And Testing As A Genre / Assessment
3rd Grade - August/September 3rd Grade – August/September
Reading Literary Text (RL)
RL 3 Know and apply grade level phonics and word analysis skills in decoding words
RL 4.2 Read grade-level prose and poetry orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings
RL5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations
RL 6 Summarize key details and ideas to support analysis of thematic development
RL 10 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain specific vocabulary
RL13 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment and acquitting new learning and building stamina reflect and respond to increasingly complex text over time
Reading Informational Text (RI)
Writing (W)
W3 Write narratives to develop real or imagines experiences or events using effective techniques, well-chosen details, and well-structured event sequences
W4 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
W5 Demonstrate command of the conventions of standard English, capitalizations, punctuation, and spelling when writing
W6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames
Communication (C)
C1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretation through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting divers perspectives
/ Building a Reading Life
Bend I: Making a Reading Life
- Choosing Just Right Books
- Building Reading Stamina
- Tracking Reading
- Setting Goals for Reading
- Setting up Reading Partnerships
- Asking Questions While Reading to Check for Comprehension
- Visualizing While Reading
- Thinking About Their Reading
- Predictions
- Using Strategies to Figure Out Hard Words
- Figuring Out Difficult Vocabulary
- Figurative Language
- Author’s Purpose
Bend I: Writing Personal Narratives with Independence
- Visualizing
- Generating Ideas for Writing
- Storyteller’s Voice
- Ongoing Editing
- Generating Leads
- Writing a Quick Draft
- Author’s Craft
- Developing Most Important Parts
- Paraphrasing
- Revising During Writing
- Dialogue
- Revising Endings
- Using Editing Checklists
Short Vowel Versus Long Vowel Patterns
(Ex: CVCe, CVVC (ai, oa, ee, ea, ay, ow, ue), and CV open syllable –y ( like cry, sky, why, try )
Final “K” Sound Spelled: -ck, -ke, -k
The Reading Strategies Book by Jennifer Serravallo
- Reading Engagement
-2.9 Most Desirable/Least Desirable (p.56)
-2.10 “Party” Ladder (p.57)
-2.12 Ask Questions to Engage with the Text (p.59)
-2.14 Track Progress on a Stamina Chart (p.61)
-2.18 Reading Log Rate Reflection (p.65)
-2.24 Read with a Focus to Focus (p.71)
- Monitoring for Meaning
-2.6 Fixing the Fuzziness (p.53)
-2.17 Visualize to Focus (p.64)
-2.21 You’ve Got to “Get It” to be Engaged (p.68)
- Vocabulary
-11.9 Stick to Your Story (p.308)
-11.15 Context + Clues = Clarity / Reading
Stone Fox By John Reynolds Gardiner (mentor text; see p.xv for pacing)
Each Kindness by Jacqueline Woodson
Freckle Juice by Judy Blume
Mt. Lincoln’s Way by Patricia Polacco
Thank You Mr Falkner by Patricia Polacco
Crickwing by Janell Cannon
The Hundred Dresses by Eleanor Estes
The Bee Tree by Patricia Polacco
Donavan’s Word Jar by MonalisaDeGross
The Stories Julian Tells by Ann Cameron
The Junkyard Wonders by Patricia Palocco
Every Living Thing by Cynthia Rylant
Baseball in April and Other Stories by Gary Soto
Writing
Come on, Rain! By Karen Hesse (mentor text; read during IRA time)
Mr. Putter & Tabby Write the Book by Cynthia Rylant
Smoky Night by Eve Bunting
I’m in Charge of Celebrations
I Love My Hair! By Natasha Anastasia Tarpley
We Had a Picnic This Saturday Past by Diane Greenside / Give Unit 1 pre-assessment before
starting unit
Give Unit 1 post-assessment after
finishing the unit
**See for
assessments**
Give narrative on demand before starting
the unit
Give same narrative on demand after
completing the unit
**See Writing Pathways**
1st running record
See Narrative Reading Learning Progression in Reading Pathways book or
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Assessment
3rd Grade - October 3rd Grade - October
Reading
Literary Text (RL)
Reading Informational Text (RI)
RI1 Demonstrate understanding of basic features of print
RI2 Demonstrate understanding of spoken words, syllables, and sounds
RI3 Know and apply grade level phonics and word analysis skills when decoding words
RI4 Read with sufficient accuracy and fluency to support comprehension
RI5 Determine meaning an develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations
RI6 Summarize key details and ideas to support analysis of central ideas
RI9 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple meaning words, phrases, and jargon; acquire and use general academic and domain specific vocabulary
RI12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex texts over time
Writing (W)
W2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content
W4 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
W5 Demonstrate command of the conventions of standard English, capitalizations, punctuation, and spelling when writing
W6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames
Communication (C)
C2 Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources
C3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information
/ Reading to Learn: Grasping Main Ideas and Text Structures
Bend I: Determining Importance in Expository Texts
- Previewing Text
- Summarizing
- Categorizing Information
- Main Idea and Details
- Text Features
- Reading to Learn New Information
- Think and Talk Back to the Text
- Author’s Point of View and Perspective
- Narrative Nonfiction Text Structures
- Narrative Nonfiction: how details fit under overarching storylines
- Reading Biographies Through Two Different Lenses
Bend I: Organizing Information
- Various Ways of Structuring Topics and Subtopics
- Table of Contents and Chapters
- Mentor Texts to Shape Writing
- Transitioning From Chapter to Chapter in Informational Texts
- Writer’s Style
- Enhancing Topic Through Researching
- Creating Introductions
- Goal Setting
- Using Text Features
- Researching to Check Facts
- Paragraphing
- Planning and Drafting Content –Specific Informational Text
- Self-Assessing/Revising
- Crafting Speeches, Articles, Brochures
R-Influenced Vowel Patterns
(ar, are, air, er, ear, eer, ir, ire, ier, or, ore, oar, ur, ure, ur-e)
The Reading Strategies Book by Jennifer Serravallo
- Main Idea and Details
-8.3 Topic/Subtopic/Details (p.224)
-8.5 Boxes and Bullets (p.226)
-8.6 Survey the Text (p.227)
-8.7 Paraphrase Chunks, Then Put It Together (p.228)
-8.11 Add Up Facts to Determine Main Idea (p.232)
-8.14 Time = Parts (p.235 Narrative NF)
-8.15 Why Does the Story Matter (p.236 Narrative NF)
- Writing About Reading
- Talking Back to the Text
Articles from the Expository Text Sets on
Frogs! By Elizabeth Carney
Frogs and Toads by Bobbie Kalman
Gorillas by Lori McManus
The Life Cycle of the Bobbie Kalman & Robin Johnson
Make Way for Dyamonde Daniel by Nikki Grimes
The Penguin, A Funny Bird by Beatrice Fontanel
Penguins by Bobbie Kalman
Time For Kids
I Wonder Why Camels Have Humps and Other Questions About Reading by Anita Ganeri
Cactus Hotel by Brenda Z. Guiberson and Megan Lloyd
Writing:
Dangerous Animals by Melissa Stewart
Deadliest Animals: National Geographic by Melissa Stewart
VIP Pass to a Pro Baseball Game Day by Clay Latimer / Give Unit 2 pre-assessment before starting unit
Give Unit 2 post-assessment after finishing the unit
**See for assessments**
Give informational on demand before starting the unit
Give same informational on demand after completing the unit
**See Writing Pathways**
Informal running records as needed.
See Informational Reading Learning Progression in Reading Pathways book
or
See “Retelling/Summary/Synthesis” strand of the Narrative Reading Learning Progression in Reading Pathways book or
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Assessment
3rd Grade – November/December 3rd Grade – November/December
Reading Literary Text (RL)
RL1 Demonstrate understanding of the organization and basic features of print
RL 2 Demonstrate understanding of spoken words, syllables and sounds
RL 3 Know and apply grade level phonics and word analysis skills in decoding words
RL 4 Read with sufficient accuracy and fluency to support comprehension
RL5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations
RL7 Analyze the relationship among ideas, themes, or topics in multiple media, formats, in visual, auditory and kinesthetic modalities
RL 8 Analyze characters, setting, events, and ideas as they develop and interact within a particular context
Reading Informational Text RI
Writing (W)
W1 Write arguments to support claims with clear reasons and relevant evidence
W4 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
W5 Demonstrate command of the conventions of standard English, capitalizations, punctuation, and spelling when writing
W6 Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames
Communication (C)
C1 Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretation through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting divers perspectives
/ Unit 3 Character Studies
Bend I: Getting to Know a Character as a Friend
- Characters (dialogue, feelings and actions)
- Character Traits/Character Analysis
- Make Inferences About Characters
- Notice Patterns of a Character to Grow Theories
- Make Predictions About Characters Based on Theories
- Book Clubs Begin
- Story Mountains/Climax
- How Characters Resolve Problems and Respond to Challenges
- Pay Attention to How Secondary Characters Play a Role in the Main Character’s Journey
- What Role Do Illustrations Play in the Story
- Analyze Author’s Craft
Bend III: Comparing and Contrasting Characters Across Books
- Comparing and Contrast:
-Character Problems and Response to Change
-Character Lessons
6.11, 6.14 / Baby Literary Essay (see Curricular Calendar)
Bend I: Structuring Essays
- Developing a Sense of Structure and Organization of Essay Writing
- Boot Camp: Shared Planning and Writing of an Essay
- Choose and Evaluate details in Support of an Idea, Cite Text Evidence Clearly and Organize their Writing into Paragraphs
- Move from Whole-Class Guided Practice to Group or Partner Work
- Work on a New Text to State Thesis Statements
- Rehearse and Flash Draft an Essay
- Techniques to Raise the Level of Introductions and Conclusions
- Create Cohesion Across the Essay
- Write Essays that Compare or Contrast Two Texts
- More Nuanced Writing – Sorting and Weighing Details, Being More Specific when Citing Evidence, Explaining that Evidence more Fully for Readers
- Devise Organizational Structures for Comparing or Contrasting Characters, Themes, or Other Ideas Across Two Texts
Ambiguous Vowel Sounds:
(oi, oy, oo, aw, au, wa, al, ou, ow)
Silent Beginning Consonants:
(kn, wr, gn)
The Reading Strategies Book by Jennifer Serravallo
- Thinking About Characters
-6.2 What’s in the Bubble? (p.167)
-6.4 Feelings Change (p.169)
-6.6 Back Up Ideas About Characters with Evidence (p.171)
-6.12 Empathize to Understand (p.177) / Reading:
Opening Read Aloud: Because of Winn Dixie, Peter’s Chair by Ezra Jack Keats, and Make Way for Dyamond Daniel by Nikki Grimes
(G/H/I/J) Henry and Mudge, Frog and Toad
(K/L/M) Magic Tree House, Bailey School Kids, Mercy Watson series
Amber Brown is not a Crayon by Paula Danziger
Houndsley and Catina by James Howe
Horace, Morris and Dolores by James Howe
Amazing Grace by Mary Hoffman
Jamaica series by Juanita Havill
For a Better World by Katherine and Randy Bomer
Writing
Those Shoes by MaribethBoelts
Encyclopedia Brown Cracks the Case by Donald Sobol
The Stories Julian Tells by Ann Cameron
A Letter to Amy by Ezra Jack Keats
Peter’s Chair by Ezra Jack Keats
William’s Doll by Charlotte Zolotow
Brave Irene by William Steig
Chrysanthemum by Kevin Henkes
Wilma Unlimited by Kathleen Krull
Jamaica’s Find by Juanita Havill / Give Unit 3 pre-assessment before starting unit
Give Unit 3 post-assessment after finishing the unit
**See for assessments**
Give opinion on demand before starting the unit
Give same opinion on demand after completing the unit
**See Writing Pathways**
Informal running records as needed.
See Narrative Reading Learning Progression in Reading Pathways book or
Standards / Calkins Reading Workshop (Bends) / Calkins Writing Workshop (Bends) / Other Literacy Components / Read Aloud
And Testing As A Genre / Assessment
3rd Grade - January 3rd Grade - January
Reading Literary Text (RL)
RI1 Demonstrate understanding o f the organization and basic features of print
RI2 Demonstrate understanding of spoken words, syllables, and sounds
RI3 Know and apply grade-level phonics and word analysis skills in decoding words
RI4 Read with sufficient accuracy and fluency to support comprehension
RI5 Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations
RI 6 Summarize key details and ideas to support analysis of central ideas
RI8 Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multiple media texts
RI9 Apply a range of strategies to determine and deepen the meaning of known, unknown, and multi-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary
RI10 Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning, and style
RI12 Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquitting new learning, and building stamina; reflect and respond to increasingly complex text over time
Reading Informational Text (RI)
Writing (W)
W3g Use imagery, precise words, and sensory details to develop characters and convey experiences and events
Communication (C)
C3 Communicate information through strategic use of multiple modalities and multimedia to enrich understanding when presenting ideas and information
C4 Critique how a speaker addressed content and uses stylistic and structural craft techniques to inform, engage, and impact audiences
C5 Incorporate craft techniques to engage and impact audience and convey messages
/ Research Clubs:Elephants, Penguins, and Frogs, Oh My!
Bend I: Researching a Topic
- Researching to Learn About a Topic
- Topics and Subtopics
- Expert Vocabulary
- Asking Questions, Gathering Information, and Analyzing the Information
Bend II: A Second Cycle of Research
- Planning Research
- Voice and Fluency
- Text Structures (Compare and Contrast)
- Cause and Effect
Bend III: Synthesizing, Comparing, and Contrasting
- Patterns and Relationships Among Topics
- Asking Questions and Forming Theories About Topic
- Think of a Problem, Gather Information, and Plan for a Solution
Bend I: Writers Live Writerly Lives, Writing About Things They See and About Which They Care
- Immersion Into Poetry
- Getting Inspired
- Powerful Poems Through Strong Emotion
- Adding Details
- Characteristics of Strong Partners
- Mentor Texts
- Line Breaks
- Organization
- Metaphors and Similes
- Storytelling to Enhance Poems
- Powerful Conclusions
- Imagery
- Using Alliteration and Rhyme to Create Sound
- Sorting and Categorizing on Order to Create an Anthology
- Editing
Hard and Soft “c” and “g”:
(center, circle, cent, cell, giant, gem, germ)
Final “e”:
(-ce, -ve, -se, -ze)
Hard and Soft “c” and “g” endings”
(-ce, -ge, -dge,)
Other Endings:
(-tch , ch) / Reading:
See Science and Social Studies Materials
The Life Cycle of an Emperor Penguin by Bobbie Kalman and Robin Johnson
Penguins by Bobbie Kalman
The Penguin by Beatrice Fontanel