ELA Grade 3 Curriculum Map Q1 - Paris Elementary School · PDF fileResearch Project Writing (W...

Curriculum Map English/Language Arts Grade 3 First Six Weeks

TN DOE curriculum resources: http://www.tncore.org/english_language_arts/curricular_resources/ke 3.aspx Username: tneducation; password: fastestimproving

1

1st/2nd Six Weeks TN Standards Outcomes Content

Weeks 1-‐3

What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is

sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?

Reading Complex

Texts

Literature (RL) and

Informational Text (RI)

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.

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 3.10 By the end of the year, read and

comprehend literature, including stories,

dramas, and poetry, at the high end of the

I can…

determine the sequence of events in a story.

describe a character in detail

determine the meaning of unknown

words using information from the

text.

use supporting details from the story to form a summary.

cite evidence from the text to support

my key points.

gather information from a nonfiction

text.

use text evidence to draw

conclusions.

examine how photographs,

illustrations, and captions contribute

to a text.

examine the effect of an author’s choice of words.

Reading selections from Journeys

A Fine, Fine School

-‐paired selection “One Room

Schoolhouses”

The Trial of Cardigan Jones

-‐paired selection “You be the Jury”

Destiney’s Gift

-‐paired selection “Kids Making a

Difference

Comprehension Skills

Story structure

Drawing Conclusions

Understanding characters

Citing evidence from text

Comprehension Strategies

Summarize

Infer/predict

Analyze/evaluate

Suggested performance assessments

Written summary of a “fresh read” text or

texts, drawing on specific details from the

text (RL1, RL 2, RI 1)

Flow map of a “fresh read” text) (RL 3)

http://www.tncore.org/english_language_arts/curricular_resources/ke



2

grades 2–3 text complexity band

independently and proficiently.

RI.3.1 Ask and answer questions to



for the answers.

RI3.10 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



Teacher-‐made or district common assessments in testing format

Anecdotal evidence from classroom

discussions (all)

Read Works Texts for Close Reads

http://www.readworks.org/sites/default/files

/passages/830_a_school_for_heroes.pdf

http://www.readworks.org/sites/default/files/p

assages

/700_maggie_and_the_mission.pdf

Language Vocabulary (L3, L4, L5, L6) L3e

Use knowledge of language and its

conventions when writing, speaking,

reading, or listening.

L4-‐‐ Determine or clarify the meaning of

unknown and multiple-‐meaning word and

phrases based on grade 3 reading and

content, choosing flexibly from a range of

strategies.

a. Use sentence-‐level context as a clue to

the meaning of a word or phrase.

d. Use glossaries or beginning dictionaries,

both print and digital, to determine or

clarify the precise meaning of key words

and phrases.

I can…

choose words and phrases to convey

ideas precisely.

use context as a clue to the meaning

of a word or phrase.

use reference materials to find the

pronunciation and determine or

clarify the precise meaning of words.

Vocabulary content focus

Context clues

Dictionary/glossary

Antonyms


Teacher observation

Teacher-‐made or district common

assessments in testing format

Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10) W 2S Write informative/explanatory texts

I can…

write to explain.

Routine Writing

Citing evidence







3

to examine a topic and convey ideas and

information clearly.

a. Introduce a topic and group related

information together; include illustrations

when useful to aiding comprehension.

b. Develop the topic with facts, definitions,

and details.

d. Provide a concluding statement or

section.

W 3-‐Write narratives to develop real or

imagined experiences or events using

effective technique, descriptive details,

and clear event sequences.

a. Establish a situation and introduce a

narrator and/or characters; organize an

event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions,

thoughts, and feelings to develop

experiences and events or show the

response of characters to situations.

c. Use temporal words and phrases to

signal event order.

d. Provide a sense of closure. W4-‐‐ With guidance and support from

adults, produce writing in which the

development and organization are

appropriate to task and purpose.

write to tell a story or describe an experience.

write dialogue.

stay on one topic when I write.

select details that support a topic

sentence.

rearrange sentences to form a sequential, coherent paragraph.

choose/write a supporting sentence

that best fits the context and flow of

ideas in a paragraph.

identify and remove sentences irrelevant to a paragraph’s theme or

flow.

Answering text-‐dependent questions

Journals/learning logs

Writing Tasks

Explanatory

Students write a letter to a character from

one of the stories explaining another way

they could solve their problem. They should

draw connections from the text to support

their key points.

Narrative (choose)

Students rewrite one of the stories from

another character’s point of view citing

events from the story.

Students can write about an event that

significantly changed their lives. Students

can compare their experience with the

experience from the story

Students write about a time they felt like

Destiney felt, in Destiney’s Gift, when she

found out Mrs. Wade was closing the store.

Research Project Writing (W 7, 8, 9,)

CC RL/RI 1-‐10) No research project this three-‐week

period.

For Reading and Language (L1, 2) L.3.1-‐‐ Demonstrate command of the

I can…

identify the subject and predicate in a

Language Conventions

Simple Sentences Writing in Each




4

Module conventions of standard English grammar

and usage when writing or speaking.

i. Produce simple, compound, and complex

sentences.

L3.2 Demonstrate command of standard

English capitalization, punctuation, and

spelling when writing.

simple sentence.

identify and use the four types of

sentences: exclamatory,

interrogative, declarative, imperative.

combine simple sentences into

compound sentences.

identify and correctly use commas in

a friendly letter.

edit my own writing for errors in language conventions.

Kinds of Sentences (exclamatory, interrogative, declarative, imperative)

Compound Sentences

Performance Assessments

Use of language conventions in daily/weekly

writing

Daily proofreading practice (TE)

Teacher–made or district assessments in

test-‐like format

Speaking and Listening SL 3.1-‐Engage effectively in a range of

collaborative discussions (one-‐on-‐one, in

groups, and teacher led) with diverse

partners on grade 3 topics and texts,

building on others’ ideas and expressing

their own clearly.

a. Come to discussions prepared, having

read or studied required material; explicitly

draw on that preparation and other

information known about the topic to

explore ideas under discussion.

b. Follow agreed-‐upon rules for discussions

(e.g., gaining the floor in respectful ways,

listening to others with care, speaking one

at a time about the topics and texts under

discussion).

SL 3.6 Speak in complete sentences to

provide detail or clarification.

I can…

use accountable talk procedures to take turns.

use accountable talk procedures to

show active listening skills while

working in a group.


engage effectively in a discussion

about literature and informational

text.

identify behaviors that are

appropriate for group activities.


Participating in and conducting discussions, read alouds, and q/a sessions

Speaking in complete sentences

Language (L2e, f, g) I can… Word study and spelling:




5

L3.2 demonstrate command of standard



e. Use conventional spelling for high-‐‐

frequency and other studied words and for

adding suffixes to base words (e.g., sitting,

smiled, cries, happiness).

f. Use spelling patterns and generalizations

(e.g., word families, position-‐based

spellings, syllable patterns, ending rules,

meaningful word parts) in writing words.

g. Consult reference materials, including

beginning dictionaries, as needed to check

and correct spellings.

use letter-‐sound knowledge (short and long vowels) to decode and spell

words.

use learned phonics patterns (VCCV,

VCe, vowel pairs) to decode and spell

words.

use syllabication patterns to decode

and spell words.

use knowledge of roots and affixes to read unfamiliar words.

use context to confirm or self-‐correct

word recognition and understanding.

Short vowels a,e,i,o,u

VCCV pattern

Long Vowels a,e,i,o,u

VCe pattern

Common vowel pairs (ai, ay, ee, ea)


Spelling of grade-‐appropriate words in

daily/weekly writing

Reading

Foundational

Skills

RF 3, 4

RF 3-‐Know and apply grade-‐level phonics

and word analysis skills in decoding words.

c. Decode multisyllable words

RF 4-‐Read with sufficient accuracy and

fluency to support comprehension.

a. Read on-‐level text with purpose and

understanding.

b. Read on-‐level prose and poetry orally

with accuracy, appropriate rate, and

expression on successive readings.

c. Use context to confirm or self-‐correct

word recognition and understanding,

rereading as necessary.

I can…

identify correctly or incorrectly

spelled words in context.

read with fluency from a variety of

texts (poetry, drama, current events, novels)

read grade level text with fluency,

accuracy, expression and

comprehension.

apply phonics and word analysis skills

effectively when reading and writing.

Phonics and Word Study


VCCV pattern


VCe pattern



Use of learned phonics patterns to decode

unfamiliar words

Oral reading fluency checks/running records

Fluency: Current goal of 61-‐81 WCPM with

expression and understanding

Weeks 4-‐6 What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary?




6

Why is sequence important when analyzing the plot of a story? Why use context clues when determining the meaning of words in a story/ passage?

Reading Complex

Texts

Literature (RL)




for the answers.






RL 3.3 Describe characters in a story (e.g.,


explain how their actions contribute




language.

RL 3.6 Distinguish their own point of view

from that of the narrator or those of the

characters.

3.10 By the end of the year, read and






I can…

provide a recounting of key plot

details in a text.

describe how all the parts of a story

fit together.

analyze character traits of specific characters.

demonstrate the ability to determine

the literal and nonliteral meanings of

words and phrases as they are used in

a text.

provide explicit references to the text

as the basis for the answers.

Extended text: (trade book)

Focus on reading literature

The Stories Julian Tells and/or Amos and

Boris (T-‐469 in Journeys)


Structure of a novel

Story elements (plot, character, setting,

point of view)

Summarizing

Citing evidence

Suggested Performance Assessments:

Close reading of selected pages from The Stories Julian Tells

For Amos and Borisn “Write about

Reading” Performance Task p. T478 in

Journeys

LanguageS Vocabulary (L3, L4, L5, L6)

L3 Use knowledge of language and its



I can…

choose words and phrases to convey ideas precisely.

choose punctuation for effect.


Context clues

Dictionary/glossary

Figurative language (Julian)




7

L4 Determine the meaning of general

academic and domain-‐specific words and

phrases in a text relevant to a grade 3 topic

or subject area.

L5 Demonstrate understanding of word

relationships and nuances in word

meanings.

a. Distinguish the literal and nonliteral

meanings of words

L6 Acquire and use accurately grade

appropriate conversational, general

academic, and domain specific words and

phrases, including those that signal spatial and temporal relationships.

use context as a clue to the meaning of a word or phrase.

examine how authors use words to

paint pictures

use common, grade-‐appropriate

Greek and Latin affixes and roots as

clues to the meaning of a word (e.g.,

telegraph, photograph, autograph).

consult reference materials (e.g.,

dictionaries, glossaries, thesauruses),

both print and digital, to find the

pronunciation and determine or

clarify the precise meaning of key


Teacher observation

Teacher-‐made or district common

assessments in testing format

Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10)

W 1-‐‐ Write opinion pieces on topics or

texts, supporting a point of view with

reasons.

a. Introduce the topic or text they are

writing about, state an opinion, and create

an organizational structure that lists

reasons.

b. Provide reasons that support the

opinion.

c. Use linking words and phrases (e.g.,

because, therefore, since, for example) to

connect opinion and reasons.


section.

W 2-‐‐ Write informative/explanatory texts

to examine a topic and convey ideas and

I can…

form an opinion using evidence from

text to support my opinion.

write a summary that includes key

details.

select details that support a topic

sentence.

rearrange sentences to form a

sequential, coherent paragraph.

Choose/write supporting sentence(s) that best fit the context and flow of

ideas in a paragraph.

identify and remove sentences

irrelevant to a paragraph’s theme or

flow.

Routine Writing

Two-‐column notes

Chapter/story summaries

Constructed responses

Subject area journal entries

Graphic Organizers

Writing Tasks

Analysis

Write a paper summarizing the key events in a selected section from the book. Take

care to describe how the actions of each

character contributed to the sequence of

events.




8






and details.

c. Use linking words and phrases (e.g., also,

another, and, more, but) to connect ideas

within categories of information.


section.

W4-‐‐ With guidance and support from




Opinion

Think about the personalities of Julian and

Gloria. Page through the book and give

examples of personal characteristics of each.

Now write a paragraph explaining which

character you would rather spend time with,

Julian or Gloria. Cite evidence from the story to support your opinion.

Or

Informative/Explanatory

Think about Amos and Boris’ friendship.

Page through the story and give examples of

what each one does to be a good friend.

Now choose one of the characters and write

a paragraph that explains what makes him a

good friend.

Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)

No research project this three-‐week

period

For Reading and

Writing in Each

Module

Language (L1, 2) L.3.1 Demonstrate command of the

conventions of standard English grammar


a. Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general

and their functions in particular sentences.

i. Produce simple, compound, and complex

sentences.




a. Capitalize appropriate words in titles.

I can…

identify the correct pronoun to use in

place of a noun

identify and write the correct

contraction in a sentence

locate the preposition in a sentence

use prepositions correctly in writing

use capital letters correctly when writing the title of a book

Language Conventions

Singular and plural pronouns, subject and

object pronouns, possessive pronouns

Contractions

Prepositions

Capital letters in titles




9

d. Form and use possessives.

Speaking and Listening

SL.3.1- Engage effectively in a range of





their own clearly.










discussion).

c. Ask questions to check understanding of

information presented, stay on topic, and

link their comments to the remarks of

others.

d. Explain their own ideas and

understanding in light of the discussion.

SL3.2 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 3.6 Speak in complete sentences when

appropriate to task and situation in order

I can…




working in a group.

use accountable talk procedures to engage effectively in a discussion


text.

identify behaviors that are appropriate for group activities.




Present on a piece of the text and defend thoughts and ideas




10

to provide requested detail or clarification.

Language (L2e, f, g)

L3.2 Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling

when writing.

e. Use conventional spelling for high

frequency and other words and for adding

suffixes to base words.








I can…

spell words with short vowels a, e, i, o, and u.

spell words with the VCCV pattern

spell words with long vowels a, e, i, o, and u.

spell high-‐frequency words correctly.

use phonics patterns to spell

unfamiliar words.

Word Study and Spelling


VCCV pattern


Performance Assessments:

Reading and spelling of grade-‐appropriate

words in daily/weekly writing

Reading

Foundational

Skills

RF 3, 4

RF 3 Know and apply grade-‐level phonics

and word analysis skills in decoding words.

c. Decode multisyllable words.

RF 4 Read with sufficient accuracy and



understanding.







I can…

use phonics patterns to decode

unfamiliar words.

use knowledge of syllable types to

decode unfamiliar words.

use word parts (roots, prefixes, and suffixes) to decode unfamiliar words.

use context to confirm or self-‐correct

pronunciation of words.



comprehension.


texts (poetry, drama, current events,

novels).



VCCV pattern


VCe pattern




Spelling of grade appropriate words in daily/weekly writing

Fluency: Goal 61-‐81 WCPM with expression and

understanding


Curriculum Map English/Language Arts Grade 3 Second Six Weeks


11

Weeks 7-‐9

What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken to formulate a summary? Why is

sequence important when analyzing the plot of a story? Why is it necessary to use context clues when determining the meaning of words in a story or passage?

How can you use a graphic organizer to organize information?

Reading Complex

Texts

Literature (RL) and

Informational Text (RI)



referring explicitly to the text as a basis for

the answers.






RL3.3 Describe characters in a story (e.g.,


explain how their actions contribute to the

sequence of events.




language.

RL 3.5 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 3.10 By the end of the year, read and

comprehend literature, including stories,

dramas, and poetry, at the high end of the

I can…

explain how characters’ differences

contribute to the sequence of the

story.

compare and contrast characters in

a story by discussing their character

traits.

define a word based on the context

clues found in the text.

identify supporting details from the

text to form a summary.

cite evidence from the text to

support my key points.

make predictions about upcoming

events in the story using context

clues.

determine the literal and nonliteral

meanings of words and phrases in a

text.

Reading selections from Journeys

Pop’s Bridge -‐paired selection “Bridges”

Roberto Clemente

-‐paired selection “Baseball Poems”


Compare and contrast

Story Structure

Literal and nonliteral meanings

Comprehension Strategies

Infer and predict

Visualize


Written summary of a “fresh read” text or texts, drawing on specific details from

the text (RL1, RL 2, RI 1)

Teachere made or district common

assessments in TNReady format

ReadWorks selections for close reads http://www.readworks.org/sites/default/files

/passages/700_in_your_head.pdf

http://www.readworks.org/sites/default

/files/passages/



http://www.readworks.org/sites/default



12



RI 1 Ask and answer questions to


referring explicitly to the text as a basis for

the answers.

RI 2 Determine the main idea of a text;

recount the key details and explain how

they support the main idea.

RI 7 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).

RI9 Compare and contrast the most

important points and key details presented

in two texts on the same topic.

RI 10 By the end of the year, read and






630_famous_african_americans_jackie_robinson.

pdf

LanguageS Vocabulary (RL 4, RI 4, L3, L4,

L5, L6)

L3 Use knowledge of language and its



a. Choose words and phrases for effect. L4

Determine or clarify the meaning of

unknown and multiple-‐meaning word and

I can…

choose words and phrases to convey ideas precisely.

use context as a clue to the meaning

of a word or phrase.

define and create words using the prefix mis-‐‐ appropriately

find base words in multisyllable


Word families

Prefix mis-‐‐

Finding base word




13

phrases based on grade 3 reading and

content, choosing flexibly from a range of

strategies.

a. Use sentence-‐level context as a clue to

the meaning of a word or phrase.

b. 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).

c. Use a known root word as a clue to the

meaning of an unknown word with the

same root (e.g., company, companion).

L6 Acquire and use accurately grade

appropriate conversational, general

academic, and domain specific words and

phrases, including those that signal spatial

and temporal relationships.

words

recognize and use multisyllable words with the same base

Writing to Texts Writing (W) (W 1, 2, 3, 4, 5, 6, 7, 9, 10) W

2e Write informative/explanatory texts to

examine a topic and convey ideas and






and details.

c. Use linking words and phrases (e.g., also,

another, and, more, but) to connect ideas

within categories of information.


I can…

write a comparison/contrast paper

edit and revise my own writing

support my topic sentence with details from the text

write a paragraph based a topic of

choice

choose key details from the text to

support the main idea

identify sentences that do not support the topic of a text

Routine Writing

Citing evidence

Answering texte dependent questions

Journals/learning logs

Graphic organizer (Venn

Diagram,Thinking Maps)

Writing Task: Comparison and Contrast paper

Robert and Charlie’s dads have similar and

different traits, motivations, and feelings.

Write a paper in which you describe how the

two dads are alike and different by looking

for looking for text evidence. Explain their




14

section.

W4-‐‐ With guidance and support from




W5-‐‐ With guidance and support from peers

and adults, develop and strengthen writing

as needed by planning, revising, and

editing.

W10-‐‐ 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.

actions and look for what Robert and Charlie

say about them.

Research Project Writing (W 7, 8, 9,) RL/RI 1S 10)

W7 Conduct short research projects that

build knowledge about a topic

W8 Recall information from experiences or

gather information from print and digital

sources; take brief notes on sources and

sort evidence into provided categories.

RI 1 Ask and answer questions to



for the answers.

RI 7 Use information gained from

illustrations (e.g., maps, photographs) and

the words in a text to demonstrate

understanding of the text (e.g., where,

I can…

select a topic for an extended

writing piece (factual report).

use a graphic organizer to group

ideas and information.

gather information from a variety of

sources.

synthesize information from a

variety of sources.

edit and revise own writing.

use technology to prepare and present writing.

use all the steps of the writing

process.

present my findings orally to the class.

Connect to Social Studies: Features of

Geography

Students have been studying geographical

features in Social Studies. Students will conduct

research on two geographical features. They will

use graphic organizers to organize information.

Students will then create a model of their two

landforms with either clay, dough, or on a poster

board. They will include a paragraph that

compares and contrasts the two landforms. The

students will present their reports to the class.

See the TNDOE unit on Oceans and Continents

for ideas:

http://www.tncore.org/english_language_arts/cu


http://www.tncore.org/english_language_arts/cu



15

when, why, and how key events occur).

RI 9 Compare and contrast the most

important points and key details presented

in two texts on the same topic.

rricular_resources/k-‐3/readingunits.aspx

Assessment: Teacher-‐made rubric

For Reading and

Writing in Each

Module

Language (L1, 2)

L 3.1 Demonstrate command of the

connections of standard English grammar


a. Explain the function of nouns, pronouns,

verbs, adjectives, and adverbs in general

and their functions in particular sentences.




I can...

identify the noun or subject in a

sentence.

use correct capitalization when

using common and proper nouns.

use subject verb agreement when

writing a sentence by identifying

singular and plural nouns.

use the correct spelling patterns

when writing plural nouns in a

sentence.

Language Arts

Common and proper nouns

Singular and plural nouns

Plural suffixes


Use of language conventions in daily/weekly writing

Daily proofreading practice (TE)

Teacher–made or district assessments in test-‐‐

like format

Speaking and Listening

SL 3.1-‐Engage effectively in a range of





their own clearly.










I can…




working in a group.


engage effectively in a discussion


text.

identify behaviors that are appropriate for group activities.

prepare and present an oral report.



Oral reports





16

discussion).

c. Ask questions to check understanding of

information presented, stay on topic, and

link their comments to the remarks of

others.

d. Explain their own ideas and

understanding in light of the discussion.

SL3. 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.

SL 3.6 Speak in complete sentences when

appropriate to task and situation in order

to provide requested detail or clarification.

Language (L2e, f, g)

L 3.2 Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling

when writing.

e. Use conventional spelling for high-‐‐

frequency and other studied words and for

adding suffixes to base words (e.g., sitting,

smiled, cries, happiness).








I can…

use letter sounds, blends, and word

attack skills to decode and spell

unknown words.

use knowledge of common vowel

teams (oa, ow, ie, igh) to decode

and spell unknown words.

use knowledge of prefixes and

suffixes (mis-‐, -‐s, -‐es) to decode and

spell unknown words.

identify correctly or incorrectly

spelled words in context.

Word study and spelling

Long o spelled oa, ow

Long i spelled i, ie, igh

Prefix mis-‐‐

Suffixes –s and –es


Spelling of grade-‐appropriate words in

daily/weekly writing

Reading

Foundational

RF 3, 4 RF 3-‐Know and apply grade-‐level phonics

I can…

read and spell words with short and






17

Skills and word analysis skills in decoding words.

c. Decode multisyllable words

RF 4-‐Read with sufficient accuracy and



understanding.







long vowel sounds.

read and spell words with the VCCV pattern.

Read and spell words with the VCe

pattern.

Read and spell words with common vowel pairs (ai, ay, ee, ea)


texts (poetry, drama, current events,

novels).



comprehension.

VCCV pattern


VCe pattern

Common vowel pairs) ai, ay, ee, ea

Fluency: Current goal of 61-‐81 WCPM with

expression and understanding


Use of learned phonics patterns to decode

unfamiliar words



ELA Grade 3 Curriculum Map Q1 - Paris Elementary School · PDF fileResearch Project Writing (W...

Documents

Transcript of ELA Grade 3 Curriculum Map Q1 - Paris Elementary School · PDF fileResearch Project Writing (W...