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1ST QUARTER

COURSE TITLE: ReadingGRADE:3rd

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 1-3—OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres
Use context clues to determine meaning of unknown words in a reading passage
Employ pre-reading strategies to build background, make predictions, and set purpose for reading / Apply decoding strategies to independently “problem solve” unknown words / Students complete a worksheet on decoding.
Students will be monitored on read alouds.
Students will complete tests on stories read each week. / Benchmark Test –“Problem Solving Unknown Words”
Students will be monitored w/ scores recorded.
Benchmark Test - passage - cold read
Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text
Apply pre-reading strategies to aid comprehension: access prior knowledge, predict with evidence, set purpose for reading
WEEK 4-7—OBJECTIVES
Locate specific information from written text to answer questions on multiple choice and constructed response assessment
Apply inferring skills to make predictions, draw conclusions, and compare story elements in reading
Exhibit fluency and expression during reading of third grade level text across genres / Demonstrate comprehension of text by: answering basic comprehension, questions, making predictions, drawing conclusions / Students will complete activity on SmartBoard – story/5 questions
Students will be monitored on read aloud. / Benchmark Test – passage (less than 1 pg. long) and answer questions
Students will be monitored w/ scores recorded.
Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text
WEEK 8-9 – OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text / Students will complete 5 question quiz. / Students will be monitored w/ scores recorded.

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1ST QUARTER (Cont’d)

COURSE TITLE: ReadingGRADE:3rd

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Read nonfiction text to acquire knowledge, organize and interpret data, and identify main idea. / In fiction, non-fiction, poetry, and drama, locate, apply and interpret key information in illustrations and captions, titles and chapter headings / Students will be monitored on read alouds. / Benchmark Test– “It’s Fun to Be a Toymaker”

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2nd QUARTER

COURSE TITLE: ReadingGRADE:3

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 1-3—OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres.
Identify and infuse synonyms and antonyms in a written document for variety and clarity.
Use context clues to determine meaning of unknown words in a reading passage.
Employ pre-reading strategies to build background, make predictions, and set purpose for reading. / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text. / Students will be monitored on read aloud.
Formative assessment: “Syn. & Ant.” – located on zip drive
Formative assessment: “Context Clues”- located on zip drive
Students will complete tests on stories
read each week. / Students will be monitored w/ scores recorded.
Benchmark Test – “Synonyms & Antonyms Benchmark Test” (binder)
Benchmart Test – “Context Clues” (binder)
Benchmark Test – cold read story
Develop vocabulary through text using: synonyms and antonyms and context clues
Apply pre-reading strategies to aid comprehension: access prior knowledge, predict with evidence, set purpose for reading
WEEK 4-7—OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres
Locate specific information from written text to answer questions on multiple choice and constructed response assessments
Read nonfiction text to acquire knowledge, organize and interpret data, and identify main idea
Orally recall and retell a short story after reading. Construct the retell with a beginning, middle, and ending with correct sequence of event
Apply inferencing skills to make predictions, draw conclusions, and compare story elements in reading / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text / Students will be monitored on read aloud.
Students will complete worksheet – “Painted Desert” - 5 questions (zip drive)
Students will complete worksheet – “Making Predictions” (zip drive)
Students will complete worksheet “Formative assessment – Drawing Conclusions” – (zip drive)
Students will complete “Formative Assessment – Paraphrasing” (zip drive)
Students will use a story map (4 events) to summarize story in reading text / Students will be monitored w/ scores recorded.
Benchmark Test – “The No Pets Apartment Building” (binder)
“Making Predictions Benchmark Test” (zip drive)
Benchmark Test _ “Drawing Conclusions” (binder)
Worksheet – “Paraphrasing” (zip drive)
Benchmark Test – “Summarizing” (binder)
Demonstrate comprehension of text by: answering basic comprehension, questions, making predictions, drawing conclusions, paraphrasing, and summarizing
WEEK 8-9 – OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres.
Distinguish between various genres in reading. Correctly label them as fiction, nonfiction, realistic fiction, fantasy, myth, or folktale. / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text. / Students will be monitored on read aloud.
Students will complete 5 question quiz.
Teacher-made quiz
Students will complete a 5 question test.
5 question quiz
Teacher-made quiz / Students will be monitored w/ scores recorded.
Benchmark Test – “Monkey Test”
“Mary is Always Right” (binder)
“Monkey Business” (binder)
“Using a Dictionary & Glossary” (binder)
“Fiction, Nonfiction, and Poetry” (binder)
“Following Directions” – (binder)
In fiction, non-fiction, poetry, and drama, locate, apply and interpret key information in illustrations and captions, titles and chapter headings, glossary
Locate and recognize the text features of fiction, non-fiction, poetry, and drama
Read and follow 2 and 3 step directions to complete a simple task.

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3rd QUARTER

COURSE TITLE: ReadingGRADE:3

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 1-3—OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres
Summarize a story in written form by stating main idea, proper sequence of events, relevant details, and a conclusion / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text / Students will be monitored on read aloud.
Students complete “Dictionary Worksheet” (zip drive)
Quiz – “Main Idea” – (zip)
5 question quiz (zip drive)
“Blank form to summarize any story” (zip drive) – summarize week’s story in text / Students will be monitored w/ scores recorded.
Benchmark Test “Using a Dictionary” (binder)
Benchmark Test – “Main Idea & Supporting Details” (binder)
“Assessment for Paraphrasing” (zip drive & binder)
Flowchart – “Summarizing” – week’s story (binder)
Develop vocabulary through text using: glossary/dictionary
Demonstrate comprehension of text by identifying and explaining the relationship between the main idea & supporting details
Demonstrate comprehension of text by paraphrasing
Demonstrate comprehension of text by summarizing
WEEK 4-7—OBJECTIVES
Read nonfiction text to acquire knowledge, organize and interpret data, and identify main idea
Apply inferring skills to make predictions, draw conclusions, and compare story elements in reading
Locate specific information from written text to answer questions on multiple choice and constructed response assessments.
Produce a written response to a constructed response question. Answers should tell who, what, when, why, or how to support their ideas. / Identify and explain relevant connections between text to text, to self, and to world / “Worksheets to Make Connections” worksheet #1 (zip drive)
“Formative Assessment for Table of Contents” – (zip drive)
5 pt. Quiz
Quiz
5 question quiz / “Worksheets to Make Connections” worksheet #4 (zip drive)
“Using a Table of Contents” (binder)
“Using a Glossary” – (binder)
“What’s the Weather?” (binder)
“A Perfect Beach Hat” – (binder)
In fiction, non-fiction, poetry, and drama, locate, apply, and interpret key information in a table of contents
In fiction, non-fiction, poetry, and drama, locate, apply, and interpret key information in a glossary
In fiction, non-fiction, poetry, and drama, locate, apply, and interpret key information in diagrams, charts, graphs, and maps
Use details from fiction, non-fiction, poetry, and drama to answer basic comprehension questions.
WEEK 8-9 – OBJECTIVES
Locate specific information from written text to answer questions on multiple choice and constructed response assessments
Apply inferring skills to make predictions, draw conclusions, and compare story elements in reading
Read and analyze poetry and its unique structure with rhymes, stanzas, and figurative language to determine author’s view and main idea
Produce a written response to a constructed response question. Answers should tell who, what, when, why, or how to support their ideas. / Use details from fiction, non-fiction, poetry, and drama to make inferences / Quiz
Students will complete 5 question quiz.
Students will complete a 5 question test.
Students will complete a 5 question quiz.
Teacher-made quiz
Teacher-made quiz
Teacher-made quiz
5 pt. Quiz
“Drawing Conclusions – Acuity Style” (zip drive)
5 pt. Teacher-made quiz / “Making Inferences” – (binder)
Benchmark Test – “Compare and Contrast”
Benchmark Test – “Cause and Effect” (binder)
“Identifying the Narrator” (binder)
“Author’s Purpose” (binder)
Benchmark Test – “Narrative Elements” (binder)
Benchmark Test – “My Name is Albert” (binder)
“Multiplication Makes Me Sick” (binder)
“Drawing Conclusions” (binder)
“Following Directions” (binder)
Use details from fiction, non-fiction, poetry, and drama to compare and contrast
Use details from fiction, non-fiction, poetry, and drama to identify cause and effect
Use details from fiction, non-fiction, poetry, and drama to identify the narrator
Use details from fiction, non-fiction, poetry, and drama to identify the author’s purpose
Use details from fiction, non-fiction, poetry, and drama to identify the setting
Use details from fiction, non-fiction, poetry, and drama to identify character traits
Use details from fiction, non-fiction, poetry, and drama to identify problems and solutions
Use details from fiction, non-fiction, poetry, and drama to draw conclusions
Read and follow 2 and 3 step directions to complete a simple task.

CURRICULUM UNIT MAP
4th QUARTER

COURSE TITLE: ReadingGRADE:3

Unit Title and Objectives / List CLTs for Each Objective / Brief Description of
Formative Assessment(s) / End-of-Unit Benchmark or Performance Assessment
Unit:
WEEK 1-3—OBJECTIVES
Exhibit fluency and expression during reading of third grade level text across genres
Produce a written response to a constructed response question. Answers should tell who, what, when, why, or how to support their ideas
Read nonfiction to acquire knowledge, organize and interpret data, and identify main idea
Read and analyze poetry and its unique structure with rhymes, stanzas,and figurative language to determine author’s view and main idea
Summarize a story in written form by stating main idea, proper sequence of events, relevant details, and a conclusion / Read grade level instructional text with fluency, accuracy, and expression, adjusting reading rate to difficulty and type of text / Students will be monitored on read alouds.
Teacher-made quiz – 5 pts.
5 question quiz
Teacher-made quiz
5 pt. quiz / Students will be monitored w/ scores recorded.
Benchmark Test “Using a Dictionary and a Glossary” (binder)
“2008 Reading Released Items – Comfortable Old Chair” (binder)
“Main Idea and Supporting Details” (zip drive & binder)
“A House for Every Season” (binder)
Develop vocabulary through text using: glossary/dictionary
Demonstrate comprehension of text by answering basic comprehension questions
Demonstrate comprehension of text by identifying and explaining the relationship between the main idea & supporting details
Identify and explain relevant connections between text to text, to self, and to world
.
WEEK 4-7—OBJECTIVES
Produce a written response to a constructed response question. Answers should tell who, what, when, why, or how to support their ideas / In fiction, non-fiction, poetry, and drama, locate, apply, and interpret key information in a table of contents / Teacher-made quiz
5 question quiz
Teacher-made quiz / “Where in the Book?” (binder)
“Reading a Classic Story” – (binder)
“A Dog’s Life” (binder)
In fiction, non-fiction, poetry, and drama, locate, apply, and interpret key information in diagrams, charts, graphs, and maps
Use details from fiction, non-fiction, poetry, and drama to answer basic comprehension questions
WEEK 8-9 – OBJECTIVES
Locate specific information from written text to answer questions on multiple choice and constructed response assessments
Apply inferring skills to make predictions, draw conclusions, and compare story elements in reading
Read and analyze poetry and its unique structure with rhymes, stanzas, and figurative language to determine author’s view and main idea
Produce a written response to a constructed response question
Answers should tell who, what,
when, why, or how to support their ideas. / Use details from fiction, non-fiction, poetry, and drama to make inferences / Quiz
Students will complete 5 question quiz.
Students will complete a 5 question test.
Students will complete a 5 question quiz.
Teacher-made quiz
Teacher-made quiz
Teacher-made quiz / “Reading A to Z – Ghosts in the House” – (binder)
“Compare and Contrast” (binder)
Reading A to Z – “Cause and Effect – Daniel Boone” (binder)
Benchmark Test – “Identifying the Narrator” (binder)
Reading A to Z “Author’s Purpose – C is for Canada” (binder)
“Story Pyramid” (binder)
“Drawing Conclusions” (binder)
Use details from fiction, non-fiction, poetry, and drama to compare and contrast
Use details from fiction, non-fiction, poetry, and drama to identify cause and effect
Use details from fiction, non-fiction, poetry, and drama to identify the narrator
Use details from fiction, non-fiction, poetry, and drama to identify the author’s purpose
Use details from fiction, non-fiction, poetry, and drama to identify the setting, main character traits, and the problem/solution
Use details from fiction, non-fiction, poetry, and drama to draw conclusions