gr 3 pacing guide revision 6-12 · meaning and other features of unknown ... distinguish common...

Garvey School District

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Language Arts Pacing Guide/ Third Grade Language Arts Process Integration Throughout the Year

Reading

1.0 Word Analysis, Fluency, and Vocabulary Development

RW 1.1 (2) Know and use complex word families when reading [e.g., -ight] to decode unfamiliar words. (Refer to Phonics & Spelling components in Treasures TE.) RW 1.2 (2) Decode regular multisyllabic words. (Refer to Prepare to Read sections in Treasures TE for this standard.) RW 1.3 Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. (Refer to Fluency components in TE.) RW 1.6 (4) Use sentence and word context to find the meaning of unknown words. (Context clue skills are embedded throughout the TE.) RW 1.7 (2) Use a dictionary to learn the meaning and other features of unknown words. 2.0 Reading Comprehension

Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources, etc.). Make predictions Visualize Generate questions Monitor comprehension Summarize Analyze text/story structure Make inferences Evaluate

RC 2.2 (2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text. RC 2.3 (2) Demonstrate comprehension by identifying answers in the text. RC 2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information. RC 2.7 (2) Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

(Treasure does not provide adequate instruction for RC 2.7. Teachers need to use other resources to address this standard well.)

3.0 Literary Response and Analysis Read and respond to a wide variety of significant works of children's literature; distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters).


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Writing

1.0 Writing Strategies

WS 1.1 (GSD) Create a single paragraph (For Garvey Writing Benchmarks, students will be required to write multi-paragraph compositions):

a. (1) Develop a topic sentence. b. (2) Include simple supporting facts and details.

WS 1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric. (Embedded in weekly writing lessons in TE.)

Listening and Speaking

1.0 Listening and Speaking Strategies

LSS 1.1 Retell, paraphrase, and explain what has been said by a speaker. LSS 1.3 Respond to questions with appropriate elaboration. LSS 1.5 Organize ideas chronologically or around major points of information. LSS 1.7 Use clear and specific vocabulary to communicate ideas and establish the tone. 2.0 Speaking Applications Deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement; speaking demonstrates a command of standard American English and the organizational and delivery strategies. (Treasures does not adequately address most of the Listening/Speaking standards. There are some resources in the Unit Wrap Up sections, but teachers need to supplement the teaching of these standards with other resources, as well as create daily opportunities for students to use listening/speaking skills consistently in the classroom.) Please note:

1. The number in parenthesis after the standard number indicates the number of items on the CST pertaining to this standard.

e.g. RC 2.4 (3) means that for Reading Comprehension 2.4, there are 3 questions on the CST to test students’ mastery of this standard.

2. Bolded phrases indicate that those elements within the standards are emphasized for that particular benchmark period.

3. Treasures uses a set of acronyms that is slightly different than what the State of California uses to refer to the domains within the language arts standards. The following keys give the California acronyms first, then the Treasures acronyms:

RW = R = Word Analysis and Vocabulary Development RL = R = Literary Response & Analysis


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RC = R = Reading Comprehension WS = W = Writing Strategies, WA = W = Writing Applications WOC = LC = Written & Oral Conventions LSS = LAS = Listening & Speaking Strategies LSA = LAS = Speaking Applications

4. The table below gives a quick year-at-a-glance of the ELA standards on which instruction should focus during each benchmark period. For the detailed pacing guide for each benchmark, please refer the set of documents that follow. You will notice that the RW (Reading: Word Analysis and Vocabulary Development) standards listed below are not included in the detailed pacing guides. The reason is that the RW standards are scattered in each of the weekly lessons in Treasures, addressing specific words and skills. The pacing guides would be very lengthy and cumbersome if they were all listed.

5. To address the RW standards, please use the lessons in your Treasures Teacher’s Edition for the story selections included in the detailed pacing

guides.


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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) RW 1.1 (2) Know and use complex word

families when reading [e.g., -ight] to decode unfamiliar words.

RW 1.4 (4) Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

RW 1.7 (2) Use a dictionary to learn the meaning and other features of unknown words.

RW 1.8 (4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, in-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.

Personal Narrative

RC 2.5 (2)/GSD Distinguish the stated main idea and supporting details in narrative text.

RC 2.6 (3) Extract appropriate and significant

information from the text, including problems and solutions.

RL 3.1 (1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

RL 3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

RL 3.5 (1) Recognize the similarities of

sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

WS 1.3 (3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not

RW 1.5 (2) Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations [e.g., dog/ mammal/ animal/ living things].

RW 1.8 (4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, in-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.

RC 2.1 (2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

Imaginative Narrative RC 2.5 (2)/GSD Distinguish the stated and

implied main idea and supporting details in narrative and expository text.

RL 3.1 (1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

RL 3.2 (2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

RL 3.3(2) Determine what characters are like

by what they say or do and by how the author or illustrator portrays them.

WS 1.3 (3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)

RW 1.5 (2) Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations [e.g., dog/ mammal/ animal/ living things].

Expository/Descriptive RC 2.5 (2)/GSD Distinguish the stated and

implied main idea and supporting details in expository text.

RC 2.6 (3) Extract appropriate and

significant information from the text, including problems and solutions.

RL 3.2 (2) Comprehend basic plots of

classic fairy tales, myths, folktales, legends, and fables from around the world.

RL 3.4 (1) Determine the underlying theme

or author's message in fiction and nonfiction text.

RL 3.5 (1) Recognize the similarities of

sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

RL3.6 (1) Identify the speaker or narrator in

a selection.

WS 1.3 (3) Understand the structure and

RC 2.6 (3) Distinguish between cause and effect and between fact and opinion in expository text. (4th Grade ELA standard)

RC 2.5 (2) Distinguish the main idea and

supporting details in expository text. RL 3.3(2) Determine what characters are

like by what they say or do and by how the author or illustrator portrays them.

Letter Writing

WA 2.3 Write personal and formal letters, thank-you notes, and invitations:

a. Show awareness of the knowledge and interests of the audience and establish a purpose and context.

b. Include the date, proper salutation, body, closing, and signature.

LSS 1.6 Provide a beginning, a middle, and an end, including concrete details that develop a central idea.

LSA 2.1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable.

c. Include well-chosen details to develop character, setting, and plot.


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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)

WA 2.1 Write narratives:

a. Provide a context within which an action takes place.

b. Include well-chosen details to develop the plot.

c. Provide insight into why the selected incident is memorable.

(Writing benchmark: Personal Narrative)

WA 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

WOC 1.1 (1) Understand and be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

WOC 1.5 (2) Punctuate dates, city and state, and titles of books correctly.

WOC 1.6 (1) Use commas in dates, locations, and addresses and for items in a series.

(Treasures does not address WOC 1.5 & WOC 1.6 adequately. Teachers need to use other resources to teach these standards well.)

WOC 1.7 (2) Capitalize geographical names, holidays, historical periods, and special events correctly.

WA 2.1 Write narratives:




(Treasures does not provide instruction for Imaginative Narrative. Teachers need to use other resources, such as Write From the Beginning to adequately address this genre.) (Writing benchmark: Imaginative Narrative)


WOC 1.2 (1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

WOC 1.3 (1) Identify and use past, present, and future verb tenses properly in writing and speaking.

WOC 1.4 (2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.

WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common

organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard.)

WA 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. (Treasures does not provide adequate instruction for this standard. Teachers need to use other resources to teach this standard, such as Write From the Beginning .)

(Writing benchmark: Expository/Descriptive)


WOC 1.2 (1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

WOC 1.3 (1) Identify and use past, present, and future verb tenses properly in writing and speaking.

WOC 1.4 (2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.

WOC 1.7 (2) Capitalize geographical names, holidays, historical periods,

WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].


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Benchmark 1 (9/6 – 11/4/11) Benchmark 2 (11/7/11 – 1/27/12) Benchmark 3 (1/30 – 4/6/12) Benchmark 4 (4/9 – 6/14/12) WOC 1.8 (2) Spell correctly one-syllable

words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].

homophones [e.g., hair-hare].

WOC 1.9 (1) Arrange words in alphabetic order. (Treasures does not have much on this standard.. Teachers need to use other resources to address this standard.)


and special events correctly.

WOC 1.8 (2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].


LSS 1.11 Distinguish between the speaker's opinions and verifiable facts.


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Benchmark 1 (9/6 – 11/4/11)

Start Smart Essential Standards

Description of Mastery: Concepts and Skills

Standards

Academic Vocabulary

Skills

Treasures Resources (refers to TE pages only)

Supplemental Resources / Additional Notes

RW1.2(2) Decode regular multisyllabic words.

Syllables Multi-syllables

- use knowledge of syllabication to decode long words

S4 – S7

RW1.4(4) Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words.

Antonyms Synonyms Homophones Homographs

- identify and give examples of antonyms, synonyms, homophones, and homographs

- apply the knowledge of these to under text in context

S8 – S9

RW1.6(4) Use sentence and word context to find the meaning of unknown words.

Context Context clues Appositive phrase Synonym Antonym Examples

- use clues in surrounding words and sentences to figure out unknown words

S10

RW1.7(2) Use a dictionary to learn the meaning and other features of unknown words.

Dictionary Guide words Entry Definition Pronunciation Parts of speech Sample sentence Word origin

- know the functions of the parts in a dictionary

- use dictionary as a tool to find information about words

S12 – S13

RW1.8(4) Use knowledge of prefixes [e.g., un-, re-, pre-, bi-, mis-, dis-] and suffixes [e.g., -er, -est, -ful] to determine the meaning of words.

Prefix Suffix Root word Base word

- know the meaning of common grade-level prefixes and suffixes

- use knowledge of affixes to understand new words

S11

R

RC2.0 Read and understand grade-level-appropriate material,

Strategy Purpose Make predictions

- Choose appropriate strategies for different reading purposes.

S14 – S20 S 42 – S 47


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Start Smart Essential Standards

drawing upon a variety of comprehension strategies as needed.

Visualize Generate questions Monitor comprehension Summarize Analyze text/story structure Make inferences Evaluate

WS1.3(3) Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia).

Reference materials Dictionary Thesaurus Atlas Encyclopedia

• Understand the parts of common reference materials and their functions.

• Use various reference materials as tools to assist in writing tasks.

S12 – S13 W

WS1.4 (3) Revise drafts to improve the coherence and logical progression of ideas by using an established rubric.

Draft Ideas Coherence Logical progression Rubric Revision

• Revise compositions using rubric/checklist.

• Add/insert, delete, and rearrange text within the composition to improve coherence and focus.

S22 – S25


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Benchmark 1 (9/6 – 11/4/11)

NARRATIVE Essential Standards


Unit 1

Standards

Academic Vocabulary

Skills



RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.

Strategy Purpose Analyze text/story structure


8 – 9, 10 – 29

RC2.4 (2) Recall major points in the text and make and modify predictions about forthcoming information.

Prediction Confirm Recall Main idea

- Recall main ideas in a text. - Make / confirm / or change

predictions based on text information.

11

RC2.6(2) Extract appropriate and significant information from the text, including problems and solutions.

Story elements Character Setting Plot Events Problem Solution/resolution

- Identify the elements of story in a literary text.

The main selection is good for teaching story elements and sequence.

R

RL3.3(2) Determine what characters are like by what they say or do and by how the author or illustrator portrays them.

Character Action Character traits

- Determine a character’s traits by their actions, words, and thoughts.

- Use other directly stated information by the author/ illustrator to understand the character better.

10-29

WS1.1(3) Create a single paragraph:

a. Develop a topic sentence. b. Include simple supporting

facts and details.

Paragraph Topic sentence Supporting details Facts

• Create a paragraph with topic sentence

• Elaborate on that topic sentence with strong supporting facts and details.

• Maintain focus throughout.

W

WA2.1 Write narratives: Include well-chosen details to develop the plot.

Details Focus

• Focus writing by using well-chosen details to develop an idea.

32 – 33H

1st Read:

Tina’s Tryout Day

p. 8-9

Main Selection: First Day

Jitters P. 10-29

Paired Read:

How to be

a Good Citizen

p. 30-31

WOC WOC 1.1(1) Understand and Declarative • Distinguish between various 31E-31F


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Unit 1

Standards

Academic Vocabulary

Skills



be able to use complete and correct declarative, interrogative, imperative, and exclamatory sentences in writing and speaking.

(statement) Interrogative (question) Imperative (command) Exclamatory (exclamation) Punctuation mark Complete sentence Fragment Run-on

types of sentences. • Write declarative, interrogative,

imperative and exclamatory sentences.

• Use the correct end punctuation marks.

• Distinguish between complete sentence, fragment, and run-on sentence.

WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].

Blends, Contractions Compound words Consonant doubling Homophones plurals singular

• Spell grade level words correctly. 31C – D


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Benchmark 1 (9/6 – 11/4/11)



Unit 1

Standards

Academic Vocabulary

Skills




Strategy Purpose Generate questions


RC 2.2(2) Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.

Prior knowledge Inference Textual information

- Ask thoughtful and relevant questions of the text to show understanding.

- Use prior knowledge to make connection with reading.

- Use textual information to answer literal questions.

- Combine details from text and one’s own inferences to help answer questions.

80 – 81, 82 – 105

RC2.5 (2)GSD Distinguish the main idea and supporting details in expository/narrative text.

Main idea Supporting details Expository text Narrative text

- Determine stated / implied main ideas in an expository or narrative text.

- Identify the supporting details for a main idea.

105B




RL3.1(1) Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).

Genre Fiction Nonfiction

- Know the distinguishing characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.

1st Read: The Boy

Who Cried Wolf

p. 80-81

Main Selection:

Wolf!

p. 82-105

Paired Read:

The Truth

About Wolves

p. 106-109

R

RL3.2(2) Comprehend basic plots of classic fairy tales,

Plot Retold

- Comprehend basic plots of folklore and fairy tales.

80 – 81, 82 – 105


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Unit 1

Standards

Academic Vocabulary

Skills



myths, folktales, legends, and fables from around the world.

Fairy tale Legend Fable

W

WA2.1 Write narratives:




Narratives Personal narrative Context Details Plot Insight Incident Memorable

- Write multi-paragraph narratives about memorable experiences

- Use well-chosen details to focus and develop ideas

- Order the events using logical sequence

- Maintains a consistent point of view, using words such as I or my

64 – 65F Recommended: Use the writing lessons from Week 2 (p. 64 – 65F) of this unit to supplement the teaching of focus and descriptive details. Save p. 110 – 111F lessons for Benchmark 3.

WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.

Subject Nouns Verbs Agreement Pronouns Adjectives Compound words Articles (the, an, a)

• Distinguish between different parts of speech in a sentence.

• Identify whether subjects and verbs in a sentence are in agreement.

• Use pronouns, adjectives, compound words, and articles correctly in sentences.

WOC

WOC 1.4(2) Identify and use subjects and verbs correctly in speaking and writing simple sentences.

Subject Verb Sentence

• Know the correct composition of a simple sentence (subjects and verbs.)

• Use them correctly in writing and speaking.

109E – F


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Benchmark 1 (9/6 – 11/4/11)



Unit 1

Standards

Academic Vocabulary

Skills




Strategy Purpose Monitor comprehension






114 – 115 116 - 139

RC2.5 (2) Distinguish the main idea and supporting details in expository/ narrative text.

Main idea Supporting details

- Determine stated / implied main ideas in an expository text.


The main selection is very good for teaching RC 2.5.

R




- Use other directly stated information by the author/illustrator to understand the character better.

116 – 139





145F 308 – 309H

Recommanded: Teachers can also use the writing lesson from Unit 3, Week 1 on “Sentence Mechanics” (p. 308 – 309H) to supplement revision lessons.

1st Read:

Pond Street Clubhouse p. 114-115

Main

Selection:

My Very Own Room p. 116-139

Paired Read:

Frank Lloyd

Wright p. 140-143

W



b. Include well-chosen

Narratives Personal narrative Context Details Plot Insight



- Order the events using logical

144-145D Recommended: Introduce the genre of Personal Narrative formally using Week 3 (p.77G – 77N) and Week 6’s (p. 151A – 151H) writing lessons in Unit 1, as well as Unit 5, Week 3’s


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Unit 1

Standards

Academic Vocabulary

Skills



details to develop the plot. c. Provide insight into why

the selected incident is memorable.

Incident Memorable

sequence - Maintains a consistent point

of view, using words such as I or my

144-145D writing lessons on “Personal Narrative” (p. 211G – 211N) Additional resources:

• Unit 5, Week 6, p. 273A – 273 E

• Write From the Beginning • www.nancyfetzer.com

WOC WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.





143E – F


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Benchmark 1 (9/6 – 11/4/11)



Unit 2

Standards Academic

Vocabulary Skills




Strategy Purpose Monitor

comprehension


192 – 193 194 – 205







193A – 193B 194 – 205




RC2.6 is not one of the standards addressed in the TE for this selection, but the main selection can be used for teaching this standard.


Genre Fiction Nonfiction Poetry


190L, 206-207

R

RL3.5(1) Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

Alliteration Onomatopoeia Rhythm Rhymes

- Identify examples of alliteration and onomatopoeia in texts.

- Identify rhymes in texts. - Recognize rhythms in a reading

selection.

206-207

1st Read:

Save Our Butterflies p. 192-193

Main

Selection:

Home-Grown

Butterflies p. 194- 205

Paired Read:

Monarch Butterfly/

The Caterpillar p. 206-207

W WS1.1(3) Create a single Paragraph Topic sentence


208 – 209F Recommended: Continue to teach mini lessons as


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Unit 2

Standards Academic

Vocabulary Skills



paragraph:


facts and details.

Supporting details Facts


• Maintain focus throughout

W










208 – 209F

WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences

Impression Description Adjectives Sensory details

• Use concrete sensory details, strong verbs, and other descriptive techniques to bring these impressions to life.

188 – 189H

formal instruction on Personal Narrative is taking place. Additional resources include: Unit 5, Week 1 (p. 170 – 171H) & Week 2 (p. 198 – 199F) on “Logical Structure”; Unit 5, Week 4 (p. 232 – 233H) & Week 5 (p. 266 – 267F) on “Logical Structure”.

1st Read:

Save Our Butterflies p. 192-193

Main

Selection:

Home-Grown

Butterflies p. 194- 205

Paired Read:

Monarch Butterfly/

The Caterpillar p. 206-207

WOC WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].


• Spell grade level words correctly.

207C-207D


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Benchmark 1 (9/6 – 11/4/11)



Unit 2

Standards Academic

Vocabulary Skills



RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed



224 – 225 226 – 239

RC2.5 (2) Distinguish the main idea and supporting details in expository text.

Main idea Supporting details Expository text



239B

RC2.1(2) Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text.

Titles Subheadings Captions Illustrations Key words

- Know the parts of informational text and their functions.

- Use nonfiction text features to locate information and assist in making meaning of text.










1st Read:

Gorilla Garden

p. 224-225

Main Selection:

Coasting

to California

P.214 - 217

Paired Read:

Neighbors Recycling

p. 240-241

R

RL3.4(1) Determine the underlying theme or author's message in fiction and nonfiction text.

Theme Author’s message Big idea Moral

- Understand that authors tell stories to convey big ideas or messages that they believe to be important.

224 – 225 226 – 239


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Unit 2

Standards Academic

Vocabulary Skills



Fiction Nonfiction

- Use textual clues to make inferences about the theme / author’s message.



- identify examples of alliteration and onomatopoeia in texts

- identify rhymes in texts

240-241



facts and details.

Paragraph Topic sentence Supporting details Facts Strong verbs




242 – 243H





243H 344 – 345F

W










Recommanded: Teachers can use writing lessons from Unit 3, Week 2 on “End Punctuation” (p. 344 – 345F) to supplement revision lessons. Continue to teach mini lessons as formal instruction on Personal Narrative is taking place. Additional resources include: Unit 5, Week 1 (p. 170 – 171H) & Week 2 (p. 198 – 199F) on “Logical Structure”; Unit 5, Week 4 (p. 232 – 233H) & Week 5 (p. 266 – 267F) on “Logical Structure”.

WOC WOC 1.4(2) Identify and use subjects and verbs correctly in

Subject Verb

• Know the correct composition of a simple sentence (subjects and

243A-243H


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Unit 2

Standards Academic

Vocabulary Skills



speaking and writing simple sentences.

Sentence verbs.) • Use them correctly in writing and

speaking.

WOC 1.7(2) Capitalize geographical names, holidays, historical periods, and special events correctly.

Capitalization Proper nouns Common nouns

• Identify and capitalize proper nouns correctly.

187E – F 241E

Benchmark 2 (11/7/11 – 1/27/12)



Unit 2

Standards Academic

Vocabulary Skills




Strategy Purpose Analyze text/story structure






1st Read:

What Should I

Be? p. 246-247

Main

Selection:

A Castle on Viola Street

R

RL3.4(1) Determine the underlying theme or author's message in fiction and

Theme Author’s message

- Understand that authors tell stories to convey big ideas or messages that they believe to be

246 – 247 248 – 269


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Unit 2

Standards Academic

Vocabulary Skills



nonfiction text.

Big idea Moral Fiction Nonfiction

important. - Use textual clues to make

inferences about the theme / author’s message.

W





274 – 275F






273E

WOC 1.5(2) Punctuate dates, city and state, and titles of books correctly.

Punctuate (date, city, state, title) punctuation

• Punctuate the heading of letters correctly.

• Punctuate book titles correctly.

273F

p. 248- 269

Paired Read:

Homes For

Families p. 270-273

WOC



• Spell grade level words correctly. 273C-273D


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Benchmark 2 (11/4/11 – 1/27/12)



Unit 3

Standards Academic

Vocabulary Skills



RC 2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed.

Strategy Purpose Summarize Main events Main ideas Significant details


- Summarize reading selections by paraphrasing main events and the most significant details.

- Uses logical sequence in summarizing

Author’s purpose is given in the TE as the reading skill of the week. It is not a 3rd grade standard, but it is a useful skill.





288 – 289B, 290 – 303


Genre Fiction Nonfiction Poetry Drama Play


288, 291, 304 – 307


Theme Author’s message Big idea Moral Fiction Nonfiction



303B

R




- Identify rhymes in texts. - Recognize rhythms in a reading

selection.

286L – M, 298,

304 – 307

1st Read:

Talking to Lulu

Delacre, Children’s

Author p. 288 –

289

Main Selection: Author: A True Story

p. 291 – 303

Paired Read:

Listen!

p. 304 – 307

W WA2.1 Write narratives:

a. Provide a context within which an action takes

Narratives Personal narrative Context


- Use well-chosen details to

Recommended: The writing lessons in this week’s TE have been taught in Benchmark 1. Teachers should begin instruction on the genre of Imaginative Narrative.


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Standards Academic

Vocabulary Skills



W place. b. Include well-chosen

details to develop the plot.


Details Plot Insight Incident Memorable

focus and develop ideas - Order the events using logical

sequence - Maintains a consistent point of

view, using words such as I or my

Treasures does not address this genre. Instead, Fictional Narrative is taught in Unit 4, Week 3 (p. 79G – 79N) and Unit 4, Week 6 (p. 137A – 137F). Teachers can adapt these lessons to supplement the teaching of Imaginative Narrative. Additional resources: • Write From the Beginning





307 E – F

WOC 1.6(1) Use commas in dates, locations, and addresses and for items in a series.

Commas Dates Locations Addresses Items in a series

• Identify and use commas properly.

• Use commas in a series correctly.

307 F

WOC



• Spell grade level words correctly. 307 C – D


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Unit 3

Standards Academic

Vocabulary Skills


Supplemental Resources /

Additional Notes


Strategy Purpose Text/story structure

Sequence Main events


- Identify story/text structure and use this knowledge to assist in comprehension.

312 – 313B




312 – 313 314 – 339 340 – 341




310L – M, 340 – 343





314 – 339

1st Read: Mail for Matty

p. 312 – 313

Main

Selection: Dear Juno

p. 314 – 339

Paired Read:

How We Keep in Touch

p. 340 – 343

R






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Standards Academic

Vocabulary Skills



Additional Notes

RL3.6 (1) Identify the speaker or narrator in a selection.

Narrator Speaker

- Identify the narrator in a text.

RL3.6 is not addressed in the TE, but the main selection can be used to teach this standard.










Recommended: The writing lessons in this week’s TE have been taught in Benchmark 1. Teachers should begin instruction on the genre of Imaginative Narrative. Treasures does not address this genre. Instead, Fictional Narrative is taught in Unit 4, Week 3 (p. 79G – 79N) and Unit 4, Week 6 (p. 137A – 137F). Teachers can adapt these lessons to supplement the teaching of Imaginative Narrative. Additional resources:

• Write From the Beginning WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.





WOC 1.3(1) Identify and use past, present, and future verb tenses properly in writing and speaking.

Verb tenses Past Present Future

• Distinguish between past, present, and future verb tenses.

• Use the correct verb tense in writing and speaking.

344E – F 357E – F

Recommended: Unit 3, Week 3’s grammar lessons (p. 357E – F) has been moved up to supplement this week’s lessons.

WOC




344C – D

This week’s spelling lessons also addresses RW1.8.


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Unit 3

Standards Academic

Vocabulary Skills




Strategy Purpose Visualize Mental pictures
















394 – 419

R


Narrator Speaker


RL3.6 is not addressed in the TE, but the main selection can be used to teach this standard.

1st Read: My Winter Vacation p. 394 –

395

Main Selection: The Jones

Family Express p. 396 –

419

Paired Read:

From Here to There p. 420 –

421

W


Paragraph Topic sentence Supporting details


• Elaborate on that topic sentence with strong supporting facts and

422 – 423F

Recommended: Continue to teach mini lessons as formal instruction on Imaginative


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Vocabulary Skills




facts and details.

Facts details. • Maintain focus throughout.

WA2.2 Write descriptions

that use concrete sensory details to present and support unified impressions of people, places, things, or experiences

Impression Description Adjectives Sensory details Adverbs Strong verbs Similes Metaphors


422 – 423F

Narrative is taking place.






WOC





421 E – F


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Benchmark 2 (11/4/11 – 1/27/12)



Unit 4

Standards Academic

Vocabulary Skills




Strategy Purpose Make inferences


8 – 9 B 10 – 33







RL3.2(2) Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world.

Plot Retold Fairy tale Myth Folktale Legend Fable


R





10 – 33

1st Read: Community

Works p. 8 – 9

Main Selection:

Seven Spools of

Thread p. 10 – 33

Paired Read: What

Causes Day & Night?

p. 34 – 35



Narratives Context Details Plot Dialogue

- Write a 5 paragraph narrative about a memorable experience

- Use well-chosen details to describe the characters and setting

36 – 37 H Recommended: Teach Unit 4, Week 4’s lessons on “Formatting Dialogue” (p.108 – 109D) along with this week’s


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Standards Academic

Vocabulary Skills







writing lessons.





35E – F

WOC





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Unit 4

Standards Academic

Vocabulary Skills




Strategy Purpose Evaluate


40 – 41B 42 – 63




40, 42, 64 – 65








R




Use textual clues to make inferences about the theme / author’s message.

42 – 63

1st Read: The Choir Contest

p. 40 – 41

Main Selection:

Nacho and Lolita p. 42 – 63

Paired Read: Haiku

p. 64 – 65

RL3.5(1) Recognize the similarities of sounds in words

Alliteration Onomatopoeia



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Vocabulary Skills



and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

Rhythm Rhymes

- Identify rhymes in texts. Recognize rhythms in a reading

selection.





Narratives Context Details Plot

- Write a 5 paragraph narrative about a memorable experience

- Use well-chosen details to describe the characters and setting



66 – 67F Recommended: Teach Week 5’s lessons on “Formatting Dialogue” (p.130 – 131B) along with this week’s writing lessons.






WOC





65 E – F


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Benchmark 3 (1/30/12 – 4/6/12)

Descriptive/ Expository Essential Standards


Unit 4

Standards Academic

Vocabulary Skills




Strategy Purpose Summarize






R



Identify the elements of story in a literary text.

70 - 75

W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.



221G – 221N Recommended: Use Unit 2, Week 3’s writing lessons of “Expository/Descriptive” to introduce this genre of writing.



• Spell grade level words correctly. 79C – F

1st Read: A Higher

Goal p. 70 – 71

Main Selection: A Solution

to Pollution p. 72 – 75

Paired Read:

Kids Helping

Kids p. 76 – 77

WOC WOC 1.9(1) Arrange words

in alphabetic order. Arrange Alphabetical order

c. Arrange words in alphabetical order up to the second letter.

79C – D


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Unit 4

Standards Academic

Vocabulary Skills



RC2.0 Read and understand grade-level-appropriate material, drawing upon a variety of comprehension strategies as needed

Strategy Purpose Make inferences











82 – 105




82, 84, 106 – 107

1st Read: Ben’s

Bright Idea p. 82 – 83

Main Selection: Ramona and Her Father p. 84 –

105

Paired Read:

In a Neighbor- Hood in

Los Angeles p. 106 –

107

R




- Use other directly stated information by the

84 – 105


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Standards Academic

Vocabulary Skills




author/illustrator to understand the character better.





84 – 105




- Identify rhymes in texts. Recognize rhythms in a reading

selection.


Narrator Speaker


106 – 107

W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences


• Write multi-paragraph expository compositions to describe people, places, or things.


308 – 309F Recommended: This week’s writing lessons in the TE have already been taught. Teachers can adapt Unit 6, Week 1’s writing lessons (p. 308 – 309F) on “Character Development” to teach WA2.2. Unit 6’s writing lessons are good for describing people.





107 E – F

1st Read: Ben’s

Bright Idea p. 82 – 83

Main Selection: Ramona and Her Father p. 84 –

105

Paired Read:

In a Neighbor- Hood in

Los Angeles p. 106 –

107

WOC

WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, etc.

Homophones

• Spell grade level words correctly. 107 C – D


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Unit 4

Standards Academic

Vocabulary Skills



Benchmark 3 (1/30/12 – 4/6/12)



Unit 4

Standards Academic

Vocabulary Skills







Titles Subheadings Captions Illustrations Key words





- determine stated / implied main ideas in an expository text

- identify the supporting details for a main idea

R



- identify the elements of story in a literary text

112 – 127

Sequence skill is taught through RC 2.6.

1st Read: A Robot on Your Team

p. 112 - 113

Main

Selection: Out of This

World p. 114 –

127

Paired Read:

Sky Bear p. 128 –

129 (can be

W WS1.1(3) Create a single Paragraph Topic sentence


334 – 335 D Recommended: This week’s writing lessons in the


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Standards Academic

Vocabulary Skills



W paragraph:

c. Develop a topic sentence. d. Include simple supporting

facts and details.

Supporting details Facts



334 – 335 D TE have already been taught. Teachers can adapt Unit 6, Week 2’s writing lessons on “Character Development” to teach descriptions. Unit 6’s writing lessons are good for describing people.

skipped)

WOC WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking.






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Unit 5

Standards

Academic Vocabulary

Skills










144 – 145 146 – 167




R




- Identify rhymes in texts. - Recognize rhythms in a

reading selection.

168 – 169



facts and details.

Paragraph Topic sentence Supporting details Facts




1st Read:

Life in Antarctica p. 144-145

Main

Selection:

Penguin Chick

p. 146-167

Paired Read:

Antarctica Anthem

p. 168-169 W




111A – F

Recommended: Unit 5’s writing lessons are geared toward narrative writing, and should have been used as supplemental resources in Benchmark 1 & 2 already. To teach expository/descriptive writing, use Unit 1, Week 4’s writing lessons on “Focus on Object/ Setting” (p. 111A – F) to teach describing places and things.


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Unit 5

Standards

Academic Vocabulary

Skills








WOC




169E – F

L/S LSS 1.5 Organize ideas chronologically or around major points of information.

Chronological ideas (beginning, middle, end) Main ideas Sequencing

• Sequence information chronologically or around several main ideas.

167B


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Unit 5

Standards

Academic Vocabulary

Skills



Additional Notes








174 – 175 176 – 193

R

RC2.7 (2) Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game).

Multi-step instructions Sequence

- Follow multi-step written instructions to create a product or complete a task.

194 -195 Additional resources: Unit 3, Week 6, p. 426 – 427 (Design Your Own Journal)



facts and details.

Paragraph Topic sentence Supporting details




W





198 – 199D

Recommended: This week’s writing lessons on “Strong leads” can be adapted for various genres, even though the lessons themselves are geared toward narratives. Also use Unit 1, Week 5’s (p. 144 – 145F) writing lessons on “Focus on Object/ Setting” to teach describing places and things.

1st Read:

Web Spinners p.174-175

Main Selection:

Animal Homes

p. 176 - 193

Paired Read:

Do Animals Have

Personalities? p. 194-197

WOC

WOC 1.2(1) Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in

Subject Nouns Verbs Agreement


• Identify whether subjects and verbs in a sentence are in

197E – 197F Additional resources: Refer to Unit 5, Week 3’s (p. 211E – F) lessons on Pronoun-Verb Agreement.


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Standards

Academic Vocabulary

Skills



Additional Notes

writing and speaking. Pronouns Adjectives Compound words Articles (the, an, a)

agreement. • Use pronouns, adjectives,

compound words, and articles correctly in sentences.

197E – 197F Additional resources: Refer to Unit 5, Week 3’s (p. 211E – F) lessons on Pronoun-Verb Agreement.




172N – O, 197C – 197D


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Unit 5

Standards

Academic Vocabulary

Skills












214 – 215B 216 – 229


Plot Retold Fable


230 - 231





216 - 229

1st Read:

Max the Amazing Hamster

p.214-215

Main Selection:

Wilbur’s

Boast p.216-229

Paired Read:

The Lion and The Mouse

p.230-231

R




Use textual clues to make inferences about the theme / author’s message.

230 -231


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Academic Vocabulary

Skills



W WA2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences




Recommended: Additional resources for teaching expository/descriptive writing—

• Write from the Beginning






231E – F

WOC



• Spell grade level words correctly. 212N – O, 231C – D


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Unit 5

Standards

Academic Vocabulary

Skills







Titles Table of content Chapter headings Subheadings Captions Illustrations Diagrams Key words







236 – 237B 238 – 261



Identify the elements of story in a literary text.

R




262 - 265

1st Read:

What Curious Creatures! p.236-237

Main Selection:

Unique Animals

p.238-261

Paired Read:

The Story of

the First Woodpecker

p.262-265

W WA2.2 Write descriptions that use concrete sensory

Impression Description

• Write multi-paragraph expository compositions to

Recommended:


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W details to present and support unified impressions of people, places, things, or experiences

Adjectives Sensory details Adverbs Strong verbs Similes Metaphors

describe people, places, or things.


Additional resources for expository / descriptive writing—

• Write from the Beginning






WOC




265E – 265F


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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills



Additional Notes


Strategy Purpose Visualize








280 – 281B 283 – 303





304 – 307

R


Plot Retold Folktale Fable


283 – 303

1st Read:

Family Feast

p.280-281

Main Selection:

Stone Soup

p.283-303

Paired Read:

What’s for

Lunch? p.304-307

W

WA2.3 Write personal and formal letters, thank-you notes, and invitations:



Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note

• Write friendly and formal letters with an awareness of audience.

• Maintain focus and a consistent voice throughout the composition.

• Use proper format for letter writing.

Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages: Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)


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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills



Additional Notes

WA2.3 Write personal and formal letters, thank-you notes, and invitations:



Invitation • Write friendly and formal letters with an awareness of audience.





Prefix Suffix Base word Root word

- Know the meaning of common grade-level prefixes and suffixes.

- Use knowledge of affixes to understand new words.

278N – O, 307C – D






307E – F

WOC




307F


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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills















312 – 313B 314 – 329 330 – 333

1st Read:

The Wind and the

Sun p.312-313

Main Selection:

The

Strongest One

p.314-329

Paired Read:

The Big

R

RL3.1(1) Distinguish common forms of literature (e.g., poetry,

Genre - Know the distinguishing 312, 314,


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Unit 6

Standards

Academic Vocabulary

Skills



drama, fiction, nonfiction). Fiction Nonfiction Drama Play

characteristics of the common forms of literature, such as poetry, drama, fiction and nonfiction.

330


Plot Retold Folktale Fable

Comprehend basic plots of folklore and fairy tales.

312 – 313

W WA2.3 Write personal and formal letters, thank-you notes, and invitations:



Format Audience Date Salutation Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation










334E – F

Dipper p.330-333

WOC

WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending

Blends, Contractions Compound words Consonant doubling


334C – D


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Unit 6

Standards

Academic Vocabulary

Skills



of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].

Homophones plurals singular

Benchmark 4 (4/9/12 – 6/14/12)

Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills







R




338 – 339 340 – 343 344 – 345

1st Read:

Telling Tales

p.338-339

Main Selection:

Tales of

the Trickster p.340-343


Format Audience Date Salutation


• Maintain focus and a consistent voice throughout the

Letter writing will not be formally assessed in Grade 3. For Treasures resources, teachers may refer to the following pages:


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W c. Show awareness of the knowledge and interests of the audience and establish a purpose and context.

d. Include the date, proper salutation, body, closing, and signature.

Body Closing Signature Purpose Friendly letters Formal letters Thank-you note Invitation

composition. • Use proper format for letter

writing.

Unit 3, Week 3 (p. 357G – N) “Informational Letter” Unit 3, Week 6 (p. 429A – H) Unit 6, Week 3 (p. 347G – N) “Persuasive letter” Unit 6, Week 6 (p. 417A – I)






347E – F

Paired Read:

Voices of the Past

p.344-345

WOC

WOC 1.9(1) Arrange words in alphabetic order.

Arrange Alphabetical order

• Arrange words in alphabetical order up to the second letter.

347C – D

Benchmark 4 (4/9/12 – 6/14/12)

Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills









1st Read:

Red and Her

Friends p.350-351

Main

Selection:

Cook-a-Doodle-

Doo! p.352-377

R


Genre Fiction Nonfiction


350 – 377 350 – 377


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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills







352 – 377









Paired Read:

Welcome

to the Bakery!

p.378-381

WOC WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and common homophones [e.g., hair-hare].




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Benchmark 4 (4/9/12 – 6/14/12)

Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills






386 – 405


Plot Retold Fairy tale


1st Read:

Count on Detective

Drake p.386-387

Main Selection:

One

Riddle,

R

RL3.3(2) Determine what characters are like by what they say or do and by how the



388 – 409


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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills



author or illustrator portrays them.




Prefix Suffix

- know the meaning of common grade-level prefixes and suffixes

- use knowledge of affixes to understand new words

409C – D













409E – F

One Answer

p.388-405

Paired Read:

Beauty and the Beast

p.406-409

WOC

WOC 1.8(2) Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g.,[qu], consonant doubling, changing the ending of a word from [-y] to [-ies] when forming the plural), and

Blends, Contractions Compound words Consonant doubling Homophones plurals



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Essential Standards


Unit 6

Standards

Academic Vocabulary

Skills



common homophones [e.g., hair-hare].

singular

gr 3 pacing guide revision 6-12 · meaning and other features of unknown ... distinguish common...

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