FORT SMITH PUBLIC SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated Content WEEK 10
The following standards are minimally addressed in 2nd Quarter. To ensure adequate coverage, incorporate these standards in whole group lessons, small group instruction or literacy work station activities when possible.L.3.1b, L.3.2a
READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / J-L4
Skill:Compare &Contrast
Strategy:Infer &Predict
Genre: Historical Fiction
Academic Language:
compare contrast
infer alike similar
different connect / J-L4
Weekly Plan:T272-T273
ReadAloud
“The BixbyBridge”
T280-281
- Projectable 4.1 (Model Fluency)
- CCLG: p. 47
- T281 Target Vocabulary
“Pop’s Bridge”
T294-T306
Genre: Historical Fiction
- CCLG:p. 46
- Introduce Comprehension T292-T293
Infer/Predict
- Projectable 4.4 (Compare/Contrast; Infer/Predict)
- PB: Vol. 1, p. 45
- Projectables 4.5a, 4.5b, 4.5c (Venn Diagram: Compare &Contrast)
- Stop & Think: T297, T299, T302
- Deepen Comprehension T314-T315
- Projectable 4.8
- PB: Vol 1, p. 50
“Bridges”
T320-T321
Genre: Informational Text
- MC: T321
- CCLG: p. 47
T334 Weekly Test
4.4-4.6
Main CC Standards
CC.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about thesame or similar characters (e.g., in books from a series).
(This standard is the Focus Walltarget skill for the week.)
(The entire standard is not addressed in this Journeyslesson.)
(Additional materials must be used to meet the rigor of this standard.) /
- I will compare and contrast themes, characters, and plots of two stories by the same author.
Contrast
Themes
Plot / GRW: p. 445
TDC: p. 143-146 (T)
STW1: p. 197-206
CC.RL.3.1Askanswerquestionsto demonstrateunderstanding ofa text,referringexplicitlyto thetextasthebasisfor theanswers.
(This standard is the Focus Walltarget strategy for the week.)
(Refer to FSPS Ongoing CCSS Grade 3) /
- I will ask and answer questions, using the text for support, to show my understanding.
GRW: p. 292-294
TDC: p. 18-19
RP: p. 51-64, Chapter 4
Embedded CC Standards
CC.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events. /
- I will describe the characters in a story and explain how their actions contribute to the story’s events.
Contribute
Events / GRW: p. 441-443
TDC: p. 19-22 (T)
GRW: p. 395-396 (T)
TDC: p. 156
CC.RL.3.4Determinethemeaningofwordsandphrasesastheyareusedinatext, distinguishingliteralfromnon-literallanguage. /
- I will determine the literal and figurative meaning of words an author uses.
- I will use specific terms (chapter, stanza, etc.) when discussing a story or text.
Literal
Figurative / RM: p. 107-110
GRW: p. 376 (T)
CT: Book 4, Lesson 10, p. 2, Lesson 11, p. 14, Lesson 12, p. 26
Vocabulary / Vocabulary
J-L4
VOCABULARYSTRATEGIES:
Base Words and Endings:
-s, -es, -ed,
-ing
WORDCARDS:
Cards 25-32
TARGET VOCABULARY:
balancing, foggy, tide, stretch, crew, excitement, disappears, cling / J-L4
Weekly PlanT272-T273
Introduce Vocabulary
T282-T283
Daily Vocabulary Boost
T289, T311, T319, T327
Develop Background
“The Bixby Bridge”
T280-T281
“Buidling Bridges”
T290-T291
Vocabulary Strategies
T322-T323
Base Words &Endings –s, -es,-ed,- ing
- Projectable 4.9
- PB: Vol. 1, p. 53
. / (OPTIONAL)
T334 Weekly Test
TargetVocabulary
Base words &Endings
–s, -es,-ed,-ing
4.2-4.3
CC.L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies
CC.L.3.4aUsesentence-levelcontextas a clueto themeaningofa wordorphrase.
(The rigor of this standard is addressed by using Journeys vocabulary cards.) /
- I will determine the meaning a word by using its prefix or suffix.
Suffix /
WTW: p.253 & 265
BWL
WJ: Chapter 6
CC.L.3.6Acquireuseaccuratelygrade-appropriateconversational,generalacademic,domain- specificwordsandphrases,includingthosethatsignalspatialtemporalrelationships(e.g.,After dinnerthatnightwewentlookingforthem.)
(The rigor of this standard is addressed by using Journeys vocabulary cards, nonfiction piece, text.) /
- I will use words and phrases that I have learned through listening and reading.
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Phonics/Spelling
J-L8
Spelling Words:
Silent Letters kn, wr / J-L8
Detailed Spelling Plan
T184-T185
- T196-T197Silent Letterskn, wr (Sound/Spelling Cards)
- T198 Unexpected Consonant Spellings/ Pretest
- T218 WordSort
- T226 SegmentSounds/Build Words
- T234Connectto Writing
T245 WeeklyPhonics Test
8.13-8.14
T240 Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 3 for CC.RF.3.4c and CC.L.3.2f when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / J-L13
Grammar
Subject-Verb Agreement / J-L13
Detailed Grammar Plan
T182-T183
- T196 Subject-Verb Agreement
PB: Vol. 1, p. 170
- T216 Subject-Verb Agreement
PB: Vol. 1, P. 172
- T224 Subject-Verb Agreement
- T232 Spiral Review: Writing Correct Sentences
PB: Vol. 1, p. 180
- T238-T239 Review: Subject-Verb Agreement
PB: Vol. 1, p. 182 / ( Optional)
T243Weekly Test
13.10-13.12
- Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
- Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.3.1a, CC.L.3.1f.
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1aExplainthefunctionofnouns,pronouns,verbs,adjectives,adverbsin generalandtheirfunctionsin particularsentences. /
- I will explain functions of nouns, verbs, pronouns, adjectives, and adverbs.
MM2-3
MM4-5
MI
EE
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1eForm and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
(This standard is not addressed in Journeys lesson- use additional materials to address this standard.) /
- I will use simple verb tenses.
Writing Standards / Narrative Writing Focus
Choose appropriately from the lessons.
Personal Narrative
Refer to J – L 4
- Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
- Refer to FSPS Informational Writing Criteria A.
CC.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.3.3aEstablishasituationandintroduceanarrator and/orcharacters;organizeaneventsequencethat unfoldsnaturally.
(Refer to FSPS Narrative Criteria A) /
- I will write information texts where I introduce a topic and group related information together.
LC: Raising the Quality of Narrative Writing, p. 69
CC.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
(The entire standard is not addressed in this Journeys lesson.)
(Refer to FSPS Narrative Criteria A) /
- I will use dialogue and descriptions to develop events.
CL: p. 48, 53, 55
CC.W.3.3Writenarrativesto developrealorimaginedexperiencesor eventsusingeffectivetechnique,descriptivedetails,clearevent sequences.
CC.W.3.3c Use temporal words and phrases to signal even order.
(Refer to FSPS Narrative Criteria A) /
- I will use linking words and phrases to connect my opinion with its reasons.
Phrases
Opinion / MM2-3: p. 88
CC.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CC.W.3.3dProvideasenseofclosure.
(Refer to FSPS Narrative Criteria A) /
- I will provide a sense of closure.
LC: Book 2, p.137
CL: p. 68-71
Quarter 2-1
FORT SMITH PUBLIC SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated Content WEEK 11
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / Comprehension
Skill:
Text Features
Strategy:
Question
Genre: Technical / Read Aloud
Teacher Selected
Read-Aloud
(Technical-Multiple Texts)
Main CC Standards
CC.RI.3.5Usetextfeaturesandsearchtools(e.g.,keywords,sidebars,hyperlinks)
to locateinformationrelevantto a giventopicefficiently.
(This standard is the Focus Walltarget skill for the week.) /
- I will use various text features to locate information.
GRW: p. 402-404 (T)
CC.RI.3.1Askandanswerquestionsto demonstrateunderstandingofa text, referringexplicitlyto thetextas thebasisfortheanswers.
(This standard is the Focus Walltarget strategy for the week.)
(Refer to FSPS Ongoing CCSS Grade 3) /
- I will ask and answer questions, using the text for support, to show my understanding.
CT: Book 3, Lesson 7, p.2, Lesson 8 p. 12, Lesson 9 p. 26, Lesson 14, p. 46
GRW: p. 456-458 (T)
Embedded CC Standards
CC.RI.3.2Determinethemainideaofa text;recountthekeydetailsexplainhowtheysupportthemain idea.
(The rigor of this standard is not addressed in this Journeys lesson.) /
- I will determine the main idea and supporting details of a text.
- I will explain how the supporting details specifically relate to the main idea.
Supporting details / CT: Book 5, Lesson 18, p. 24 Lesson 19, p 36, Lesson 21, p. 56
CC.RI.3.3 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. /
- I will use language that pertains to sequence or cause/effect to describe the connection between historical events, scientific ideas, or steps in a procedure.
Cause/Effect Connection Historical
Scientific
Procedure /
CC.RI.3.7Useinformationgainedfromillustrations(e.g.,maps,photographs)and thewordsin a textto demonstrateunderstandingofthetext(e.g.,where,when, why,andhowkeyeventsoccur). /
- I will explain how charts, diagrams, or illustrations are helpful in clarifying text.
STW1: p. 117-121 (T)
CT: Book 2, Lesson 4, p. 2
CC.RI.3.8Describethelogicalconnectionbetweenparticularsentencesparagraphsinatext(e.g., comparison,cause/effect,first/second/thirdinasequence).
(This standard is not addressed in Journeys lesson- use additional materials to address this standard.) /
- I will explain the connections between sentences and paragraphs in a text using comparison, cause /effect, or sequencing.
CT: Book 4, p. 24, Lesson 11
TDC: p. 44
Vocabulary / Teacher Selected Materials for Vocabulary Study
CC.L.3.6Acquireuseaccuratelygrade-appropriateconversational,generalacademic,domain- specificwordsandphrases,includingthosethatsignalspatialtemporalrelationships(e.g.,After dinnerthatnightwewentlookingforthem.)
(Refer to FSPS Vocabulary Instruction Guidelines K-6) /
- I will use words and phrases that I have learned through listening and reading.
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Phonics/
Spelling
J-L9
VowelDiphthongs
ow,ou
Spelling:
Vowelsound in “town” / J-L9
Detailed Spelling Plan
T272-T273
- T284-T285 VowelDiphthongsow,ou
- T286 Vowel Sound in town/Pretest
- T308 WordSort
- T316 BuildWords
- T324 Connectto Writing
WeeklyPhonics Test
9.7-9.8
T330 Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 3 for CC.RF.3.4c and CC.L.3.2f when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / Grammar
J-L10
Pronouns
Capitalize Words in Titles / J-L10
Detailed Grammar Plan
T362-T363
- T376 Pronouns – Subject Pronouns
PB: Vol. 1, p. 128
- T398 Object Pronouns
PB: Vol. 1, p. 130
- T406 Subject & Object Pronouns
- T414 Spiral View: Singular & Plural Nouns
- T420-T421 Weekly Review: Pronouns
Sentence Fluency
PB: Vol. 1, p. 140 / ( Optional )
T425
Weekly Test
10.9-10.11
- Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
- Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.3.1a, CC.L.3.1f.
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1aExplainthefunctionofnouns,pronouns,verbs,adjectives,adverbsin generalandtheirfunctionsin particularsentences. /
- I will explain functions of nouns, verbs, pronouns, adjectives, and adverbs.
MM2-3
MM4-5
MI
EE
CC.L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.3.2aCapitalize appropriate words in titles.
(Journeys grammar lesson 10 does not teach this grade-level standard. Teacher will need create their own lessons for the week.) /
- I will capitalize appropriate words in titles.
Appropriate /
MI
TP
MM2-3
MM4-5
Writing / TLI Writing Focus
Choose appropriately from the lessons
Refer to J – L 28
- Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
- Refer to FSPS Informational Writing Criteria D.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2a Introduce a topic and group relatedinformation together; include illustrations when useful to aiding comprehension.
(Refer to FSPS Informational Writing Criteria D) /
- I will introduce a topic by grouping related information together.
- I will include illustrations to help with comprehension.
Illustrations
comprehension / GRW: p.403 (T)
STW1: p. 117-121 (T)
CT: Book 2, Lesson 4, p. 2
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2b Develop the topic with facts,definitions, and details.
(Refer to FSPS Informational Writing Criteria D) /
- I will develop the topic with facts.
- I will develop the topic with definitions.
- I will develop the topic with details.
Definitions
details / Is That a Fact?
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.W.3.2c Use linking words and phrases(e.g., also, another, and, more, but) to connect ideas within categories of information.
(Refer to FSPS Informational Writing Criteria D) /
- I will use linking words.
- I will use phrases.
phrases / Is That a Fact?
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2d Provide a concluding sectionorstatement.
(Refer to FSPS Informational Writing Criteria D) /
- I will provide a conclusion.
Is That a Fact?
CC.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. /
- I will use provided sources to find information, take notes on sources, and categorize my notes.
Categorize / CT: Book 6, Lesson 22, p. 2-13
Quarter 2-1
FORT SMITH PUBLIC SCHOOLS – GRADE 3 Curriculum: Literacy & Integrated Content WEEK 12
READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Main CC Standards / FSPS Comprehension/
Fluency
Skill:
Sequence
Strategy:
Monitor/Clarify / Read Aloud
Teacher Selected Read Aloud
(Technical-Multiple “How-To” Texts)
CC.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
(This standard is the Focus Walltarget skill for the week.) /
- I will explain the connections between sentences and paragraphs in a text using comparison, cause/effect, or sequencing.
Comparison, Cause/Effect, Sequencing / GRW: p. 403-404
CT: Book 4, Lesson 11, p. 24
TDC: p. 44
CC.RI.3.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area.
(This standard is the Focus Walltarget strategy for the week.) /
- I will determine the meaning of words or phrases I don’t know.
CT: Book 4, Lesson 10, p. 2
CT: Book 4, Lesson 12, p. 26
Common Core Appendix A (Tiered Vocabulary), p. 32-34
Embedded CC Standards
CC.RI.3.3 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. /
- I will use language that pertains to sequence or cause/effect to describe the connection between historical events, scientific ideas, or steps in a procedure.
Cause/Effect Connection Historical
Scientific
Procedure /
CC.RI.3.4 Determine the meaning of general academic and domain‐specific words and phrases in a text relevant to a grade 3 topic or subject area. /
- I will determine the meaning of words or phrases I don’t know.
CT: Book 4, Lesson 10, p. 2
CT: Book 4, Lesson 12, p. 26
Common Core Appendix A (Tiered Vocabulary), p. 32-34
CC.RI.3.5Usetextfeaturesandsearchtools(e.g.,keywords,sidebars, hyperlinks)to locateinformationrelevantto a giventopicefficiently. /
- I will use various text features to locate information.
GRW: p. 402-404 (T)
CC.RI.3.6 Distinguish their own point of view from that of the author of a text.
(This standard is not addressed in Journeys lesson- use additional materials to address this standard.) /
- I will be able to distinguish my point of view from the author’s.
Point of view
Author
CC.RI.3.7Useinformationgainedfromillustrations(e.g.,maps,photographs)
andthewordsin a textto demonstrateunderstandingofthetext(e.g.,
where,when,why,andhowkeyeventsoccur). /
- I will explain how charts, diagrams, or illustrations are helpful in clarifying text.
STW1: p. 117-121 (T)
CT: Book 2, Lesson 4, p. 2
Vocabulary / Teacher Selected Materials for Vocabulary Study
Refer to FSPS Vocabulary Instruction Guidelines K-6
CC.L.3.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CC.L.3.3a Choose words and phrases for effect.
(Refer to FSPS Vocabulary Instruction Guidelines K-6) /
- I will choose words and phrases for effect.
TAW: p. 62-72 (revision) (T)
CL
NCL
MI
LC: Book 6, Lesson 13 & 14, p. 175 & 187
WP:p. 48-49 (voice)
CC.L.3.5 Demonstrate understanding of word relationships and nuances in word meanings.
CC.L.3.5a Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
(Refer to FSPS Vocabulary Instruction Guidelines K-6) /
- I will distinguish between literal and figurative meanings of words and phrases in context.
Non-literal /
GRW: (figurative language)
WP: p. 45 (figurative language)
LC: Book 6, Lesson 13, p. 175
CC.L.3.6Acquireuseaccuratelygrade-appropriateconversational,generalacademic,domain- specificwordsandphrases,includingthosethatsignalspatialtemporalrelationships(e.g.,After dinnerthatnightwewentlookingforthem.)
(Refer to FSPS Vocabulary Instruction Guidelines K-6) /
- I will use words and phrases that I have learned through listening and reading.
MI: p. 90
WTW: Chapters 7,8,9
Spelling / Spelling
J-L10
Wordswithau, aw,ai, o
Spelling:
Vowel Soundin “talk” / J-L10
Detailed Spelling Plan
T362-T363
- T374-T375 Words with au, aw, ai, and o
- T376 Vowel Sound in talk/Pretest
- T398 Word Sort
- T406 Build Words
- T414 Connect to Writing
Weekly Phonics Test
10.7-10.8
T420 Spelling Assessment
Refer to FSPS Ongoing CCSS Grade 3 for CC.RF.3.4c and CC.L.3.2f when teaching spelling.
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS,
EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / J-L14
Grammar
Pronouns& Verbs / J-L14
Detailed Grammar Plan
T270-T271
- T284 Pronouns & Verbs
Projectable 14.2
PB: Vol. 1, p. 184
- T304 When to Add –es, -ies
PB: Vol. 1, p. 186
- T312 Pronouns & Verbs
- T320 Spiral Review: Simple Subjects & Predicates
PB: Vol. 1, p. 194
- T326 Weekly Review: Pronouns & Verbs
PB: Vol. 1, p. 196 / (OPTIONAL)
T331
Weekly Test
14.9-14.11
- Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.
- Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.3.1a.
CC.L.3.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC.L.3.1aExplainthefunctionofnouns,pronouns,verbs,adjectives,
adverbsin generalandtheirfunctionsin particularsentences.
(Rigor of standard will not be met by Journeys lesson) /
- I will explain functions of nouns, verbs, pronouns, adjectives, and adverbs.
MM2-3
MM4-5
MI
EE
Writing / TLI Writing Focus
Choose appropriately from the lessons
Refer to J – L 28
- Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.
- Refer to FSPS Informational Writing Criteria D.
Quarter 2-1