Different Genre (Fiction & Nonfiction)
Teach Ritualsand RoutinesforREADING WORKSHOP
(These routineswill continuethroughoutthe year.) / Weekly Plan
Teacher selects readaloud texts to model and make thinkingtransparent
•CCLGp. 7 Independent Literacy Work
•Setting up and writing in a Reading Response Notebook
•CCLGp. 102-110
Setting up the Library and Teaching Genre (First TwoWeeks)
•Administer HMComprehension and Vocabulary Assessment in the ComprehensiveScreeningAssessment Book“The Very Big Egg”p.9-12
Teacher selects readaloud texts to model &make thinkingtransparent
CCLGp. 7
•Continue setting up ReadingResponse Notebook
CCLGpp. 102-10
•Continuesetting up the Library & Teaching Genre (First 2 Weeks) Cleanup p. 90
CC.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. /
- I will ask questions about text.
- I will answer questions about text.
GRW: p. 292-294(T)
TDC: p.18-19 (T)
RP: p. 51-64
CC.RL.3.10 By the end of the year, read and comprehend literature, including stories,dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. /
- I will read and comprehend text independently.
GRW: p. 225-227 (T)
CC.RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. /
- I will ask questions about text.
- I will answer questions about text.
CT: Book 3, Lesson 7, p.2, Lesson 8 p. 12, Lesson 9 p. 26, Lesson 14, p. 46
GRW: p. 456-458 (T)
CC.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 textcomplexity band independently andproficiently. /
- I will read and comprehend informational texts.
Informational text / Common Core Appendices A-B
GRW: p. 225-227 (T)
Spelling / PHONICS
(These routines will continueall
throughtheyear.) / TD5p. 117-118Launching WordWork p. 85-90
•Sample I-Chartfor Materials Setup p.86
•Sample I-Chartfor howto Use Materials for Independence p. 86
•Focus Lessons for WordWork p. 89
•SampleI-Chartfor Material
CC.L.3.2f Use spelling patterns and generalizations (e.g., word families, position, based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. /
- I will use spelling patterns.
- I will use generalizations.
MI
TP
MM2-3
MM4-5
WP: p.52-53 (dialogue)
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / 0BJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
CC.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. /
- I will write over an extended time frame.
Teach Rituals& Routinesfor WRITING WORKSHOP / TD5These routines will continue throughout the year)
•Work on Writing Launching Chartp.115, 81, 82, 83
•Brainstorm I-chartp. 81
•Work on WritingIndependence p.82-83(Day2) What to writeabout p. 83 (Day3) / Optional
Writing: A narrative
Writing Prompt is listed and should be scored with the Arkansas Writing Rubric. (Students will do narrative prompt#1).
SMALLGROUPSTANDARDS
CC.RF.3.4Readwithsufficientaccuracyandfluencyto supportcomprehension.
CC.RF.3.4aReadgrade-leveltextwithpurposeandunderstanding.
CC.RF.3.4bReadgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression.
CC.RF3.4cUsecontextto confirmorself-correctwordrecognitionandunderstanding,rereadingas necessary.
CONTENTAREASTANDARDSLESSONS
SOCIAL STUIDES
SOCIAL STUIDES STANDARDS: / FOCUS / MATERIALS & LINKS TO LESSONS / NOTEBOOK PROMPTS
SCIENCESTANDARDS: / FOCUS/ESSENTIALQUESTIONS / MATERIALS / NOTEBOOKPROMPTS
August 19, 2012Quarter 1-p. 1
Unit 1 Lesson 1 FORT SMITH PUBLIC SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated ContentWEEK 2
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Vocabulary / Vocabulary
VOCABULARY STRATEGIES:
Multiple-Meaning Words
WORD CARDS: Cards 1-8
TARGET VOCABULARY:principal, soared, strolled, worried, proud, announced, fine, certainly / Weekly PlanT6-T7
Introduce Vocabulary
T16-17
Daily Vocabulary Boost
T23, T43, T51, T59
Develop Background
“Such a Deal”
T14-T15
“Ways We Learn”
T24-T25
VocabularyStrategies
- Multiple-Meaning Words
- Projectable 1.10
- PB: Vol. 1, p. 11
words, context,
dictionary entry / T66 Weekly
Test
1.2-1.4
Target
Vocabulary Multiple- Meaning Words
CC.L.3.4Determineorclarifythemeaningofunknownmultiple-meaningwordphrasesbasedon grade3 readingcontent,choosingflexiblyfroma rangeofstrategies
CC.L.3.4aUsesentencelevelcontextas a clueto themeaningofa wordorphrase. /
- I will use context clues to figure out word meanings.
WTW: p.253 & 265, Greek and Latin roots
BWL: L.3.4
WJ: Chapter 6
WJ: Chapter 7
CC.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CC.L.3.5bIdentifyreal-lifeconnectionsbetweenwordstheiruse(e.g.,describepeoplewhoare friendlyorhelpful). /
- I will identify a real-life application of a word.
GRW : (figurative language)
WP: p. 45 (figurative language)
LC: Book 6, Lesson 13, p. 175
CC.L.3.6Acquireuseaccuratelygrade-appropriateconversational,generalacademic,domain-specificwordsandphrases,includingthosethatsignalspatialtemporalrelationships(e.g.,After dinnerthatnight,wewentlookingforthem.) /
- I will use words and phrases that I have learned through listening and reading.
MI: p. 90
WTW: Chapters 7,8,9
Comprehension / Comprehension/ Fluency
Skill:
Story Structure
Strategy: Summarize
Genre: Humorous Fiction/Informational Text
Academic Language:
plot, solution, summarize, characters, infer, predict / Weekly Plan T6-T7
Read Aloud
“Such a Deal”
T14-15
- Projectable 1.1 (Model Fluency
- CCLG: p. 41
- Target Vocabulary T15
“A Fine, Fine School”
T23-T38
Genre: Humorous Fiction
- CCLG: p. 40
- Introduce Comprehension T26-T27
Summarize
- Projectable p. 1.4 (Story Structure; Summarize)
- PB: Vol.1, p. 3
- Projectables1.5a, 1.5b, 1.5c (Story Map: Story Structure )
- Stop & Think: T32, T33,T34
- Deepen Comprehension T46-T47
- Projectable 1.8 (Story Map: Story Structure)
- PB: Vol. 1, p. 8
“One- Room SchoolHouses”
T52-T53
Genre: Informational Text
- MC: T53
- CCLG p. 41
CC.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. /
- I will ask and answer questions, using the text for support, to show my understanding.
p. 12, lesson 8
p. 14, lesson 9
GRW: p. 292-294
TDC: p. 18-19
RP: p. 51-64, Chapter 4
CC.RL.3. 2Recountstories,includingfables,folktales,andmythsfromdiversecultures;determinethe centralmessage,lesson,ormoralandexplainhowitis conveyedthroughkeydetailsin thetext. /
- I will retell a story.
- I will tell the central message of a story, and identify how the message is conveyed.
CT: Book 5, lesson 18, p.24-31
Lesson 19, p.32-43
Lesson 21, p. 56-63
TDC: p. 14-16 (T)
CC.RL.3. 3Describecharactersin a story(e.g.,traits,motivations,orfeelings)explainhowtheiractions contributeto thesequenceofevents. /
- I will describe the characters in a story and explain how their actions contribute to the story’s events.
TDC: p. 19-22 (T)
GRW: p. 395-396 (T)
TDC: p. 156
CC.RL.3.4.Determinethemeaningofwordsandphrasesas theyare usedin a text,distinguishingliteralfromnon-literallanguage. /
- I will use specific terms (chapter, stanza, etc.) when discussing a story or text.
Literal
Figurative / RM: p. 107-110
GRW: p. 396
CT: Book 4, Lesson 10, p. 2
Lesson 11, p. 14
Lesson 12, p 26
CC.RL.3. 5Referto partsofstories,dramas,andpoemswhenwritingorspeakingabouta text,using termssuchas chapter,scene,andstanza;describehoweachsuccessivepartbuildson earlier sections. /
- I will use specific terms (chapter, stanza, etc.) when discussing a story or text.
- I will use specific terms (chapter, stanza, etc.) when discussing a story or text.
Text / WP: p. 35-36 (T)
GRW: p. 410-422 (T)
GRW: p. 444 (T)
CC.RL.3.7Explainhowspecificaspectsofatext’sillustrationscontributetowhatisconveyedbythewords inastory(e.g.,createmood,emphasizeaspectsofacharacterorsetting). /
- I will explain how the illustrations of a text contribute to the mood or story being told.
Mood / GRW: p. 397 (T)
CT: Book 5, Lesson 20, p.44
CC.RL.3.10 By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. / I will read and comprehend literature appropriate for third grade. / Comprehend / Refer to Common Core Appendices A-B
GRW: p. 225-227 (T)
CC.RF.3.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
CC.RF.3.4aReadon-leveltextwithpurposeandunderstanding. /
- I will read third grade text with purpose and understanding.
GRW: p. 376 (T)
CT: Book 4, Lesson 10, p. 2, Lesson 11, p. 14, Lesson 12, p. 26
CC.RF.3.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
CC.RF.3.4b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. / I will read third grade text with accuracy, appropriate rate, and expression. / Accuracy
Rate
Expression /
FR
GRW: pg. 491 (T)
GRW: Chapter 20
Reading Standards for Informational Text
CC.RI.3.1 Askandanswerquestionsto demonstrateunderstandingofa text,referringexplicitlyto the textas thebasisfortheanswers. /
- I will ask and answer questions, using the text for support, to show my understanding.
SWT2: p. 148-153 (T)
NRP: p. 14-16 (T)
CT: Book 3, Lesson 7, p. 2
Lesson 8, p. 12
Lesson 9, p. 26 Lesson 14, p.46
GRW: p. 456-458 (T)
CC.RI.3.2Determinethemainideaofa text;recountthekeydetailsexplainhowtheysupportthemain idea. /
- I will determine the main idea and supporting details of a text.
- I will explain how the supporting details specifically relate to the main idea.
Supporting details / CT: Book 5, Lesson 18, p. 24 Lesson 19, p 36, Lesson 21, p. 56
CC.RI.3.9Comparecontrastmostimportantpointskeydetailspresentedin2textsonthesametopic. /
- I will compare and contrast important points, on a specific topic, from different texts.
Contrast / CT: Book 6, p. 14, Lesson 23,
p. 24, Lesson 24
GRW: Appendix 34
CC.RI.3.10Bytheendoftheyear,readandcomprehendinformationaltexts, includinghistory/socialstudies,science,andtechnicaltexts,atthehighendof thegrades2–3textcomplexitybandindependentlyandproficiently. /
- I will read and comprehend informational text appropriate for third grade.
GRW: p. 225-227 (T)
Speaking and Listening Standards
CC.SL.3.1Engageeffectivelyin a rangeofcollaborativediscussions(one-on-one,in groups,andteacher-led)withdiversepartnersongrade3 topicsand texts,buildingon others’ideasandexpressingtheirownclearly.
CC.SL.3.1aCometo discussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawon thatpreparationandotherinformationknownaboutthetopicto exploreideasunderdiscussion. /
- I will be prepared for class discussions and participate by responding to things others say.
Participate / AVENUES Level D, TE page references: pp. 70g, 98a, 172a, 270g, 432g
CC.SL.3.1Engageeffectivelyin a rangeofcollaborativediscussions(one-on-one,in groups,andteacher-led)withdiversepartnersongrade3 topicsand texts,buildingon others’ideasandexpressingtheirownclearly.
CC.SL.3.1bFollowagreed-uponrulesfordiscussions(e.g.,gainingthefloorin respectfulways,listening to otherswithcare,speakingoneata timeaboutthetopicsandtextsunderdiscussion). /
- I will follow agreed-upon rules for class discussions.
CC.SL.3.1Engageeffectivelyin a rangeofcollaborativediscussions(one-on-one,in groups,andteacher-led)withdiversepartnersongrade3 topicsand texts,buildingon others’ideasandexpressingtheirownclearly.
CC.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. /
- I will ask questions to check my understanding.
CC.SL.3.1Engageeffectivelyin a rangeofcollaborativediscussions(one-on-one,in groups,andteacher-led)withdiversepartnersongrade3 topicsand texts,buildingon others’ideasandexpressingtheirownclearly.
CC.SL.3.1dReadgrade-appropriateirregularlyspelledwords. /
- I will explain my own ideas and understanding as they connect to the discussion.
CC.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. / I will show I understand what I read, hear, and/or see by retelling and describing key details. / Retelling
Key details / AVENUES Level D, TE Page References: T40e-T40f, T56-T57, T100-T101, T104e-T104f, T116-T117, T171a-T171b, T402-T403, T406e-T406f, T418-T419
CC.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / I will ask and answer questions about information from a speaker to clarify/deepen my understanding. / Clarify / AVENUES Level D TE Page References: T70c, T130c, T171b
CC.SL.3.4Reporton a topicortext,tella story,orrecountan experiencewithappropriatefacts& relevant,descriptivedetails,speakingclearlyatan understandablepace. /
- I will speak clearly while reporting on a topic, telling a story or experience.
Experience / AVENUES Level D, TE page references: pp. 33a-33b, 97a-97b, 151a-151b, 171a-171b, 233a-233b. 331a-331b, 355a-355b, 455a-455b
CC.SL.3.6Speakin completesentenceswhenappropriateto tasksituationin orderto provide requesteddetailorclarification. /
- I will use complete sentences when speaking.
Spelling / Phonics/Spelling
Short Vowels:
a, e, i, o, u
Words with the VCCV pattern
Spelling:
Short Vowels
Spelling Words:
(Basic) crop, plan, thing, smell, shut, sticky, spent, lunch, pumpkin, clock, gift, class, skip, swing
(Review) next, hug
(Challenge) hospital, fantastic / Detailed Spelling Plan
T6-T7
- T18-T19 Sound/Spelling Cards for ShortVowels a, e, i, o, u,
- T20 Short Vowels/Pretest
- T40 WordSort
- T48 Build Words
- T56 Connect To Writing
1.8-1.11
T62 Spelling Assessment
CC.RF.3.3Knowandapplygrade-levelPhonicsandwordanalysisskillsin decodingwords.
CC.RF.3.3cDecodemulti-syllablewords. /
- I will decode multi-syllable words.
WJ: Chapter 6-7
CC.L.3.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization, punctuation,andspellingwhenwriting.
CC.L.3.2f Usespellingpatternsgeneralizations(e.g.,wordfamilies,position-basedspellings,syllable patterns,endingrules,meaningfulwordparts)in writingwords. /
- I will use spelling patterns and generalizations in my writing.
MI
TP
MM2-3
MM4-5
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / Grammar
Subjects and Predicates / Detailed Grammar Plan
T6-T7
- T20 Subject of a Sentence
PB: Vol. 1, p. 2
- T40 Predicate of a Sentence
PB: Vol. 1, p. 4
- T48 Subjects & Predicates T56 Spiral Review: Writing Proper Nouns
- T62-T63 Review Subjects & Predicates
Sentence Fluency
PB: Vol. 1, p. 14 / T67 WeeklyTest
1.12-1.14
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1aExplainthefunctionofnouns,pronouns,verbs,adjectives,
adverbsin generalandtheirfunctionsin particularsentences. /
- I will explain functions of nouns, verbs, pronouns, adjectives, and adverbs.
MM2-3
MI
EE
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L 3.1eFormandusethesimple(e.g.,I walked;I walk;I willwalk)verbtenses. /
- I will use simple verb tenses.
MM2-3
MI
EE
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1h Use coordinating andsubordinating conjunctions. /
- I will use coordinating and subordinating conjunctions.
Subordinating /
MM2-3
MI
EE
CC.L.3.2DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation, and spelling when writing.
CC.L.3.2a Capitalize appropriate words in titles. /
- I will capitalize appropriate words in titles.
MI
TP
MM2-3
Writing
CC.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
CC.W.3.1a Introduce the topic or text they are writing about, state an opinion and reasons. /
- I will write opinion pieces where I introduce a topic or name of a book, state an opinion, and create an organizational structure that lists reasons.
Is That a Fact?, p. 163
NCL: p. 102 (6), p. 103
NCL: Appendix R (T) / Writing
Writing To Narrate:
Descriptive Paragraph
Focus Trait:
Word Choice / Detailed Writing Plan
T6-T7
- T21 Introduce the Model: Descriptive Paragraph
(Writing Model:
Descriptive
Paragraph)
- T41 Focus Trait: Word Choice
- T49 Prewrite Sensory Details
(Writing Model:
Descriptive
Paragraph)
- T57 Draft Varying Sentence Structure
(Drafting a Descriptive
Paragraph)
- T64-T65 Revise & Edit
Projectable 1.12
(Revising Sarah’s
Draft) / Optional Daily Writing Prompts
T6-T7
Write a paragraph explaining what you would be missing from your life if the amount of school were greatly reduced. Describe how this would make you feel.
(reference Journeys Open Response/Writing Rubric on Lesson 1 Overview [cardboard page before Focus Wall])
CC.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
CC.W.3.1b Provide reasons that support the opinion. /
- I will provide reasons that support my opinion.
CC.W.3.3Writenarrativesto developrealorimaginedexperiencesoreventsusingeffectivetechnique, descriptivedetails,andcleareventsequences.
CC.W.3.3b.Usedialogueanddescriptionsofactions,thoughts,andfeelingsto developexperiences andeventsorshowtheresponseofcharactersto situations. /
- I will use dialogue and descriptions to develop events.
LC: Book 4, pp. 27, 43, 73
CL: pp. 48, 53, 55
CC.W.3.3Writenarrativesto developrealorimaginedexperiencesoreventsusingeffectivetechnique, descriptivedetails,andcleareventsequences.
CC.W.3.3dProvidea senseofclosure. /
- I will provide a sense of closure.
Book 2, p. 137
CL: pp. 68-71
CC.W.3. 4Withguidanceandsupportfromadults,producewritingin whichthedevelopmentand organizationareappropriateto taskandpurpose. /
- I will write with the help from adults.
LC: Book 1
CC.W.3.5Withguidanceandsupportfrompeersandadults,developandstrengthenwritingas neededby planning,revising,andediting. /
- I will use guidance and support from my peers to plan, revise, and edit my writing.
CC.W.3.7 Conduct short research projects that build knowledge about a topic. /
- I will conduct short research projects that build knowledge about a topic.
(T)
Squidoo (T)
LC: Book 3, p. 161-165
NetTracker
CC.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. /
- I will use provided sources to find information, take notes on sources, and categorize my notes.
Categorize / CT: Book 6, Lesson 22, p. 2-13
CC.W.3.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)and shortertimeframes(asinglesittingora dayortwo)fora rangeofdiscipline-specifictasks,purposes, andaudiences /
- I will write for a period oftime and tasks.
CC.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.L.3.3aChoosewordsandphrasesforeffect. /
- I will choose words and phrases for effect.
TAW: p. 62-72 (revision) (T)
CL, NCL, MI
LC: Book 6, Lesson 13 & 14, p. 175 & 187
WP: p. 48-49(voice)
SMALLGROUPSTANDARDS
ReadingStandards:FoundationalSkills
CC.RF.3.4Readwithsufficientaccuracyandfluencytosupportcomprehension.
CC.RF.3.4aReadgrade-leveltextwithpurposeandunderstanding.
CC.RF.3.4bReadgrade-levelproseandpoetryorallywithaccuracy,appropriaterate,andexpression.
CC.RF.3.4cUsecontexttoconfirmorself-correctwordrecognitionandunderstanding,rereadingasnecessary.
*CONTENTAREASTANDARDSLESSONS
STANDARDS
SCIENCESTANDARDS / FOCUS / MATERIALS / NOTEBOOKPROMPTS
*The science and social studies columns will be correlated with the FSPS curriculum maps and added at a later date.
August 19, 2012Quarter 1-p. 1
Unit 1: Lesson 2FORT SMITH SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated ContentWEEK 3
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Vocabulary / Vocabulary
VOCABULARY STRATEGIES: Compound Words
WORD CARDS:
Cards 9-16
TARGET VOCABULARY:
trial, jury,convinced,guilty,
pointed, honest,
murmur,stand / Weekly PlanT94-T95
Introduce Vocabulary
T104-T105
Daily Vocabulary Boost
T111, T131, T139, T147
Develop Background
“Sequoyah”
T102-T103
“In a Courtroom”
T112-T113
Vocabulary Strategies
T142-T143
Compound Words
- Projectable 2.10
- PB: Vol. 1, p. 25
2.2-2.4
Target Vocabulary
Compound Words
CC.L.3.4Determineorclarifythemeaningofunknownandmultiple-meaning wordandphrasesbasedon grade3 readingandcontent,choosingflexibly froma rangeofstrategies.
CC.L.3.4aUsesentence-levelcontextas a clueto themeaningofa wordorphrase. /
- I will use context clues to figure out word meanings.
WTW: p.253 & 265, , Greek and Latin roots
BWL
WJ: Chapter 6 and 7
CC.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CC.L.3. 5bIdentifyreal-lifeconnectionsbetweenwordsandtheiruse (e.g.,describepeoplewhoarefriendlyorhelpful). /
- I will identify a real-life application of a word.
GRW: (figurative language)
WP: p. 45 (figurative language)
LC: Book 6, Lesson 13, p. 175
CC.L.3.6Acquireuseaccuratelygrade-appropriateconversational,generalacademic,domain- specificwordsandphrases,includingthosethatsignalspatialtemporalrelationships(e.g.,After dinnerthatnight,wewentlookingforthem.) /
- I will use words and phrases that I have learned through listening and reading.
MI: p. 90
WTW: Chapters 7,8,9
Comprehension
CC.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / I will ask and answer questions, using the text for support, to show my understanding. / Text / CT: Book 3, Lesson 7, p.2; Lesson 9, p. 14
GRW: p. 292-294 (T)
TDC: p.18-19 (T)
RP: p. 51-64 / Comprehension/
Fluency
Skill:
Conclusions
Strategy: Infer/Predict
Genre: Fantasy/ Readers’ Theater
Academic Language: conclusion / Weekly PlanT94-T95
Read Aloud
“Sequoyah”
T102-103
- Projectable 2.1 (Model Fluency)
- CCLG: p. 43
- T103 Target Vocabulary
“The Trial of Cardigan Jones”
T116-126
Genre: Fantasy
- CCLG: p. 42
- Introduce Comprehension
Predict
- Projectable 2.4 (Conclusions; Infer/Predict)
- PB: Vol. 1, p. 17
- Projectables 2.5a,2.5b,2.5c (Inference Map: Conclusions)
- Stop & Think: T118, T119, T124
- Deepen Comprehension
Conclusions
- Projectable 2.8 (Conclusions)
- PB: Vol. 1, p. 22
“Jury Duty”
T140-T141
Genre: Readers’ Theater
- MC: T141
- CCLG: p. 43