greene county public schoolsva01918659.schoolwires.net/cms/lib011/va01918659/cen… · web...

Greene County Public SchoolsLanguage Arts Grade 3 Curriculum Guide 2015-2016 Quarters 1-4

KEY Writing Fiction Nonfiction SOL Not Tested

Bloom’s Taxonomy AbbreviationsR=Remember; U=Understand; An=Analyze; Ap=Apply; E=Evaluate; C=Create

Times/ Dates

SOL/Strand

Objective/Content/ Essential Questions Vertical Alignment Vocabulary Cross-Curricular Connections

First Quarter

Aug. 18ongoing

3.1 a-e Introductory Activities, Introduction of Daily Five, CAFÉ, and Initial Assessments.Use effective communication skills in group activities. ** Not Tested

a. Listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. Ub. Ask and respond to questions from teachers and other group members. Uc. Explain what has been learned. Ud. Use language appropriate for context. APe. Increase listening and speaking vocabularies REssential Knowledge

To be successful with this standard, students are expected to

participate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led).

engage in taking turns in conversations by: making certain all group members have an

opportunity to contribute; listening attentively by making eye contact

4.2b Listen and record information2.3d Retell information shared by others4.1b Contribute to group discussions across content areas.4.1e Use grammatically correct language and specific vocabulary to communicate ideas.2.2a Increase listening and speaking vocabularies.

ComprehensionExtend VocabularyFluencyUnderstandingAccuracyStaminaListening attentivelySummarizingEye contactExplainLanguageVocabulary

Units-Geography-Create a map of a good

reader/writer, draw map of classroom and label, Me on

the Map book-Write own Me on the Map book using complete sentReinforce spelling of map

terms

Math-Place Value. Comparing numbers - Reinforce word form in

sentences, reinforce spelling of number words

while facing the speaker; eliciting information or opinions from others; supporting opinions with appropriate ideas,

examples, and details; and indicating disagreement in a constructive

manner.

take initiative in moving a group discussion forward by: following rules for discussions and assigned

group roles; contributing information that is on topic; answering questions; asking clarifying questions of the speaker; summarizing the conclusions reached in the

discussion; and explaining what has been learned.

ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).

use language appropriate for the context of the discussion.

increase their listening and speaking vocabularies through group activities such as: engaging in activities that require following

directions; and attempting to use new words in meaningful sentences.

Aug. 24ongoing

3.12 The student will use available technology for reading and writing. APEssential Knowledge


use available technology for reading and writing.

read electronic media to gather specific information, to gain knowledge, and for enjoyment.

use available technology to compose, edit and share writing as well as to interact and collaborate with others.

ask and respond to questions about material

2.14 The student will use available technology for reading and writing.

ComputeriPadiPodWebsiteSearch engineInternetKey wordsSearch

presented through various media formats.

Aug. 24 ongoing

3.3 a-b Apply word analysis skills when reading.a. Use knowledge of regular and irregular vowel patterns (based on student word study level). APb. Decode regular multisyllabic words. APEssential Knowledge


apply knowledge of regular and irregular vowel patterns to decode words.

apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words.

apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to decode words.

decode regular multisyllabic words in order to read fluently.

2.5a Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.2.5c Decode regular multisyllabic words.

ConsonantsVowelSyllableCompound words

Aug. 24ongoing

3.4 b Student will expand vocabulary when readingb. use knowledge of roots and affixes APEssential Knowledge

apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).

apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.

determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).

Review: un-, re-, dis-, -er, -est, -s, -es, -ing, -

ed, -or

Prefixun- in- tele- re-im- dis- pre-Suffix-s -es -or -er-ful -ly -ing -less -ies -ed -est -y -iedRoot (base) wordnonexamples

Aug. 24 3.10 j The student will edit writing for correct grammar, capitalization, punctuation, and

2.13h Use correct spelling for commonly

Capitals

ongoing spelling. APj. Use correct spelling for frequently used sight

words,Essential Knowledge

use correct spelling for frequently used words, including irregular plurals (e.g., men, children).

use correct spelling for frequently used sight words, including irregular plurals.

used sight words, including compound words and regular plurals.

PunctuationPeriodQuestion markExclamation point

9/1 – 10/16

3.6 a-l

Nonfiction

(Text Feature

s)

The student will continue to read and demonstrate comprehension of nonfiction texts.a. Identify the author’s purpose. ANb. Use prior and background knowledge as context for new learning. AP, ANc. Preview and use text features. APd. Ask and answer questions about what is read. ANe. Draw conclusions based on text. Ef. Summarize major points found in nonfiction texts. ANg. Identify the main idea. ANh. Identify supporting details. Rj. Use reading strategies to monitor comprehension throughout the reading process. APk. Identify new information gained from reading. Rl. Read with fluency and accuracy. APEssential Knowledge

monitor their comprehension throughout the reading process by: becoming aware of when they do not

understand; identifying exactly what is causing them

4.6c Explain the author’s purpose2.9c/4.6i Use prior and background knowledge as context for new learning.2.9a Preview the selection using text features.4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital.2.9e Ask and answer questions about what is read2.9f Locate information to answer questions.4.6b Formulate questions that might be answered in the

AuthorPurposePredictionExperienceConnectionCompareContrastDraw conclusionPlagiarismPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideImportantMain reasonRead the flyerVenn diagramWebEmpty

Units- Economics, Scientific Method, Matter,

Water CycleUse nonfiction, content related books to identify

text features and to read for comprehension

Math- Rounding, Place

Value, Addition

difficulty; and generating their own questions to help

integrate units of meaning.

use text features to make meaning by: applying phonetic strategies; using punctuation indicators, such as commas,

periods, exclamation points, question marks, and apostrophes showing contraction and possession;

applying knowledge of simple and compound sentence structures;

knowing when meaning breaks down and then rereading to self-correct; and

using illustrations to gain information (e.g., maps, photographs).

identify new information gained from reading.practice reading and rereading familiar nonfiction texts with fluency and accuracy.

selection.4.6f Draw conclusions and make simple inferences using textual information as support4.6e Summarize supporting details2.9g/4.6d ID the main idea.4.6k Use reading strategies throughout the reading process to monitor comprehension.4.6j ID new information gained from reading.2.9h Read and reread familiar passages with fluency, accuracy, and meaningful expression.4.6l Read with fluency and accuracy

ArticleOppositeInformationWebsiteTitleStory

9/1-9/18

3.10 a The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

a. Use complete sentences. APEssential Knowledge


use complete sentences.

2.13 a Recognize and use complete sentences.

CompleteSentence (thought)SubjectPredicateVerbNounAdjective

Incorporate these skills into the above stories

9/21-9/25 3.10 c The student will edit writing for correct grammar, capitalization, punctuation, and spelling.c. Use the word I in compound subjects. AP Essential Knowledge

use the word I in compound subjects.

2.13c Capitalize all proper nouns and the word I

CompleteSentence (thought)SubjectPredicateVerbNounAdjective

9/24-9/25 3.10 i i. Use the articles a, an, and the correctly. APEssential Knowledge

use articles a, an and the correctly.

VowelConsonantarticle


9/28-10/2 3.10 h The student will edit writing for correct grammar, capitalization, punctuation and spelling.h. Use apostrophes with contractions APEssential Knowledge

punctuate correctly: apostrophes in contractions with pronouns,

(e.g., I’d, we’ve);

2.13e Use apostrophes in contractions and possessives.

ApostropheContractionPossessivepronoun


10/5-10/16

3.9 a-b The student will write for a variety of purposes.a. Identify the intended audience. ANb. Use a variety of pre-writing strategies. APEssential Knowledge

use strategies for organization of information and elaboration relevant to the type of writing.

clarify writing when revising by including specific vocabulary and information.

4.7a Identify intended audience 2.12a Generate ideas before writing.4.7c Use a variety of pre-writing strategies

Graphic OrganizerPre-writing


10/12 – 10/16

End of First

Quarter

3.7 b The student will demonstrate comprehension of information from a variety of print and electronic resources.b. Use table of contents, indices, and charts. APEssential Knowledge

Use table of contents, indices, and charts.

2.10 a-b Use table of contents, pictures, charts, and captions

Table of contentsIndexIndicesChartsData

Units- Simple MachineUse reference books to look up content words and find

text features

SecondQuarter

10/19-10/30

3.4 g The student will expand vocabulary when reading.g. Use word reference resources including the glossary, dictionary and thesaurus. (introduce) U, AN, APEssential Knowledge

using the glossary, dictionary, and thesaurus as reference resources to learn word meanings.

Alphabetical Order4.4c Use word-reference materials, including the glossary, dictionary, and thesaurus.

*Dictionary*GlossaryThesaurus*Entry words*Guide words*Alphabetical order*Definition (meaning)

Units- Energy-Put vocab. in ABC order-Use reference books to

look up vocabulary

Math-Multiplication Use reference books to look up

vocab.

10/19 – 10/23

3.10 f f. Use commas in a simple series APEssential Knowledge

punctuate correctly: commas in a simple series;

2.13j Use commas in the salutation and closing of a letter.4.8e Use commas in series, dates, and addresses

CommaSeriesList

Units-Energy

Math-Multiplication

10/19 – 11/13

3.9 a-g

Letter Writing

The student will write for a variety of purposes. (letter, informative/explanatory, narratives)a. Identify the intended audience. ANb. Use a variety of pre-writing strategies. Cc. Write a clear topic sentence focusing on the main idea. C

2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning,

DateHeadingGreetingBodyClosingSignatureAddress

Units-Energy, Greece

Math-Multiplication, Division

d. Write a paragraph on the same topic. Ce. Use strategies for organization of information and elaboration according to the type of writing. APf. Include details that elaborate the main idea. Cg. Revise writing for clarity of content using specific vocabulary and information. EEssential Knowledge


use a variety of pre-writing strategies by: identifying the intended audience; using ideas from class brainstorming activities; making lists of information; talking to classmates about what to write; reading texts by peer and professional authors; using graphic organizers; and selecting an appropriate writing form for

nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).

write a clear topic sentence that focuses on the main idea.

keep their written paragraphs on one topic.

follow the organization of particular forms of writing for: letters – date, greeting, body, and closing; informative/explanatory purposes

introduce a topic and group related information in paragraph form use facts, definitions, opinions, quotations,

details, or other examples and information to develop the topic

use specific vocabulary to inform and explain the topic

provide a concluding statement or section

middle, and endc. Expand writing to include descriptive detaild. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and information

AudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordselaborate

narratives sequence events use transition words and phrases for

sentence variety and to manage the sequence of events

use specific vocabulary to convey experiences and events provide a conclusion

incorporate transitional words that clarify sequence (e.g., first, next, and last).

use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.

apply knowledge of the writing domains of composing, written expression, and usage/mechanics.

read their own writing orally to check for sentence rhythm (sentence variety).

add specific details that further elaborate the main idea.

use examples from their reading as models to imitate in their writing.

use precise nouns, verbs, and adjectives.



10/26-10/30

ongoing

3.4 b The student will expand vocabulary when reading.b. Use knowledge of roots, affixes, synonyms and antonyms. APEssential Knowledge

apply knowledge of roots to decode unknown words with the same root (e.g., company, companion).

2.7c Use knowledge of synonyms and antonyms2.7b Use knowledge of prefixes and suffixes4.4b Use knowledge

SynonymAntonymOppositeSame

**Thesaurus**

Units-EnergyUse vocabulary to reinforce

content words

Math-Multiplication

apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.

determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).

use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain).

use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish).

of roots, affixes, synonyms, antonyms, and homophones.

10/26-10/30

3.10 g g. Use simple abbreviations. APEssential Knowledge

use simple abbreviations.

2.13g Use knowledge of simple abbreviations.

Abbreviationstitles

11/6 – 11/13

3.4 c-f The student will expand vocabulary when reading.c. Apply meaning clues, language structure, and phonetic strategies. APd. Use context to clarify meaning of unfamiliar words. APe. Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. Uf. Use vocabulary from other content areas. APEssential Knowledge

use context clues to verify meaning of unfamiliar words and determine appropriate homophone usage.

using context clues, such as a restatement, a synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.

2.7 and 4.4 Students will expand vocabulary when reading

Context CluesInferenceContractions (3.4c)

Units-Greece

Math-Multiplication

apply understanding of language structure to make meaning from text by using transition words of time sequence (e.g.,

first, second, next, later, after, and finally); using transition words of compare-contrast

(e.g., like, unlike, different, and same); and using transition words of cause-effect (e.g.,

because, if…then, when…then). using vocabulary from history and social

science, mathematics, and science;

11/16 – 11/24

3.10 b The student will edit writing for correct grammar, capitalization, punctuation, and spelling.b. Use transition words to vary sentence structure. APEssential Knowledge

use transition words to vary sentence structure.

4.7 h Use transition words for sentence variety.

Transition words(first, next, last, then)

Units-Greece

Math – Multiplication, Division

Write a paragraph about how to solve a mult.

Problem using transition words

11/16 – 12/18

3.5 a-m

Myths,LegendsFables

The student will read and demonstrate comprehension of fictional text and poetry.a. Set a purpose for reading. AP, Eb. Make connections between previous experiences and reading selections. ANc. Make, confirm, or revise predictions. C, Ed. Compare and contrast settings, characters, and events. ANe. Identify the author’s purpose. ANf. Ask and answer questions about what is read. U, ANg. Draw conclusions about text. Eh. Identify the problem and solution. AN

2.8 and 4.52.8b Relate previous experiences to the main idea4.5 f Describe the relationship between text and previously read materials.2.8a Make and confirm predictions.4.5i Make, confirm, or revise predictions2.8c Ask and answer

MythLegendFableMoralHeroGod/GoddessPredictionExperienceConnectionCompareContrastDraw conclusionsPassage

Units-Greece, RomeRead Myths/Legends/Fables

and connect them to Ancient Civ.

Math-Measurement

i. Identify the main idea. ANj. Identify supporting details. Rk. Use reading strategies to monitor comprehension throughout the reading process. El. Differentiate between fiction and nonfiction. ANm. Read with fluency and accuracy. APEssential Knowledge


read for a specific purpose by: locating specific information in a reading

selection; identifying details that support a stated main

idea; and expressing a stated main idea in their own

words.

make a variety of connections with the text, such as: connections between their own personal

experiences and what is happening in the text; connections between the text they are reading

and other texts they have read, such as identifying a similar plot or character; and

connections between what they already know about the topic and what they find in the reading that is new to them.

use specific details to make, justify, and modify predictions by: identifying details from their own experiences

and knowledge that supports their predictions; identifying information from the text that

supports or contradicts a prediction; and revising predictions based on new

understandings.

Essential Knowledge cont.

gain meaning before, during, and after reading by: asking and answering questions about what is

questions about what is read.2.8i Draw conclusions based on the text4.5h Draw conclusions/make inferences about text2.8f/4.5e Identify the problem and solution2.8g/4.5c Identify the main idea4.5d Summarize supporting details4.5k Use reading strategies to monitor comprehension throughout the reading process2.8j/4.5l read with fluency and accuracy

directionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideMain reasonRead the flyerVenn diagramWebArticleInformationTitleStorySettingCharactersEventsMain ideaSupporting detailsStrategiesFluencyAccuracyAuthor’s purpose

read to clarify meaning; asking and answering questions to predict what

will happen next; understanding that sometimes two or more

pieces of information need to be put together to answer a question;

understanding that some questions are answered directly in the text;

understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; and

understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures.

apply knowledge of characterization by describing a character’s attributes (traits,

motivations or feelings); using evidence from the text to support

generalizations about the character; comparing and contrasting characters within a

selection or between/among two or more selections; and

explaining how the actions of characters contribute to the sequence of events.

make generalizations about a character based on that character’s response to a problem, the character’s goal, and what the character says or thinks.

apply knowledge of setting by: identifying the time and place of a story, using

supporting details from the text; and identifying the details that make two settings

similar or different.

compare and contrast settings, characters, and events.

Essential Knowledge cont.

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

ask and answer questions about the text to demonstrate understanding.

draw conclusions about text to make meaning.

identify the problem (conflict) and solution, main idea or theme, and supporting details.

use reading strategies to monitor comprehension throughout the reading process by: previewing and making predictions before

reading; asking questions to confirm or refute

predictions during reading; using context to confirm or self-correct word

recognition and understanding, rereading as necessary; becoming aware of when they do not

understand (e.g., by reflecting upon and articulating what exactly is causing difficulty); and

discussing the story or poem and/or writing a summary after reading.

learn to differentiate between fiction and nonfiction by distinguishing realism from fantasy, and fact from opinion.

read with sufficient accuracy and fluency to support comprehension.

practice reading and rereading familiar text that is on their independent reading level to develop fluency, accuracy, and prosody.

11/30 - 12/18

End of Second Quarter

3.9 a-g

Narrative

Writing

The student will write for a variety of purposes. (letter, informative/explanatory, narratives)a. Identify the intended audience. Rb. Use a variety of pre-writing strategies. APc. Write a clear topic sentence focusing on the main idea. Cd. Write a paragraph on the same topic. Ce. Use strategies for organization of information and elaboration according to the type of writing. U, AP, Rf. Include details that elaborate the main idea.

2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning, middle, and endc. Expand writing to include descriptive detail

AudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordsElaborateParagraphSequenceOrderOrganizeconclusion

Units-Rome, Mali, Ancient Civilizations

Math-Measurement

Cg. Revise writing for clarity of content using specific vocabulary and information. EEssential Knowledge








details, or other examples and information to develop the topic

use specific vocabulary to inform and explain the topic

provide a concluding statement or section narratives

sequence events use transition words and phrases for


use specific vocabulary to convey

d. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and information

experiences and events provide a conclusion










ThirdQuarter

1/5 – 2/5

3.5 a-k

Fairy TalesFolk Tales

Poetry

The student will read and demonstrate comprehension of fictional text and poetry.a. Set a purpose for reading. AP, Eb. Make connections between previous experiences and reading selections. ANc. Make, confirm, or revise predictions. Ed. Compare and contrast settings, characters, and events. Ee. Identify the author’s purpose. Ef. Ask and answer questions about what is read. U, ANg. Draw conclusions about text. E

2.8 and 4.52.8b Relate previous experiences to the main idea4.5 f Describe the relationship between text and previously read materials.2.8a Make and confirm predictions.4.5i Make, confirm, or revise predictions2.8c Ask and answer

Fairy TalesFolk TalesPoetryStanza/verserhymePredictionExperienceConnectionCompareContrastDraw conclusionsPassage

Units-Earth/Moon Cycles, Famous Americans

Math- Time, Calendar,

Patterns, GraphingWrite word problems using

characters, skills listed above.

h. Identify the problem and solution. ANi. Identify the main idea. ANj. Identify supporting details. Rk. Use reading strategies to monitor comprehension throughout the reading process. APl. Differentiate between fiction and nonfiction. ANm. Read with fluency and accuracy. APEssential Knowledge


read for a specific purpose by: locating specific information in a reading

selection; identifying details that support a stated main

idea; and expressing a stated main idea in their own

words.

make a variety of connections with the text, such as: connections between their own personal

experiences and what is happening in the text; connections between the text they are reading

and other texts they have read, such as identifying a similar plot or character; and

connections between what they already know about the topic and what they find in the reading that is new to them.

use specific details to make, justify, and modify predictions by: identifying details from their own experiences

and knowledge that supports their predictions; identifying information from the text that

supports or contradicts a prediction; and revising predictions based on new

understandings.

gain meaning before, during, and after reading by: asking and answering questions about what is

read to clarify meaning;

questions about what is read.2.8i Draw conclusions based on the text4.5h Draw conclusions/make inferences about text2.8f/4.5e Identify the problem and solution2.8g/4.5c Identify the main idea4.5d Summarize supporting details4.5k Use reading strategies to monitor comprehension throughout the reading process2.8j/4.5l read with fluency and accuracy

directionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideMain reasonRead the flyerVenn diagramWebArticleInformationTitleStorySettingCharactersEventsMain ideaSupporting detailsStrategiesFluencyAccuracyAuthor’s purpose

asking and answering questions to predict what will happen next;

understanding that sometimes two or more pieces of information need to be put together to answer a question;

understanding that some questions are answered directly in the text;

understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; and

understanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures.

apply knowledge of characterization by describing a character’s attributes (traits,

motivations or feelings); using evidence from the text to support

generalizations about the character; comparing and contrasting characters within a

selection or between/among two or more selections; and

explaining how the actions of characters contribute to the sequence of events.

make generalizations about a character based on that character’s response to a problem, the character’s goal, and what the character says or thinks.

apply knowledge of setting by: identifying the time and place of a story, using

supporting details from the text; andEssential Knowledge Cont.

identifying the details that make two settings similar or different.

compare and contrast settings, characters, and events.


ask and answer questions about the text to demonstrate understanding.

draw conclusions about text to make meaning.

identify the problem (conflict) and solution, main idea or theme, and supporting details.

use reading strategies to monitor comprehension throughout the reading process by: previewing and making predictions before

reading; asking questions to confirm or refute

predictions during reading; using context to confirm or self-correct word

recognition and understanding, rereading as necessary; becoming aware of when they do not

understand (e.g., by reflecting upon and articulating what exactly is causing difficulty); and

discussing the story or poem and/or writing a summary after reading.

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

use correct spelling for frequently used words, including irregular plurals (e.g., men, children).

use correct spelling for frequently used sight words, including irregular plurals..

2.13h Use correct spelling for commonly used sight words, including compound words and regular plurals.4.8g Use correct spelling for frequently used words, including common homophones.

PluralSingularIrregular

Units-Earth/Moon Cycles, Famous Americans

Use concepts from units in plural examples

1/20 – 1/29

3.10 e e. Use singular possessives. APEssential Knowledge

use singular possessives.

2.13 f Use contractions and possessives.4.8h Use singular possessives.

PossessiveApostropheownership

Units - Civics/ Famous Americans

Math - Graphing

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

use past and present verbs

VerbPast/presentAction

Units - Civics/ Famous Americans

Linking(helper) verb

Math - Graphing

2/8 – 2/27 3.6 i The student will continue to read and demonstrate comprehension of nonfiction texts.i. Compare and contrast the characteristics of biographies and autobiographies. ANEssential Knowledge

compare and contrast the characteristics of biographies and autobiographies.

BiographyAutobiographyCompareContrastTime line

Units-Civics/Famous Americans, Soil

Math- Graphing,

FractionsIntegrate with units by

reading Auto/Bio of Famous Americans

2/9 – 3/11

3.9 a-g

Explanatory/

Informative

Writing








details, or other examples and information

2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning, middle, and endc. Expand writing to include descriptive detaild. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-

AudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordsElaborateParagraphSequenceOrderOrganizeconclusion

Units-Civics/Famous Americans, Soil

Math-Probability/

MeasurementWrite a bio of an explorer or

famous AmericanDetermine probability of

survival for explorers given certain conditions

to develop the topic use specific vocabulary to inform and explain the topic

provide a concluding statement or section narratives

sequence events use transition words and phrases for


use specific vocabulary to convey experiences and events provide a conclusion










writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and information

3/2 – 3/11End of Third

Quarter

3.4 a The student will expand vocabulary when reading.a. Use knowledge of homophones. APEssential Knowledge

2.7a/4.4a Use knowledge of homophones

homophone Units- Plants, Explorers

Math-Fractions

use knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words.

Fourth Quarter

3/14 – 3/25

ongoing

3.7 a The student will demonstrate comprehension of information from a variety of print and electronic resources.a. Use encyclopedias and other references books, including online reference materials. U, AN, APEssential Knowledge

make decisions about which resource is best for locating a given type of information.

retrieve information from electronic sources.

use the Internet to find information on a given topic.

2.10c Use dictionaries, glossaries, and indices.2.10d Use online resources4.9b Collect information from multiple resources including online, print, and media

EncyclopediaAtlasTopicReferenceWebsiteInternetSearchSearch engineKey wordsResourcePlagiarism

Units-Explorers, Animals

Math-Probability

3/14 – 4/15

3.11 a-d

ShortReportWriting

The student will write a short report.a. Construct questions about the topic. Cb. Identify appropriate resources. Rc. Collect and organize information about the topic into a short report. ANd. Understand the difference between plagiarism and using own words. ANEssential Knowledge

focus on a central topic.

develop a list of questions pertaining to a specific topic.

identify and use appropriate resources.

follow the organization of particular forms of writing for short reports (e.g., opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information, and closing).

Review paragraph writing

Review nonfiction/text features

4.9 The student will demonstrate comprehension of information resources to research a topic

PlagiarismTopicResources

Units-Animals

Math-Probability, Division, Geometry

review their written drafts so that the language and/or thoughts of another author are given proper credit.

4/6 – 4/22 3.6 a-l

The student will continue to read and demonstrate comprehension of nonfiction texts.a. Identify the author’s purpose. Eb. Use prior and background knowledge as context for new learning. AN, APc. Preview and use text features. APd. Ask and answer questions about what is read. U, ANe. Draw conclusions based on text. Ef. Summarize major points found in nonfiction texts. Ug. Identify the main idea. ANh. Identify supporting details. Rj. Use reading strategies to monitor comprehension throughout the reading process. APk. Identify new information gained from reading. Rl. Read with fluency and accuracy. APEssential Knowledge



use prior and background knowledge as context for new learning by: recognizing similarities between their own

personal experiences and the text; recognizing similarities between the text they

are reading and other texts they have read; and recognizing similarities between what they

Review nonfiction AuthorPurposePredictionExperienceConnectionCompareContrastDraw conclusionPlagiarismPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideImportantMain reasonRead the flyerVenn diagramWebEmptyArticleOppositeInformationWebsiteTitle

Units-Animals

Math-Division, Geometry

already know about the topic and what they find in the reading that is new to them.

use text formats such as the following to preview, set a purpose for reading, and locate information relevant to a given topic efficiently: content text features, such as headings and

chapter layout by topic; functional formats, such as advertisements,

flyers, and directions; specialized type, such as bold face and italics;

and visually and graphically represented

information, such as charts, graphs, graphic organizers, pictures, and photographs.

apply understanding of text structure to guide reading by: making predictions based on knowledge of text

form types, such as narrative, informational, graphic, and functional;

making predictions based on knowledge of literary forms, such as biography and autobiography; and

identifying sequence and cause-effect relationships of information in functional texts, such as recipes and other sets of directions.

gain meaning before, during, and after reading by: asking and answering questions to clarify

meaning; understanding that sometimes two or more

pieces of information need to be put together to answer a question; and

understanding that some questions are answered directly in the text.

draw conclusions about what they have read.

summarize major points in a selection.

identify details that support the main idea of a nonfiction selection.

state in their own words the main idea of a nonfiction selection.

compare and contrast the characteristics of

Story

biographies and autobiographies.

monitor their comprehension throughout the reading process by: becoming aware of when they do not

understand; identifying exactly what is causing them

difficulty; and generating their own questions to help

integrate units of meaning.

use text features to make meaning by: applying phonetic strategies; using punctuation indicators, such as commas,

periods, exclamation points, question marks, and apostrophes showing contraction and possession;

applying knowledge of simple and compound sentence structures;

knowing when meaning breaks down and then rereading to self-correct; and

using illustrations to gain information (e.g., maps, photographs).

identify new information gained from reading.

practice reading and rereading familiar nonfiction texts with fluency and accuracy.

4/20 – 4/26

3.2 a-e The student will present brief oral reports using visual media **Not Testeda. Speak clearly. Rb. Use appropriate volume and pitch. Rc. Speak at an understandable rate. Rd. organize ideas sequentially or around major points of information. AN, Ce. Use contextually appropriate language and specific vocabulary to communicate ideas. APEssential Knowledge


deliver oral presentations in an engaging manner

VolumeTonePitchExpressionRateVisual mediaOral reportSpecific vocabularyCommunicateUnderstandable

Units-Animals

Math-Geometry

that maintains audience interest by: reporting on a topic, telling a story, or

recounting an experience with appropriate facts and relevant details;

presenting information with expression and confidence;

varying tone, pitch, and volume to convey meaning;

speaking at an understandable rate; selecting words and phrases for effect; using visual media (e.g., images, posters, and

charts) to emphasize or enhance facts or details;

using specific vocabulary appropriate for the audience and the topic; and

using grammatically correct language.

stay on topic during presentations.

organize ideas sequentially or around major points of information.

answer questions from the audience.

evaluate their own presentations, using class-designed criteria.

greene county public schoolsva01918659.schoolwires.net/cms/lib011/va01918659/cen… · web...

Documents