SAUSD Common Core Aligned Curriculum Map: Third Grade · PDF file ·...
Transcript of SAUSD Common Core Aligned Curriculum Map: Third Grade · PDF file ·...
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
1
SAUSDGradeLevelCurriculumMap
ThesecurriculummapsaredesignedtoaddressCCSSLiteracyoutcomes.Theoverarchingfocusforallcurriculummapsisbuildingstudent’scontentknowledgeandliteracyskillsastheydevelopknowledgeabouttheworld.
1.Eachunitprovidesseveralweeksofinstruction.Eachunitalsoincludesformativeandsummativeassessments.
2.Takenasawhole,thiscurriculummapisdesignedtogiveteachersrecommendationsandsomeconcretestrategiestoaddresstheshiftsrequiredbyCCSS.
3.NotethatthecurriculummapaddressesallcomponentsofELAexceptforthe“greensection”ofOCR/LanguageArts.Teachersshouldcontinueteachingthe“theGreenSection”asitissequencedinOpenCourtReading.Research(NRP)hasshownthatsystematicphonicsinstructionproducessignificantbenefitsforstudentsinkindergartenthrough6thgradeandOpenCourtReadinggreensectionoffersasystematicscopeandsequenceofphonicsinstruction.
4.Theselectedtextsinthiscurriculummaprepresentonlyonetypeofthereadingthatstudentsmustdotobecomeproficientreaders.Aqualityinstructionalprogramwillinclude:
ComplexTextforCloseReading,bothinformationalandnarrative(asaddressedinthiscurriculummap)
DecodableTextsforStudentsstillbuildingphonicsskills(asaddressedinOCRGreenSection)
Readingatstudent’sindividualleveltobuildfluency,vocabulary,andcomprehension(asaddressedthroughworkshopstrategies,interventionorAcceleratedReader,etc.)
Components
a.CCCSSShifts:reviewsSAUSD’sapproachtotheCommonCoreLiteracyShiftswhichguidedthecurriculummap.
b.YearataGlance:providesaquicklookintoeachunitofstudy.Itincludesthebigidea,andessentialquestions,corecomplextextschosenthroughcloseanalysisandtheperformancetask.(seefurtherexplanationofthecriteriabelow).Theamountoftimespentforeachunitisalsoincluded.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
2
b.NarrativeOverview:describesthepurposefortheunit,theconnectionswithpreviousandsubsequentunits,standardsaddressed,andtheunitanchortext(s).
c.CurriculumMap:TheCurriculumMapispresentedbytrimester.Eachtrimesterincludes:
UnitTitle:TheseareeitherthetitleoftheOpenCourtUnititself,orwhenapplicable,theSAUSDCommonCoreUnitofStudy
Daterangeandnumberofweeks:Includestheapproximatedateswhentheunitwillbetaughtandtheestimatednumberofweeksclassroomswillspendontheunit.Theflexibilityofferedbyarangeofdatesallowsforteacherstouseformativeassessmentandberesponsivetotheneedsofstudents.Inthisvein,anestimatedrangeofdatesisconducivetosupportingstudentsindevelopingadeepunderstandingwhichpromotestransferofknowledgeandskillstoothercontexts.
PerformanceTask:Theperformancetaskisaculminatingactivitythatallowsstudentstoapplythebothcontentknowledgeandliteracyskillsgainedthroughouttheunit.Itisarelevantandreal‐lifeapplicationthatinvolvesreading,writing,andoftenpresentingistiedthebigideaandessentialquestionsfortheunit.Theperformancetaskmightbecollaborativeorindependentinnature.Teacherswillmakedecisionsaboutthestrategiesandscaffoldsneededtosupportstudentsinthetask.
BigIdeasandEssentialQuestions:Thebigideaforeachunitisastatementdescribingtheuniversalthemeoftheunit.Theessentialquestionsdrivetheinquiryaroundthebigidea.Thetextsandtasksarealignedtothebigideaandessentialquestionsthatstudentswillexplorethroughouttheunit.
ComplexTexts:WelookatourOpenCourtselectionsinanewway.Wewillspendmoretimeonkeyselectionsandhavetheoptiontousesomeotherselectionsinflexiblewaysbasedonstudentneeds.Inthecurriculummaps,textselectionsareidentifiedasanchor,standard,read‐aloud,oroptionalbasedontheircentralitytotheunit:
o AnchorText:Theseselectionsarecentraltotheunit.Theyarecomplexandcloselyalignedtothebigideaandessentialquestionsoftheunit.TheyprovidemultipleopportunitiesforteachingthequalitativeaspectsoftextandtheCCSSstandards.Teacherswillwanttospendanextendedperiodoftime(upto2weeks)inordertoteachtheseselectionsindepth.Witheachanchortext,studentswillcloselyreadforavarietyofpurposestodeeplyexplorethetext,engageincollaborativeconversationssurroundingthetext,andwritetheirowntextsusingtheselectionasasource.TheanchortextpresentsmanyopportunitiestoaddresstheCCSSliteracyshiftsasstudentsbuildknowledgeastheyread,write,andspeakaboutacomplextextusingacademiclanguage.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
3
o StandardTexts:Theseselections,whileanimportantpartoftheunit,won’trequirethesamedepthofreadingastheanchortexts.Teacherswillwanttospendaboutoneweekofinstructionontheseselections,toinclude:reading,askingandansweringtextdependentquestions,andparticipatingincollaborativeconversations.
o Read‐AloudTexts:Theseselectionslinktotheunitbigideaandessentialquestions,butbasedonqualitativeanalysisandtimeconstraints,itissuggestedthattheseselectionarereadaloudtostudentssoastoallowmoretimeforanchorandstandardtexts.Althoughteacherswillstillasktextdependentquestionsandhavestudentsinteractduringthereadaloud,thismightbeaccomplishedinonesittingandotherextendedactivitiesaren’trequired.Read‐aloudtextsalsoprovideopportunitiesforstudentstohaveaccesstotextsthatmightotherwisebeattheirfrustrationreadinglevelwhilesimultaneouslydevelopinglisteningskills.
o OptionalTexts:Thoughmanyoftheseselectionshavemerit,theyareoptionalinordertomakemoretimeforanchorandstandardtexts.Teachersmaychoosetoskipthesetextsorusetheminotherflexibleways.
ContentStandards:WhenthereareconnectionstoHistorySocial/ScienceorSciencestandards,thosestandardsareindicatedhere.Thoughtheunitconceptsconnecttothesestandards,additionalinstructionmightbeneededtofullyaddressthecontentstandards
CCSSStandards:TheCommonCoreStandardsaddressedineachunitforreading,writing,speakingandlistening,andlanguageareidentified.Thesestandardsshouldbeaddressedthroughquestioningandstudenttasks.Standardsare“bundled”andnottaughtinisolationsotheyrepresentauthenticexperiences.
o Note:thedistinctionbetweenstandards“acrossunits”vs.“centraltothisunit”.Standardslabeled“acrossunits”arefoundationaltotheCCSSshifts,andthereforearetaughtearlyandreinforcedthroughtheyear.Standardscentralforthisunitarethefocusforthatspecificunit.
Cross‐ContentRealWorldConnection:Toproviderelevancetostudents,asidentifiedintheshiftsandSAUSDTheoreticalFramework,thecross‐content,realworldconnectionstotheunitareindicated.Theemphasisoflearningistheapplicationofknowledgetorealworldexperiences.Thisgivespurposetolearning,whichismotivatingtostudents.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
4
CommonCoreShiftsforEnglishLanguageArts
Buildingknowledgethroughcontent‐richnonfiction
SAUSD’sapproachemphasizeseffectiveliteracyinstructionthroughtheuseofcompellingtopicsthatengagestudentsininformationalandliterarytexts.Thetextsaresequencedaroundatopicleadingtothebigideaandessentialquestionsinordertoprovideaclearandexplicitpurposeforinstruction.
Curriculumincludesarichvarietyoftexts,includingliterature,nonfiction,media,primarysources,visuals. Curriculumisbasedinpartonwhatresourcesteacherslikelyalreadyhave,butalsoincludesadditionalauthentictexts
neededtocraftacoherentlearningprogressionwithinandamonggradelevels.
Reading,writing,andspeakinggroundedinevidencefromtext,bothliteraryandinformational
SAUSD’sapproachemphasizesworkingwithevidence,includingstudentsself‐assessing,learningtoaskstrongtext‐dependentstrategicquestionsastheyread.Itemphasizesperformancetasksthatrequirestudentstocitetextualevidence,toreviseandreflectontheirownwritingaswellastheirpeers’writing.Itemphasizesstudentsbuildingexpertiseaboutatopicandoftensharingthatexpertisewithclassmatesorawideraudience.
Throughoutinstruction,studentsareaskedtoreturntothetextthroughsequenced,rich,andrigorousevidencebasedquestioning,discussions,andvaried,engagingtasks.
Studentswriteroutinely,includingabalanceofon‐demandandprocesswriting.Studentswilldrawevidencefromtextstoproduceclearandcoherentwritingthatinforms,explains,ormakesanargumentinvariouswrittenforms.
Allend‐of‐unitperformancetasksdirectlybuildonthereadingstudentshavebeendoingintheunit.Manyaredesignedtobuildstudents’engagementbyaskingthemtodoamorereal‐worldtask.
Performancetasksmayincludenarratives,butemphasizeinformativeandargumentativewriting.Regularpracticewithcomplextextanditsacademiclanguage
SAUSD’sapproachemphasizesactivereadingofcomplextextsbyallstudents.Studentswillreadaprogressionofcomplextextsandfocusonbuildingacademiclanguageandsyntaxincontext.
Textsarechosentoreflectavarietyoffactors:Lexilelevel,complexityofthetopic/concept,theappropriatenessofthetextgiventhespecificliteracystandardortask.
Textscultivatestudents’interests,arerelevanttotheirculture,andengagetheminreading,writing,andspeaking. Curriculumdirectlyaddresssupportsformeetingtheneedsofawiderangeoflearnersinorderforeverystudentto
becomeamoreproficientandindependentreader. CurriculumemphasizesacademicanddomainspecificvocabularyaswellasotherwordsELLsorotherstruggling
readersmightnotknow Curriculumstronglyemphasizeteachingstudentshowtofigureoutwordsincontext. Studentsareexpectedtodoregularindependentreadingtobuildonconceptsandideasineachunit.Researchshows
thatstudentsmustreadahighvolumeoftextattheirreadinglevelinordertobuildastrongvocabulary.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
5
Title Time Performance Task Big Idea Essential Questions Core Texts Unit 1: Friendship
7
Weeks
Beginning September
to End‐
October
Students will watch a video, “Friends Sharing the Secret of Friendship” (United Streaming http://app.discoveryeducation.com/search?Ntt=friendship) and take notes from the video.
Using information from the video and the OCR stories, the students will create a “Friend Wanted Poster” that shows the characteristics that they value in a true friend.
The students will prepare a short speech to “pitch” their poster to their classmates.
Friendship consists of joys and challenges.
How do trust and loyalty relate to friendship?
What are the characteristics of a true friend?
How does friendship require risk‐taking and courage?
Gloria Who Might Be My Best Friend (Standard)
Angel Child, Dragon Child (Standard)
The Tree House (Optional) Rugby and Rosie (Standard) Teammates (Anchor) The Legend of Damon and
Pythias (Standard) Unit Poetry optional/read
aloud
Unit 2: Habitats Common Core Unit and City Wildlife
4 Weeks for CCSS Unit
and 3 Weeks for other selections
End‐
October To End Winter Break
1. Students will research Orange County wildlife in collaborative groups and create a public service announcement to inform the public about the animal. 2. Students will write an informative essay based on a news article about bears in an urban area and an informational text about bears.
Changes Affect Living Things
1. How do changes in the environment affect living things? 2. How do humans impact the habitats of living things? 3. What do humans do to protect living things? 4. How do we use ideas presented in the text to support informative/explanatory writing?
City Critters (Standard) Make Way for Ducklings
(Standard) Can We Save the Peregrine
Falcon (science textbook) Urban Roosts (anchor) Two Days in May
(Standard) Secret Place (standard)
Year at‐a‐Glance
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
6
Unit 3: Imagination Common Core Unit
4 Weeks Mid‐
January to
Mid‐February
• Students will read two articles and answer questions to demonstrate comprehension of the text (include a Thinking Map). Students will then write an informational/explanatory essay to demonstrate your understanding of the role imagination played in scientists’/ inventors’ lives.
Imagination can be the start of something new.
How does imagination enrich our lives?
Does imagination ever play a harmful or negative role?
How can imagination help you accomplish great things?
How is imagination powerful?
Through Grandpa’s Eyes (Standard)
The Cat Who Became a Poet (Optional)
A Cloak for a Dreamer (Read Aloud)
Picasso (Anchor) Article: “George
Washington Carver” Article: Leonardo da Vinci The Emperor’s New Clothes
(Read Aloud) Roxaboxen (Optional)
Unit 4: Money
5
Weeks
Mid‐ February
to End‐ March
• Students will do a close read of “Meet Jason Upshaw”, “Meet Madam C. J. Walker” and “Meet S. Truett Cathy (Social Studies TE p.130) highlighting and taking notes in the margin focusing on how money and resources impacted their lives.
Choose appropriate Thinking Maps to demonstrate your thinking. Choose two people to write about. You will explain how each person used their money and/or resources to impact lives. Write a 4‐paragraph essay with an introduction, two body paragraphs, and a conclusion.
Money and resources can impact your life.
1. How can money cause problems? 2. What are the challenges of saving and managing money and/or resources? 3. How can money be used to accomplish your dreams and/or goals? 4. What is the difference between a want and a need?
Social Studies Unit 5 Lesson 1
A New Coat for Anna (Anchor using Social Studies Unit 5 Lesson 2)
Social Studies Unit 5 Lesson 3 with Alexander, Who Used to Be Rich (Read Aloud)
The Go‐Around Dollar (Standard)
Kids Did It! In Business (Optional)
The Cobbler’s Song (Read Aloud)
Four Dollars and Fifty Cents (Read Aloud)
Uncle Jed’s Barbershop (Standard w/ Social Studies Unit 5 Lesson 4)
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
7
Unit 5: Storytelling
6‐7
Weeks
Early‐April to
End May
Students will create five interview questions to use when interviewing a family member about a story in the family’s history.
Students will create a symbolic representation to use in retelling this family story to the class and teacher.
Stories form an integral part of our daily lives.
1. Why do we tell stories? 2. How do people of different cultures pass down stories? 3. How has storytelling changed over time? 4. What can we learn about each other from storytelling?
A Story, A Story (Standard) Storm in the Night
(Optional) Carving the Pole (Standard) The Keeping Quilt (Anchor) Johnny Appleseed (Read
Aloud) Aunt Flossie’s Hat
(Standard) Oral History (Standard)
Unit 6: Common Core Unit
3 Weeks End‐May
To Mid June
1. Collaborative groups analyze a photograph and collectively write a realistic fictional narrative based on evidence from expository texts and video. 2. Independently, students will write their own realistic fiction narrative based on an assigned photo and gathering evidence from multiple sources.
Hardships can build strength of character
Essential Questions: 1. How does an individual’s reaction to hardships affect how they deal with a situation? 2. What does a person’s reaction to hardship say about them? 3. How can hardships make you stronger? Can they make you weaker?
Leah’s Pony Searching For a Better Life
(SS Grade 4, U4, L5) Video “Surviving the Dust
Bowl”
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
8
NarrativeOverview Grade: 3Unit1 Friendship:InthisOpenCourtReadingunit,studentsexplorerelationshipsoutsideofthefamily.Theywilllearnaboutthejoysand
pitfallsoffriendship,characteristicsofagoodfriend,whocanbefriendsandhowtomakefriends.Fromabasicunderstandingtheywilldeepentheirknowledgeofthisnewrelationship.Throughthisunit,studentswillexploretheBigIdea“Friendshipconsistsofjoysandchallenges”whilealsoconsideringtheessentialquestions,1.Howdotrustandloyaltyrelatetofriendship?2.Whatarethecharacteristicsofatruefriend?3.Howdoesfriendshiprequirerisk‐takingandcourage?
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4RL,RL.3.5,RL.3.7,RL.3.10;RI.3.1,RI.3.2,RI.3.7,RI.3.8,RI.3.10,RF3.3,RF3.4;W.3.2,W.3.3,W.3.4;W.3.8,W.3.10,SL.3.1,SL.3.2,SL.3.4,SL.3.6;L.3.1a–3.1f,L.3.2a,3.2e‐g,L.3.4aBuildsonPriorKnowledge:ThestudentsattheThirdGradelevelhaveexperientialknowledgeoffriendshipandrelationshipswiththeirpeersandtheywillbuilduponthatknowledgethroughreadingnarrativeandexpositorytext.Also,thestoriesinthisunitwillconnecttotheirunderstandingoftheKindnessfromGradeTwo.AnchorTexts:Teammates
Unit2 CityWildlifeCCSS‐Habitats: Inthisunit,studentswillexplorecitywildlife.Theywillreadaboutanimalsthatmaketheirhomesinthecity.Theywilllearnabouthowanimalssurviveinurbanenvironmentsandhowtheyadapttosurvivelifeinurbanhabitats.Theywillreadbothfictionandexpositorytext.Throughoutthisunit,studentswillexploretheBigIdea“ChangesAffectLivingThings”whileconsideringthefollowingessentialquestions:1.Howdochangesintheenvironmentaffectlivingthings?2.Howdohumansimpactthehabitatsoflivingthings?3.Whatdohumansdotoprotectlivingthings?4.Howdoweuseideaspresentedinthetexttosupportinformative/explanatorywriting?
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4RL,RL.3.7,RL.3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.8,RI.3.10,RF3.3,RF3.4;W.3.2,W.3.4W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.4,SL.3.6;L.3.1a,L.3.1h,L.3.2a‐f,L.3.4aBuildsonPriorKnowledge:Studentslearnedinsecondgradeaboutanimalhomes.MoststudentsattheThirdGradelevelunderstandthatwildanimalsliveinnaturalsettings.Thisunitwillservetohelpstudentsbuildonthatknowledgeandtounderstandthatwildanimalscanbefoundinurbansettings.
AnchorTexts:UrbanRoost
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
9
Unit3 Imagination:ThroughtheOpenCourt Unit“Imagination”,studentsexploreandexpandtheirknowledgeandappreciationfortheirown
andother’simaginations.Theywilldiscoverthatbesidespretending,thereareotheraspectstoimaginationwhichcanleadtonewavenues.Studentswillrealizethatdivergentandcreativethinkingthroughtheuseofimaginationcannotonlybeenjoyable,butalsopracticalandbeneficial.Inthisunitofstudy,studentswillexplorethebigidea“Imaginationcanbethestartofsomethingnew”whilealsoconsideringtheessentialquestions:1.Howdoesimaginationenrichourlives?2.Doesimaginationeverplayaharmfulornegativerole?3.Howcanimaginationhelpyouaccomplishgreatthings?4.Howisimaginationpowerful?
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.10,RI.3.1,RI.3.2,RI.3.4,RI.3.5,RI.3.6,RI.3.7,RI.3.10;RF.3.3,RF.3.4;W.3.1,W.3.2,W.3.4,W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.3,SL.3.4,SL.3.6;L.3.1a,d‐g,SL.3.2e‐g,SL.3.3a,SL.3.4bBuildsonPriorKnowledge:Studentswillbuildupontheirknowledgeofimaginationtounderstandthatimaginationcanbemorethanpretendingormakebelieve.Studentswillunderstandthatpeopleusetheirimaginationinart,writing,andscience.Studentswilllearnaboutpeoplewhousedtheirimaginationtodiscoversomethingnew.AnchorTexts:Picasso
Unit4 Money:InthisOpenCourtReadingunit,studentswillexplorevariouswaysmoneyisusedasameasureofvalueandameansofexchange.
Theywillponderdifferentformsofmoney,howmoneyworks,andtheroleofmoneyinpeople’slivesandbusinesses.Theywillalsolearnhowmoneychoicescanchangetheirlives.Theywilltransferthisknowledgetotheuse,overuse,orabuseofresources.Theywilldeterminewhatconstituteswantsorneeds,andtheirroleasacontributortotheirfuture.
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.6,RL.3.7,RL3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.5,RI.3.7,RI.3.8,RI.3.10;RF.3.3,RF.3.4;W.3.2,W.3.4,W.3.5,W.3.6,W.3.7,W.3.8;SL.3.1,SL.3.5,SL.3.6;L.3.1h,L.3.1i,L.3.1k,L.3.2e‐f,L.3.3a,L.3.4a,L.3.4cBuildsonPriorKnowledge:Studentswillbuildupontheirknowledgeofcurrencyandmoneyastheylearnabouttheforms,origins,andpurposesofmoneyinpeople’slives.AnchorTexts:ANewCoatforAnna
Unit5 StoryTelling:InthisOpenCourtReadingunit,Studentswilllearnaboutculturesandtraditions inwhichoralstorytellingplaysan
importantrole.Studentswillgainanappreciationofhowstorytellinghasalwaysbeenandwillcontinuetobe,animportantaspectoftheirlives.Studentswillexperiencehowotherchildrenhavelearnedtoappreciatethestoriesthathavebeenhandeddownthroughgenerations.Studentswillalsolearnhowtobestorytellersandtherewardsthatcomewithit.Studentswillparticipateinthestorytellingprocess.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
10
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.5,RL.3.9,RL3.10;RI.3.1,RI.3.2,RI.3.4,RI.3.10;RF.3.3,RF.3.4; W.3.2,W.3.3,W.3.4,W.3.5,W.3.8;SL.3.1,SL.3.3,SL.3.4,SL.3.6;L.3.1h‐i,L.3.2a,L.3.2c,L.3.2g,L.3.3,L.3.4,L.3.5BuildsonPriorKnowledge:Studentsstudiedthetheme“SharingStoriesinSecondGradeandthisunitwillbuilduponthatknowledge.Thisunitlessonswillfocusonhowandwhypeopletellstories.AnchorTexts:TheKeepingQuilt
Unit6 CountryLife:CommonCoreUnit:
InthisOpenCourtReadingunit,studentswillcomparecountrylifewithcitylife.Theywillanalyzethecharactertraitsoffolkslivinginthecountryandcomparethemtotheirownlifestyle.Bycomparingthesevalues,studentswillgainanunderstandingoftheuniquechallengesfacingcountrydwellers.Theywillalsocomparechangesovertimeandhowtheyimpactedthedevelopmentandimportanceofournation’sfarmland.StudentswillbeexposedtothehistoryoftheDustBowl,andhowitimpactedthelivesofmanypeopleatthattime.TheywillexploretheBigIdeathathardshipcanbuildstrengthofcharacterastheyworktounderstand
KeyStandards:RL.3.1,RL.3.2,RL.3.3,RL.3.4,RL.3.7;RI.3.1,RI.3.2,RI.3.3,RI.3.4,RI.3.7,RI.3.9;W.3.1,W.3.2,W.3.4,W.3.5,W.3.8,W.3.10;SL.3.1,SL.3.2,SL.3.3,SL.3.6;L.3.4,L.3.5,L.3.6
BuildsonPriorKnowledge:Studentslearnedabouttheroleofmoneyandresourcesinpeople’slivesinUnit4.ThestoriesinthisunitwillbuilduponthatknowledgetohelpstudentsunderstandthecausesandeffectsoffinancialhardshipduringtheDustBowl.
AnchorTexts:Leah’sPony
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
11
FirstTrimester
UNIT1Friendship6‐7Weeks
BeginningSeptembertoEnd‐October
UNIT2CityWildlifeandCCSSUnit
4WeeksEnd‐OctoberToWinterBreak
DistrictAssessments RenaissanceLearning9/16– 9/27 WritingProficiency#1(11/4– 11/8)ELAandMathBenchmark#1(11/13‐11/20)
TITLE Friendship Habitats,CityWildlifeCCSS‐
ENDOFUNITPERFORMANCETASK
1.Studentswillwatchavideo titled,“FriendsSharingtheSecretofFriendship”(UnitedStreaminghttp://app.discoveryeducation.com/search?Ntt=friendship)andtakenotesfromthevideo.2.UsinginformationfromthevideoandyourOCRstories,createa“FriendWantedPoster”thatshowsthecharacteristicsthatyouvalueinatruefriend.Prepareashortspeechto“pitch”yourpostertoyourclassmate.
1.StudentswillresearchOrangeCountywildlifeincollaborativegroupsandcreateapublicserviceannouncementtoinformthepublicabouttheanimal.2.Studentswillwriteaninformativeessaybasedonanewsarticleaboutbearsinanurbanareaandaninformationaltextaboutbears
BIGIDEASANDESSENTIALQUESTION
BigIdea:Friendshipconsistsofjoysandchallenges.
EssentialQuestions:1. Howdotrustandloyaltyrelatetofriendship?2. Whatarethecharacteristicsofatruefriend?3. Howdoesfriendshiprequirerisk‐takingand
courage?
BigIdea:Changesaffectlivingthings
EssentialQuestions:1.Howdochangesintheenvironmentaffectlivingthings?2.Howdoanimalsadapttochangesintheirenvironment?3.Howdohumansimpactthehabitatsoflivingthings?4.Whatdohumansdotoprotectlivingthings?5.Howdoweuseideaspresentedinthetexttosupportinformativeandexplanatorywriting?
COMPLEXTEXTS
GloriaWhoMightBeMyBestFriend(Standard) AngelChild,DragonChild(Standard) TheTreeHouse(Optional) RugbyandRosie(Standard) Teammates(anchor) TheLegendofDamonandPythias(Standard) UnitPoetry(optional/readaloud)
CanWeSavethePeregrineFalcon(fromsciencetextbook) UrbanRoosts TwoDaysinMay
CONTENTSTANDARDS
SocialStudies3.4.6 DescribethelivesofAmericanheroeswhotookriskstosecureourfreedoms.
Science3.3cStudentsknowlivingthingscausechangesintheenvironmentinwhichtheylive:someofthesechangesaredetrimentaltotheorganismorotherorganisms,andsomearebeneficial.Science3.3d.Studentsknowwhentheenvironmentchanges,someplants
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
12
UNIT1Friendship6‐7Weeks
BeginningSeptembertoEnd‐October
UNIT2CityWildlifeandCCSSUnit
4WeeksEnd‐OctoberToWinterBreak
andanimalssurviveandreproduce;othersdieormovetonewlocations.
READINGSTANDARDSACROSSUNITS
CitingEvidenceandAnalyzingContent:RL.3.1&RI.3.1.(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RL.3.4&RI.3.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)
READINGSTANDARDSCENTRALTOTHISUNIT
RL.3.1Askandanswerquestions.RL.3.4Determinemeaningofliteralandnonliterallanguage.RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.5Describehoweachpartofatextbuildsonearlierevents. RL.3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.1Askandanswerquestions.RI.3.7Useillustrationsandwordstocomprehendtext.RI.3.8Describelogicalconnectionbetweenpartsofatext.
RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.1Askandanswerquestions.RI.3.4AcademicandcontentspecificwordsRI.3.8Describelogicalconnectionbetweenpartsofatext.
READINGFOUNDATIONALSTANDARDSINEACHUNIT
RF.3.3(phonics/decoding,multisyllabicwords),RF3.4(fluency)
WRITINGSTANDARDSACROSSUNITS
WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)W.3.8Gatherinfo,takenotes,sortevidence
WRITINGSTANDARDSCENTRALTOTHISUNIT
W.3.2Writetoinformorexplain.W.3.3Writenarrativepieces.W.3.8Gatherinformation,takenotes,sortevidence.
W.3.2Writetoinformorexplain.W.3.7Conductresearchtoinvestigatedifferentaspectsoftopic.
SPEAKINGandLISTENINGSTANDARDSACROSSUNITS
ConductingDiscussions:SL.3.1(engagecollaboratively)ReportFindings:SL.3.6(useformalEnglishwhenappropriate)
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
13
UNIT1Friendship6‐7Weeks
BeginningSeptembertoEnd‐October
UNIT2CityWildlifeandCCSSUnit
4WeeksEnd‐OctoberToWinterBreak
SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT
SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaanddetailsoftextpresentedinvariousformats.SL.3.4Reportonatopicorexperience.
SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaanddetailsoftextpresentedinvariousformats.SL.3.4Reportonatopicorexperience.
LANGAGESTANDARDSINEACHUNIT
Studyandapplygrammar:L.3.1(grammarandusage),L.3.2(conventions),L.3.3(spokenvs.written)Studyandapplyvocabulary:L.3.4(wordmeaning),L.3.6(academic&domain‐specificvocabulary)
LANGUAGESTANDARDSCENTRALTOTHISUNIT
L.3.1a–fPartsofspeech,nouns,andverbsL.3.2aCapitalizationrulesL.3.2eSpellinghighfrequencywords&suffixesL.3.2fUsespellingpatternstospell.L.3.2gConsultreferencematerials.L.3.4aContextclues
L.3.1apartsofspeech,nouns,andverbsL.3.1hUsecoordinatingandsubordinatingconjunctions.L.3.2aCapitalizationrulesL.3.2bUsecommasinaddresses.L.3.2cCommasandquotationmarksL.3.2eSpellinghighfrequencywords&suffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.4aMeaningfromaffix
ELDSTANDARDSCENTRALTOTHISUNIT
Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1B7Describelanguagewritersusetosupportanidea.Part1C9Plananddeliveroralpresentations.Part1C10bParaphrasetextswithcompletesentencesandkeywordsfromnotes.Part2B3‐4Usenounphrasesandverbs.
Part1A1CollaborativediscussionsPart1A2CollaborativewritingPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C9Plananddeliveroralpresentations.Part1C10Writelongerinformationaltexts.Part1C11Supportwithevidencefromthetext.Part2C6Combineclausestojoinideas.
CROSS‐CONTENT/REALWORLDCONNECTIONS
ThisunitintegratesSocialStudiesandliteracystandardsasthestudentsread,write,andspeakabouttheconceptoffriendship.ListeningandSpeakingskillsareembeddedthroughouttheunitandthetheme.Discussionsinthisunitwillhelptoestablisheffectivecollaborativegroupworkroutinesandinitiatediscussionsoffriendshipandpeerrelationships.
ThisunitintegratesScienceandliteracyasstudentsread,write,andspeakaboutanimaladaptationsandchanginghabitats.StudentswillfocusonOrangeCountyanimalsintheculminatingproject.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
14
SecondTrimester
UNIT34Weeks
Mid‐JanuarytoMid‐February
Unit45Weeks
Mid‐FebruarytoEnd‐March
DistrictAssessments
RenaissanceLearning(1/27‐2/7) WritingProficiency#2(2/24‐2/28),ADEPT(3/3‐3/12),ELA&MathBenchmark#2(3/13‐3/20)
TITLE Imagination Money
ENDOFUNITPERFORMANCETASK
1.Studentswillreadtwoarticles,takenotes, andanswerquestionstodemonstratecomprehensionofthetext.
2.Studentswillwriteaninformational/explanatoryessaytodemonstratetheirunderstandingoftheroleimaginationplayedinscientists’/inventors’lives.
1.Studentswilldoaclosereadof“MeetJasonUpshaw”,“MeetMadamC.J.Walker”and“MeetS.TruettCathy(SocialStudiesTEp.130)highlightingandtakingnotesinthemarginfocusingonhowmoneyandresourcesimpactedtheirlives.
2.ChooseappropriateThinkingMapstodemonstrateyourthinking.Choosetwopeopletowriteabout.Youwillexplainhoweachpersonusedtheirmoneyand/orresourcestoimpactlives.Writea4‐paragraphessaywithanintroduction,twobodyparagraphs,andaconclusion.
BIGIDEASANDESSENTIALQUESTION
BigIdea:Imaginationcanbethestartofsomethingnew.
EssentialQuestions: Howdoesimaginationenrichourlives? Doesimaginationeverplayaharmfulornegativerole? Howcanimaginationhelpyouaccomplishgreat
things? Howisimaginationpowerful?
BigIdea:Moneyandresourcescanimpactyourlife.
EssentialQuestions:ycauseproblems?hallengesofsavingandmanagingmoneyand/orresources?ybeusedtoaccomplishyourdreamsand/orgoals?erencebetweenawantandaneed?
COMPLEXTEXTS
ThroughGrandpa’sEyes(Standard) Picasso(Anchor) Article:“GeorgeWashingtonCarver” Article:LeonardodaVinci TheCatWhoBecameaPoet(Optional) ACloakforaDreamer(ReadAloud) TheEmperor’sNewClothes(ReadAloud) Roxaboxen(Optional)
SocialStudiesUnit5Lesson1 ANewCoatforAnna(AnchorusingSocialStudiesUnit5Lesson2) SocialStudiesUnit5Lesson3withAlexander,WhoUsedtoBeRich
(ReadAloud) TheGo‐AroundDollar(Standard) KidsDidIt!InBusiness(Optional) TheCobbler’sSong(ReadAloud) FourDollarsandFiftyCents(ReadAloud) UncleJed’sBarbershop(Standardw/SocialStudiesUnit5Lesson4)
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
15
CONTENTSTANDARDS
PhysicalScience2.c.Studentsknowthecoloroflightstrikinganobjectaffectsthewaytheobjectisseen.PhysicalScience2.d.Studentsknowanobjectisseenwhenlighttravelingfromtheobjectenterstheeye.
SocialStudies3.5 1.Describethewaysinwhichlocalproducershaveusedandareusingnaturalresources,humanresources,andcapitalresourcestoproducegoodsandservicesinthepastandthepresent.SocialStudies3.53.Understandthatindividualeconomicchoicesinvolvetrade‐offsandtheevaluationofbenefitsandcosts.
READINGSTANDARDSACROSSUNITS
CitingEvidenceandAnalyzingContent:RL.3.1.(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RL.3.4&RI.3.4(academicanddomain‐specificvocabulary) Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)
READINGSTANDARDSCENTRALTOTHISUNIT
RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL.3.3Describethecharacter’sactionsandtheircontributiontothetext.RL.3.4Determinemeaningliteralandnonliterallanguage.RI.3.4Determinemeaningofacademicandcontentspecificwords.RI.3.5TextfeaturesRI.3.7Useillustrationsandwordstocomprehendtext.RI.3.6Ownpointofviewvs.author’spointofview
RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL3.3Describethecharacter’sactionsandtheircontributiontothetext.RL3.6Ownpointofviewvs.theauthorRI.3.4Determinemeaningofacademicandcontentspecificwords.RI.3.5TextfeaturesRI.3.7Useillustrationsandwords.RI.3.8Describelogicalconnectionbetweenpartsofatext.RI.3.9Compare/contrasttwotextsonsametopic.
READINGFOUNDATIONALSTANDARDSINEACHUNIT
RF.3.3(phonics/decoding,multisyllabicwords),RF.3.4(fluency)
WRITINGSTANDARDSACROSSUNITS
WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)
WRITINGSTANDARDSCENTRALTOTHISUNIT
W.3.1Writeopinionpieces.W.3.2Writeinformative/explanatorytext.W.3.8Gatherinformation/takenotes.
W.3.2Writeinformative/explanatorytext.W.3.6.Usetechnologytoproduceandpublish. W.3.7Conductresearchtoinvestigatedifferentaspectsoftopic. W.3.8.Gatherinfo,takenotes,sortevidence.
SPEAKINGandLISTENINGSTANDARDSACROSSUNITS
Collaborativediscussions:SL.3.1(engagecollaboratively)Reportfindings:SL.3.6(useformalEnglishwhenappropriate)
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
16
SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT
SL.3.1Engageincollaborativediscussions.SL.3.2Determinethemainideaandsupportingdetailsofatextpresentedinvariousformats.SL.3.3Askandanswerquestionsfromaspeaker.SL.3.4Reportonatopic/experience.
SL.3.1Engageincollaborativediscussions.SL.3.5Createaudiorecordingsoffluidreading.
LANGAGESTANDARDSINEACHUNIT
Studyandapplygrammar:L.3.1(grammarandusage),L.3.2(conventions),L.3.3(spokenvs.written)Studyandapplyvocabulary:L.3.4(wordmeaning),L.3.6(academic&domain‐specificvocabulary)
LANGUAGESTANDARDSCENTRALTOTHISUNIT
L.3.1aPartsofspeechL.3.1d.irregularverbsL.3.1e.Form/useverbtenseL.3.1fSubjectverbagreementL.3.1g.Comparative/superlativeadjectivesandadverbsL.3.2eSpellingforhigh‐frequencyandsuffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.2gUsereferencematerials.L.3.3aChoosewordsforeffect.L.3.4bMeaningfromaffix
L.3.1h.Coordinating/subordinatingconjunctionsL.3.1i.Simple,compound,complexsentencesL.3.1k.ReciprocalpronounsL.3.2eSpellingforhigh‐frequencyandsuffixesL.3.2fUsespellingpatternsandgeneralizations.L.3.3aChoosewordsforeffectiveness.L.3.4cUserootwordstodeterminemeaning.
ELDSTANDARDSCENTRALTOTHISUNIT
Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C9Plananddeliveroralpresentations.Part1C10aWriteliteraryandinformationaltexts.Part1C11Supportopinionswithevidence.Part2A1TexttypesandfeaturesPart2B5Expandsentenceswithadverbials.
Part1.A1Collaborativediscussions.Part1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10aWriteliteraryandinformationaltexts.Part1C11Supportopinionswithevidence.Part2A1TexttypesandfeaturesPart2C7Condenseclausestocreateprecisesentences.
CROSS‐CONTENT/REALWORLDCONNECTIONS
ArtandSciencelessonsareintegratedintothethemeofImagination.Studentswillreadaboutfamousartists,createaPicassoinspiredpieceofart,andresearchafamousartist/inventor.InScience,studentswilllearnabouthowthehumaneyeseeslight.
SocialStudieslessonsareintegratedintotheunitasstudentsread,write,anddiscussthetopicofmoney.Studentswilldevelopandpracticeresearchskillsastheyresearch,planandwritetheiressaysforthefinalproject.Studentswillreadinformationalarticlestolearnaboutrealpeoplewhoearned,saved,andusedtheirresourcestoproducegoodsandservices.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
17
ThirdTrimester
UNIT56‐7Weeks
Early‐ApriltoEnd‐May
UNIT63Weeks
End‐MayToMidJuneDistrictAssessments RenaissanceLearning(5/22– 5/30) WritingProficiency#3(6/2‐6/5),ADEPT(6/5‐6/13)
TITLEStoryTelling
CCSSSUnit
ENDOFUNITPERFORMANCETASK
1. Studentswillcreatefiveinterviewquestionstousewheninterviewingafamilymemberaboutastoryinthefamily’shistory.
2. Studentswillcreateasymbolicrepresentationtouseinretellingthisfamilystorytotheclassandteacher.
1.Collaborativegroupsanalyzeaphotographandcollectivelywritearealisticfictionalnarrativebasedonevidencefromexpositorytextsandvideo.
2.Independently,studentswillwritetheirownrealisticfictionnarrativebasedonanassignedphotoandgatheringevidencefrommultiplesources.
BIGIDEASANDESSENTIALQUESTION
BigIdea:Storiesformanintegralpartofourdailylives.
EssentialQuestions:1. Whydowetellstories?2. Howdopeopleofdifferentculturespassdown
stories?3. Howhasstorytellingchangedovertime?4. Whatcanwelearnabouteachotherfrom
storytelling?
BigIdea:Hardshipscanbuildstrengthofcharacter
EssentialQuestions:1.Howdoesanindividual’sreactiontohardshipsaffecthowtheydealwithasituation?2.Whatdoesaperson’sreactiontohardshipsayaboutthem?3.Howcanhardshipsmakeyoustronger?Cantheymakeyouweaker?
COMPLEXTEXTS
AStory,AStory(Standard) StormintheNight(Optional) CarvingthePole(Standard) TheKeepingQuilt(Anchor) JohnnyAppleseed(ReadAloud) AuntFlossie’sHat(Standard) OralHistory(Standard)
Leah’sPony SearchingForaBetterLife(SSGrade4,U4,L5) Video“SurvivingtheDustBowl”
CONTENTSTANDARDS
Notapplicable SocialStudies3.3 Studentsdrawfromhistoricalandcommunityresourcestoorganizethesequenceoflocalhistoricaleventsanddescribehoweachperiodofsettlementleftitsmarkontheland.1.Researchtheexplorerswhovisitedhere,thenewcomerswhosettledhere,andthepeoplewhocontinuetocometotheregion,includingtheirculturalandreligioustraditionsandcontributions.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
18
H‐SS4.4StudentsexplainhowCaliforniabecameanagriculturalandindustrialpower,tracingthetransformationoftheCaliforniaeconomyanditspoliticalandculturaldevelopmentsincethe1850’s.5.DiscusstheeffectsoftheGreatDepression,theDustBowl,andWorldWarIIonCalifornia.
READINGSTANDARDSACROSSUNITS
CitingEvidenceandAnalyzingContent:RL.3.1&RI.3.1(ask/answerquestions),RL.3.2&RI.3.2(mainidea)Studyingandapplyingvocabulary:RI.3.4(academicanddomain‐specificvocabulary)Readinggrade‐appropriateliteratureandinformationaltext:RL.3.10&RI.3.10(complextext)
READINGSTANDARDSCENTRALTOTHISUNIT
RL.3.1&RI.3.1Askandanswerquestionsaboutthetext.RL.3.3Character’sactionsRL3.5Describehoweachpartofatextbuildsonearlierevents.RL3.9Compare/contraststoriesbythesameauthor.
RL.3.1&RI.3.1Askand answerquestionsaboutthetext.RL3.7Explainhowillustrationsandwordsconveymood,settingandcharacter.RI.3.3Describeevents,procedures,ideasorconceptsovertimeintext.RI.3.7Useillustrationsandwordstocomprehendtext.RI.3.9Compare/contrasttwotextsonthesametopic.
F
READINGFOUNDATIONALSTANDARDSINEACHUNIT
RF3.3(phonics/decoding,multisyllabicwords),RF.4(fluency)
WRITINGSTANDARDSACROSSUNITS
WritingProcessandRoutineWriting:W.3.4(developmentandorganization),W.3.5(plan,revise,edit),W.3.10(routinewriting)
WRITINGSTANDARDSCENTRALTOTHISUNIT
W.3.2Writetoinform/explain.W.3.3Writeanarrative.W.3.8Gatherinfo,takenotes,andsortevidence.
W.3.1Writeopinionpieces.W.3.2Writetoinform/explain.W.3.3Writeanarrative.W.3.8Gatherinformation,takenotes,andsortevidence.
SPEAKINGandLISTENINGSTANDARDSACROSSUNITS
ConductionDiscussions:SL.3.1(engagecollaboratively)ReportFindings:SL.3.6(useformalEnglishwhenappropriate)
SPEAKINGandLISTENINGSTANDARDSCENTRALTOTHISUNIT
SL.3.1Engageincollaborativediscussions.SL3.3Askquestions,linkcommentsduringdiscussions.SL.3.4Reportonatopicorexperience.
SL.3.1Engageincollaborativediscussions.SL3.2Determinemainideaanddetailsoftextpresentedinvariousformats.SL3.3Askquestions,linkcommentsduringdiscussions.
SAUSDCommonCoreAlignedCurriculumMap:ThirdGradeELA
19
LANGAGESTANDARDSACROSSUNITS
Studyandapplygrammar:L.3.1(grammarandusage),L.3.2(conventions),L.3.3(spokenvs.written)Studyandapplyvocabulary:L.3.4(wordmeaning),L.3.6(academic&domain‐specificvocabulary)
LANGUAGESTANDARDSCENTRALTOTHISUNIT
L.3.1hCoordinating/subordinatingconjunctionsL.3.1iSimple,compound,complexsentences3.2aCapitalizationrules3.2cCommasandquotationmarks3.2gConsultreferencematerials.L.3.3Choosewordsforeffect.L.3.5Understandingofwordrelationships/nuances.
L.3.4Clarifymeaningofunknown/multi‐meaningwords.L.3.5Understandwordrelationships/nuances.L.3.6Accurateuseofgrade‐levelwords
ELDSTANDARDSCENTRALTOTHISUNIT
Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10Writeliteraryandinformationaltext.Part2C12WordchoicePart2A1Understandtextstructure.Part2A2Understandtextcohesion.
Part1.A1CollaborativediscussionsPart1B5Listenactively.Part1B6Describeideas,phenomenaandtextelementsusingkeydetails.Part1C10Writeliteraryandinformationaltext.Part2C12WordchoicePart2A1Understandtextstructure.Part2A2Understandtextcohesion.Part2C6Combineclausestoconnectideas.
CROSS‐CONTENT/REALWORLDCONNECTIONS
Studentswilldevelopresearch,listening,andspeakingskillsastheyplanandconductaninterviewwithafamilymember.
StudentswilllearnabouttheeffectsoftheDustBowlonCalifornia’spopulation.