Third Grade Elementary Language Arts Third Quarter Curriculum Map
Third Grade Elementary Language Arts Third Quarter Curriculum Map
Time Frame / Utah State Core Standard / Expected Student Outcome (Objective) / Essential Academic Vocabulary / Assessments(Formative & Summative) / Instructional Learning Activities
Jan – March / RL.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
Question
Demonstrate
Understanding
Text
Referring
Explicitly
Basis / Classroom Assessments
- Running Records Anecdotal Notes
- Common Grade Level Assessment
- Graphic organizer
- ELA Benchmark #3
- SRI
- (3 times per year, will administer according to JDS Assessment Track Calendar)
- DIBELS
- (3 times per year, will be administered according to JDS Assessment Track Calendar)
- ReadWorks.orgNarrative Passages
- HMH Journeys Anchor Texts
- Stopping by Woods on a Snowy Evening (Unit 4, Lesson 18)
- Shared Reading Literature Questioning Stems
- QAR – Question/Answer Relationship
- Think/Pair/Share
- Reciprocal Teaching
- Graphic Organizers
- Comprehension Tool Kit
- Explicitly teach during Shared Reading, Guided Reading and Interactive Read Aloud.
RL.3.2 / The students will be able to 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. / Recount
Stories
Fables
Folktales
Myths
Diverse
Cultures
Determine
Central message
Lesson
Moral
Conveyed
Key detail
Text / Classroom Assessments
- Running Records
- Anecdotal Notes
- Writing
- Graphic Organizers
- Trickster Tales
- Suggested Texts
- HMHThe Raven: an Inuit Myth(Unit 4, Lesson 20)
- Writing
- Graphic Organizers
- Reader’s Theater
RL.3.3 / The students will be able to describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. / Describe
Characters
Traits
Motivation
Contribute
Sequence / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Graphic organizer
- Student Narrative Writing
- HMHJudy Moody Saves the World (Unit 4, Lesson 16)
- HMHWhose Land Is It? (Unit 4. Lesson 19)
- ReadWorks.orgpassages
- Comprehension Tool Kit
- Writing
- Graphic Organizers
RL.3.9 / The students will be able to 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). / Compare
Contrast
Theme
Setting
Plot
Author
Similar
Characters / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Graphic organizer
- Student Narrative Writing
- HMHJudy Moody Saves the World (Unit 4, Lesson 16)
- My Smelly Rat from Judy Moody (Unit 4, Lesson 16)
- Also use books from any series that the students enjoy and may be reading independently.
- Venn Diagram (organizer)
- This instruction may occur through a teacher read aloud, using books by the same author.
RI.3.7 / The students will be able to 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). / Information
Illustration
Photograph
Map
Text
Demonstrate
Understanding
Events
Occur / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Graphic organizer
- HMHA Tree is Growing (Unit 4, Lesson 18)
- Life on the Ice(Unit 4, Lesson 20)
- Comprehension Tool Kit
- Explicitly teach informational text features
- Graphic Organizer
RI.3.9 / The students will be able to compare and contrast the most important points and key details presented in two texts on the same topic. / Compare
Contrast
Points
Key detail
Presented
Text
Topic / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessment
- Graphic organizer
- Informative/Explanatory Writing
- Journeys – Writing Handbook Mini-lessons
- HMH(Unit 3, Lesson 13)Yonder MountainThe Trail of Tears
- HMH(Unit 3, Lesson 14, 2 texts)Topic: What are the benefits of dogs interacting with people?
- Venn Diagram
- Text Structure
- Explicitly teach during Shared Reading and writing mini-lessons.
W.3.1a / The students will be able to introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. / Introduce
Topic
Text
State
Opinion
Organizational
Structure
Reasons / Classroom Assessments
- Students Writing Samples
- Opinion Rubric
- Journeys – Writing Handbook Mini-lessons
- Mentor Texts
- Journeys - my Write Smart
- Explicitly teach during Shared Writing and writing mini-lessons, the components of theopinion-writing piece.
- Explicitly model and teach students to unpack the opinion writing prompt.
W.3.1b / The students will be able to provide reasons that support the opinion. / Provide
Reasons
Support
Opinion / Classroom Assessments
- Student Writing Samples
- Opinion Rubric
- Journeys – Writing Handbook Mini-lessons
- Mentor Texts
- Journeys - my Write Smart
- Teacher Model – during Shared Writing and writing mini-lesson.
- Graphic Organizer
W.3.1c / The students will be able to use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. / Linking words
Phrases
Connect
Opinion
Reasons / Classroom Assessments
- Student Writing Samples
- Opinion Rubric
- Journeys – 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.3.1d / The students will be able to provide a concluding statement or section. / Provide
Concluding
Statement
Section / Classroom Assessments
- Student Writing Samples
- Opinion Rubric
- Journeys – Writing Handbook Mini-lessons
- Mentor Texts
- Journeys My Write Smart
- Teacher Model – during Shared Writing and writing mini-lesson.
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
- Journeys – 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 Assessment
- Informative/Explanatory Rubric
- Student Writing Samples
- Journeys – Writing Handbook Mini-lessons
- Mentor Texts
- Journeys My Write Smart
- Teacher Model – during Shared Writing and the 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
- Journeys – Writing Handbook Mini-lessons
- Journeys - My Write Smart
- Common Transition Words: Grades K-3
- Teacher Model – during Shared Writing and writing mini-lessons.
- Graphic Organizer
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
- Journeys – Writing Handbook Mini-lessons
- Journeys - My Write Smart
- Teacher Model – during Shared Writing and writing mini-lesson.
W.3.7 / The students will be able to conduct short research projects that build knowledge about a topic. / Conduct
Research
Project
Build knowledge
Topic / Classroom Assessments
- Student Writing
- Anecdotal Notes
- Common Grade Level Assessment
- Journeys – Writing Handbook Mini-lessons
- Technology Availability
- Student Interest
- Explicitly teach and model the research to writing process or format.
W.3.10 / The students will be able to 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. / Routinely
Extended
Time frame
Research
Reflection
Revision
Range
Discipline-specific
Task
Purpose
Audience / Classroom Assessments
- Student Writing
- Anecdotal Notes
- Common Grade Level Assessment
- Journeys – Writing Handbook Mini-lessons
- Writing Process
- Writing Types and Genres
- Explicitly teach and model during the writing block instruction.
SL.3.3 / The students will be able to ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Ask
Answer
Question
Speaker
Offering
Appropriate
Elaboration
Detail / Classroom Assessments
- Anecdotal Notes
- 3rd Grade Speaking & Listening Rubric
- 3rd Grade Speaking & Listening Rubric
- Provide opportunities for students to interact with speakers (authors, community helpers, etc.) during classroom visits, school programs or field trips.
- Review appropriate question and answer responses.
- Explicitly model respectful speaking and listening strategies.
SL.3.4 / The students will be able to 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. / Report
Topic
Text
Story
Recount
Appropriate
Facts
Relevant
Descriptive
Detail
Understandable
Pace / Classroom Assessments
- Anecdotal Notes
- Story Retell
- 3rd Grade Speaking & Listening Rubric
- Journeys – Writing Handbook Mini-lessons
- Research Project
- Fluency Practice
- Reader’s Theaters
- Explicitly teach and model during shared reading instruction.
RF.3.3d / The students will be able to read grade-appropriate irregularly spelled words. / Grade-
appropriate
Irregularly / Classroom Assessments
- Anecdotal Notes
- Running Records
- Writing
- Multi-Syllable Words
- Grade Appropriate and Irregular Spelling
- Explicitly teach during Shared Reading, Guided Reading, and spelling instruction.
RF.3.4c / The students will be able to use context to confirm or self-correct word recognition and understanding, rereading as necessary. / Context
Confirm
Self-correct
Recognition
Understanding
Rereading
Necessary / Classroom Assessments
- Anecdotal Notes
- Running Records
- DIBELS Progress Monitoring
- HMHTeacher Read Aloud Passages
- Explicitly modelduring Shared Reading and Guided Reading rereading strategies.
L.3.1a / The students will be able to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. / Explain
Function
Noun
Pronoun
Verb
Adjective
Adverb
Function
General
Particular / Classroom Assessments
- RECALL QUESTIONS
- Teacher Key
- Anecdotal Notes
- Common Grade level assessment
- Student writing samples
- Suggested Texts
- Suggested District DVDs
- Parts of speech
- Parts of Speech Resources
- Explicitly teach the purpose (function) of the parts of speech during writing mini-lesson.
- Cinquain Poetry
- Diamante Poetry
L.3.1f / The students will be able to ensure subject-verb and pronoun-antecedent agreement. / Ensure
Subject
Verb
Pronoun
Antecedent
Agreement / Classroom Assessments
- Anecdotal Notes
- Student Writing
- Common Grade Level Assessment
- Student Speaking
- Pronoun-Antecedent
- Subject-Verb Agreement
- Explicitly teach and model during writing mini-lessons.
- Graphic Organizer
L.3.1g / The students will be able to form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. / Comparative
Superlative
Adjective
Adverb
Modify / Classroom Assessments
- Anecdotal Notes
- Student Writing
- Common Grade Level Assessment
- Comparative Adjectives/ Adverbs
- Superlative Adjectives/ Adverbs
- Explicitly teach and models during Writing Mini-lessons.
- Graphic Organizer
L.3.1h / The students will be able to use coordinating and subordinating conjunctions. / Coordinating
Subordinating
Conjunctions / Classroom Assessments
- Anecdotal Notes
- Student Writing
- Common Grade Level Assessment
- Coordinating & Subordinating Conjunctions
- Explicitly teach and models during Writing Mini-lessons.
- Graphic Organizer
L.3.1i / The students will be able to produce simple, compound, and complex sentences. / Produce
Simple
Compound
Complex
Sentence / Classroom Assessments
- Anecdotal Notes
- Student Writing
- Common Grade Level Assessment
- Simple and Compound Sentences
- Complex Sentences
- Explicitly teach and models during Writing Mini-lessons.
- Graphic Organizer
L.3.2e / The students will be able to use conventional spelling for high-frequency and other studied words and for adding suffixes to base/root words (e.g., sitting, smiled, cries, happiness). / Conventional
Spelling
High-frequency
Suffix
Base word
Root word / Classroom Assessments
- Anecdotal Notes
- Student Writing
- Common Grade Level Assessment
- Base & Root Words and Affixes
- Affixes with Base and Root Words
- Explicitly teach and models during Writing Mini-lessons.
- Graphic Organizer
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
Known
Affix / Classroom Assessments
- Running Records
- Anecdotal Notes
- Common Grade Level Assessment
- Base & Root Words and Affixes
- Word Study Scope and Sequence
Strategies
- Explicitly teach during Shared Reading and Writing Mini-lessons.
L.3.5c / The students will be able to distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). / Distinguish
Shades of meaning
Related
Describe
State of mind
Degree
Certainty / Classroom Assessments
- Anecdotal Notes
- Common Grade Level Assessments
- Graphic Organizer
- HMH – Lesson 10
- Verb Shades of Meaning
- Explicitly teach during Shared Reading and Writing Mini-lessons.
- Graphic Organizer