ELA Harnett County Schools GRADE 3

*Theme Selection: CYCLES. Units of study (i.e. Project/Problem-based Learning) integrating multiple content areas are encouraged

PRIMARY- Anchor Standards receiving major focus during the quarter. Secondary- Anchor Standards receiving minor focus during the quarter.

*Theme: *for sample thematic units see www.commoncore.org/maps

GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities
What activities are used to develop skills and knowledge? (Unpacking Tools) / Connections
(i.e. Math Practices, Content Integration, Technology) / Resources
What materials, texts, videos, internet, software, or human resources support instruction? / Evidence
What products and/or performances are collected to establish that content/skills have been learned?
Reading Literature
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. / 3. RL.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / How do readers ensure they understand or comprehend?
How can I analyze the text to comprehend what I read?
How can I use parts of a text to support my thinking?
How can knowing the different characteristics of literature and informational text help me know what questions to ask about the text? / Students may recall facts such as how, who, what, where, or when.
Students may highlight, underline, or point to the answer found in the text.
Students may develop questions that can be answered explicitly from the text. This could be working with a team or partner to write questions to exchange and find the answer.
Summarize and evaluate text through literature circles.
Create questions based on Bloom’s Revised Taxonomy question stems. Provide answers to support the questions that are written. Exchange questions with other groups. / www.commoncore.org/maps
Interactive Read Alouds: Grades 2-3 by Linda Hoyt
Comprehension Strategies Kit 1 by Linda Gambrel
(Fiction/ Nonfiction) / Fountas and Pinnell
Reading Benchmark Assessment Kits
Responses to student-created questions
Completed graphic organizers
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. / 3. RL.4
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. / What strategies can I use to determine meanings of words and to remember their meanings?
How do readers ensure they understand or comprehend? / Students highlight and discuss figurative language as it is encountered in text.
Students illustrate the literal and figurative meanings of figurative language (e.g., he lost his head, running on empty, frog in my throat).
Students may research the origins of selected idioms to reinforce understanding.
Read several books that use idioms in the story (e.g., the Amelia Bedelia series) or a book that uses idioms as the text. Then assign the students this prompt: “Choose an idiomatic saying. Draw a picture of the literal and figurative meaning of the saying. Write a short paragraph to explain to someone like Amelia Bedelia why it is important to know what the saying really means.” / 3.RI.5, 3.L.4, 3.L.5 / Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell
Guiding Readers and Writers Grade 3-6 Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnell / Readers Workshop
o Shared reading
o Read aloud
o Think aloud
o Making word activities
o Guided Reading
o Choral Reading
o Read with a partner or peer
o Independent Reading
o Book talk
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. / 3. RL.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. / What elements are needed for good story writing?
How does knowledge of literary elements help us elaborate our writing? / Teachers create a focus wall that includes terms of various literature structures as a resource.
Students will be able to use information recorded on a graphic organizer to write or to speak about the text.
Students create a literature structure journal as a resource.
Use a poem such as “Eating While Reading,” Gary Soto, to illustrate how each line builds meaning to the next. Have students read multiple poems aloud to each other, explaining their understanding of the poem, line-by-line, and stanza-by-stanza. / Teacher selected text/literature in a variety of genres
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell
Guiding Readers and Writers Grade 3-6 Teaching Comprehension, Genre, and Content Literacy by Irene C. Fountas and Gay Su Pinnell / Teacher observation
• Anecdotal records
• Checklists
• Rubrics
• Written summary
• Written retell
• Portfolio
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
Reading Informational Text
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. / 3. RI.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / How do readers ensure they understand or comprehend?
How can I analyze the text to comprehend what I read?
How can I use parts of a text to support my thinking? / Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall.
Teacher models (through thinking aloud) use context clues to determine a word or phrase:
• Look at the illustration or graph.
• Use background knowledge regarding the subject.
• Look at the sentence before and after to help build meaning.
• Use morphology, affixes, and Greek & Latin roots to help arrive at meaning.
Students keep word journals or records for easy reference. / Read informational text related to science, social studies and healthy living.
3.OA.8 - Math word problems / www.commoncore.org/maps
Interactive Read Alouds: Grades 2-3 by Linda Hoyt
Comprehension Strategies Kit 1 by Linda Gambrel
(Fiction/ Nonfiction) / Fountas and Pinnell
Reading Benchmark Assessment Kits
Responses to student-created questions
Completed graphic organizers
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. / 3. RI.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to agrade 3 topic or subject area. / What strategies can we use when analyzing text for information or to answer a question?
What references or resources can we use to enhance our vocabulary? / Teachers incorporate academic and domain specific vocabulary words on a focus wall or word wall.
Teacher models (through thinking aloud) use context clues to determine a word or phrase:
• Look at the illustration or graph.
• Use background knowledge regarding the subject.
• Look at the sentence before and after to help build meaning.
• Use morphology, affixes, and Greek & Latin roots to help arrive at meaning.
Students keep word journals or records for easy reference. / Interactive Read Alouds: Grades 2-3 by Linda Hoyt
Comprehension Strategies Kit 1 by Linda Gambrel
(Fiction/ Nonfiction)
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell / Fountas and Pinnell
Reading Benchmark Assessment Kits
Responses to student-created questions
Completed graphic organizers
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. / 3. RI.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). / What strategies can we use when analyzing text for information or to answer a question? / Students use primary source materials (e.g., photos, artifact illustrations, maps) to locate information on a social studies topic studied. / Social Studies and Science content studied / Readers Workshop:
o Shared reading
o Read aloud
o Think aloud
o Making word activities
o Guided Reading
o Choral Reading
o Read with a partner or peer
o Independent Reading
o Book talk / Fountas and Pinnell
Reading Benchmark Assessment Kits
Reading and writing conference logs
Reading journals
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. / 3. RI.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). / What strategies can we use when analyzing text for information or to answer a question? / Teachers teach different informational text structures (e.g., cause & effect, sequential/ chronological, descriptive, comparison) individually.
Teachers model using different graphic organizers with text.
Introduce the book Coming to America: The Story of Immigration, Betsy Maestro and Suzannah Ryan, as telling the story of immigration. / 3. RI.4, 3.SL.1, 3.L.5. / Interactive Read Alouds: Grades 2-3 by Linda Hoyt
Comprehension Strategies Kit 1 by Linda Gambrel
(Fiction/ Nonfiction)
Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 by Irene C. Fountas and Gay Su Pinnell / Fountas and Pinnell
Reading Benchmark Assessment Kits
Reading and writing conference logs
Reading journals
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
Continued….. / Tell students that America is unique because so many people have come from so many different backgrounds. To understand how all of these people groups came to the same place, challenge students to think about the sequence of events in America’s history. Define “chronological order” and relate it to something like your daily schedule or school calendar. As you read the book aloud, have students jot down important events on Post-Its, keeping them in chronological order. Ask them also to be thinking about why we might need to have rules to guide our government.
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
Reading Foundations / 3.RF.3
Know and apply grade-level phonics and word analysis skills in decoding words.
c. Decode multi-syllable words. / What strategies do I need to use to decode words and determine their meanings?
What is a syllable pattern and how can they help us read unfamiliar words? / Students create different meanings of text(s) by implementing different prefixes and suffixes.
Students sort multi-syllabic words into syllable types. / Fcrr.org / Words Their Way by Donald Bear, et al
Bringing Words to Life: Robust Vocabulary Instruction by I. Beck, M. McKeon, and L. Kucan / Daily Grammar Practice pages
Fountas and Pinnell
Reading Benchmark Assessment Kits
3.RF.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. / How can reading accurately and fluently help me comprehend? / Fluency is a bridge to comprehension and is result of accurately decoding words automatically in order to not lose the meaning of the text. It is achieved through multiple opportunities to practice. Students read grade-level material with appropriate rate (speed), accuracy (precision) and prosody (expression). / Classroom libraries (leveled and content)
• Writing center
• Reading center
• Listening Centers
Readers Workshop:
o Shared reading
o Read aloud
o Think aloud
o Making word activities
o Guided Reading
o Choral Reading
o Read with a partner or peer
o Independent Reading
o Book talk
Teacher selected text/literature in a variety of genres. / Fountas and Pinnell
Reading Benchmark Assessment Kits
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
Continued….. / c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Teachers offer different types of text with appropriate rhythm, pacing, intonation, and expression relevant to the text for student reading.
Rehearse and present a poems (suggestion: Langston Hughes) through poetry café or author’s celebration.
Plan and produce reader’s theater performance.
Divide the class into eight groups to perform a cumulative choral reading of the Preamble to the Constitution. Have the first group read to the comma, the second group read to the next comma, etc. Continue adding voices/phrases until the whole class is reading the Preamble. Students will quickly and naturally memorize the Preamble and can perform it independently as an oral recitation. / 3.RF.3
GRADE 3 – QUARTER 3 / Anchor Standards / Standard / Essential Questions / Sample
Activities / Connections / Resources / Evidence
Continued….. / As you and the students read poems, ask them choose words that they like to collect in their journals. Read aloud a poem such as “Daffodils” (William Wordsworth) several times, modeling fluent reading. Choose an evocative word from the poem, because, for example, of the way it sounds or what it means. Every time the class reads a poem, either together or individually, give the students a few minutes to choose one or two words that they like and then use them in sentences.