Grade 3 PACING GUIDE

Grade 3 PACING GUIDE

Sept. / Oct./Nov. / Dec. – Feb. / Mar. / April/May / June
Classroom Community: Building a Reading and Writing Community / Becoming a Close Reader and Crafting Narratives / Information Reading and Writing through Content / Literary Analysis and Test Writing as a Genre / Opinion Writing / Genre Study: Fairy Tales Around the World

GRADE 3 Unit OVERVIEW

Length of Unit Study: October/ November – 7 weeks

Reading: Becoming a Close Reader

Writing: Crafting True Stories

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Enduring Understandings/ Essential Questions to be addressed: / How do I read texts for a deeper understanding?
What does the writing process look like?
How can mentor texts help me develop my craft as a narrative writer?
Assessments / Formative Assessments (within unit) (optional):
See each bend. / Summative Assessment Performance-Based Assessment:
Selected short response question from the READY assessment. (TBD)
Reading Focus / In this unit students will learn about and practice how to close read and answer text dependent questions.
Writing Focus / In this unit students will craft true stories.
Word-Study Focus / This will be determined by building resources.
Content Connections / This unit is designed to address English Language Arts standards and to be taught during the literacy block of the school day. Librarians should continue to reinforce student selection of Just Right Books.
Common Core Literacy and Content Standard(s) to address:
Key:
Emphasized = Yellow
Introduced = Bold
CCL Standards: Reading Literature / Long-term Learning Targets (I Can Statements)
RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RL.3.2. 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.
RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
RL3.5. 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.
RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
RL.3.11 Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal events, and situations.
a. Self-select text based upon personal preferences. / * I can answer questions about a story. This means I can look back at the text to find my answers. I can ask questions about the text.
*I can use details from the story to determine the lesson/moral.
I can recount stories (fables, folktales and myths) from different cultures.
I can determine the lesson/moral of a story (fables, folktales and myths).
* I can describe characters in a story. I can explain how the characters actions affect the order of events.
* I can tell the difference between the literal meaning or the non-literal meaning of a word or phrase. I can figure out the correct meaning of a word or phrase.
* When writing or speaking about a text, I can use the terms chapter, scene, and stanza. I can describe how events in stories, dramas, and poems build upon each other.
* I can explain how the illustrations support the text.
I can explain how the illustrations in a story help create the mood.
* I can identify the theme in stories. I can compare and contrast themes in stories by the same author. I can compare and contrast settings in stories by the same author. I can compare and contrast plots in stories by the same author.
* By the end of the year, I can comprehend grade level text proficiently.
By the end of the year, I can read grade level text independently and proficiently.
I can make connections between the texts that I read.
a.  I can independently select just right books.
CCL Standards: Reading Foundational Skills / Long-term Learning Targets

See September’s Teacher Note

CCL Standards: Writing / Long-term Learning Targets
RW.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
·  Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
·  Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
·  Use temporal words and phrases to signal event order.
·  Provide a sense of closure.
RW.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
RW.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
RW.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.
RW.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. / * I can write a narrative piece about something real or imagined.
This means I will:
- Create a problem.
-Introduce characters.
-Organize events in sequence.
-Use dialogue and details to show thoughts and feelings of the characters throughout the story.
-Use words to show event order (the next day, before, tomorrow).
-Write a concluding statement(s).
* I can write with a purpose. (with help from adults) I can organize my thoughts. (with help from adults) I can produce a finished piece of writing. (with help from adults)
*I can plan my piece of writing. (with help from adults and peers)
I can revise my piece of writing. (with help from adults and peers)
I can edit my piece of writing. (with help from adults and peers)
* I can use information from my experiences or gather information from other sources. (print or digital) I can take notes on information gathered.
I can sort the information I’ve gathered into categories provided by the teacher.
* I can write until I complete a piece for different tasks, audiences and purposes.
CCL Standards: Listening and Speaking Skills / Long-term Learning Targets
See September’s Teacher Note
SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. / * I can determine the main idea of a text read aloud or information I hear from a speaker or other sources. I can determine supporting details of a text read aloud or information I hear from a speaker or other sources.
* I can give an oral report about a topic, text, or experience.
I will:
-Speak clearly at an understandable pace.
-Use facts and details related to the topic.
CCL Standards: Language Standards / Long-term Learning Targets
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L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
·  Choose words and phrases for effect.*
·  Recognize and observe differences between the conventions of spoken and written standard English.
L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
·  Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).
·  Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).
·  Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). / * I can choose words and phrases for effect (to keep my reader’s interest).
I can recognize the differences in written and spoken language.
* I can use figurative language (similes, metaphors, personification, hyperbole)
I can distinguish the literal and non-literal meaning of words and phrases in context.
I can identify connections between words and their use. This means I can identify words that are appropriate to describe a word.
I can distinguish slight differences in meaning between synonyms. (states of mind)
Materials and Resources / Texts used for Interactive Read-Aloud/Shared Reading:
Chapter books that could be used throughout the entire unit as read alouds, guided reading books, or for excerpts:
·  The BFG
·  Because of Winn Dixie
·  43 Old Cemetery Road
·  Bunnicula
·  Sarah Plain and Tall
·  The Miraculous Journey of Edward Tulane
·  Ella Enchanted
Instructional Technology:
See each individual bend
Graphic Organizers/Worksheets:
See each individual bend
Teaching Resources:
·  Falling in Love with Close Reading by Christopher Lehman & Kate Roberts
·  NYS Common Core ELA Curriculum G3:M1:U1
Bend 1:
Reading: Getting the Gist, Stating a Claim, and Identifying the Theme
Writing: Becoming a Storyteller on the Page (Bend 2)
Weeks: 1 and 2 / Focus:
Instructional Objectives / Learning Targets / Assessments for Bend
* After an initial reading, students will determine the gist, or main idea, of sections of the text and/or the whole text.
*Students will learn to write a claim and support it using text evidence.
* Students will identify a central message or theme and provide evidence to support their claim. / * I can reread a text and identify the gist or main idea of sections or of the whole text.
* I can identify a claim vs. a nonclaim.
* I can write a claim in response to a question and support it using text evidence.
*I can identify a central message of a story and provide evidence from the text to support my claim.
Suggested Resources:
Resources for Bend 1
(* items are in the dropbox) / ·  Main idea SMARTboard *
·  http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature
·  www.readworks.org
·  Ready 2014 edition Lesson 2 and Lesson 8
·  Suggested book titles for teaching themes: comics (Calvin and Hobbes is included in the dropbox), any folktales and fables, Mr. Peabody’s Apples, Mrs. Rumphius, Thank You Mr. Falker, Going Home
·  Moral of the Story graphic organizer *
·  Claim Photos student documents *
·  Claim Photos SMARTboard file *
·  Some Claims SMARTboard file *
·  What is a claim? *
·  Writing just claims *
Bend 2:
Reading: Reading Closely for Text Evidence with a Focus on Character
Writing: Writing with New Independence on a Second Piece (Bend 3)
Weeks: 3 and 4 / Focus:
Instructional Objectives / Learning Targets / Assessments for Bend
*After an initial reading, reread the story through a specific lens (focus) based on a question and highlight/ underline specific details to gather as data. Examples:
- what characters/people: say/think/or do
- Relationships
- Character change
*Look at text evidence for patterns
and use the patterns to make and support a claim.
Look at patterns to think about:
-Character’s/people’s:
-Feelings
-Traits
-Relationships
-Whole text:
-Themes
-Lessons / * After an initial reading, I can reread the text through a specific lens and gather more information about a character.
*I can examine the information I gathered about a character to look for patterns that help me understand the character’s feelings, traits, relationships, and how the character may have changed.
*I can use the information gathered to identify any lessons, themes, or the central message of the story. / Informal optional assessments are in the dropbox. Fair and Square and The Squirrel and the Crow are recommended for this bend.
Suggested Resources:
Resources for Bend 2:
(* items are in the dropbox)
Teacher Resources:
·  What is the Purpose of a Purpose Reread? (article) *
·  Text Dependent Question Bank *
·  Learning Log Protocol * / ·  Close Reading bookmark (could also be made into classroom chart) *
·  Reading Response Journal *
·  Answering a Question organizer *
·  SIWBS organizer *
·  Character analysis graphic organizer *
·  http://www.scholastic.com/teachers/article/books-strong-characters
·  http://www.scholastic.com/teachers/top-teaching/2012/11/teaching-character-traits-readers-workshop
·  http://www.readinga-z.com **requires paid subscription** and questions to accompany the stories *
·  http://achievethecore.org/dashboard/300/search/1/1/3/page/752/featured-lessons-list-pg
**Close Reading Mini Lessons (including character, word choice, and structure), free to subscribe to**
·  Lesson 6 SMARTboard file *
·  Ready 2014 edition lesson 6
·  https://learnzillion.com **free to subscribe to**
·  Ruby the Copycat lesson and character action note catcher *
·  Character Traits List *
·  Suggested book titles for teaching character: A Bad Case of the Stripes, My Rotten Redheaded Older Brother, Chrysanthemum, Big Al and Shrimpy, The Recess Queen, The Boy of the Three Year Nap, The Day of Ahmed’s Secret, Stand Tall Molly Lou Melon, Meanwhile by Jules Feiffer, The Big Red Lollipop by Ruksana Khan
Bend 3:
Reading: Reading Closely for Word Choice
Writing: Finish Bend 3/ Fixing Up and Fancying Up Our Best Work: Revision and Editing (Bend 4)
Week: 5 / Focus:
Instructional Objectives / Learning Targets / Assessments for Bend
*After an initial reading, students will use context clues to help determine the meanings of unfamiliar words and phrases.
*After an initial reading, students will distinguish between literal and abstract meanings of words and phrases using evidence from the text.
* After an initial reading, reread the story with a specific lens (focus) and highlight/underline specific details to gather as data. Examples:
-Words that have:
- strong images
- strong emotions
*Look at text evidence for patterns to develop a new understanding of the text. Look at patterns to think about: