3rd Grade

Network 13

THIRD QUARTER LEARNING PRIORITIES

Each week integrates writing in response to fiction and nonfiction.

This quarter emphasizes comprehensive reading—using skills to read the whole text strategically and then respond to a comprehensive reading task based on the text—or two texts.

When students write about what they read, they can exercise skills comprehensively to comprehend and then respond to the text.

The weeks are organized so that …

Literature Constructed Response:

Week 1, students write a constructed response;

Teacher identifies areas to improve, focusing on one area;

Week 2, students write a constructed response and improves in that one area;

Teacher identifies areas to improve, student revises the constructed response to make that improvement.

In following weeks, students continue to write thoughtfully about reading.

Nonfiction Constructed Response:

Week 3, students write a constructed response;

Teacher identifies areas to improve, focusing on one area;

Week 4, students write a constructed response and improves in that one area;

Teacher identifies areas to improve, student revises the constructed response to make that improvement.

In following weeks in science and social science, students continue to construct responses so that they learn about topics and develop reading abiltiies.

PARCC Constructed Response resources are at

.

Go to this link to see examples of PARCC spring 2015 Question sets including examples of Student constructed responses:

SOURCE of Common Core Standards cited in this guide:

The standards have been issued with a public license that allows them to be republished for any purpose that supports the standards initiative. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

CORE READING STANDARDS DEVELOPED

Standard 1 is part of every reading--Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.is part of accomplishing each competence. Progress in each standard is the basis for standard 10—“By the end of the year, read and comprehend literature and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently.”

READING LITERATURE / READING NONFICTION
KEY IDEAS AND DETAILS / KEY IDEAS AND DETAILS
2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. / 2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
3.Describecharacters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. / 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
CRAFT AND STRUCTURE / CRAFT AND STRUCTURE
4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. / 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza;describe how each successive part builds on earlier sections. / 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
6. Distinguish their own point of view from that of the narrator or those of the characters. / 6. Distinguish their own point of view from that of the author of a text.
INTEGRATION OF KNOWLEDGE AND IDEAS / INTEGRATION OF KNOWLEDGE AND IDEAS
7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. / 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
8. (Not applicable to literature) / 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters / 9. Compare and contrast the most important points and key details presented in two texts on the same topic.

Writing is integrated into reading so that students revisit texts to respond to questions and tasks. Go to this link to see examples of PARCC spring 2015 Question sets, including student constructed responses:

These Common Core Writing Standards for Third Grade apply directly to learning science and social science.

Research to Build Knowledge
7. Perform short, focused research tasks that build knowledge about a topic.
8. Gather information from experience as well as print and digital resources, take simple notes on sources, and sort evidence into provided categories.

Readings, Timelines, and Activity Resources for learning about Chicago are available at

To support Black History Month, Resources at this link include readings at different grade levels.

Learn Black History and Develop Literacy Competence

Skills Development Guides for Small Group and Independent Work

Analyze relationships
author's purpose and techniques
cause-effect relations
character traits
Classify
Compare and contrast
Comprehensive story reading guides
inference / Infer the meaning of a word from context
main idea or theme
motive
parts of a story
sequence
Summarize

NONFICTION Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.

Nonfiction Graphic Organizers

Graphic OrganizerAssessmentRubric

PARCC READING RUBRICS—

HOW CAREFULLY AND COMPLETELY DID YOU READ?

Research Simulation Task (RST) and Literary Analysis Task

THIRD GRADE FROM PARCCONLINE.ORG

ConstructMeasured / Score Point3 / Score Point2 / Score Point1 / Score Point0
Reading Comprehension ofKey Ideas
andDetails / The studentresponse demonstratesfull comprehension by providingan accurateexplanation/ description/comparison andby referencing the textsexplicitly. / The studentresponse demonstrates comprehensionby providing a mostlyaccurate explanation/ description/comparison andby referencing the text(s)explicitly. / The studentresponse demonstrateslimited comprehension andmay reference the text(s)explicitly. / The student response doesnot demonstrate comprehension ofthe text(s).
Writing WrittenExpression / The studentresponse
  • addresses the promptand provides effectivedevelopment of the topic that isconsistently appropriate to the taskby using clear reasoningand relevant, text-basedevidence;
  • consistentlydemonstrates purposeful
  • and
  • controlledorganization;
  • uses language to expressideas withclarity.
/ The studentresponse
  • addresses the promptand provides some developmentof the topic that isgenerally appropriate to the taskby using reasoning andrelevant, text-basedevidence;
  • generallydemonstrates purposeful andcontrolled organization;
  • uses language toexpress ideas with someclarity.
/ The studentresponse
  • addresses the promptand provides minimaldevelopment of the topic that is limited inits appropriateness to the taskby using limited reasoningand text-based evidence;or
  • is a developed,text-based response with little orno awareness of theprompt;
  • demonstratespurposeful organization thatsometimes is notcontrolled;
  • uses language to expressideas with limitedclarity.
/ The studentresponse
  • isundevelopedand/or
inappropriateto thetask;
  • demonstrateslittle orno
organization;
  • does not use languageto express ideas withclarity.

Writing Knowledge ofLanguage
andConventions / The student response tothe prompt demonstratesfull command of the conventionsof standard English at anappropriate level of complexity. There maybea few minor errors inmechanics, grammar, and usage,but meaning isclear. / The student response tothe prompt demonstratessome command of the conventionsof standard English at anappropriate level of complexity. There maybeerrors in mechanics,grammar, and usage thatoccasionally impede understanding, butthe meaning is generallyclear. / The student response tothe prompt demonstrateslimited command of the conventionsof standard English at anappropriate level of complexity. There maybeerrors in mechanics,grammar, and usage that oftenimpede understanding. / The student response tothe prompt demonstratesnocommand of the conventionsof standard English. Frequentand varied errors inmechanics, grammar, and usageimpede understanding.

PARCC READING RUBRIC FOR NARRATIVES

Narrative Task(NT) THIRD GRADE FROM PARCCONLINE.ORG

ConstructMeasured / Score Point3 / Score Point2 / Score Point1 / Score Point0
Writing WrittenExpression / The studentresponse
  • is effectively developedwith narrative elements andisconsistently appropriateto thetask;
  • consistentlydemonstrates purposeful
  • and
  • controlledorganization;
  • uses language toexpress ideas withclarity.
/ The studentresponse
  • is developed withsome narrative elements andisgenerally appropriate tothe task;
  • demonstratespurposefuland controlledorganization;
  • uses language to expressideas with someclarity.
/ The studentresponse
  • isminimally developedwith few narrative elements andislimited inits appropriateness to thetask;
  • demonstratespurposeful organization thatsometimes is notcontrolled;
  • uses language toexpress ideas with limitedclarity.
/ The studentresponse
  • isundevelopedand/or
inappropriateto thetask;
  • demonstrateslittle orno
organization;
  • does not use languageto express ideas withclarity.

Writing Knowledge ofLanguage
andConventions / The student response tothe prompt demonstratesfull command of the conventionsof standard English at anappropriate level of complexity. There maybe a few minor errors inmechanics, grammar, and usage,but meaning isclear. / The student response tothe prompt demonstratessome command of the conventionsof standard English at anappropriate level of complexity. There maybeerrors in mechanics,grammar, and usage thatoccasionally impede understanding, butthe meaning is generallyclear. / The student response tothe prompt demonstrateslimited command of the conventionsof standard English at anappropriate level of complexity. There maybeerrors in mechanics,grammar, and usage that oftenimpede understanding. / The student response tothe prompt demonstratesnocommand of the conventionsof standard English. Frequentand varied errors inmechanics, grammar, and usageimpede understanding.

NOTE:

  • The reading dimension is not scored for elicited narrativestories.
  • Per the CCSS, narrative elements in grades 3-5 may include: establishing a situation, organizing a logical event sequence, describing scenes, objectsor people, developing characters personalities, and using dialogue asappropriate.

The elements of organization to be assessed are expressed in the grade-level standardsW1-W3.

USE THE CONSTRUCTED RESPONSE TO INCREASE THOUGHTFUL READING REQUIRED BY PARCC AND ALSO STRENGTHENING THE SKILLS NEEDED TO SUCCEED ON NWEA.

Actual PCRs (Prose Constructed Response questions) from PARCC 2015 test for third grade:

Third Grade LITERARY ANALYSIS Task from PARCC 2015 Test prc.parcconline.org

Today you will read and think about the folktales … and …. As you read these texts you will gather information and answer questions about how the illustrations help you understand the folktales so you can write an essay.

Write an essay describing how each illustration helps the reader understand the characters’ actions in each folktale. Be sure to use evidence from each folktale in your response.

Third Grade NARRATIVE Task from PARCC 2015 Test prc.parcconline.org

Today you will read the story “Camping with Cousins.” As you read, pay close attention to the narrator and her family as you answer the questions to prepare to write a narrative story. The next day, the family chose to go swimming in the lake.

Write a story about the family’s time swimming. Be sure to use what you learned about the narrator and her family in the story.

Third Grade RESEARCH SIMULATION Task from PARCC 2015 Test prc.parcconline.org

Your friend thinks it is impossible for people and animals to live in the Arctic. Write a letter to your friend explaining it is possible to live in the Arctic. Include information about how people and animals are able to survive in the cold. Include ideas and facts from both articles in your letter.

PARCC-BASED READING TASKS to use to construct your own

FICTION:

Look closely at the illustrations to two different stories. Explain how each illustration helps the reader understands the characters’ actions in each story. Use examples from EACH STORY.

Write the next part of the story you read. Be sure to use what you learned about the narrator and the characters in your story that tells what happened next.

Write the journal of the main character in the story. Include how the character feels about the events.

NONFICTION:

You read two articles about ______. Write a letter to a friend explaining ______. Be sure to use ideas and facts from both articles in your letter.

You read two sources about the same topic. Tell what the central idea is of each. Then tell how they are alike om the kind of information they include..

Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22

LITERATURE

Week of February 8 / Week of February 15
Literature Genre / _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction __biography / story _ folk tale __humor _fable __poem _realistic fiction __historical fiction__biography
Reading Literature
Comprehensive—includes standards 1 (read closely), 2 (summarize and figure out ideas), 3 (analyze relationships and character development),
5) analyze the writer’s choice of words, characters, events to communicate a theme and accomplish purpose (6) / How do you read a history or biography?
What strategies do you use to:
Figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it
Analyze causes and effects, problem + solution
Infer feelings, traits, predictions
Figure out the theme / How do you read a history or biography?
What strategies do you use to:
Figure out author’s purpose and choices and analyze techniques the writer uses to accomplish it
Analyze causes and effects, problem + solution
Infer feelings, traits, predictions
Figure out the theme
Literature Terms(CCSCSR4) / biography, history, cause-effect, problem-solution strategy / biography, history, cause-effect, problem-solution
Integrate Writing
CCSSW4—organize constructed response
/ Teacher asks PARCC-based constructed response question
(see examples below chart)
Student lists what evidence to include then construct response to one text with
__clear reasoning
__relevant evidence
Teacher assesses response; student revises based on assessment / Teacher asks constructed response question based on PARCC samples.
List what evidence to include then construct response to one text with
__clear reasoning
__relevant evidence
Teacher assesses response; student revises based on assessment
Word Patterns and Grammar
CCSSR.3.4 / How do you infer the meaning of a word from context—give examples. / How do you infer the meaning of a word from context—give examples.
Writing conventions / Verb tense / Verb tense

Examples of literature constructed response Tasks based on PARCC.

Look closely at the illustrations to two different stories. Explain how each illustration helps the reader understands the characters’ actions in each story. Use examples from EACH STORY.

Write the next part of the story you read. Be sure to use what you learned about the narrator and the characters in your story that tells what happened next.

Write the journal of the main character in the story. Include how the character feels about the events.

Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22

NONFICTION LITERACY INSCIENCE AND SOCIAL SCIENCE

EXPLORE EXAMINE EXPLAIN

Preview the text and graphics.

FOCUS on a BIG question.

Identify IDEAS through examples.

Answer the BIG question!

Week of February 8 / Week of February 15
Nonfiction Sources / __ topic/trade book _ biography
_ history __article _video __textbook __museum exhibit / _ topic/trade book _ biography
_ history __article _video __textbook __museum exhibit
Science and
Social Science
DEVELOP NONFICTION LITERACY
CCSSRI3.2 summarize/analyze ideas
CCSSRI3.3—use structure of the text to identify ideas and their relationship to the central idea / Use strategies to analyze a nonfiction text. Focus on text features, including table, diagram, graph, contents, glossary, illustration, other features
Identify and support central idea and other ideas in a text. / Use strategies to analyze a nonfiction text. Focus on text features, including table, diagram, graph, contents, glossary, illustration, other features
Identify and support central idea and other ideas in a text.
Academic Vocabulary (CCSSR4) / Structure of text central idea supporting idea / Structure of text central idea supporting idea
Respond in Writing
CCSSW2 and 4
explanatory / Respond to the BIG question -- summarize what you learned about the topic—the central idea and most important information. / Respond to the BIG question--summarize what you learned about the topic—the central idea and most important information.

Skills Guides to use in demonstrations (“I do), guiding groups, independent work and assessments.

Nonfiction Graphic Organizers

Graphic OrganizerAssessmentRubric

Common Core Constructed Response Organizer

Third Grade: THIRD QUARTER Learning Priorities Weeks 23-24

LITERATURE

Week of February 22 / Week of February 29
Literature Genre / _poem_spiritual
If you include spirituals also provide history reading to contextualize. / _ story _ folk tale __humor _fable _ fantasy _poem _realistic fiction __mystery __historical fiction __biography __spiritual
Reading Literature / How do you read a poem?
Recommended: Analyze African American spirituals or poems.
How does the writer help you understand the idea? (includes metaphor, simile, images as well as theme/message) / How is a poem like a story?
How does the writer help you understand the message—compare and contrast how poets and story writers help readers understand the theme.
Literature Terms(CCSCSR4) / Figurative metaphor image simile theme stanza rhyme / figurative metaphor image simile theme plot character
Integrate Writing
Opinion based on analysis of text
(CCSSW3.1) / Write to tell what makes a good poem—with examples and use of the terms that describe the features. / Write to tell what makes a good poem—with examples and use of the terms that describe the features.
Compare a poem and a story that relat to the same theme.
Word Patterns and Grammar
CCSSR.3.4 / Figurative language
Word / What It Means in this Context
/ Multi-meaning words
Word / What It Means in this Context
Writing conventions / Add adjectives to sentences—or poems you write / Add adjectives to sentences—or poems you write

Skills Development Guides for Small Group and Independent Work