Third Grade Elementary Language Arts Fourth Quarter Curriculum Map
Third Grade Elementary Language Arts Fourth Quarter Curriculum Map
Time Frame / Utah State Core Standard / Expected Student Outcome (Objective) / Essential Academic Vocabulary / Assessments(Formative & Summative) / Instructional Learning Activities
March – June / RL.3.10 / The students will be able to, 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. Recognize and begin to read documents written in cursive. (e.g., shared reading, interactive read-alouds guided reading and independent reading). / Comprehend
Literature
Stories
Drama
Poetry
Text
Complexity
Independently
Proficiently
Recognize
Documents
Cursive / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Student Writing
- ELA Benchmark #4
- SRI
- DIBELS
- Fountas & Pinnell
- ReadWorks - A Day on the Slopes
- HMH Sarah, Plain and Tall (Unit 5, Lesson 21)
- Shared Reading Literature Questioning Stems
- Explicitly instruct during shared reading, interactive read aloud and guided reading.
- Comprehension Tool Kit
RI.3.1 / The students will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. / Ask
Answer
Questions
Demonstrate
Understanding
Text
Referring
Explicitly
Basis / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade level assessment
- ReadWorks - Earth and Space Science - Eruption
- HMH Wagons of the Old West (Unit 5, Lesson 21)
- Ask and Answer Questions on Topic
- Informational Question Stems
- QAR – Question/Answer Relationship
- Think/Pair/Share
- Reciprocal Teaching
- Graphic Organizers
- Comprehension Tool Kit
RI.3.2 / The students will be able to determine the main idea of a text; recount the key details and explain how they support the main idea. / Determine
Main idea
Text
Recount
Key details
Main idea / Classroom Assessments
- Student Writing
- Guided Reading – retell
- Running Records – comprehension
- HMH The Journey: Stories of Migration (Unit 5, Lesson 22)
- ReadWorks - Saving Hawaiian Monk Seals
- Informational Question Stems
- Close Read Question Stems
- Informative/Explanatory Rubric
- Read text closely the 2nd time through – stopping to discuss and highlight main idea and key details.
- Teacher will model the informative/explanatory writing components, summarizing highlighted information from close reading.
RI.3.3 / The students will be able to 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. / Describe
Relationship
Series
Historical
Scientific
Concepts
Technical
Procedures
Text
Language
Pertains
Sequence
Cause/Effect / Classroom Assessments
- Common Grade Level Assessments – Science or Social Studies
- Anecdotal Notes
- Student Writing
- Sequencing and Cause-Effect
- HMH The Journey: Stories of Migration (Unit 5, Lesson 22)
- Informational Text Structures
- Explicitly model during integrated content and literacy shared reading.
- Explicitly model during writing mini-lessons.
RI.3.10 / The students will be able to, by the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Recognize and begin to read documents written in cursive. (e.g., shared reading, interactive read-alouds guided reading and independent reading). / Comprehend
Informational text
History
Social Studies
Science
Technical text
Complexity
Independently
Proficiently
Recognize
Documents
Cursive / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Student Writing
- HMH Mountains- Surviving on Mt. Everest (Unit 5, Lesson 25)
- ReadWorks - Saving the Animals
- Informational Question Stems
- Strategies
- Explicitly instruct during Shared Reading, Interactive Read Aloud and Guided Reading.
- Comprehension Tool Kit
W.3.2a / The students will be able to introduce a topic and group related information together; include illustrations when useful to aiding comprehension. / Introduce
Topic
Related
Information
Illustrations
Aiding
Comprehension / Classroom Assessments
- Student Writing Samples
- Informative/Explanatory Rubric
- HMH Writing Handbook – Mini-lessons
- Mentor Texts
- Journeys My Write Smart
- Teacher Model – during Shared Writing and the Writing Mini-lesson.
- Graphic Organizer
W.3.2b / The students will be able to develop the topic with facts, definitions, and details. / Develop
Topic
Facts
Definitions
Details / Classroom Assessments
- Informative/Explanatory Rubric
- Student Writing Samples
- HMH Writing Handbook – Mini-lessons
- Mentor Texts
- Journeys My Write Smart
- Teacher Model – during Shared Writing and writing mini-lesson.
W.3.2c / The students will be able to use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. / Linking words
Phrases
Connect
Categories / Classroom Assessments
- Informative/Explanatory Rubric
- Student Writing Samples
- HMH Writing Handbook – Mini-lessons
- Mentor Texts
- Journeys - My Write Smart
- Common Transition Words: Grades K-3
- Teacher Model – during Shared Writing and writing mini-lesson.
W.3.2d / The students will be able to provide a concluding statement or section. / Provide
Concluding
Statement
Section / Classroom Assessments
- Informative/Explanatory Rubric
- Student Writing Samples
- HMH Writing Handbook – Mini-lessons
- Journeys - My Write Smart
- Teacher Model – during Shared Writing and writing mini-lesson
W.3.3a / The students will be able to establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. / Establish
Situation
Introduce
Narrator
Characters
Organize
Event
Sequence
Unfolds / Classroom Assessments
- Student Writing Samples
- Narrative Rubric
- Journeys Writing Handbook Mini-lesson p.18-22
- Journeys - My Write Smart
- Teacher Model – during Shared Writing and the Writing Mini-lesson.
- Explicitly model and teach students to unpack a narrative writing prompt.
W.3.3b / The students will be able to use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. / Dialogue
Description
Action
Develop
Experiences
Events
Response
Character
Situation / Classroom Assessments
- Student Writing Samples
- Narrative Rubric
- Journeys – Writing Handbook Mini-lesson p.16, p.58, p.102
- Journeys - My Write Smart
- Teacher Model – during Shared Writing and the Writing Mini-lesson.
W.3.3c / The students will be able to use temporal words and phrases to signal event order. / Temporal
Phrases
Signal
Event order / Classroom Assessments
- Student Writing Samples
- Narrative Rubric
- HMH Writing Handbook – Mini-lessons
- Journeys - My Write Smart
- Common Transition Words: Grades K-3
- Teacher Model – during Shared Writing and writing mini-lesson.
W.3.3d / The students will be able to provide a sense of closure. / Sense
Closure / Classroom Assessments
- Student Writing Samples
- Narrative Rubric
- HMH Writing Handbook – Mini-lessons
- Journeys my Write Smart
- Teacher Model – during Shared Writing/mini-lesson.
W.3.8 / The students will be able to recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. / Recall
Information
Experiences
Digital
Source
Brief
Notes
Sort
Evidence
Categories / Classroom Assessments
- Common Grade Level Assessments
- Graphic Organizer
- Student Writing
- Note Taking Skills
- Shared Research Project
- Graphic Organizer
- Explicitly teach during Writing Mini-lessons.
- Allow students to work in small groups or with partners.
SL.3.1d / The students will be able to explain their own ideas and understanding in light of the discussion. / Explain
Understanding
Discussion / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessments
- Student Writing Samples
- Agreed Upon Rules for Discussion
- Ask and Answer Questions on Topic
- Explicitly teach during Shared Reading and Writing Mini-lessons.
SL.3.5 / The students will be able to create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. / Engaging
Audio
Recording
Stories
Poems
Demonstrate
Fluid
Understandable
Pace
Visual
Display
Appropriate
Emphasize
Enhance
Facts
Details / Classroom Assessments
- Common Grade Level Assessments
- Fluency Rubric
- Student Writing
- Poetry Resources
- Illustrating Poems
- Audio Recordings
- Reader’s Theater
- Students work in small groups or with partners practicing fluency components.
- Students have the opportunity to work collaboratively in small groups or partners to add visual creativity to recording.
SL.3.6 / The students will be able to speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations). / Complete
Sentences
Appropriate
Task
Detail
Clarification / Classroom Assessments
- Anecdotal Notes
- Comprehension Retell
- Common Grade Level Assessments
- Student Writing
- Ask and Answer Questions on Topic
- Fluency Rubric
- Words and Phrases
- Subject-Verb Agreement
- Pronoun-Antecedent Agreement
- Explicitly teach during Shared Reading, Guided Reading, Interactive Read Aloud and Writing Mini-lessons.
- Provide opportunities for students to collaborate (think/pair/share) with peers continually throughout the day.
RF.3.3c / The students will be able to decode multi-syllable words. / Decode
Multi-syllable / Classroom Assessments
- Common Grade Level Assessments
- Running Records
- Graphic Organizer
- Multi-Syllable Words
- Multi-Syllable Words
- K-12 Reader - Common Core Standards
- Explicitly teach during Shared Reading and Guided Reading.
- Graphic Organizer
L.3.1j / The students will be able to, independently and legibly, write all upper and lower case cursive letters. / Independently
Legibly
Upper case
Lower case
Cursive / Classroom Assessments
- Common Grade Level Assessment
- Student Writing Sample
- Zaner Bloser Handwriting
- Zaner Bloser Cursive
- Explicitly teach during writing mini-lessons.
- Students practice during independent work.
L.3.1k / The students will be able to produce grade-appropriate text using legible cursive writing. / Produce
Grade-appropriate
Text
Legible
Cursive / Classroom Assessments
- Common Grade Level Assessment
- Student Writing Sample
- Zaner Bloser Handwriting
- Zaner Bloser Cursive
- Explicitly teach during writing mini-lessons.
- Students practice during independent work.
L.3.2f / The students will be able to use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. / Patterns
Generalizations
Word families
Syllables / Classroom Assessments
- Student Writing Samples
- Words Their Way Assessment
Common Grade Level Assessment
- Words Their Way Word Sorts
- K-12 Reader - Common Core Standards
- Explicitly teach during Shared Reading and writing mini-lessons.
L.3.2 g / The students will be able to consult reference materials, including beginning dictionaries, as needed to check and correct spellings. / Consult
Reference materials
Dictionaries
Spelling / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Graphic Organizer
- HMH – T150-151, T432-433
- Explicitly teach during Shared Reading and writing mini-lesson.
L.3.4a / The students will be able to use sentence-level context as a clue to the meaning of a new word or phrase. / Sentence-level
Context clues
Meaning
Phrase / Classroom Assessments
- Running Records
- Guided Reading
- Common Grade Level Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- HMH Journeys Teacher Read Aloud Passages
- HMH Context Vocabulary Cards
- Suggested Texts
- Context Clues and Multiple
- Monitor this reading strategy during Shared Reading and Guided Reading, reminding students to re-read for meaning
L.3.4b / The students will be able to determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). / Determine
Formed
Affix
Suffix
Prefix
Known / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Base & Root Words and Affixes
- Word Study Scope and Sequence
- Explicitly teach during Shared Reading and Writing Mini-lessons.
L.3.4c / The students will be able to use a known base/root word as a clue to the meaning of an unknown word with the same base/root (e.g., company, companion). / Base words
Root words
Clue
Unknown / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Base & Root Words and Affixes
- Word Study Scope and Sequence
- Explicitly teach during Shared Reading and writing mini-lessons.
L.3.5b / The students will be able to identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). / Identify
Real-life
Connections / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Student Writing
- Teacher Interactive Read Aloud
- Mentor Texts
- Writing - Adjectives
- Explicitly teach during Shared Reading, Guided Reading, Interactive Read Aloud and writing mini-lessons.
L.3.6 / The students will be able to acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). / Acquire
Accurately
Grade-appropriate
Conversational
Academic
Domain-specific
Phrases
Signal
Spatial
Temporal
Relationships / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Student Writing
- Words and Phrases
- Journeys – Teacher Read Aloud Passages – Academic and Domain Specific Words
- Common Transition Words: Grades K-3
- Explicit Teacher Talk – using academic and domain specific vocabulary
- Writing mini-lessons – student independent writing
- Provide opportunities for students to collaborate (think/pair/share) with peers continually throughout the day.