Indicator/s
Writing Workshop / Ongoing
Indicators / MAP
Mean (192-199) / Clarificationof
Bloom’s Verb / Reading Mini-Lesson or Guided Reading Notes / Poetry Connections / Interactive Read Alouds / Testing as a Genre/ Testing Notes
3rd Grade Second Nine Weeks Row 1 / 3rd Grade Second Nine Weeks Row 1
Third Grade – Second Nine Weeks / 3-1.10 Analyze cause and effect relationships in literary texts. / 3-2.8 Analyze informational text to identify cause and effect relationships.
Social Studies
3-2.4
Cultures, location, governments of Native Americans
* Cherokee
* Catawba
* Yemassees
3-2.1
Motives for exploration
* claiming land
* wealth
Science
(for the nine weeks)
Heat and Changes in Matters / 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 (for example: pictures, photographs, video, and television) sources to access information
3-6.3 Organize information by classifying or sequencing
3-6.4 Paraphrase research information accurately and meaningfully
3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation
Writing Workshop
October–First of November
Informational Books / 3-1.11, 3-2.9 Readindependently 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. /
- Explains why a specific effect occurred by using information supplied in a literary passage describing events.
- Distinguishes between a result of a given event and other non-related event.
- Determines a character's feelings and/or emotions based on the information found in literary texts.
- Determines events as examples of cause and effect in informational text.
- 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
(Richardson p. 225, 226) Step 1 and Step 2
- Teacher flags effect with stated cause and students create questions using “What caused?” stem.
- Teacher flags the paragraph – Add Think Trix Cause and Effect card questions
Richardson p. 225, 226 Step 1 and Step 2
- Teacher flags effect with stated cause and students create questions using “What caused?” stem and provide support.
- Teacher flags the paragraph – Add Think Trix Cause and Effect card questions
/ Porchlight by Debra Chandra
Knock at a Star, Illustrated by Baker
Sky Bear by Joseph Bruchac and Thomas Locker ,The Earth Under Sky Bear’s Feet / ☺If you Live With the Cherokee, Roop
- Fly Away Home, Bunting
- Yonder Mountain A Cherokee Legend, Bannon
- Beardream, Hobbs
- Cherokee, Gaines
- Keepers of the Animals, Bruchac
- Keepers of the Earth, Bruchac
- Thirteen Moons on Turtle’s Back, Bruchac
- The Story of Jumping Mouse, Steptoe
- An Angel for Solomon Singer, Rylant
- How did (the character’s) poor health affect his childhood? (PASS item 4th grade)
- According to the passage what happens when people go to bed too late?
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
3rdGrade Second Nine Weeks Row 2 / 3rd Grade Second Nine Weeks Row 2
Third Grade – Second Nine Weeks / 3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. / 3-2.2 Analyze information texts to draw conclusions and make inferences.
Social Studies
3-2.2
Key Explorers:
Pardo
Ribault
DeSoto
Hilton
Woodward
3-2.3 Use maps to identify sea and land routes of explorers
* triangle trade route
3-1.4
Effect of human systems
* population distribution
* climate
* agriculture
* economic development
Science
(for the nine weeks)
Heat and Changes in Matters / 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 (for example: pictures, photographs, video, and television) sources to access information
3-6.3 Organize information by classifying or sequencing
3-6.4 Paraphrase research information accurately and meaningfully
3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation
Writing Workshop
October – First of November
Informational Books / 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. / Using…
- Simple charts
- Locating information in schedules
- Table of contents
- Journal entries
- Recognize the characteristics of a glossary
- Know terms in standard weather reports, informational magazines, textbooks etc.
- The meaning of italics
- What details or ideas confirm the prediction?
- Which is more logical?
- What assumptions?
- What would most likely happen?
- What ideas justify conclusions?
- To infer/draw conclusions with literary texts use red question cards.( Richardson p. 214)
- To make inferences or draw conclusions about characters see Making Inferences (Richardson, p. 233-235) Recommend beginning with character’s actions p. 233
- To infer/draw conclusions with informationaltext, use red question cards (Richardson p. 214) with non-fiction and graphic features.
- Review steps of inferring from 1st nine weeks: (Tony Stead, Reality Checks p. 76-87)
☺Facts and Inferences with Poetry 3rd Grade
- Forms and Sources of Visual Informationp. 150 Tony Stead Reality Checks ( adapt to fit 3rd grade)
Poetry Speaks to Children, Illustrated byLove, Rasmussen,and Wendland
Elevator by Lucille Clifton, Home Illustrated by Jerry Pinkney
The Batby Douglas Florian,
Mammabilia / ☺American Kids
in History Colonial Days, King
- My Rotten Red Headed Older Brother, Polacco
- Scarecrow, Rylant
- In November, Rylant
- Snakes, Gibbons
- The Best Book of Sharks, Lewellyn
- Sample test item: If you leave out step 2, what would happen? (Birdhouse - PASS sample)
- At the end of the story, what does (character) most likely want to buy?
- What does the speaker in the poem most likely think about spiders? (PASS item - Spider)
- Whichsentence about (character) is most likely true?
Tips:
Managing the charts
When to teach
Early Mini-Lessons
The Flip
Seat Break/Eye Rest
After instruction in the above mini-lessons, students will take an assessment to use as a guide for developing mini-lesson.
Answer Gridfor
Assessment
Mini-lesson Sample
Testmakers sometime
tell us what to reread
to answer question.
Passage used
Source – Released State Test-Texas
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 Second Nine Weeks Row 3 / 3rd Grade Second Nine Weeks Row 3
Third Grade – Second Nine Weeks / 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. / 3-2.3 Distinguish between fact and opinions in informational texts.
Social Studies
3-2.5 Impact of European colonization
* conflicts with Native Americans
* learning how to survive
3-2.6 Contributions of settlers
* trade
* government
3-2.7 Slave trade
* triangle trade route
* intro of African American culture: Gullah, foods, etc.
Science
(for the nine weeks)
Heat and Changes in Matters / 3-6.1 Generate a topic for inquiry
3-6.3 Organize information by classifying or sequencing
3-6.4 Paraphrase research information accurately and meaningfully
3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation
Writing Workshop
January
Essay / 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. /
- Gives examples of informational sentences that are facts and/or opinions.
- Distinguishes between fact and propaganda in advertisements.
- Analyzes persuasive language used in informational text.
- Classify the purpose of a short informational passage to inform.
- Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
- Identify, classify, compare,contrast, differentiate, organizing, attributing
Author’s Craft/ Fact and Opinion
- Identify tools writers use to persuade (graphs, quotes, pictures, research, statistics, emotion)T. Stead, Reality Checks, p. 119)
- Identify facts/proof –Validity p. 125-127 Stead
- Identify signal words for opinions: believe think, perhaps, probably, feel (T. Stead, p. 119)
- Identify judgment words: good, best, pretty, amazing (T. Stead , p. 119)
- Two column: fact/opinions (T. Stead p. 122)
Something Told the Wild Geese by Rachel Field , A Child’s Anthology of Poetry / ☺Sweet Sweet Basket, Clary
☺Little Muddy Waters, Daise
☺Now Let me Fly, Johnson
☺American Kids
in History Colonial Days, King
- How to Make an Apple Pie and See the World, Priceman
- Long Night Moon, Rylant
- Welcome Comfort, Polacco
- My Mama Had a Dancing Heart, Moore
- A Home for Dixie, Jackson
- Not Norman, Bennett
- Dogs, Gail Gibbons
- Sammy The Classroom Guinea Pig, Berenzy
- Dog Heaven, Rylant
- I Wanna Iquana, Orioff
- The Perfect Puppy for Me, O’Connor
- Which heading is the best example of an opinion (PASS, 3rd, Kids Can Cook)
- Which statement is a fact/opinion?
Coming Soon
Testing as a Genre
What to do when you
can’t read all of the
passage.
Passage used