Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 1

Unit: 1 / Marking Period 1

Curriculum Area:English Language Arts

Unit Title: Learning and Growing as a Community

Reading Genre(s): Fantasy, Realistic Fiction, Narrative Nonfiction,

Biography, Expository Text, Folktale

Writing Genre(s): Opinion Writing, Research Writing, and Routine

Writing , PARCC Research Simulation Task (RST)

Grade Level: 3

Time Frame: 9 weeks

8 Weeks of Instruction plus 5 days of Assessment

Pacing Guide

Unit Overview

This unit will set the tone for everything else to come this year and to help students become avid readers and writers. Establishing these

routines and expectations will empower students throughout their academic journey. The main purpose of this unit is to enable students to

understand narrative elements, theme, text structure and main idea through fiction and nonfiction texts. Students will also focus on reading

strategies that they will utilize throughout the entire year such as, visualizing, asking and answering questions, and making predictions.The

theme throughout this unit of study is “Learning and Growing as a Community”, as each story and informational text discusses a variety of

traditions, cultures and how communities are created, as well as how people need to work together to solve problems. It is through various texts

and characters that students will be able to find common ground and internalize the messages into their own lives. In Writing, students will

express their opinions about characters and different communities that they have learned about through text.

Enduring Understandings Essential Questions

● Good readers employ strategies to help them understand text.

Strategic readers can develop, select, and apply strategies to

enhance their comprehension.

● Good readers and writers learn about different cultures and

traditions through a variety of text.

● Good writers use a variety of strategies that enables them to

form and style, in order to write for different purposes,

audiences and contexts.

● Learners will understand the proper structure of collaborative

conversation.

● What do readers do when they do not understand everything in

a text?

● How can we learn and grow as a community?

● How do good writers express themselves and their opinions?

● What are the requirements for a collaborative discussion?

District/School Required Texts and Media Formats District/School Supplementary Resources

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 2

● Close Reading Strategies

Wonders Reading Program Weekly Units - McGraw Hill

● Leveled Readers - Wonders

● Intervention Letter Cards

WonderWorks- Wonders Intervention Program- McGraw Hill

In addition to weekly units in Wonders Program:

Wonders:

SMART START (Week 1 ONLY):

● Teacher’s Edition pg. S1- S36

● Kaffa's Discovery

Unit 1 Week 1:

● Bruno’s New Home

○ RL.3.1.

○ E-Book: Bruno's New Home (click file, option 2)

○ Reading/Writing Workshop p. 22-27

○ Fantasy

○ Lexile 430

● Wolf!

○ RL.3.1., RL.3.2., RL.3.4.

○ E-Book: Wolf! (click file, option 8)

○ Reading Wonders Anthology p. 10-31

○ Fantasy

○ Lexile 650

Unit 1 Week 4:

● Mary Anderson’s Great Invention

○ RI.3.1., RI.3.4.

Supplemental Reading Texts:

● Molly’s Pilgrim

○ RL.3.1., RL.3.2., RL.3.4., RL.3.6.

○ Realistic Fiction

○ Lexile 450

● Stuart Goes to School

○ RL.3.1., RL.3.2., RL.3.4.

○ Realistic Fiction

○ Lexile 430

● A Bad Case of the Stripes,

○ RL.3.1., RL.3.2., RL.3.4.

○ Fantasy

○ Lexile 540

● A Fine, Fine School, by Sharon Creech

○ Realistic Fiction

○ Lexile 300

● The Best Town in the World, by Byrd Baylor

○ Realistic Fiction

○ Lexile 920

● I Wanna Iguana, bu Karen Kaufman Orloff

○ Fiction

○ Lexile 460

● Aesop's Fables

Supplementary Resources:

● I Can Statements

● Roselle Public Schools Language Arts Areas of Focus

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 3

○ E-Book: Mary Anderson's Great Invention (click file,

option 2)

○ Reading/Writing Workshop p.70-75

○ Biography

○ Lexile 460

● Lighting the World

○ RI.3.1., RI.3.4.

○ E-Book: Lighting the World (click file, option 2)

○ Reading Wonders Anthology p.92-93

○ Biography

○ Lexile 570

Unit 2 Week 1:

● Anansi Learns a Lesson

○ RL.3.1., RL.3.2., RL.3.4.

○ E-Book: Anansi Learns a Lesson (click file, option 4)

○ Reading/Writing Workshop p. 102-107

○ Folktale

○ Lexile 510

● Deltona is Going Batty

○ RL.3.1., RL.3.2., RL.3.4.

○ E-Book: Deltona is Going Batty

○ Expository

○ Lexile 550

Unit 2 Week 2:

● Sailing to America

○ RL.3.1., RL.3.2., RL.3.4.

○ E-Book: Sailing to America (click file, option 3)

○ Reading/Writing Workshop p.118-123

○ Historical Fiction

○ Lexile 460

● Read Write Think

● ReadWorks

● Standards Solution

● Scholastic

● Teaching Skills with Children’s Literature as Mentor Text

● Core Standards: Appendix B

● ConnectEd: Professional Development Instructional

Routine

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 4

Unit 4 Week 1:

● Nail Soup

○ RL.3.1., RL.3.2., RL.3.4., RL.3.6. ○ E-Book: Nail Soup (click file, option 2)

○ Reading/Writing Workshop p.262-265

○ Folktale

○ Lexile 580

● The Real Story of Stone Soup

○ RL.3.1., RL.3.2., RL.3.4., RL.3.6. ○ E-Book: The Real Story of Stone Soup (click file,

option 2)

○ Folktale

○ Reading Wonders Anthology p.278-295

○ Lexile 570

District/ School Formative Assessment Plan District/ School Summative Assessment Plan

● Reading Wonders Bi-Weekly

● Anecdotal Records

● Writing Portfolios (Opinion)

● DRA

● i-Ready Instruction

● Unit 1 Project Based Assessment

● Unit 1 Collaborative Discussion Question

○ Unit 1 Collaborative Discussion Question- Rubric

● Unit 1 Performance Task- RST

● Student Portfolio Collection

● District Writing Benchmark Writing Assessment-(RST)

● i-Ready Diagnostic 1

Instructional Best Practices

● Identifying Similarities and Differences

● Summarizing and Note Taking

● Reinforcing Effort and Providing Recognition

● Managing response rates

● Checks for Understanding

● Diagrams, Charts and Graphs

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 5

● Homework and Practice

● Modeling

● Cooperative Learning

● Setting Objectives and Providing Feedback

● Cues, Questions, and Advance Organizers

● Gradual Release of Responsibility

● Coaching

● Reading Partners

● Visuals

● Collaborative Problem Solving

● Active Engagement Strategies

● Establishing Metacognitive Reflection and Articulation

● Required Reading and Writing Artifacts (e.g. Word Wall,

PARCC Rubrics, Student Work display with rubric score,

teacher feedback, student reflection, Reading

Journal(notebook), student portfolios, conference logs, data

charts/logs, etc.)

NJSLS Learning Plan

Content Standards and Key Knowledge

Students will know..

Students will be able to…

Exemplar Lessons and Activities

RL.3.1. Ask and answer questions, and make relevant

connections to demonstrate understanding of a text, referring

explicitly to the text as a basis for the answers.

RI.3.1. Ask and answer questions, and make relevant connections

to demonstrate understanding of a text, referring explicitly to the

text as the basis for the answers.

● Closely read a text to demonstrate understanding

● Make personal connections, make connections to other texts,

and/or make global connections when relevant

● Refer to specific text to support answers and to craft questions

● Explicitly locate evidence in the text to support answers and

to craft questions of a factual nature

● Answer and ask both factual questions and inferential (context

clues, predictions, and drawing conclusions) questions that

require reasoning from the reader. (Note: Information is

RL.3.1., RI.3.1. Asking and Answering Questions

RI.3.1. Self-Questioning Using Question-Answer Relationships

RI.3.1 Wonders: Self-Questioning

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 6

implied)

RL.3.2. Recount stories, including fables, folktales, and myths

from diverse cultures; determine the central message/theme,

lesson, or moral and explain how it is revealed through key

details in the text.

● Closely read stories, including fables, folktales, and myths

from diverse cultures, noting key details

● Determine central messages or theme

● Identify patterns in details

RI.3.2. Determine the main idea of a text; recount the key details

and explain how they support the main idea.

● Determine central messages or main ideas in a text

● Identify details to support the main idea

● Analyze how the details of the text help to support and reveal

the central idea or theme

RL.3.4. Determine the meaning of words and phrases as they are

used in a text, distinguishing literal from nonliteral language.

RI.3.4. Determine the meaning of general academic and domain-

specific words and phrases in a text relevant to a grade 3 topic or

subject area.

● Demonstrate the ability to determine the meaning of words

and phrases as they are used in a text (e.g., literal, nonliteral,

RL.3.2. Unlocking Tales with a Message

RL.3.2. Finding the Message: Grasping Themes in Literature

RL.3.2. Recounting Stories

R.I.3.2. Wonders: Determine Main Idea Lessons

RI.3.2. Determining the Main Idea and Key Details

RI.3.2. RI.3.2. Teacher Resource Page

RL.3.4. Differentiating Literal and Nonliteral Language

RI.3.4. Determine the Meaning of Words using Text and Text

Features

RI.3.4. Literal vs. Non-Literal Language

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 7

academic, domain-specific)

● Differentiate between literal and nonliteral language

RL.3.6. Distinguish their own point of view from that of the

narrator or those of the characters.

RI.3.6. Distinguish their own point of view from that of the

author of a text

● Establish the point of view of a text

● Determine how the reader’s point of view is different from

the narrator’s or the characters

● Compare the reader’s point of view with the author’s point of

view

RF.3.3. Know and apply grade-level phonics and word analysis

skills in decoding words.

RF.3.3.A. Identify and know the meaning of the most

common prefixes and derivational suffixes.

RF.3.3.B. Decode words with common Latin suffixes.

RF.3.3.C. Decode multisyllable words.

RF.3.3.D. Read grade-appropriate irregularly spelled

words.

● Distinguish the base root from the affix

● Identify and define common prefixes and suffixes

● Identify and define common Latin suffixes

RL.3.6. Point of View

RL.3.6 Wonders Point of View Lessons

RI.3.6. Determine the Author’s Point of View and Distinguish it

From Your Own

RI.3.6. Point of View: A Unit of Perspective

RF.3.3., RF.3.4., Word Study: Effective Language and Vocabulary

Instruction in a Balanced Literacy Classroom (Wonders)

RF.3.3. Root Word Decoding

RF.3.3. Build Vocabulary and Deepen Understanding

RF.3.3.B. Decode Words with Latin Suffixes

RF.3.3.C. Multisyllabic Words

RF.3.3.D. Irregularly Spelled Words

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 8

● Decode words that have a Latin suffix

● Use strategies to read multi-syllable words

● Read grade-appropriate irregularly spelled words

RF.3.4. Read with sufficient accuracy and fluency to support

comprehension.

RF.3.4.A. Read grade-level text with purpose and

understanding.

RF.3.4.B. Read grade-level prose and poetry orally with

accuracy.

RF.3.4.C. Use an appropriate rate while reading aloud.

RF.3.4.D. Read with expression on successive readings.

RF.3.4.E. Use context to confirm or self-correct word

recognition and understanding.

RF.3.4.F. Reread as necessary.

● Use various strategies to understand text and read with

purpose

● Accurately read grade-level poetry and prose aloud

● Use an appropriate rate and expression when reading aloud

● Use various strategies to support word recognition and

understanding

● Reread texts when appropriate to support increased accuracy,

fluency, and comprehension

W.3.1. Write opinion pieces on topics or texts, supporting a point

of view with reasons.

W.3.1.A. Introduce the topic or text they are writing about,

RF. 3.4. Poetry: A Feast to Form Fluent Readers

RF.3.4. Test Prep, Comprehension Strategies

W.3.1. Identify and Describe Opinion Writing

W.3.1.A. Introduce a Topic Clearly

W.3.1.B. Provide Evidence to Support Reasons

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 9

state an opinion, and create an organizational structure that

lists reasons.

W.3.1.B. Provide reasons that support the opinion.

W.3.1.C. Use linking words and phrases (e.g., because,

therefore, since, for example) to connect opinion and reasons.

W.3.1.D. Provide a conclusion.

● Distinguish fact from opinion

● Group supporting details to support the writer’s purpose

● Introduce the topic or text clearly

● State an opinion to be supported with reasons

● Write a thesis statement to focus the writing

● Support the opinion with facts and/or reasons

● Connect opinions with reasons using linking words and

phrases

● Write a conclusion

W.3.4. With guidance and support from adults, produce writing

in which the development and organization are appropriate to

task and purpose. (Grade-specific expectations for writing types

are defined in standards 1-3 above.)

● Produce writing that is clear and understandable to the reader

● Unpack writing tasks (type of writing assignment)

● Determine writing purpose (the writer’s designated reason for

writing)

● Focus the organization and development of a topic to reflect

the task and purpose

W.3.1.C. Use Linking Words and Phrases to Connect Ideas in an

Opinion Essay

W.3.1.D. Draft a Conclusion Paragraph for an Opinion Essay

W.3.4 Analyze a Writing Prompt

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 10

W.3.5. With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising, and

editing. (Editing for conventions should demonstrate command of

Language standards 1-3 up to and including grade 3 here.)

● Practice revising and editing skills

● Change word choice and sentence structure in writing to

strengthen the piece

● Use a variety of graphic organizers (story frames, story

mountains, story maps) to assist with developing a plan for

writing

● Recognize spelling, grammar, and punctuation errors

● Employ strategies for correcting errors with assistance

(conferences, check sheets, peer editing)

W.3.6. With guidance and support from adults, use technology to

produce and publish writing as well as to interact and collaborate

with others.

● Develop strategies with peers and adults to use digital tools

● Use technology for producing and publishing writing

● Use technology to collaborate with others

W.3.7. Conduct short research projects that builds knowledge

about a topic.

● Explore a topic in greater detail by developing a research

question, with assistance, that helps bring focus to the topic

● Gather information to support a topic

● Select relevant information from texts to support main ideas

or claims

● Group like ideas to organize writing

W.3.5. Wonders: Writing Traits Lessons

W.3.5 Revise Paragraphs to Include a Catchy Beginning Sentence

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 11

W.3.10. Write routinely over extended time frames (time for

research, reflection, metacognition/self-correction and revision)

and shorter time frames (a single sitting or a day or two) for a

range of discipline-specific tasks, purposes, and audiences.

● Produce numerous pieces of writing over various time frames

● Develop skills in research

● Reflection on and revise writing

● Self-correct when writing to produce a clearer message

● Purposefully explain choices made while writing

● Develop a topic related to the content area they are writing

about to reflect task, audience, and purpose

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.

SL.3.1.A. Explicitly draw on previously read text or

material and other information known about the topic to

explore ideas under discussion

SL.3.1.B. Follow agreed-upon norms 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.3.1.C. Ask questions to check understanding of

information presented, stay on topic, and link their

comments to the remarks of others

SL.3.1.D. Explain their own ideas and understanding in

light of the discussion

W.3.10 Writing Routinely Over Extended Time Frames

W.3.10 Metacognitive Teaching Strategies

SL.3.1., SL.3.6. Speaking and Listening Skills: Common Core

Training Module (Wonders) ● On the left side under filters, click Understanding the Common

Core Standards

● Click on video 3: Speaking and Listening Standards

SL.3.1.A. Activating Prior Knowledge

SL.3.1.B. How Can I Create, Uphold, and Share Responsibility for

Classroom Norms?

SL.3.1.D. Accountable Discussions

SL.3.1.D. Collaborative Conversations Fueled by Close Reading

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 12

● Engage in conversations about grade-appropriate topics and

texts

● Participate in a variety of rich, structured conversations

● Actively engage as part of a whole class, in small groups, and

with a partner, sharing the roles of participant, leader, and

observer

● Engage in collaborative conversations

● Develop skills in active listening and group discussion

SL.3.6. 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 here for specific

expectations.)

● Speak in complete sentences

● Adapt speech to task and situation

● Use 3rd grade appropriate grammatically correct speech

● Elaborate on a detail when necessary

● Clarify ideas when necessary

L.3.1. Demonstrate command of the conventions of standard

English grammar and usage when writing or speaking.

L.3.1.A. Explain the function of nouns, pronouns, verbs,

adjectives, and adverbs in general and their functions in

particular sentences.

L.3.1.B. Form and use regular and irregular plural nouns.

L.3.1.C. Use abstract nouns (e.g., childhood).

● Define and identify nouns, pronouns, verbs, adjectives, and

L.3.1., L.3.2. Wonders: Conventions Lessons

L.3.1.A. Wonders: Nouns Lessons

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 13

adverbs in sentences

● Examine the purpose of nouns, pronouns, verbs, adjectives,

and adverbs in particular sentences

● Differentiate between regular and irregular plural nouns

● Identify regular and irregular plural nouns in reading and use

them when writing or speaking

● Identify abstract nouns

● Use abstract nouns when writing or speaking

L.3.2. Demonstrate command of the conventions of standard

English capitalization, punctuation, and spelling when writing.

L.3.2.A. Capitalize appropriate words in titles.

L.3.2.E. Use conventional spelling for high-frequency and

other studied words and for adding suffixes to base words

(e.g., sitting, smiled, cries, happiness)

L.3.2.F. Use spelling patterns and generalizations (e.g., word

families, position-based spellings, syllable patterns, ending

rules, meaningful word parts) in writing words

L.3.2.G. Consult reference materials, including beginning

dictionaries, as needed to check and correct spellings

● Identify the words in titles that should be capitalized

● Consistently apply rules for capitalization in titles

● Spell conventional words correctly when adding a suffix to

base words

● Identify spelling patterns and generalizations

● Apply spelling patterns when writing words

● Determine the purpose and use of reference materials

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 14

● Utilize reference materials to check and correct spelling, when

needed

L.3.4. 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.

L.3.4.A. Use sentence-level context as a clue to the meaning

of a word or phrase.

L.3.4.D. Use glossaries or beginning dictionaries, both print

and digital, to determine or clarify the precise meaning of

keywords and phrases.

● Decipher the meanings of words and phrases by using

sentence context.

● Identify the purpose and use of glossaries and dictionaries

● Determine the structure of glossaries and dictionaries

● Use both print and digital glossaries and dictionaries to define

and clarify words

L.3.6. 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).

● Use 3rd grade vocabulary fluently when discussing academic

or domain-specific topics

● Choose the most accurate word when describing actions,

emotions, or states of being

● Choose the most accurate word when discussing a particular

L.3.4. Wonders: Determine the Meaning of Unknown Words

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 15

topic

● Use spatial and temporal relationship words and phrases

Related Misconception(s)

RI.3.1/RL.3.1 The New Students Learning Standards require students to once again make personal connections to the text.

A RECOUNT is different than a RETELL. A RECOUNT is written. When doing a recount, the student must include the literary elements

(character, setting, key plot details) and the plot details must be in chronological order.

Readers’ Workshop

Procedures:

● Independent Reading ● Mini-Lessons ● Read-Alouds ● Shared Reading ● Interactive Read-Alouds ● Guided Reading and Literacy Stations

○ Use Before/During/After Reading Strategies

○ Before

▪ KWL Chart ▪ Metacognitive Questioning ▪ Gallery Walk ▪ Vocabulary Building

○ During

▪ Use of context clues for unfamiliar vocabulary ▪ Story Board ▪ Reader’s Log ot Response Log ▪ Dialectical Journal ▪ Graphic Organizers (Compare and Contrast,

Required Resources:

● Reading: Common Core Training Module (Wonders)

○ On the left side under filters, click Understanding the

Common Core Standards

○ Click on video 1: Reading Standards

● ConnectEd Online

● Word Study: Effective Language and Vocabulary

Instruction in a Balanced Literacy Classroom (Wonders)

● A Balanced Literacy CCSS-ELA Classroom: What Does it

Look and Sound Like? (Wonders)

● Setting Up the Balanced Literacy Classroom (Wonders)

● Small Group Guided Reading for a Successful CCSS-ELA

Balanced Literacy Classroom (Wonders)

● Clarifying the Confusion about Collaborative Conversations

(Wonders)

○ Click file, option 1

● Wonders Reading / Writing Workshop Textbook

● Wonders - Anthology

● Wonders - Leveled texts

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 16

Venn Diagram, Sequencing, Problem-Solution,

Story Map) ▪ Reciprocal Teaching Process: Each student

takes a different role (e.g. Read, Predict,

Visualize, Clarify, Question, Summarize) ▪ Literature Circles

○ After

▪ Summarizing ▪ Paraphrasing ▪ Bridging Text to Make Connections ▪ Compare and Contrast texts ▪ Exit Ticket

● Lesson Closure Reading Comprehension Skills and Strategies

Required Reading Strategies ● Making Connections

● Ask and Answer Questions (Monitoring & Clarifying)

● Analyzing Author’s Craft

● Retelling (Summarizing)

● Rereading (Monitoring & Clarifying)

● Determining Importance

● Predictions (Inferring)

● Drawing Conclusions (Inferring)

● Context Clues (Inferring)

Unit 1 Reading Skills

● Close Reading

● Make Personal Connections, Connections to Other Text, and

Global Connections when relevant.

● Refer to text to craft questions

● Analyze details

● Central Message/ Theme

● Identify patterns in details

● Main Idea and Key Details in a text

● Identify details to support the main idea

● Analyze details to support/reveal the central idea

● Determine meaning of words and phrases used in a text

● Differentiate literal and nonliteral language

● Establish the Point of View of the text

● Compare readers Point of View with the Author’s Point of View

● Affixes and Root Words

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 17

● Common Prefixes and Suffixes

Suggested Resources:

● North Carolina-3rd Gr. ELA Unpacking the Standards

● PARCC Evidence Tables

● Character Traits

● Fact and Opinion

● Point of View

● 3rd Grade ELA-Common Core Resources

● Teaching Text Features

● Reading Comprehension

Writers’ Workshop

Procedures:

● Mini-Lessons ● Independent Writing ● Conferencing ● Group Share ● Guided Writing and Writing Stations ● Lesson Closure

Required Resources

● PARCC Writing Lessons

● . Reading: Common Core Training Module (Wonders)

○ On the left side under filters, click Understanding the

Common Core Standards

○ Click on video 2: Writing Standards

○ Click on video 4: Language Standards

● ConnectEd Online: Writers Workspace

● Wonders Annotated Grammar Handbook

● Writing: Common Core Training Module (Wonders)

○ Click video 2: Writing Standards

● Writing From Sources by Dr. Douglas Fisher (Wonders)

● Effective Writing Instruction for the CCSS-ELA Balanced

Literacy Classroom (Wonders)

● Small-Group Guided Writing, Independent Writing, and

Writing Conferences in the Balanced Literacy Classroom

(Wonders)

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ELA Curriculum Units

Grade 3

Revised, 2018 18

Wonders Writer’s Workspace

● Wonders Writer's Workspace: Opinion Letter

○ Click on file 3

● Wonders Writer's Workspace: Book Review

○ Click on file 4

Suggested Resources

● Brainstorm before Writing

● Mini Writing Lessons

● Keys to Content Writing and Keys to Argumentative

Writing

● Writing Genres

● Writing Process

● No Red Ink (Grammar)

Writing Tasks

Primary Focus Secondary Focus (Grammar

and Vocabulary)

Routine Writing

Portfolio Pieces:

● Genre Writing: Opinion

○ Unit 1 Performance

Task- (RST)

○ PARCC Writing

Lessons

● Unit 1 Project Based

Assessment ● District Writing Benchmark

Assessment-RST

● Use nouns, pronouns,

verbs, adjectives, and

adverbs in writing

● Use regular and irregular

plural nouns

● Use abstract nouns

● Use capitalization,

punctuation, and spelling

when writing

● Capitalize appropriate

● Reading Logs

● Exit Ticket / DOL

● Do Now

● Reflections

● Book Review

● Teacher Short Created Responses (2)

● Notetaking

Roselle Public Schools

ELA Curriculum Units

Grade 3

Revised, 2018 19

words in titles

● Incorporate unit

vocabulary words in

writing

Content Vocabulary Spelling

Weekly unit vocabulary - Wonders Readers’ Workshop by

McGraw-Hill

ConnectEd Online

Teachers’ Guide - Wonders- McGraw Hill

ConnectEd Online

Required Speaking and Listening Suggested Speaking and Listening

● Whole group discussion

● Pair-Share

● Small group discussions

● Teacher directed discussions

● Student-led presentations

● Follow agreed upon rules for discussion

● Questioning techniques

● Active Listening Strategies

● Oral Presentations

● Oral Reading

● Oral response to questions

● Create audio recordings

● Class debates

● Readers’ Theater

● Oral Report

● Literature Circle

● Partner talk

● Accountable talk

● Literacy TA-Speaking and Listening Activities

● Learn Zillion-Crafting a Persuasive Speech

● Literacy Design Collaborative Modules

● Literacy in Science-Animal Adaptations

● Collaboration Kit

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ELA Curriculum Units

Grade 3

Revised, 2018 20

● Book talk

Performance Task Options Professional Resources

Performance Tasks

Critical Thinking Suggested Resources:

● Current Event Lessons

● Smithsonian TweenTribune

● Newsela

● Critical Thinking Handbook

● Critical Thinking Lessons in Literacy

● Whole Brain Teaching Video

● Critical Thinking Lesson Plan

Academic Vocabulary

RL.3.1 Relevant, connections, demonstrate, explicitly

RL.3.2 Recount, fables, folktales, myths, cultures, determine, central

message, theme, lesson, moral, explain, key details

RL.3.4 Determine, distinguishing literal, nonliteral, language

RL.3.6 Distinguish, point of view, narrator, characters

RI.3.1 Relevant, connections, demonstrate, explicitly

RI.3.2 Determine, main idea, recount, key details, explain

RI.3.4 Determine, general academic, domain-specific, relevant

RI.3.6 Distinguish, point of view

SL.3.1 Collaborative discussions

SL.3.1.b Norms

SL.3.6 Clarification

W.3.1. Opinion piece, support, point of view, reasons

W.3.1.a Introduce, topic, state opinion, create organizational structure,

lists reasons

W.3.1.b Provide reasons, support the opinion

W.3.1.c Use linking words, phrases (e.g., because, therefore, since, for

example), connect opinion and reasons

W.3.1.d Conclusion

W.3.4. Development, organization, task, purpose

W.3.5. Develop, planning, revising, editing

W.3.6. Technology, produce, publish, interact, collaborate

W.3.7. Research, topic, build knowledge

W.3.10 Routine, research, reflection, metacognition/self-correction,

revision, discipline-specific

L.3.1 Demonstrate command of the conventions of standard English

grammar and usage when writing or speaking.

L.3.1.a Explain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentences.

L.3.1.b Form and use regular and irregular plural nouns.

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L.3.1.c Use abstract nouns (e.g., childhood).

L.3.2. Capitalization, punctuation

L.3.4 Determine, clarifydictionaries, as needed to check and correct

spellings

L.3.6 general academic, domain-specific words and phrases, signal

spatial and temporal relationships

NJ CCCS 8.1 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in

order to solve problems individually and collaborate and to create and communicate knowledge.

Students will:

Understand and use technology systems

INDICATOR:

8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.

Students will:

Select and use applications effectively and productively.

INDICATORS:

8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.

8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.

8.1.5.A.5 Create and use a database to answer basic questions.

8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.

21st Century Themes and Skills

21st Century Themes

21st Century Skills

● Global Awareness

● Environmental Literacy

● Health Literacy

● Civic Literacy

● Financial, Economic, Business, and

Entrepreneurial Literacy

● Creativity and Innovation

○ E, T

● Critical Thinking and Problem Solving

○ E, T, A

● Communication

○ E, T

● Collaboration

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○ E, T, A

21st Century Life and Careers Standards

Career Ready Practices:

● CRP1: Act as a responsible and contributing citizen and employee.

● CRP2: Apply appropriate academic and technical skills.

● CRP3: Attend to personal health and financial well-being.

● CRP4: Communicate clearly and effectively and with reason.

● CRP5: Consider the environmental, social and economic impacts of decisions.

● CRP6: Demonstrate creativity and innovation.

● CRP7: Employ valid and reliable research strategies.

● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.

● CRP9: Model integrity, ethical leadership and effective management.

● CRP10: Plan education and career paths aligned to personal goals.

● CRP11: Use technology to enhance productivity.

● CRP12: Work productively in teams while using global competence.

9.1 Personal Financial Literacy - Income And Careers

9.2 Career Awareness, Exploration, And Preparation - Career

Awareness

● 9.1.4.A.1 Explain the difference between a career and a job,

and identify various jobs in the community and the related

earnings.

● 9.1.4.A.2 Identify potential sources of income.

● 9.1.4.A.3 Explain how income affects spending and take-

home pay.

9.1.8.A.1 Explain the meaning and purposes of taxes and tax

deductions and why fees for various benefits (e.g., medical

benefits) are taken out of pay.

9.1.8.A.2 Relate how career choices, education choices, skills,

entrepreneurship, and economic conditions affect income.

9.1.8.A.3 Differentiate among ways that workers can improve

earning power through the acquisition of new knowledge and

skills.

9.1.8.A.4 Relate earning power to quality of life across

cultures.

9.1.8.A.5 Relate how the demand for certain skills

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determines an individual’s earning power.

9.1.8.A.6 Explain how income affects spending decisions.

Modifications/Accommodations for Special Education Students Accommodations for At-Risk Students

● Modify activities/assignments/projects

● Breakdown activities/assignments/projects/assessments into

manageable units

● Additional time to complete

activities/assignments/projects/assessments

● Provide an option for alternative

activities/assignments/projects/assessments

● Allow student to receive reading text in various forms

(written, verbal, audio)

● Pre-teach new vocabulary

● Modify Content

● Modify Amount of work given

● Modify Assessment

● Modify Homework

● Re-teach skill if needed

● Allow student to make test corrections or re-take assessment

● Adjust Pacing of Content

● Small Group Instruction

● Individual Intervention/Remediation

● Additional Support Material

● Lower-Level Text

● Guided Notes

● Graphic Organizers

* Based on Student’s IEP

● Breakdown activities/assignments/projects/assessments into

manageable units

● Additional time to complete

activities/assignments/projects/assessments

● Provide an option for alternative

activities/assignments/projects/assessments

● Small Group Instruction

● Intervention/Remediation

● Individual Intervention/Remediation

● Additional Support Materials

● Guided Notes

● Graphic Organizers

● Tutoring

English Language Learners Extensions for Gifted Students

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All WIDA Can Do Descriptors can be found at this link:

https://www.wida.us/standards/CAN_DOs/

☐ Grade 3 WIDA Can Do Descriptors:

● Listening

● Speaking

● Reading

● Writing

● Oral Language

● Extend activities/assignments/projects/assessments

● Provide an option for alternative

activities/assignments/projects/assessments

● Modify Content

● Adjust Pacing of Content

● Small Group Enrichment

● Individual Enrichment

● Higher-Level Text

● Other Modifications for Gifted Students:

Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students

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Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s

In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,

accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:

1. Use many visual aids or realistic manipulatives.

2. Model appropriate behavior and language for students.

3. Use gestures, body language, and facial expressions to develop understanding.

4. Perform demonstrations to ensure comprehension and in depth understanding.

5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.

6. Provide vocabulary previews of forthcoming lessons.

7. Ask students to make predictions when reading stories aloud.

8. Adapt and simplify material in textbooks to make it more comprehensible.

9. Provide cooperative learning groups.

10. Utilize peer tutoring.

11. Provide multicultural content in classroom.

12. Seek out primary language support for students needing assistance.

13. Create a non-threatening environment where students feel comfortable to take risks with language.

14. Make connections between content being taught and students’ prior knowledge and experiences.

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15. Provide much time for student engagement and interaction with the teacher.

16. Allow time for students to practice and apply daily lessons.

General Suggestion "Best Practices" for Helping English Language Learners

1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.

2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.

3. Use a consistent vocabulary for daily routines.

4. Provide pictures to illustrate new words and terms.

5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.

6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.

7. Adapt difficult passages from textbooks and record on tape for listening activities.

8. Create a library of supplementary books and workbooks written in simple English.

9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.

10. Use outline maps for students to practice writing in the details and label.

11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.

12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL

student before the lesson begins.

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13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.

14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.

15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.

16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.

17. Paraphrase and model correct grammar for ELL students’ responses.

18. Offer a variety of reference materials that meets the students’ instructional level.

19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.

20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.

21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.

22. Keep a variety of number games to be played by pairs of students or small groups.

23. Show the same information through a variety of different charts and visuals.

24. Write instructions and problems using shorter and less complex sentences.

25. Use student pairs for team learning, especially for reports, experiments, and projects.

26. Limit the number of problems that must be solved.

27. De-emphasize speed and emphasize accuracy of work.

28. Ask numerous questions that require higher level thinking responses.

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29. Use language experience techniques in discussing concepts and ideas.

30. Assign short homework tasks that require reading.

31. Have students use a timeline to arrange and sequence important facts.

32. Have students underline key words or important facts in written assignments.

Writing Strategies for English Language Learners

A. Modeled Writing

● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.

● Focus is on a brief piece of writing that relates to real-life experiences.

● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using

graphic organizers, writing phrases or simple sentences.

● Lesson should focus on a particular skill or strategy.

B. Shared Writing

● Strategy builds on the previous methodology, Modeled Writing.

● Creates a gradual release of responsibility to the student and should be used after modeled writing.

● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive

environment, and helps them see writing strategies in progress.

● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.

● Students work together supportively to compose and read text.

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● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before

attempting to write.

C. Writing to Test Prompts

● Display a sample writing prompt using text prompts and quotations.

● Suggestion: Take quotations from President Obama’s inaugural speech for practice.

● Point to each part of the prompt, the directions, time etc. and explain each component.

● Students look for keywords in the prompt and circle them. For example, if the word explain is in the writing prompt this

indicates expository writing.

● Create a list of tips to help students write to test prompts such as:

Read prompt carefully

Look for keywords that tell you what to write and that unlock meaning

Monitor your time

Make a list of vocabulary and ideas before you begin writing

Follow directions

Reread your writing

Check work for spelling, punctuation, and grammar

● Differentiate instruction for beginners, intermediate & advanced students.

Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.

Intermediate: Students write a story for the prompt using simple sentences.

Advanced: Students respond to the prompt as if they were actually taking

exam.

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Required

Activities

Suggested Activities

● Do Now/Warm-Up

● Morning Message (Washington Elementary only)

● Whole Group

● Small Groups

● Guided Practice

● Independent Practice

● 3 Part Objectives (Condition, Behavior, and Criteria)

● Sheltered Instruction Observation Protocol (SIOP)

● Identify and review objectives for lesson

● Centers

● Guided Reading utilizing Before, During, and After activities

● Intervention/Remediation

● SIOP

● Projects

● Academic Games

● Daily 5

Interdisciplinary Connections

6.1.4. A.1 Explain how rules and laws created by community,

state, and national governments protect the rights of people, help

resolve conflicts, and promote the common good.

● Explain how people in a community depend on one

another

● Explain how communities use rules and laws to keep

people safe.

● Identify different ways to learn about one’s community.

6.1.4.A.3 Determine how “fairness,” “equality,” and the “common good” have influenced new laws and policies over time at the local and

national levels of United States government.

6.1.4.A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the

impact of policy decisions made at each level.