KEY Writing Fiction Nonfiction SOL Not Tested · Aug. 24 ongoing 3.4 b Student will expand...

Greene County Public Schools

Language Arts Grade 3 Curriculum Guide 2015-2016 Quarters 1-4

KEY Writing Fiction Nonfiction SOL Not Tested

Bloom’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

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

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.

Aug. 24

ongoing

3.12 The student will use available technology for

reading and writing. AP

Essential Knowledge


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.

2.14 The student will

use available

technology for reading

and writing.

Computer

iPad

iPod

Website

Search engine

Internet

Key words

Search

ask and respond to questions about material

presented through various media formats.

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


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

Nonficti

on

(Text

Feature

s)

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:

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

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

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

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.

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

Web

Empty

Article

Opposite

Information

Website

Title

Story

9/1-9/18

3.10 a The student will edit writing for correct


spelling.

a. Use complete sentences. AP

Essential Knowledge


expected to

2.13 a Recognize and

use complete

sentences.

Complete

Sentence

(thought)

Subject

Predicate

Verb

Incorporate these skills into

the above stories

use complete sentences.

Noun

Adjective

9/21-9/25 3.10 c The student will edit writing for correct


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


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


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.

4.7a Identify intended

audience

2.12a Generate ideas

before writing.

4.7c Use a variety of

pre-writing strategies

Graphic

Organizer

Pre-writing


the above stories

clarify writing when revising by including specific

vocabulary and information.

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

2.12The student will

write stories, letters,

and simple

explanations:

a. generate ideas

Date

Heading

Greeting

Body

Closing

Units-Energy, Greece

Math-Multiplication,

Division

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


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

before writing

b. Organize writing to

include a beginning,

middle, and end

c. Expand writing to

include descriptive

detail

d. Revise writing for

clarity.


write cohesively for a

variety of purposes:

a. ID intended

audience

c. Use a variety of pre-

writing strategies

d. Organize writing to

convey a central idea.

e. Recognize different

modes of writing have

different patterns of

organization.

f. Write a clear topic

sentence focusing on

the main idea.

J. Revise writing for

clarity of content using

specific vocabulary

and information

Signature

Address

Audience

Graphic organizer

Main idea

Topic sentence

Supporting details

Transition words

elaborate

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.





10/26-

10/30

ongoing

3.4 b The student will expand vocabulary when

reading.

b. Use knowledge of roots, affixes, synonyms

and antonyms. AP

2.7c Use knowledge of

synonyms and

antonyms

2.7b Use knowledge

Synonym

Antonym

Opposite

Same

Units-Energy

Use vocabulary to reinforce

content words

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).

use knowledge of synonyms (e.g., big/large,

mad/angry, ache/pain).

use knowledge of antonyms, (e.g., asleep/awake,

smile/frown, start/finish).

of prefixes and

suffixes

4.4b Use knowledge

of roots, affixes,

synonyms, antonyms,

and homophones.

**Thesaurus**

Math-Multiplication

10/26-

10/30

3.10 g g. Use simple abbreviations. AP

Essential Knowledge

use simple abbreviations.

2.13g Use knowledge

of simple

abbreviations.

Abbreviations

titles

11/6 –

11/13

3.4 c-f The student will expand vocabulary when

reading.

c. Apply meaning clues, language structure,

and phonetic strategies. AP

d. Use context to clarify meaning of unfamiliar

words. AP

e. Discuss meanings of words and develop

vocabulary by listening and reading a variety

of texts. U

f. Use vocabulary from other content areas. AP

Essential Knowledge

use context clues to verify meaning of unfamiliar

words and determine appropriate homophone

2.7 and 4.4 Students

will expand

vocabulary when

reading

Context Clues

Inference

Contractions

(3.4c)

Units-Greece

Math-Multiplication

usage.

using context clues, such as a restatement, a

synonym, an example, or a direct description or

definition included in the sentence or paragraph, to

clarify the meaning of unfamiliar words.

apply understanding of language structure to make

meaning from text by

using transition words of time sequence (e.g.,

first, second, next, later, after, and finally);

using transition words of compare-contrast

(e.g., like, unlike, different, and same); and

using transition words of cause-effect (e.g.,

because, if…then, when…then).

using vocabulary from history and social

science, mathematics, and science;

11/16 –

11/24

3.10 b The student will edit writing for correct


spelling.

b. Use transition words to vary sentence

structure. AP

Essential Knowledge

use transition words to vary sentence structure.

4.7 h Use transition

words for sentence

variety.

Transition words

(first, next, last,

then)

Units-Greece

Math – Multiplication,

Division

Write a paragraph about

how to solve a mult.

Problem using transition

words

11/16 –

12/18

3.5 a-m

Myths,

Legends

Fables

The student will read and demonstrate

comprehension of fictional text and poetry.

a. Set a purpose for reading. AP, E

b. Make connections between previous

experiences and reading selections. AN

c. Make, confirm, or revise predictions. C, E

d. Compare and contrast settings, characters,

and events. AN

e. Identify the author’s purpose. AN

2.8 and 4.5

2.8b Relate previous

experiences to the

main idea

4.5 f Describe the

relationship between

text and previously

read materials.

2.8a Make and

Myth

Legend

Fable

Moral

Hero

God/Goddess

Prediction

Experience

Connection

Units-Greece, Rome

Read Myths/Legends/Fables

and connect them to

Ancient Civ.

Math-Measurement

f. Ask and answer questions about what is read.

U, AN

g. Draw conclusions about text. E

h. Identify the problem and solution. AN

i. Identify the main idea. AN

j. Identify supporting details. R

k. Use reading strategies to monitor


E

l. Differentiate between fiction and nonfiction.

AN

m. Read with fluency and accuracy. AP

Essential Knowledge


expected to

read for a specific purpose by:

locating specific information in a reading

selection;

identifying details that support a stated main

idea; and

expressing a stated main idea in their own

words.

make a variety of connections with the text, such

as:

connections between their own personal

experiences and what is happening in the text;

connections between the text they are reading

and other texts they have read, such as

identifying a similar plot or character; and

connections between what they already know

about the topic and what they find in the

reading that is new to them.

use specific details to make, justify, and modify

predictions by:

identifying details from their own experiences

and knowledge that supports their predictions;

identifying information from the text that

supports or contradicts a prediction; and

confirm predictions.

4.5i Make, confirm, or

revise predictions

2.8c Ask and answer


is read.

2.8i Draw conclusions

based on the text

4.5h Draw

conclusions/make

inferences about text

2.8f/4.5e Identify the

problem and solution

2.8g/4.5c Identify the

main idea

4.5d Summarize

supporting details

4.5k Use reading

strategies to monitor

comprehension

throughout the reading

process

2.8j/4.5l read with

fluency and accuracy

Compare

Contrast

Draw conclusions

Passage

directions

Fiction

Nonfiction

Problem

Solution

Questions

Paragraph

Flow chart

Decide

Main reason

Read the flyer

Venn diagram

Web

Article

Information

Title

Story

Setting

Characters

Events

Main idea

Supporting details

Strategies

Fluency

Accuracy

Author’s purpose

revising predictions based on new

understandings.

Essential Knowledge cont.

gain meaning before, during, and after reading by:

asking and answering questions about what is

read to clarify meaning;

asking and answering questions to predict what

will happen next;

understanding that sometimes two or more

pieces of information need to be put together to

answer a question;

understanding that some questions are

answered directly in the text;

understanding that the answers to some

questions must be inferred from the reader’s

background experiences and knowledge; and

understanding the basic lessons or morals of

fairy tales, myths, folktales, legends, and fables

from diverse cultures.

apply knowledge of characterization by

describing a character’s attributes (traits,

motivations or feelings);

using evidence from the text to support

generalizations about the character;

comparing and contrasting characters within a

selection or between/among two or more

selections; and

explaining how the actions of characters

contribute to the sequence of events.

make generalizations about a character based on

that character’s response to a problem, the

character’s goal, and what the character says or

thinks.

apply knowledge of setting by:

identifying the time and place of a story, using

supporting details from the text; and

identifying the details that make two settings

similar or different.

compare and contrast settings, characters, and

events.

Essential Knowledge cont.

identify the author’s purpose (e.g., entertain,

inform, persuade).

ask and answer questions about the text to

demonstrate understanding.

draw conclusions about text to make meaning.

identify the problem (conflict) and solution, main

idea or theme, and supporting details.

use reading strategies to monitor comprehension

throughout the reading process by:

previewing and making predictions before

reading;

asking questions to confirm or refute

predictions during reading;

using context to confirm or self-correct word

recognition and

understanding, rereading as necessary;


understand (e.g., by reflecting upon and

articulating what exactly is causing difficulty);

and

discussing the story or poem and/or writing a

summary after reading.

learn to differentiate between fiction and nonfiction

by distinguishing realism from fantasy, and fact

from opinion.

read with sufficient accuracy and fluency to

support comprehension.

practice reading and rereading familiar text that is

on their independent reading level to develop

fluency, accuracy, and prosody.

11/30 -

12/18

End of

Second

Quarter

3.9 a-g

Narrati

ve

Writing

The student will write for a variety of

purposes. (letter, informative/explanatory,

narratives)

a. Identify the intended audience. R

b. Use a variety of pre-writing strategies. AP



and simple

explanations:

a. generate ideas

Audience

Graphic organizer

Main idea

Topic sentence

Supporting details

Units-Rome, Mali, Ancient

Civilizations

Math-Measurement

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. U, AP, R

f. Include details that elaborate the main idea.

C

g. Revise writing for clarity of content using

specific vocabulary and information. E

Essential Knowledge


expected to














main idea.



writing for:








before writing



middle, and end


include descriptive

detail


clarity.




a. ID intended

audience


writing strategies






organization.



the main idea.



specific vocabulary

and information

Transition words

Elaborate

Paragraph

Sequence

Order

Organize

conclusion


explain the topic


narratives

sequence events



sequence of events












usage/mechanics.




idea.








Third

Quarter

1/5 – 2/5

3.5 a-k

Fairy

Tales

Folk

The student will read and demonstrate

comprehension of fictional text and poetry.

a. Set a purpose for reading. AP, E

b. Make connections between previous

2.8 and 4.5

2.8b Relate previous

experiences to the

main idea

Fairy Tales

Folk Tales

Poetry

Stanza/verse

Units-Earth/Moon Cycles,

Famous Americans

Math- Time, Calendar,

Patterns, Graphing

Tales

Poetry

experiences and reading selections. AN

c. Make, confirm, or revise predictions. E

d. Compare and contrast settings, characters,

and events. E

e. Identify the author’s purpose. E

f. Ask and answer questions about what is read.

U, AN

g. Draw conclusions about text. E

h. Identify the problem and solution. AN

i. Identify the main idea. AN

j. Identify supporting details. R

k. Use reading strategies to monitor


AP

l. Differentiate between fiction and nonfiction.

AN

m. Read with fluency and accuracy. AP

Essential Knowledge


expected to

read for a specific purpose by:

locating specific information in a reading

selection;

identifying details that support a stated main

idea; and

expressing a stated main idea in their own

words.

make a variety of connections with the text, such

as:

connections between their own personal

experiences and what is happening in the text;

connections between the text they are reading

and other texts they have read, such as

identifying a similar plot or character; and

connections between what they already know

about the topic and what they find in the

reading that is new to them.

4.5 f Describe the

relationship between

text and previously

read materials.

2.8a Make and

confirm predictions.

4.5i Make, confirm, or

revise predictions

2.8c Ask and answer


is read.

2.8i Draw conclusions

based on the text

4.5h Draw

conclusions/make

inferences about text

2.8f/4.5e Identify the

problem and solution

2.8g/4.5c Identify the

main idea

4.5d Summarize

supporting details

4.5k Use reading

strategies to monitor

comprehension

throughout the reading

process

2.8j/4.5l read with

fluency and accuracy

rhyme

Prediction

Experience

Connection

Compare

Contrast

Draw conclusions

Passage

directions

Fiction

Nonfiction

Problem

Solution

Questions

Paragraph

Flow chart

Decide

Main reason

Read the flyer

Venn diagram

Web

Article

Information

Title

Story

Setting

Characters

Events

Main idea

Supporting details

Strategies

Fluency

Accuracy

Write word problems using

characters, skills listed

above.

use specific details to make, justify, and modify

predictions by:

identifying details from their own experiences

and knowledge that supports their predictions;

identifying information from the text that

supports or contradicts a prediction; and

revising predictions based on new

understandings.


asking and answering questions about what is

read to clarify meaning;

asking and answering questions to predict what

will happen next;



answer a question;


answered directly in the text;

understanding that the answers to some

questions must be inferred from the reader’s

background experiences and knowledge; and

understanding the basic lessons or morals of

fairy tales, myths, folktales, legends, and fables

from diverse cultures.

apply knowledge of characterization by

describing a character’s attributes (traits,

motivations or feelings);

using evidence from the text to support

generalizations about the character;

comparing and contrasting characters within a

selection or between/among two or more

selections; and

explaining how the actions of characters

contribute to the sequence of events.

make generalizations about a character based on

that character’s response to a problem, the

character’s goal, and what the character says or

thinks.

apply knowledge of setting by:

identifying the time and place of a story, using

supporting details from the text; and

Author’s purpose

Essential Knowledge Cont.

identifying the details that make two settings

similar or different.

compare and contrast settings, characters, and

events.


inform, persuade).

ask and answer questions about the text to

demonstrate understanding.

draw conclusions about text to make meaning.

identify the problem (conflict) and solution, main

idea or theme, and supporting details.

use reading strategies to monitor comprehension

throughout the reading process by:

previewing and making predictions before

reading;

asking questions to confirm or refute

predictions during reading;

using context to confirm or self-correct word

recognition and

understanding, rereading as necessary;


understand (e.g., by reflecting upon and

articulating what exactly is causing difficulty);

and

discussing the story or poem and/or writing a

summary after reading.

1/5 – 1/15 3.10 j j. Use correct spelling for irregular plurals AP

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.

4.8g Use correct

spelling for frequently

Plural

Singular

Irregular

Units-Earth/Moon Cycles,

Famous Americans

Use concepts from units in

plural examples

used words, including

common homophones.

1/20 –

1/29

3.10 e e. Use singular possessives. AP

Essential Knowledge

use singular possessives.

2.13 f Use

contractions and

possessives.

4.8h Use singular

possessives.

Possessive

Apostrophe

ownership

Units - Civics/ Famous

Americans

Math - Graphing

2/1 – 2/5 3.10 d d. Use past and present verbs. AP

Essential Knowledge

use past and present verbs

Verb

Past/present

Action

Linking(helper)

verb

Units - Civics/ Famous

Americans

Math - Graphing

2/8 – 2/27 3.6 i The student will continue to read and


texts.

i. Compare and contrast the characteristics of

biographies and autobiographies. AN

Essential Knowledge

compare and contrast the characteristics of

biographies and autobiographies.

Biography

Autobiography

Compare

Contrast

Time line

Units-Civics/Famous

Americans, Soil

Math- Graphing,

Fractions

Integrate with units by

reading Auto/Bio of Famous

Americans

2/9 – 3/11

3.9 a-g

Explana

tory/

Informa

tive

Writing


expected to












and simple

explanations:

a. generate ideas

before writing



middle, and end

Audience

Graphic organizer

Main idea

Topic sentence

Supporting details

Transition words

Elaborate

Paragraph

Sequence

Units-Civics/Famous

Americans, Soil

Math-

Probability/Measurement

Write a bio of an explorer or

famous American

Determine probability of

survival for explorers given





main idea.



writing for:









explain the topic


narratives

sequence events



sequence of events












usage/mechanics.





include descriptive

detail


clarity.




a. ID intended

audience


writing strategies






organization.



the main idea.



specific vocabulary

and information

Order

Organize

conclusion

certain conditions

idea.








3/2 – 3/11

End of

Third

Quarter

3.4 a The student will expand vocabulary when

reading.

a. Use knowledge of homophones. AP

Essential Knowledge

use knowledge of homophones (e.g., be/bee,

hear/here, and sea/see) to understand unfamiliar

words.

2.7a/4.4a Use

knowledge of

homophones

homophone Units- Plants, Explorers

Math-Fractions

Fourth

Quarter

3/14 –

3/25

ongoing

3.7 a The student will demonstrate

comprehension of information from a

variety of print and electronic resources.

a. Use encyclopedias and other references

books, including online reference materials. U,

AN, AP

Essential Knowledge

make decisions about which resource is best for

locating a given type of information.

retrieve information from electronic sources.

use the Internet to find information on a given

topic.

2.10c Use dictionaries,

glossaries, and indices.

2.10d Use online

resources

4.9b Collect

information from

multiple resources

including online, print,

and media

Encyclopedia

Atlas

Topic

Reference

Website

Internet

Search

Search engine

Key words

Resource

Plagiarism

Units-Explorers, Animals

Math-Probability

3/14 –

4/15

3.11 a-d

Short

Report

The student will write a short report.

a. Construct questions about the topic. C

b. Identify appropriate resources. R

c. Collect and organize information about the

Review paragraph

writing

Review nonfiction/text

features

Plagiarism

Topic

Resources

Units-Animals

Math-Probability,

Division, Geometry

Writing topic into a short report. AN

d. Understand the difference between

plagiarism and using own words. AN

Essential Knowledge

focus on a central topic.

develop a list of questions pertaining to a specific

topic.

identify and use appropriate resources.


writing for short reports (e.g., opening, grouping of

like information into clear paragraphs, ordering of

paragraphs so that there is a logical flow of

information, and closing).

review their written drafts so that the language

and/or thoughts of another author are given proper

credit.


demonstrate

comprehension of

information resources

to research a topic

4/6 – 4/22 3.6 a-l

The student will continue to read and


texts.

a. Identify the author’s purpose. E

b. Use prior and background knowledge as

context for new learning. AN, AP

c. Preview and use text features. AP

d. Ask and answer questions about what is

read. U, AN

e. Draw conclusions based on text. E

f. Summarize major points found in nonfiction

texts. U

g. Identify the main idea. AN

h. Identify supporting details. R

j. Use reading strategies to monitor


AP

k. Identify new information gained from

Review nonfiction Author

Purpose

Prediction

Experience

Connection

Compare

Contrast

Draw conclusion

Plagiarism

Passage

directions

Fiction

Nonfiction

Problem

Solution

Questions

Paragraph

Flow chart

Units-Animals

Math-Division, Geometry

reading. R

l. Read with fluency and accuracy. AP

Essential Knowledge


expected to


inform, persuade).

use prior and background knowledge as context for

new learning by:

recognizing similarities between their own

personal experiences and the text;

recognizing similarities between the text they

are reading and other texts they have read; and

recognizing similarities between what they

already know about the topic and what they

find in the reading that is new to them.

use text formats such as the following to preview,

set a purpose for reading, and locate information

relevant to a given topic efficiently:

content text features, such as headings and

chapter layout by topic;

functional formats, such as advertisements,

flyers, and directions;

specialized type, such as bold face and italics;

and

visually and graphically represented

information, such as charts, graphs, graphic

organizers, pictures, and photographs.

apply understanding of text structure to guide

reading by:

making predictions based on knowledge of text

form types, such as narrative, informational,

graphic, and functional;

making predictions based on knowledge of

literary forms, such as biography and

autobiography; and

identifying sequence and cause-effect

relationships of information in functional texts,

such as recipes and other sets of directions.

Decide

Important

Main reason

Read the flyer

Venn diagram

Web

Empty

Article

Opposite

Information

Website

Title

Story


asking and answering questions to clarify

meaning;



answer a question; and


answered directly in the text.

draw conclusions about what they have read.

summarize major points in a selection.

identify details that support the main idea of a

nonfiction selection.

state in their own words the main idea of a

nonfiction selection.

compare and contrast the characteristics of

biographies and autobiographies.

monitor their comprehension throughout the

reading process by:


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.

4/20 –

4/26

3.2 a-e The student will present brief oral reports

using visual media **Not Tested

a. Speak clearly. R

b. Use appropriate volume and pitch. R

c. Speak at an understandable rate. R

d. organize ideas sequentially or around major

points of information. AN, C

e. Use contextually appropriate language and

specific vocabulary to communicate ideas. AP

Essential Knowledge


expected to

deliver oral presentations in an engaging manner

that maintains audience interest by:

reporting on a topic, telling a story, or

recounting an experience with appropriate facts

and relevant details;

presenting information with expression and

confidence;

varying tone, pitch, and volume to convey

meaning;

speaking at an understandable rate;

selecting words and phrases for effect;

using visual media (e.g., images, posters, and

charts) to emphasize or enhance facts or

details;

using specific vocabulary appropriate for the

audience and the topic; and

using grammatically correct language.

stay on topic during presentations.

organize ideas sequentially or around major points

of information.

answer questions from the audience.

evaluate their own presentations, using class-

designed criteria.

Volume

Tone

Pitch

Expression

Rate

Visual media

Oral report

Specific

vocabulary

Communicate

Understandable

Units-Animals

Math-Geometry

KEY Writing Fiction Nonfiction SOL Not Tested · Aug. 24 ongoing 3.4 b Student will expand...

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