Greene County Public Schools
Language Arts Grade 3 Curriculum Guide 2015-2016 Quarters 1-4
KEY / Writing / Fiction / Nonfiction / SOL Not TestedBloom’s Taxonomy Abbreviations
R=Remember; U=Understand; An=Analyze; Ap=Apply; E=Evaluate; C=Create
Times/ Dates / SOL/Strand / Objective/Content/ Essential Questions / Vertical Alignment / Vocabulary / Cross-Curricular Connections
First Quarter
Aug. 18
ongoing / 3.1 a-e / Introductory Activities, Introduction of Daily Five, CAFÉ, and Initial Assessments.
Use effective communication skills in group activities. ** Not Tested
a. Listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. U
b. Ask and respond to questions from teachers and other group members. U
c. Explain what has been learned. U
d. Use language appropriate for context. AP
e. Increase listening and speaking vocabularies R
Essential Knowledge
To be successful with this standard, students are expected to
· participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led).
· engage in taking turns in conversations by:
° making certain all group members have an opportunity to contribute;
° listening attentively by making eye contact while facing the speaker;
° eliciting information or opinions from others;
° supporting opinions with appropriate ideas, examples, and details; and
° indicating disagreement in a constructive manner.
· take initiative in moving a group discussion forward by:
° following rules for discussions and assigned group roles;
° contributing information that is on topic;
° answering questions;
° asking clarifying questions of the speaker;
° summarizing the conclusions reached in the discussion; and
° explaining what has been learned.
· ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).
· use language appropriate for the context of the discussion.
· increase their listening and speaking vocabularies through group activities such as:
° engaging in activities that require following directions; and attempting to use new words in meaningful sentences. / 4.2b Listen and record information
2.3d Retell information shared by others
4.1b Contribute to group discussions across content areas.
4.1e Use grammatically correct language and specific vocabulary to communicate ideas.
2.2a Increase listening and speaking vocabularies. / Comprehension
Extend Vocabulary
Fluency
Understanding
Accuracy
Stamina
Listening attentively
Summarizing
Eye contact
Explain
Language
Vocabulary / Units-Geography-
Create a map of a good reader/writer, draw map of classroom and label, Me on the Map book
-Write own Me on the Map book using complete sent
Reinforce spelling of map terms
Math-Place Value. Comparing numbers - Reinforce word form in sentences, reinforce spelling of number words
Aug. 24
ongoing / 3.12 / The student will use available technology for reading and writing. AP
Essential Knowledge
To be successful with this standard, students are expected to
· use available technology for reading and writing.
· read electronic media to gather specific information, to gain knowledge, and for enjoyment.
· use available technology to compose, edit and share writing as well as to interact and collaborate with others.
ask and respond to questions about material presented through various media formats. / 2.14 The student will use available technology for reading and writing. / Computer
iPad
iPod
Website
Search engine
Internet
Key words
Search
Aug. 24 ongoing / 3.3 a-b / Apply word analysis skills when reading.
a. Use knowledge of regular and irregular vowel patterns (based on student word study level). AP
b. Decode regular multisyllabic words. AP
Essential Knowledge
To be successful with this standard, students are expected to
· apply knowledge of regular and irregular vowel patterns to decode words.
· apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words.
· apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to decode words.
· decode regular multisyllabic words in order to read fluently. / 2.5a Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.
2.5c Decode regular multisyllabic words. / Consonants
Vowel
Syllable
Compound words
Aug. 24
ongoing / 3.4 b / Student will expand vocabulary when reading
b. use knowledge of roots and affixes AP
Essential Knowledge
· apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).
· apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.
· determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat). / Review: un-, re-, dis-, -er, -est, -s, -es, -ing, -ed, -or / Prefix
un- in- tele- re-
im- dis- pre-
Suffix
-s -es -or -er
-ful -ly -ing -less -ies -ed -est -y -ied
Root (base) word
nonexamples
Aug. 24
ongoing / 3.10 j / The student will edit writing for correct grammar, capitalization, punctuation, and spelling. AP
j. Use correct spelling for frequently used sight words,
Essential Knowledge
· use correct spelling for frequently used words, including irregular plurals (e.g., men, children).
· use correct spelling for frequently used sight words, including irregular plurals. / 2.13h Use correct spelling for commonly used sight words, including compound words and regular plurals. / Capitals
Punctuation
Period
Question mark
Exclamation point
9/1 – 10/16 / 3.6 a-l
Nonfiction
(Text Features) / The student will continue to read and demonstrate comprehension of nonfiction texts.
a. Identify the author’s purpose. AN
b. Use prior and background knowledge as context for new learning. AP, AN
c. Preview and use text features. AP
d. Ask and answer questions about what is read. AN
e. Draw conclusions based on text. E
f. Summarize major points found in nonfiction texts. AN
g. Identify the main idea. AN
h. Identify supporting details. R
j. Use reading strategies to monitor comprehension throughout the reading process. AP
k. Identify new information gained from reading. R
l. Read with fluency and accuracy. AP
Essential Knowledge
· monitor their comprehension throughout the reading process by:
° becoming aware of when they do not understand;
° identifying exactly what is causing them difficulty; and
° generating their own questions to help integrate units of meaning.
· use text features to make meaning by:
° applying phonetic strategies;
° using punctuation indicators, such as commas, periods, exclamation points, question marks, and apostrophes showing contraction and possession;
° applying knowledge of simple and compound sentence structures;
° knowing when meaning breaks down and then rereading to self-correct; and
° using illustrations to gain information (e.g., maps, photographs).
· identify new information gained from reading.
practice reading and rereading familiar nonfiction texts with fluency and accuracy. / 4.6c Explain the author’s purpose
2.9c/4.6i Use prior and background knowledge as context for new learning.
2.9a Preview the selection using text features.
4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital.
2.9e Ask and answer questions about what is read
2.9f Locate information to answer questions.
4.6b Formulate questions that might be answered in the selection.
4.6f Draw conclusions and make simple inferences using textual information as support
4.6e Summarize supporting details
2.9g/4.6d ID the main idea.
4.6k Use reading strategies throughout the reading process to monitor comprehension.4.6j ID new information gained from reading.
2.9h Read and reread familiar passages with fluency, accuracy, and meaningful expression.
4.6l Read with fluency and accuracy / Author
Purpose
Prediction
Experience
Connection
Compare
Contrast
Draw conclusion
Plagiarism
Passage
directions
Fiction
Nonfiction
Problem
Solution
Questions
Paragraph
Flow chart
Decide
Important
Main reason
Read the flyer
Venn diagram
Web
Empty
Article
Opposite
Information
Website
Title
Story / Units- Economics, Scientific Method, Matter, Water Cycle
Use nonfiction, content related books to identify text features and to read for comprehension
Math- Rounding, Place Value, Addition
9/1-9/18 / 3.10 a / The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
a. Use complete sentences. AP
Essential Knowledge
To be successful with this standard, students are expected to
· use complete sentences. / 2.13 a Recognize and use complete sentences. / Complete
Sentence (thought)
Subject
Predicate
Verb
Noun
Adjective / Incorporate these skills into the above stories
9/21-9/25 / 3.10 c / The student will edit writing for correct grammar, capitalization, punctuation, and spelling.
c. Use the word I in compound subjects. AP
Essential Knowledge
· use the word I in compound subjects. / 2.13c Capitalize all proper nouns and the word I / Complete
Sentence (thought)
Subject
Predicate
Verb
Noun
Adjective
9/24-9/25 / 3.10 i / i. Use the articles a, an, and the correctly. AP
Essential Knowledge
· use articles a, an and the correctly. / Vowel
Consonant
article / Incorporate these skills into the above stories
9/28-10/2 / 3.10 h / The student will edit writing for correct grammar, capitalization, punctuation and spelling.
h. Use apostrophes with contractions AP
Essential Knowledge
° punctuate correctly:
° apostrophes in contractions with pronouns, (e.g., I’d, we’ve); / 2.13e Use apostrophes in contractions and possessives. / Apostrophe
Contraction
Possessive
pronoun / Incorporate these skills into the above stories
10/5-10/16 / 3.9 a-b / The student will write for a variety of purposes.
a. Identify the intended audience. AN
b. Use a variety of pre-writing strategies. AP
Essential Knowledge
· use strategies for organization of information and elaboration relevant to the type of writing.
· clarify writing when revising by including specific vocabulary and information. / 4.7a Identify intended audience
2.12a Generate ideas before writing.
4.7c Use a variety of pre-writing strategies / Graphic Organizer
Pre-writing / Incorporate these skills into the above stories
10/12 – 10/16
End of First Quarter / 3.7 b / The student will demonstrate comprehension of information from a variety of print and electronic resources.
b. Use table of contents, indices, and charts. AP
Essential Knowledge
· Use table of contents, indices, and charts. / 2.10 a-b Use table of contents, pictures, charts, and captions / Table of contents
Index
Indices
Charts
Data / Units- Simple Machine
Use reference books to look up content words and find text features
Second
Quarter
10/19-10/30 / 3.4 g / The student will expand vocabulary when reading.
g. Use word reference resources including the glossary, dictionary and thesaurus. (introduce) U, AN, AP
Essential Knowledge
· using the glossary, dictionary, and thesaurus as reference resources to learn word meanings. / Alphabetical Order
4.4c Use word-reference materials, including the glossary, dictionary, and thesaurus. / *Dictionary
*Glossary
Thesaurus
*Entry words
*Guide words
*Alphabetical order
*Definition (meaning) / Units- Energy
-Put vocab. in ABC order
-Use reference books to look up vocabulary
Math-Multiplication Use reference books to look up vocab.
10/19 – 10/23 / 3.10 f / f. Use commas in a simple series AP
Essential Knowledge
· punctuate correctly:
° commas in a simple series; / 2.13j Use commas in the salutation and closing of a letter.
4.8e Use commas in series, dates, and addresses / Comma
Series
List / Units-Energy
Math-Multiplication
10/19 – 11/13 / 3.9 a-g
Letter Writing / The student will write for a variety of purposes. (letter, informative/explanatory, narratives)
a. Identify the intended audience. AN
b. Use a variety of pre-writing strategies. C
c. Write a clear topic sentence focusing on the main idea. C
d. Write a paragraph on the same topic. C
e. Use strategies for organization of information and elaboration according to the type of writing. AP
f. Include details that elaborate the main idea. C
g. Revise writing for clarity of content using specific vocabulary and information. E
Essential Knowledge
To be successful with this standard, students are expected to
· use a variety of pre-writing strategies by:
° identifying the intended audience;
° using ideas from class brainstorming activities;
° making lists of information;
° talking to classmates about what to write;
° reading texts by peer and professional authors;
° using graphic organizers; and
° selecting an appropriate writing form for nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).
· write a clear topic sentence that focuses on the main idea.
· keep their written paragraphs on one topic.
· follow the organization of particular forms of writing for:
° letters – date, greeting, body, and closing;
° informative/explanatory purposes
- introduce a topic and group related information in paragraph form
- use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic
- use specific vocabulary to inform and explain the topic
- provide a concluding statement or section
° narratives
- sequence events
- use transition words and phrases for sentence variety and to manage the sequence of events
- use specific vocabulary to convey experiences and events
- provide a conclusion
· incorporate transitional words that clarify sequence (e.g., first, next, and last).
· use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.
· apply knowledge of the writing domains of composing, written expression, and usage/mechanics.
· read their own writing orally to check for sentence rhythm (sentence variety).
· add specific details that further elaborate the main idea.
· use examples from their reading as models to imitate in their writing.
· use precise nouns, verbs, and adjectives.
· use strategies for organization of information and elaboration relevant to the type of writing.
· clarify writing when revising by including specific vocabulary and information. / 2.12The student will write stories, letters, and simple explanations:
a. generate ideas before writing
b. Organize writing to include a beginning, middle, and end
c. Expand writing to include descriptive detail