mcsd ela curriculum map ~ 3 grade curriculum 3rd... · benchmark literacy unit 1 , including: unit...

MCSD ELA Curriculum Map ~ 3rd Grade Common Core State

Standard PA Core Standard

RF.3.3

CC.1.1.3.D - Know and apply grade level phonics and word analysis skills in decoding words. • Identify and know the meaning of the most common prefixes and derivational suffixes. • Decode words with common Latin suffixes. • Decode multi-syllable words. • Read grade-appropriate irregularly spelled words.

Resources Prefixes and Suffixes: Benchmark Literacy Unit 10 Word Analysis: Benchmark Literacy Word Study Workshop Units 1-10 Fountas and Pinnell Running Record Kits DIBELS Next Explanation/Example of Standard Students continue learning specific strategies for decoding words in texts. Learning prefixes and suffixes along with Latin suffixes enhances decoding, spelling ability, and vocabulary development.

• Does that look right? “Eagle Eyes” • Does that make sense? “Skippy Frog” • Look at the end of the word and try that again. “Tryin’ Lion” • Look for chunks you know and say them. “Chunky Monkey” • You said …does it look like …? “Flippy Dolphin” • Say the first few sounds of the word out loud. “Lips the Fish” • Stretch the word out slowly. “Stretchy Snake” • Recognize that prefixes and suffixes change the meaning of base words.

Common Misconceptions

• Morphemes and syllables are the same thing. • Prefixes and suffixes can be added to any word. • Readers don’t need to be able to identify the base/root word.

Big Idea(s) Essential Question(s)

Effective readers use phonics skills to decode unknown words. Effective readers use prefixes and suffixes to determine the meaning of unknown words.

• How can I use phonics to decode unknown words?

• How can I use prefixes and suffixes to find the meaning of unknown words?

Assessments Diagnostic: DIBELS Assessments and Progress Monitoring Benchmark: Running Records Formative: Teacher Observation during Guided Reading Summative: Weekly Assessments in Benchmark Literacy Word Study Units

Concepts (what students need to know)

Skills (what students must be able to do)

• common prefixes • derivational suffixes • common Latin suffixes • decoding skills for multisyllabic words

• Identify and know the meaning of the most common prefixes and derivational suffixes.

• Decode words with common Latin suffixes • Decode multisyllabic words

• irregularly spelled 3rd grade words • identify base/root words

• Read grade-appropriate irregularly spelled words.

I Can Statements I can use word analysis skills and phonics to help me read third grade words. I can read and understand words with common prefixes and suffixes. I can read words with more than one syllable. I can read third grade words that are not spelled in a regular way.

Reflections



RF.3.4

CC.1.1.3.E - Read with accuracy and fluency to support comprehension: • Read on-level text with purpose and understanding. • Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. • Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Resources Benchmark Literacy Mini-Lessons for Comprehension, Vocabulary, and Fluency: Units 1-10; DIBELS Next; Fountas and Pinnell Running Records Kit; Benchmark Literacy Comprehension Strategy Assessments, Unit Assessments, and Comprehension Question Cards for Guided Reading Titles; Comprehension Strategy Cards located on MCSD Faculty ‘R’ Drive Explanation/Example of Standard Fluency and accuracy help the reader process language for meaning and enjoyment. Fluent readers are able to focus attention on the meaning of the text. Readers at this stage still benefit from opportunities to read texts multiple times at an independent level. • Use Metacognitive and Comprehension strategies, such as: Ask Questions, Determine Text Importance,

Fix-up Monitoring, Make Connections, Make Inferences, Summarize and Synthesize, and Visualize. • Use Pacing and Prosody during successive readings. • Monitor reading for meaning using Context Clues and Comprehension strategies. Common Misconceptions

• Students often feel that they need to rush through a passage, rather than reading for comprehension. • Students who are reading for fluency (such as DIBELS or a Running Record), don’t need to monitor for

comprehension.

Big Idea(s) Essential Question(s) • Effective readers use appropriate strategies to

construct meaning. • Effective readers read with fluidity and

accuracy to comprehend a variety of genres.

• What is my purpose for reading different types of on-level texts?

• How does reading fluently help me understand what I’m reading?

• What strategies could I use to self-monitor my reading?

• What strategies could I use to self-correct my reading?

Assessments Diagnostic: DIBELS Next, Fountas and Pinnell Running Record Assessments Benchmark: DIBELS Next, Fountas and Pinnell Running Record Assessments Formative: Teacher Observation, DIBELS Next Progress Monitoring, Benchmark Literacy Comprehension Question Card for Guided Reading Titles Summative: Benchmark Literacy Weekly Comprehension Strategy Assessment and/or Benchmark Literacy Unit Assessments



• Fluency • Accuracy • Prosody

• Read text with purpose and understanding. • Read text with accuracy, appropriate rate, and

expression on successive readings.

• Comprehension Strategies • Pacing

• Use context to confirm or self-correct word recognition and understanding, rereading as necessary

I Can Statements I can read on-level text smoothly and accurately to make meaning from the text. I can understand and utilize comprehension strategies to demonstrate meaningful understanding. I can reread and self-correct misunderstandings to make meaning from the text.

Reflections



RI.3.2 CC.1.2.3.A – Determine the main idea of a text; recount the key details and explain how they support the main idea.

Resources Benchmark Literacy Unit 1, including: Unit Assessment Book, Weekly Assessments, Constructed Written Assessments, Texts for Close Reading, Question Cards for Guided Reading Titles, and Comprehension Strategy Flip Chart; MAP Assessment Student Scores; GRADE Assessment Student Scores; DIBELS Next, Leveled Book Room Libraries; Personal Libraries; ReadingA-Z Explanation/Example of Standard Third grade students must identify the main idea and find the most important supporting details. Use questions and prompts such as:

• What is the main idea of this text? What details support your conclusions? • What do the details tell you about the main idea? • What questions could you ask yourself to identify the main idea or clarify your understanding of the main

idea? Common Misconceptions

• I don’t need to identify the supporting details from the text, I can just state the main idea. • The main idea is always the first sentence of a text. • All details are important details.

Big Idea(s) Essential Question(s) • Authors of informational text include key

details in order to help readers make meaning of the text.

• Effective readers use information in the text to determine what a paragraph, passage, or chapter is mostly about.

• Effective readers support the main idea with details from the text.

• How do I determine the main idea of a text? • How do I determine what details support the

main idea?

Assessments Diagnostic: MAP Assessment, GRADE Assessment Benchmark: MAP Assessment, GRADE Assessment, DIBELS Next Formative: Benchmark Literacy Comprehension Question Cards for Guided Reading Titles, Benchmark Literacy Weekly Constructed Written Response – Unit 1, Benchmark Literacy Comprehension Strategy Assessment – Unit 1 Summative: Benchmark Literacy Weekly Constructed Written Response – Unit 1, Benchmark Literacy Comprehension Strategy Assessment – Unit 1; Unit Assessment for Unit 1



• Main Idea • Key details • Connection between main ideas and key details in

a text • Informational text features and/or structure(s)

that help suggest main idea

• Determine the main idea of an informational text • Recognize how ideas are organized in an

informational text • Describe the relationship between main idea and

details. • Explain how the main idea is supported by key

details *E.03.B-K.1.1.1: Answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

*E03.B-K.1.1.2: Determine the main idea of a text, recount the key details and explain how they support the main idea. *E03.B-K.1.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

I Can Statements I can find the main idea of the information I read. I can find the key details of the information I read. I can explain how the main idea is supported by the details in the text.

Reflections

MCSDELACurriculumMap~3rdGrade

CommonCoreStateStandard

PACoreStandard

RI.3.1CC.1.2.3.B– Askandanswerquestionsaboutthetextandmakeinferencesfromtext;refertotexttosupportresponses.

ResourcesBenchmarkLiteracyUnits1,5,7,10,including: UnitAssessmentBook,WeeklyAssessments,ConstructedWrittenAssessments,TextsforCloseReading,QuestionCardsforGuidedReadingTitles,andComprehensionStrategyFlipChart;MAPAssessmentStudentScores;GRADEAssessmentStudentScores;DIBELSNext;LeveledBookRoomLibraries;PersonalLibraries;ReadingA‐ZExplanation/ExampleofStandardThirdgradestudentsarerequiredtocreateandanswerquestionswhilereadinginordertogainadeeperunderstandingofthetextmeaning.Studentsusecluesinthetexttoinfermeaningfromtheirreading.Effectivereadersreferbacktothetexttosupporttheircomprehensionofthetext.

Read the sentence. What information could help you understand what the author means? I am going to think about clues in the text and what I know to make inferences. Does the phrase or sentence provide a clue to what the author does not state directly? Did you ask questions during reading to determine the meaning of unfamiliar words or clarify confusing

information? CommonMisconceptions

Predictions and inferences are the same thing. The author will directly state within the text information to help the reader understand the text. All students have the background knowledge necessary to make inferences. I do not need to reread or refer back to the text to support my reasoning.

BigIdea(s) EssentialQuestion(s) Authors include key details in informational

texts which can help a reader ask and answer questions.

Effective readers wonder about the text to help them understand it.

Effective readers use clues and evidence in the text to determine what the author is suggesting without directly stating it.

HowcanIaskaquestionthatwillhelpmeunderstandthetext?

Whatdoesitmeantomakeinferenceswhilereading?

Howdoesmakinginferencesaffectmycomprehension?

Whyisitimportanttouseinformationfromthetexttosupportmyinferences?

AssessmentsDiagnostic:MAPAssessment,GRADEAssessmentBenchmark:MAPAssessment,GRADEAssessment,DIBELSNextFormative:BenchmarkLiteracyComprehensionQuestionCardsforGuidedReadingTitles,BenchmarkLiteracyWeeklyConstructedWrittenResponse–Units5,7,and10;BenchmarkLiteracyComprehensionStrategyAssessment–Units5,7,and10Summative:BenchmarkLiteracyWeeklyConstructedWrittenResponse–Units5,7,and10,BenchmarkLiteracyComprehensionStrategyAssessment–Units5,7,and10;UnitAssessmentforUnits5,7,and10

Concepts(whatstudentsneedtoknow)

Skills(whatstudentsmustbeabletodo)

Inference Backgroundknowledge Explicitlystatedinformationfromthetext AskingQuestionsMetacognitiveStrategy

Usethecombinationofexplicitlystatedinformation,andbackgroundknowledge,toanswerquestionstheyhaveastheyread

Demonstrateanunderstandingofthetextwhencreatingandansweringquestionsaboutthetext

Referexplicitlytothetextasabasisforansweringquestionsaboutthetext

Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers

Usebackgroundknowledgeandtextinformationtomakeaninference

*E03.B‐K.1.1.1:Answerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisfortheanswers.*E03.B‐K.1.1.2:Determinethemainideaofatext;recountthekeydetailsandexplainhowtheysupportthemainidea.*E03.B‐K.1.1.3:Describearelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsintechnicalproceduresinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.

ICanStatementsIcananswerthequestionswhy,who,where,what,when,andhowaboutimportantelementsinaninformationaltext.IcanaskandanswerquestionstoshowthatIunderstandtheinformationthatIamreading.IcanaskandanswerquestionstoshowthatIcanunderstandwhatisnotdirectlystatedbytheauthor.

Reflections



RI.3.3

CC.1.2.3.C –Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.

Resources Benchmark Literacy Unit 3, including: Unit Assessment Book, Weekly Assessments, Constructed Written Assessments, Texts for Close Reading, Question Cards for Guided Reading Titles, and Comprehension Strategy Flip Chart; MAP Assessment Student Scores; GRADE Assessment Student Scores; DIBELS Next; Leveled Book Room Libraries; Personal Libraries; ReadingA-Z Explanation/Example of Standard Recognizing sequence helps readers follow directions, learn steps in a new process, or understand how events unfold over time. Signal language, such as first, next, then, after, and finally, can help readers recognize and understand sequence.

• Does that word/phrase tell about time order? • What words help you know when something happened? • Did you try to identify the most important information? What words and phrases helped you do this?

Common Misconceptions • Events are always written in the order that they occurred. • Authors always use signal words to show the events in a passage.

Big Idea(s) Essential Question(s) • Effective readers can determine the order of

events for topics such as history, science, or biography.

• The sequence of events can help readers clarify the main ideas and supporting details of a text.

• How does the reader determine the order of events in a text?

• Why is it important to understand the sequence of events in a text?

• How will the sequence of events help me better understand the main idea and supporting details of the text?

• What is the relationship between the event that happened and why that event happened?

Assessments Diagnostic: MAP Assessment, GRADE Assessment Benchmark: MAP Assessment, GRADE Assessment, DIBELS Next

Formative: Benchmark Literacy Comprehension Question Cards for Guided Reading Titles, Benchmark Literacy Weekly Constructed Written Response – Unit 3; Benchmark Literacy Comprehension Strategy Assessment – Unit 3

Summative: Benchmark Literacy Weekly Constructed Written Response – Unit 3, Benchmark Literacy Comprehension Strategy Assessment – Unit 3; Unit Assessment for Unit 3



• Signal Language • Cause/Effect • Ask and Answer Questions Comprehension

Strategy • Main Idea • Supporting Details • Sequence

• Explain how a series of events, concepts, or steps in a procedure are connected within a text

• Use language that pertains to time, sequence, and cause/effect

• Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

*E03.B-K.1.1.1: Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. *E03.B-K.1.1.2: Determine the main idea of a text, recount the key details and explain how they support the main idea. *E03.B-K.1.1.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertain to time, sequence, and cause/effect.

I Can Statements I can use signal language to identify the sequence of events in a nonfiction text. I can ask and answer questions to show that I understand the information that I am reading. I can use signal language to identify cause and effect relationships.

Reflections



RI.3.6 CC.1.2.3.D – Explain the point of view of the author.

Resources Reading A-Z; Leveled Library Book Rooms; Personal Library Explanation/Example of Standard Students in grade 3 must be able to compare their point of view with the author’s point of view. Use questions and prompts such as:

• What does the author want the reader to understand about this topic? • Think about what the author is telling you in this text. Do you agree or disagree with the author’s

thinking? Common Misconceptions

• Point of view is the same in an informational piece as it is in a fictional piece. • Informational texts do not have a point of view.

Big Idea(s) Essential Question(s) • An author’s focus/point of view may differ from

that of the reader. • Text features used in a text can help a reader

determine the author’s point of view.

• How does your point of view compare to the author’s viewpoint?

• How do I use important points and key details in the text to support the author’s point of view?

• How can text features (e.g. headings, graphics, charts) help me understand the author’s point of view?

Assessments Diagnostic: MAP Assessment; GRADE Assessment Benchmark: MAP Assessment; GRADE Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; Informal teacher questioning Summative: Comprehension Worksheets that Accompany Reading A-Z texts



• Informational text (both literary nonfiction and expository/technical texts)

• Author’s point of view

• Identify the reader’s personal viewpoint about the topic of a text

• Identify the author’s viewpoint in a text by noting the author’s choice of words and language about the topic.

• Distinguish between an author’s viewpoint and the reader’s viewpoint about a topic. *E03.B-C.2.1.1: Explain the point of view from which a text is written. *E03.B-C.2.1.2: Use text features (e.g. headings, graphics, charts) and search tools (e.g. key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.

I Can Statements

I can tell the difference between what I think and what an author writes. I can use clues from the text to determine the author’s viewpoint on a topic.

Reflections



R.I.3.5

CC.1.2.3.E – Use text features and search tools to locate and interpret information.

Resources Reading A-Z; Leveled Library Book Rooms; Personal Library Explanation/Example of Standard Third Grade students need to understand text features including, but not limited to, headings, graphics, charts, key words, sidebars, pictures and photographs, and captions in order to make meaning from the text. These features provide the student with additional information necessary to comprehend the text.

• Did you learn any new information from the graph? • Why did the author choose to include this diagram in the text?

Common Misconceptions • The text features aren’t important when reading a nonfiction piece. • Information can be misinterpreted when certain text features aren’t understood.


• The use of text features and search tools encourage students to ask and answer questions about the text.

• Authors use text features to provide the reader with additional information about the topic.

• How do I use text features to develop further understandings in my reading?

• Why did the author use text features in this nonfiction text?

Assessments Diagnostic: MAP Assessment; GRADE Assessment Benchmark: MAP Assessment; GRADE Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; Informal teacher questioning Summative: Comprehension Worksheets that Accompany Reading A-Z texts



• Search Tools • Text Features • Charts, Graphs, Headings, Subheadings, Sidebars,

Key words, Vocabulary, etc.

• Use search tools and text features to develop a deeper understanding of a text.

• Read and understand various text features within a text. *E03.B-C.2.1.1: Explain the point of view from which a text is written. *E03.B-C.2.1.2: Use text features (e.g. headings, graphics, charts) and search tools (e.g. key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.

I Can Statements I can locate text features within a nonfiction text. I can use text features to understand more about the topic.

Reflections



RI.3.4 RL3.4 L.3.4 L.3.5

CC.1.2.3.F – Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. CC.1.2.3.J – Acquire and use accurately grade-appropriate conversational, general-academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships. CC1.2.3.K – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content; choosing flexibly from a range of strategies and tools. CC.1.3.3.F – Determine the meaning of words and phrases as they are used in grade-level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words. CC.1.3.3.I – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content; choosing flexibly from a range of strategies and tools. CC.1.3.3.J – Acquire and use accurately grade-appropriate conversational, general-academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.

Resources Select Guided Reading Leveled Books in Benchmark Literacy Units 1, 2, 3, 6, and 8 (see “Small-Group Leveled Text Strategies and Skills” Chart – Word Solving Strategies in Getting Started: Program Strategies and Skills); Benchmark Literacy Word Study Units 1-32 Explanation/Example of Standard Third grade students continue to find the meanings of general vocabulary words, academic vocabulary, and domain-specific vocabulary to third grade topics or subjects. Learning words at this stage includes exploring different shades of meaning, literal and nonliteral meanings for words and phrases, and grade-specific vocabulary by using known word parts (affix, root) to acquire unknown words, and developing print and digital reference use (glossary and dictionary).

• What do you do when you come to words you don’t know? • Does the word have other meanings than the way the author used it?

Common Misconceptions • All words have only one meaning. • It’s not important to consider the context of the word within the sentence. • Prefixes and suffixes can be added to any word. • Readers don’t need to be able to identify the base/root word. • It’s not important that I use academic and domain-specific vocabulary in my writing.

Big Idea(s) Essential Question(s) • Authors make purposeful language choices to

create meaning in informational text(s). • Effective readers actively seek the meaning of

unknown words/phrases to clarify understanding of informational text(s).

• How do I use context clues to determine the meaning of unknown words or phrases?

• Why is it important to ask questions about words I don’t know in a text?

• Why is it important to understand synonyms and homonyms?

• Why is it important to utilize academic and domain-specific vocabulary?

• How can I distinguish between literal and nonliteral meaning in a text?

Assessments Diagnostic: MAP Assessment; GRADE Assessment Benchmark: MAP Assessment; GRADE Assessment Formative: CTDR Cards; Informal teacher questioning Summative: Graphic Organizers and Response Journal Writings during Small Groups



• Informational text • Word choice • Context clues • Non-linguistic images (e.g. picture/graphic clues) • Strategies for identifying and using context clues • Literal and non-literal meaning • Simple figurative language (e.g., simile,

metaphor) • Literary Devices (e.g. alliteration, repetition,

rhythm, rhyme, dialogue) • Mood • Academic Vocabulary • Domain-Specific Vocabulary • Synonym • Antonym • Homophone • Multiple-meaning words

• Read and reread other sentences and non-linguistic images in the text to identify context clues

• Use context clues to help unlock the meaning of unknown words/phrases

• Determine the appropriate definition of words that have more than one meaning

• Describe how language choices create and clarify meaning

• Differentiate between literal and non-literal meaning

• Identify and interpret figurative language • Determine the meaning of general academic and

domain-specific words and phrases in a text relevant to grade 3 topic or subject area. *E03.B-V.4.1.1: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). c. Determine the meaning of general academic and domain-specific words and phrases used in a text. d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). *E03.B-V.4.1.2: Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). b. Distinguish shades of meaning among related words (e.g., knew, believed, suspected, heard, wondered).

I Can Statements

I can understand the meanings of words and phrases in texts. I can figure out the meaning of new words by using context clues. I can figure out the meaning of homophones, homographs, and homonyms by using clues. I can use academic language in my everyday speaking and writing.

Reflections



RI.3.7 CC.1.2.3.G – Use information gained from text features to demonstrate understanding of a text.

Resources Benchmark Literacy Units 1-10; Select Small Group Nonfiction Texts; Nonfiction Posters for mini-lessons; Personal Library; Reading A-Z resources; Scholastic Book Room Explanation/Example of Standard Effective readers pay attention to text features (such as captions, headings, labels, and bulleted lists) to help them focus on key ideas.

• Why is it important to pay attention to the text features an author includes with the text? • How can you use text features to better understand the text?


• Text feature and text structure are the same. • I can skip over text features as I read. • Text features won’t give additional information concerning the main ideas of the text.

Big Idea(s) Essential Question(s) • Authors choose details and illustrations to

include in an informational text in order to convey meaning.

• Effective readers use the text features available in an informational text to make meaning from the text.

• What are text features of texts? • Can I identify the text features in a text? • How do text features help us locate and interpret

information in a nonfiction text?

Assessments Diagnostic: MAP Assessment Benchmark: MAP Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; Informal teacher questioning Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Graphic Organizers; Journal Responses to Small Group and Whole Group instruction



• Text Features (title, subtitle, heading, boldface, color print, italics, bullets, captions, labels, images, graphs, charts, maps, diagrams, etc.)

• Connect text features to main idea of a text

• Identify the information presented in specific text features.

• Integrate information from text features with main ideas from the text to make meaning *E03.B-C.3.1.3: Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

I Can Statements

I can draw conclusions from information in text features. I can use text features to show what I have learned about a text.

Reflections



RI.3.8 RL.3.5

CC.1.2.3.H – Describe how an author connects sentences and paragraphs in a text to support particular points. CC.1.3.3.E – Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive part builds upon earlier sections.

Resources Benchmark Literacy Units 3, 5, 9; Select Guided Reading Materials for Benchmark Literacy Units 3, 5, and 9; Reading A-Z; Scholastic Book Room Library Explanation/Example of Standard Third graders are required to make a clear link between sentences and paragraphs when reading text.

• Read these two paragraphs. Can you tell how the ideas in the two paragraphs are connected? (time order, comparison of events/ideas, cause/effect)

• Can you identify the next logics step/event/idea in this text? • What particular words or sentences help you know what comes next?


• I don’t need to understand how the events work together to create a logical sequence in the text. • Authors don’t make logical connections between ideas and details in order to convey meaning.

Big Idea(s) Essential Question(s) • Authors make logical connections between

ideas and details in order to convey meaning. • Effective readers link what they read to

something they already know. • Effective readers can determine the order of

events for topics such as history, science, or biography.

• Why do sentences and paragraphs need to follow logical sequence in texts?

• How does making connections between sentences and paragraphs lead to better understanding of the main idea and details?

Assessments Diagnostic: MAP Assessment; GRADE Assessment Benchmark: MAP Assessment; GRADE Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Weekly Assessment for Units 3, 5, and 9



• Main idea and supporting details • Relevant/important vs. irrelevant/unimportant

details • Sequence words • Cohesion (e.g. topic sentences, transitional words

and phrases, supporting details) • Patterns of organization (e.g. compare/contrast;

cause/effect; chronological order)

• Identify the main idea of a text • Identify supporting details of a text • Identify and describe logical connections

between sentences and paragraphs in a text • Utilize sequence words to identify the logical

sequence of a text *E03.B-C.3.1.1: Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

I Can Statements I can describe how the sentences and paragraphs in a text follow a logical sequence.

Reflections



RI.3.9 CC.1.2.3.I – Compare and Contrast the most important events and key details presented in two texts on the same topic.

Resources Benchmark Literacy Unit 8; Small Group Reading Materials for Benchmark Literacy Unit 8; Reading A-Z; Newsela; Scholastic Library Explanation/Example of Standard Effective readers find ways that two things are alike and/or different.

• What word(s) signal a comparison? How are the things alike? • What word(s) signal a contrast? How are the things different?

Common Misconceptions • I don’t need to use the correct academic language to demonstrate my understanding of complex

texts. • It is impossible to demonstrate a relationship between two different texts. • I can easily compare and contrast any text. • When I compare and contrast texts, I only need to make generalizations about the text (e.g. Both

texts are biographies; One text is about Abraham Lincoln, the other about George Washington). Big Idea(s) Essential Question(s)

• Effective readers find ways that two texts are alike and/or different.

• Effective readers identify and utilize signal language to demonstrate understanding of compare and contrast.

• Why is it important to identify connections between multiple texts?

• How can signal language help me identify connections between multiple texts?

Assessments Diagnostic: MAP Assessment Benchmark: MAP Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction; Graphic Organizers Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Weekly and Unit Assessments for Unit 8



• Main idea and supporting details • Signal Language for Compare (e.g. also, both, too,

etc.) • Signal Language for Contrast (e.g. but, however,

while, etc.) •

• Identify the main idea of a text • Identify supporting details of a text • Identify and describe logical connections

between texts • Utilize signal language to identify the logical

connections between texts • Compare and Contrast two texts and develop a

logical argument to support your thinking *E03.B-C.3.1.2: Compare and contrast the most important points and key details presented in two texts on the same topic.

I Can Statements I can use signal language to compare and contrast two texts. I can make connections between two texts.

Reflections

MCSD ELA Curriculum Map ~ 5th Grade National Standard PA Core Standard

RI.3.10 CC.1.2.3.L – Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

Resources Non-Fiction Comprehension Skills Benchmark Literacy Unit 1 – 10 (Non-Fiction stories) Leveled Readers, Scholastic book room, personal library, A-Z, Ticket to Read Explanation/Example of Standard Students are required to demonstrate understanding of literary nonfiction and informational text. Use questions and prompts such as:

• How is the text organized? • What features of this informational text aid in comprehension?

Common Misconceptions Some students may believe:

• Text structure and text features are not important in comprehending informational text.

Big Idea(s) Essential Question(s) Good readers use text features to comprehend literary nonfiction and informational text. Good readers are able to read on-level texts independently and proficiently.

• How do I read, understand, and respond to informational text?

• How do I use textual evidence to aid in comprehension?

Assessments Comprehension Strategy Assessment – All Nonfiction Test Passages Benchmark Literacy Grade 5 Unit Assessment – All Nonfiction Weekly Assessments Informal Assessments for Text Comprehension – Nonfiction Skill Activities



• How to analyze text structure • How to preview text and make predictions

• Use text structure to aid in comprehension • Preview text features and text structure to

understand text

I Can Statements I can preview informational text features and make predictions. I can analyze text structure.

Reflections



RL.3.2 CC.1.3.3.A – Determine the central message, lesson, or moral in literary text; explain how it is conveyed in the text.

Resources Benchmark Literacy Units 1-10; Small Group Guided Reading Materials – Fiction Titles - for Units 1-10; Benchmark Literacy CTDR Cards; Reading A-Z; Scholastic Book Room, Personal Library ; Explanation/Example of Standard Third grade students are asked to both retell and explain how key details communicate the message.

• What lesson/moral is this story teaching? How do you know? • What are the most important events that happened in the story? How do you know?

Common Misconceptions • The central message and main idea are the same. • Lesson and moral are the same. • I can simply state the moral or lesson without supporting it with details from the story.

Big Idea(s) Essential Question(s) • The central message is the reason the

author wrote the text. • The main idea is what the text is mostly about. • Details in the story help the reader identify the

lesson or moral of the story.

• What is the central message of the story? Support your answer with details from the text.

• What lesson is this story teaching you? Support your answer with details from the text.

• Is there a moral for this story? Support your answer with details from the text.

Assessments Diagnostic: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Benchmark: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction; Graphic Organizers; Journal/Written Response questions Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Weekly and Unit Assessments for all Units



• Characteristics of fables, folktales, and/or myths • Central message, moral, lesson • How the message/moral/lesson is conveyed in

the texts • Characteristics of an effective retell

• Determine the central message, lesson, or moral • Explain how key details show a central message,

lesson, or moral • Retell or graphically represent key details from

literary texts, including fables, folktales, and myths from diverse cultures. *E03.A-K.1.1.2: Recount poems, dramas, or stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

I Can Statements I can retell literary texts. I can figure out the lessons or morals of the stories that I have read and give details from the story to support my thinking.

Reflections



RL.3.1 CC.1.3.3.B– Ask and answer questions about the text and make inferences from text to support responses.

Resources Benchmark Literacy Units 1, 7, and 10; Small Group Guided Reading Materials for Benchmark Literacy Units 1, 5, 7, and 9; Reading A-Z; Scholastic Book Room; Personal Library Explanation/Example of Standard Effective readers wonder about the text, and ask and answer questions to show they understand the text. Third graders are required to refer to the text to support their answers. They also use clues and evidence within the text to determine what the author is suggesting without directly saying it.

• What are the main story elements of the text? How do you know? • Did you use clues to help you make an inference? Did you reread if you did not understand the text? • Did you ask questions that have answers right in the text? • Did you ask questions that have answers that are not in the text and will need to be inferred? What clues

did you use? • What could you do to help yourself make an inference?

Common Misconceptions • I can answer questions without finding support from the text. • Predictions and inferences are the same thing. • I can’t answer questions if the answer isn’t found directly in the text.

Big Idea(s) Essential Question(s) • Authors include key details in literary

texts which can help a reader ask and answer questions.

• The student can share his/her questions with others in a clear, detailed manner.

• The student can identify the type of question he has asked.

• Read and reread texts slowly texts slowly to locate clues and use them to make inferences.

• How can I use details from the text to ask and answer questions.

• How can I use the skill of visualization to ask and answer questions?

• How can I use the clues located in the text to support my inferences?

Assessments Diagnostic: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Benchmark: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction; Graphic Organizers; Journal/Written Response questions Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Weekly and Unit Assessments for Units 1, 7, and 10



• Inference • Prediction • Types of Questions (Vocabulary, Retell, Inferred,

Further Research, etc.) • Read and reread texts closely

• Make, test, and revise predictions as they read. • Use the combination of background knowledge

and explicitly stated information to answer questions they have as they read.

• Refer explicitly to the text as a basis for answering questions about the text.

• Create and answer questions about the text. • Make and support inferences from the text in a

clear, detailed manner.

*E03.A-K.1.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

I Can Statements I can ask and answer questions to show that I understand texts that I am reading. I can find the answers to specific questions within the text that I read. I can retell the story.

Reflections



RL.3.3 CC.1.3.3.C–Describe characters in a story and explain how their actions contribute to the sequence of events.

Resources Benchmark Literacy Units 2, and 4; Small Group Guided Reading Materials – Fiction Texts - for Benchmark Literacy Units 1, 2, 3, 4, 5, 7, 8, 9, 10; Reading A-Z; Scholastic Book Room; Personal Library Explanation/Example of Standard Effective readers use clues and evidence in the text to make inferences about characters. They pay close attention to how a character plays a role in the development of the story.

• Which details are clues to the person’s character? How can you tell? • What do the clues tell you about the character? • What could you do to figure out a character’s motivation?

Common Misconceptions • A character’s actions won’t help me understand the character’s motivation. • It’s not important to visualize the characters as I read. • I don’t need to reread in order to clarify my understanding of the characters.

Big Idea(s) Essential Question(s) • Ask and answer questions to help you

understand a character and their actions. • Making predictions about the story help

develop an understanding about the character(s)

• Clues in the story help me make inferences about the character.

• How can I use the text to support my inferences about the character(s)?

• What clues (appearance, personality trait, challenges, roles, accomplishments, etc.) can I find to identify the character’s traits?

• How do interactions between characters help the reader gain a better understanding of the story sequence?

Assessments Diagnostic: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Benchmark: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction; Graphic Organizers; Journal/Written Response questions Summative: Comprehension Worksheets that Accompany Reading A-Z texts; Weekly and Unit Assessments for Units 1, 2, 3, 4, 5, 7, 8, 9, and 10



• Inference • Prediction • Types of Questions (Vocabulary, Retell, Inferred,

Further Research, etc.) • Read and reread texts closely • Character Traits • Story Sequence

• Make, test, and revise predictions as they read. • Use the combination of background knowledge

and explicitly stated information to answer questions about the character(s) they have as they read.

• Refer explicitly to the text as a basis for answering questions about the character(s).

• Create and answer questions about the text. • Make and support inferences about the

character(s) from the text in a clear, detailed manner. *E03.A-K.1.1.3: Describe characters in a story (e.g., their traits, motivations, feelings) and explain how their actions contribute to the sequence of events. Note: “Story” means narration of events told through the text types of story, drama, or poem.

I Can Statements I can ask and answer questions about the character(s) to show that I understand texts that I am reading. I can find the answers to specific questions about the character(s) within the text that I read.

Reflections



RL.3.6 CC.1.3.3.D–Explain the point of view of the author.

Resources Small Group Guided Reading Materials for Benchmark Literacy Units 3 and 10; Reading A-Z; Scholastic Book Room; Personal Library Explanation/Example of Standard Effective readers use facts from the text and their existing beliefs to evaluate an author’s positions or to formulate opinions about characters and events in a text. Third grade students are required not only to establish their point of view but tell how their own point of view is different from the narrator’s or the character’s.

• Which details are most important? Why do you need to know that? • What do the details tell you about the author’s judgement? • Think about what you read. Do you agree with the way the characters are thinking in this story? Do you

agree with the way the narrator is thinking in this story? How is your thinking the same or different? • What questions can you ask to determine the author’s viewpoint?

Common Misconceptions • It is not important to understand the point of view of the narrators and characters, as well as the

author. • The narrator is always the author. • I don’t need to support evidence of the author’s point of view from the text.

Big Idea(s) Essential Question(s) • An author’s view point and purpose for

writing affects the content and the presentation of ideas.

• The reader’s viewpoint can differ from that of the narrator/speaker or character who is telling the story.

• To figure out the judgment the author makes, think about why the author wrote the passage and what key idea the evidence supports.

• How does your point of view compare to the author’s, narrator’s, or character’s viewpoint?

• How do I use important points and key details in the text to support the author’s point of view?

Assessments Diagnostic: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Benchmark: MAP Assessment; GRADE Assessment; DIBELS Benchmark Retell Formative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction; Graphic Organizers; Journal/Written Response questions Summative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Cards for Small Group Instruction



• Literary Text(s) • Author’s Viewpoint • Point of View • Narrator/Speaker

• Identify the viewpoint of the characters in a text • Identify the viewpoint of the narrator in a text • Identify the viewpoint of the author in a text • Identify the reader’s personal point of view • Distinguish between a character’s or narrator’s

viewpoint and the reader’s viewpoint *E03.A-C.2.1.1: Explain the point of view from which a story is narrated, including the difference between first and third-person narrations. Note: “Story” means narration of events told through the text types of story, drama, or poem.

I Can Statements I can tell the difference between what I think and what the author or characters might think in a story.

Reflections



RL.3.7 CC.1.3.3.G–Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g. create mood, emphasize the aspects of a character or setting)

Resources Benchmark Literacy Units 8, 9, and 10; Reading A-Z; Scholastic Book Room; Personal Library Explanation/Example of Standard Effective readers use visual information in a text (such as photographs and illustrations) to enhance comprehension.

• How can you use that piece of visual information to help you comprehend the text? • Why is it important to pay careful attention to the visual information an author includes with the text?

Common Misconceptions • Graphic features don’t contain any important information and I can skip over them when reading.

Big Idea(s) Essential Question(s) • Illustrations and graphics found in the

text provide additional information about the character and/or setting of the story.

• Illustrations and photographs can help us answer who, what, when, where, why, and how questions.

• How can I make observations about graphic features to aid in my comprehension?

• Can I construct more meaning about the characters and/or setting from the photographs and/or illustrations in the text?

Assessments Diagnostic: GRADE Assessment Benchmark: GRADE Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; Graphic Organizers; Journal/Written Response questions Summative: Comprehension Worksheets that Accompany Reading A-Z texts



• Character • Setting • Photographs • Illustrations • Mood • Author’s Viewpoint

• Identify photographs and illustrations within a story.

• Connect information from photographs and illustrations to enhance their meaning of the text.

• Enhance the mood of the story through photos and illustrations.

I Can Statements I can use photographs and illustrations to gain a better understanding of the meaning of the text.

Reflections



RL.3.9 CC.1.3.3.H–Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters.

Resources Benchmark Literacy Units 5, 8, and 9; Small Group Guided Reading Materials for Benchmark Literacy Unit 3, 4, 8, and 10; Reading A-Z; Scholastic Book Room; Personal Library Explanation/Example of Standard Effective readers find ways that two things are alike and/or different. They link what they read to another text of similar content.

• What could you do to help yourself recognize a comparison or contrast? • What word signals a comparison? How are the things alike? • What word signals a contrast? How are the things different? • This character is just like the character in…

Common Misconceptions • Different texts written by the same author can’t be similar. • I can only make generalizations about texts by the same author (e.g. Texts were written by the

same author but have different characters). Big Idea(s) Essential Question(s)

• There are connections between texts written by the same author.

• Photographs and Illustrations can aid in comparing and contrasting two different texts.

• How can I use clues in texts to compare different stories written by the same author?

• Can the student identify the type of connection they have made (e.g. text-to-text, text-to-self, text-to-world)?

Assessments Diagnostic: DIBELS Assessment (text-to-self); MAP Assessment; GRADE Assessment Benchmark: DIBELS Assessment (text-to-self); MAP Assessment; GRADE Assessment Formative: Comprehension Worksheets that Accompany Reading A-Z texts; Graphic Organizers; Journal/Written Response questions; CTDR Small Group Comprehension Cards Summative: Comprehension Worksheets that Accompany Reading A-Z texts; CTDR Small Group Comprehension Cards



• Compare and Contrast • Signal Language (e.g. both, alike, different,

similar, etc.) • Character Analysis • Story Elements

• Identify ways that two texts written by the same author are alike with support from the text.

• Identify ways that two texts written by the same author are different with support from the text.

• Share their connections between texts with others in a clear, detailed manner. *E03.A-C.3.1.1: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Note: “Stories” means narration of events told through the text types of stories, dramas, or poems.

I Can Statements I can compare and contrast two different stories written by the same author. I can make connections between the two texts.

Reflections

MCSD ELA Curriculum Map ~ 3rd Grade National Standard PA Core Standard

RL.3.10 CC.1.3.3.K – Read and comprehend literary fiction on grade level, reading independently and proficiently.

Resources Fiction Comprehension Skills Benchmark Literacy Unit 1 – 10 (Fiction stories) Leveled Readers, Read-Alouds, Scholastic book room, personal library, A-Z, Ticket to Read Explanation/Example of Standard Students are required to demonstrate understanding of literary fiction. Use questions and prompts such as:

• How is the plot of the story developed? • What story elements of this work of fiction aid in comprehension?

Common Misconceptions Some students may believe:

• Understanding story elements are not important in comprehending literary fiction.

Big Idea(s) Essential Question(s) Good readers use story elements to comprehend literary fiction. Good readers are able to read on-level texts independently and proficiently.

• How do I read, understand, and respond to works of fiction?

• How do I use my understanding of story elements to aid in comprehension?

Assessments Comprehension Strategy Assessment – All Fiction Test Passages Benchmark Literacy Grade 5 Unit Assessment – All Fiction Weekly Assessments Informal Assessments for Text Comprehension – Fiction Skill Activities



• How to analyze story elements • How to read independently • How to read fluently

• Use story elements to aid in comprehension • Use basic reading comprehension skills to read

independently and proficiently

I Can Statements I can use fictional story elements to help me comprehend the story. I can read and understand fifth grade stories, plays, and poems independently.

Reflections



W.3.2.A-D

CC.1.4.3.A-D–Write informative/explanatory texts to examine a topic, and convey ideas and information clearly.

• Introduce a topic and group related information together; include illustrations when useful to aid comprehension.

• Develop the topic with facts, definitions and details. • Use linking words and phrases (e.g. also, another, and, more, but) to

connect ideas within categories of information. • Provide a concluding statement or section.

Resources Lucy Calkins Writer’s Workshop; Benchmark Literacy Writing to Sources Guide; Graphic Organizers; Journal Writing Explanation/Example of Standard Third grade students write informative/explanatory pieces. In order to do so, students need strategies for researching a topic (gathering data), selecting relevant information (note taking), grouping like ideas, and developing a way to present the ideas from beginning to end (format and organization of writing presentation). Students need to engage in behaviors (turn and talk, small group discussion, writing and speaking activities, and teacher conferencing) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. For example, third grade students need to be able to choose facts, definitions, and details to use within their writing that clarify their thinking about a topic. Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to write summary statements) when writing. They use transitional words to show order of events and write with complex sentences to link the parts of their writing together. Common Misconceptions

• The teacher is the only “audience” that I need to write for. • When I write, it’s not important for me to begin with a topic and develop it with details from

there. • I don’t need to introduce the topic I am writing about or write a conclusion.

Big Idea(s) Essential Question(s) • Good writers develop texts that examine

a topic and convey ideas and information clearly.

• Good authors use informative/explanatory writing to communicate information related to real-world tasks.

• Good authors use model/example texts to guide them as they compose informative/expository texts.

• Good readers and writers write to make meaning of what they read.

• How do I choose a (one) focus/topic for my writing?

• Why is it important to use facts, definitions, details, and illustrations to support my topic?

• Why is it important to show style in my writing? • Why is it important to connect related

information in a clear, concise manner?

Assessments Diagnostic: PSSA ELA Assessment Benchmark: Formative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries, Teacher and Peer Conferences

Summative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries; Teacher Conferences



• Informative/Explanatory Writing • Topic Development, including definitions,

classifications, comparison/contrast, and cause/effect

• Relevant information (e.g. facts, definitions, details, personal experiences, quotations, observations, interviews)

• Formatting Devices (e.g. paragraphing, letter writing)

• Domain-specific vocabulary • Primary Sources • Secondary Sources • Effective Introduction/Hook • Awareness of Audience • Linking/Transition Words and Phrases • Closure/Ending/Conclusion

• Select an interesting, yet manageable, subject for writing or one that meets the requirements of the assignment.

• Analyze and use primary and secondary sources to locate, sort (categorize, classify), and select relevant facts, definitions, quotations or other information and examples. -differentiating between relevant and irrelevant information -addressing the needs of the audience -avoiding plagiarism -organizing writing appropriately

• Select an appropriate writing form • Write informative/explanatory texts to examine

a topic and convey ideas and information clearly by: -engaging the reader with an introduction/hook that presents the topic. -introducing the topic -grouping related information together -addressing the needs of the audience -developing topic with facts, definitions and details -using linking words and phrases to connect ideas within categories of information -using illustrations to aid comprehension when appropriate -providing a concluding statement or section *E03.C.1.1.1: Introduce the topic or text for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose. *E03.C.1.2.2: Develop the topic with facts, definitions, and/or details. *E03.C.1.2.3: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. *E03.C.1.2.4: Provide a concluding statement or section.

I Can Statements I can write informational reports that include the main ideas and important details from the text. I can write to inform and explain ideas. I can write formal and informal letters that include heading, greeting, body, closing, and signature. I can choose a topic for research from a list of questions, assigned topic, or personal area of interest. I can gather information from a variety of locations (classroom, libraries, or community resources). I can use different sources (books, magazines, videotapes, CD ROMs, Websites) and collect information (interviews, experiments, observations, or surveys) about the topic. I can identify and summarize the important information found in the sources. I can sort necessary information into categories about the topic.

Reflections

MCSD ELA Curriculum Map ~ 3rd Grade Common Core Standard PA Core State Standard

W.3.1

CC.1.4.3.G-J – Write opinion pieces on topics or texts, supporting a point of view with reasons.

• Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

• Provide reasons that support the opinion. • Use linking words and phrases (e.g., because, therefore, since, for

example) to connect opinion and reasons. • Provide a concluding statement or section.

Taught in Unit(s)

Lucy Calkins Writer’s Workshop; Benchmark Literacy Writing to Sources Guide; Graphic Organizers; Journal Writing Explanation/Example of Standard Third grade students should write opinion pieces that clearly state their preferences and supply the reasoning for their thinking. In doing so, students need to understand how their reasoning supports their opinion and be able to share this thinking. Students also begin to build an argument by linking their ideas together. Students need to engage in behaviors (turn and talk, small group discussion, and writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to write summary statements) when writing. They use transitional words to show order of events and write with complex sentences to link the parts of their writing together. Common Misconceptions

• The teacher is the only “audience” that I need to write for. • When I write, it’s not important for me to begin with an opinion and develop it with details from

there. • I don’t need to introduce the opinion I am writing about or write a conclusion.

Big Idea(s) Essential Question(s) • Good writers are able to communicate opinions

on familiar topics and texts. • Good persuasive writers address the needs of

the audience and build an argument to support a clear opinion/position.

• Good authors use models/examples texts to guide them as they compose their own persuasive pieces.

• How do I support my opinion with facts or proof? • Why is it important to support my opinion with

facts or proof? • How do I appeal to an audience with my writing?

Assessments Diagnostic: PSSA ELA Assessment Benchmark: Formative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries, Teacher and Peer Conferences

Summative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries; Teacher Conferences



• Persuasion and argument • Difference between relevant and irrelevant

reasons/facts/ support/examples

• Opinion/position • Reason(s) • Evidence (e.g., examples, facts) • Primary sources • Secondary sources (e.g., UDLib/Search) • Effective introduction/hook (e.g., one that takes a

clear position) • Logical order of supporting reasons (e.g., order of

importance) • Linking/transition words and phrases • Awareness of audience • Organizational pattern (e.g., beginning, middle,

end) • Format choices (e.g., letters [business and

friendly], advertisements) • Effective conclusion (e.g., one that begins to

move beyond summary and moves beyond The End)

• Identify an issue in a topic or text • Agree or disagree with an issue • Develop an opinion/position • Use resources including teachers selected

primary and secondary sources to locate, sort, and select reasons based on facts, examples, and/or evidence. • differentiating between relevant and

irrelevant reasons/evidence • including an appropriate variety of

reasons/evidence • addressing the needs of the audience • prioritizing the reasons/evidence

• Use/select an appropriate writing format • Organize writing with a beginning, middle and

end • Write opinion pieces on topics or texts,

supporting a point of view with reasons by • introducing a topic or text • stating an opinion • providing reasons that support the opinion • ordering reasons by importance • providing a conclusion/concluding statement

or section • Using linking/transition words and phrases

(e.g., for example, also) to connect opinions and reasons or show simple relationships E03.C.1.1.1: Introduce the topic or for the intended audience, state an opinion, and create an organizational structure that lists reasons to support the writer’s purpose. E03.C.1.1.2: Provide reasons that support the opinion. E03.C.1.1.3: Use linking words and phrases (e.g. because, therefore, since, for example) to connect opinion and reasons. E03.C.1.1.4: Provide a concluding statement or section.

I Can Statements

I can write to share my opinion. Reflections


Standard PA Core State Standard

W.3.3

CC1.1.4.3.M-P – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details and clear event sequences.

• Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

• Use dialogue and descriptions of actions, thoughts and feelings to develop experiences and events or show the response of characters to situations.

• Use temporal words and phrases to signal event order. • Provide a sense of closure.

Resources

Lucy Calkins Writer’s Workshop; Benchmark Literacy Writing to Sources Guide; Graphic Organizers; Journal Writing Explanation/Example of Standard Third grade students write real and imaginative stories and students are expected to use description to show characters’ thoughts and feelings as well as the details of characters’ interaction through dialogue. As students develop characters and use dialogue, they will need to understand how to introduce characters and how to engage characters in conversation in their writing. Students need to engage in behaviors (turn and talk, small group discussion, and writing and speaking activities) that lead to the expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice-making throughout ELA. For example, third grade students need to be able to choose details to use within their writing that clarify their thinking about a topic. Third grade students are required to include both an introduction and a concluding statement or section in their writing. Students continue to build strategies for introducing concepts (such as beginning with a fact, dialogue, or question about the topic) and concluding their thoughts (learning to write summary statements) when writing. They use transitional words to show order of events and write with complex sentences to link the parts of their writing together. Common Misconceptions

• The teacher is the only “audience” that I need to write for. • I have to support my narrative with research. • I don’t need to develop the storyline or write an introduction or conclusion.


• Good writers are able to write narratives to develop real or imagined experiences or events.

• Good authors use narrative elements (e.g., sensory images) to tell about events and reflect upon those events.

• Good authors use model/example texts to guide them as they compose their own narrative pieces.

• Good authors use sensory images to describe feelings, events, and/or characters.

• How do I establish my storyline and introduce a narrator and/or characters?

• Why is it important for me to show style in my writing?

• Why is it important to sequence the events of my story?

• How do I use dialogue effectively? • Why is it important to include an introduction

and conclusion?

Assessments

Diagnostic: PSSA ELA Assessment Benchmark: Formative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries, Teacher and Peer Conferences Summative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries; Teacher Conferences



• Narrative writing • Storyline • Event(s) (topic and situation-what happened.

For example, “my dog” is a topic; “my dog ate my homework” is an event)

• Characters • Narrator • Dialogue • Awareness of audience • Relevant details/examples (e.g., actions,

thoughts, feelings) • Sensory images (e.g., figurative language:

descriptions of how things look, feel, smell, taste, sound)

• Organizational pattern(s) (e.g., chronological, reflective, flashback)

• Temporal/time order words (e.g., first, next, then)

• Order of events (e.g., beginning, middle, end) • Closure/ending/conclusion • Forms (e.g., fictional stories, journals, poems,

memoirs)

• Select/identify real or imagined experiences or event(s) to tell about

• Select/identify relevant details to elaborate about an event(s) and characters • addressing the needs of the audience • selecting an organizational pattern

appropriate for the storyline and purpose • Write narratives to develop real OR imagined

experiences or events using effective technique, descriptive details and clear event sequences by: • establishing a situation and introducing a

narrator and/or characters; • organizing an event sequence that unfolds

naturally • using dialogue and descriptions of actions,

thoughts, and feelings to develop experiences and events or show the response of characters to situations

• using temporal/time order words and phrases to signal event order

• providing a sense of closure E03.C.1.3.1: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose. E03.C.1.3.2: Use descriptions of actions, thoughts, feelings and other narrative techniques, such as dialogue, to develop experiences and events or to show the response of characters to situations. E03.C.1.3.3: Use temporal words and phrases to signal event order. E03.C.1.3.4: Provide a sense of closure.

I Can Statements I can write stories to develop character, setting, and plot by using events in correct order and descriptive details and language. I can create informal writings (messages, journals, notes, and poems) for different purposes.

Reflections



W.3.7 W.3.8 W.3.9

W.3.10

CC.1.4.3.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and informational texts. CC.1.4.3.U: With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. CC.1.4.3.V: Conduct short research projects that build knowledge about a topic. CC.1.4.3.W: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. CC.1.4.3.X: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

Resources Lucy Calkins Writer’s Workshop; Benchmark Literacy Writing to Sources Guide; Graphic Organizers; Journal Writing; School Library Explanation/Example of Standard Third grade students need to be able to use technology to research, take notes, and write a response/report individually or with others. They need to be able to use not only the internet for research purposes, but also print resources such as literary and informational texts. Students also need to be able to distinguish between relevant and irrelevant information, and sort that information into categories with guidance from the teacher. Students will organize that information into a report or response on the topic, working through the writing process. This process may require varying time frames, from one day to several weeks. Common Misconceptions

• The teacher is the only “audience” that I need to write for. • I don’t need to use a graphic organizer or notes to identify my research. • I don’t need to introduce the topic I am writing about or write a conclusion. • It doesn’t take time research, write notes, and organize my writing.

Big Idea(s) Essential Question(s) • Good writers use a variety of sources,

both print and digital, to identify information to write a report or response.

• Good writers can distinguish between relevant and irrelevant information during research.

• Good writers can use organizational tools (e.g. graphic organizers, notes, etc.) to plan their writing.

• Good writers can write for both short and extended time frames, individually or in a small group.

• How do I determine relevant from irrelevant information in my research?

• How do I identify sources for my research? • How do I use my notes/research to plan my

writing? • Why is it important to conference with peers

throughout the research and writing process? • How can organizational tools guide my writing?

Assessments Diagnostic: PSSA ELA Assessment

Benchmark: Formative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries, Teacher and Peer Conferences Summative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries; Teacher Conferences



• Relevant Information • Irrelevant Information • How to use digital resources • How to use print resources • How to take notes • How to use a graphic organizer • Peer Conferencing • Long-term research project • Short-term writing project • How to support responses with information from

your research • Keyboarding skills

• Identify appropriate sources, both digital and print, to use for research

• Use keyboarding skills to create final copies of responses or reports.

• Determine the difference between relevant and irrelevant information in sources.

• Take notes from a variety of different sources and organize them into a graphic organizer.

• Participate in peer conferencing and small group work.

• Use time management for long or short-term writing projects.

I Can Statements I can write informational reports that include the main ideas and important details from the text. I can write to inform and explain ideas. I can choose a topic for research from a list of questions, assigned topic, or personal area of interest. I can gather information from a variety of locations (classroom, libraries, or community resources). I can use different sources (books, magazines, videotapes, CD ROMs, Websites) and collect information (interviews, experiments, observations, or surveys) about the topic. I can identify and summarize the important information found in the sources using graphic organizers. I can sort necessary information into categories about the topic.

Reflections


Standard PA Core State Standard

W.3.5 CC.1.4.3.T – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

Resources Lucy Calkins Writer’s Workshop; Benchmark Literacy Writing to Sources Guide; Graphic Organizers; Journal Writing Explanation/Example of Standard With assistance from adults and peers, students should develop revising and editing skills. In order to do so, students need to understand how to change word choice and sentence structure in their writing to strengthen their piece. They need assistance with planning for writing using graphic organizers (story frames, story mountains, story maps). They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (conferences, check sheets, peer editing). Common Misconceptions

• Revising is only listening to a peer read their writing. • Revising and editing is just correcting what has been pointed out by a teacher or peer. • It is not necessary to reread my writing multiple times.

Big Idea(s) Essential Question(s) • Good writers use tools to edit and revise their

writing. • Good writers add, delete, or change words or

phrases in their writing to make their piece better during revising.

• Good writers organize their ideas to plan their writing.

• Good writers use information from teacher and peer conferences to edit their writing.

• How can I organize my ideas for different modes of writing?

• What do I need to do to edit my writing? • What do I need to do to revise my writing? • How can I be a good peer partner during a

peer conference?

Assessments Diagnostic: PSSA ELA Assessment Benchmark: Formative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries, Teacher and Peer Conferences Summative: Writer’s Workshop Writing Samples; Benchmark Literacy Writing to Sources Samples; Journal Entries; Teacher Conferences



• Plan • Edit • Revise • Graphic organizers • Peer Conference • Teacher Conference

• Create a graphic organizer • Plan a beginning, middle, and end • Reread to check their writing • Rearrange words to make meaning clear • Use resources and reference materials to find

better words • Delete unneeded or irrelevant information • Peer conferencing

I Can Statements

I can plan, edit and revise my writing with the help of peers and adults. I can organize my ideas (brainstorming, lists, webs, and Venn diagrams) to plan writing. I can organize my writing by having a beginning, middle, and end. I can use a variety of types of sentences.

I can reread and check my writing. I can add descriptive words and details and leave out unneeded information. I can rearrange words, sentences, and paragraphs to make the meaning clear. I can use resources and reference materials to find better words. I can proofread and edit my writing to improve grammar, spelling, punctuation, and capitalization; and correct fragment and run-on sentences. I can use tools (rubric, checklist, and feedback) to decide the quality of writing.

Reflections



SL.3.1 SL.3.2 SL.3.3

CC.1.5.3.A – Engage effectively on a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly. CC.1.5.3.B – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, or orally. CC.1.5.3.C – Ask and answer questions about information from a speaker, offering appropriate detail.

Resources Benchmark Literacy Units 1-10 Explanation/Example of Standard Third graders listen to and comprehend information presented in a variety of manners (e.g. discussion, media, small group, whole group lessons, etc.). Third graders participate in discussions, sharing information and ideas in small and large groups. They can identify main ideas from oral information and support that information with details in clear, concise oral language. Common Misconceptions

• I don’t need to pay attention when someone else is speaking. • I don’t have to support my ideas with details from discussions. • I don’t have to make my meaning understood when asking and answering questions about a topic.


• Students need to be effective speakers and listeners during classroom discussion.

• Students need to be able to retain and process oral information in order to identify the main idea and the details that support them.

• Students need to speak clearly and at the correct volume and speed to be understood.

• Students need to be able to ask appropriate questions during class/group discussions.

• How can I be an effective listener during group and class discussions?

• Why is it important to speak clearly when asking or answering questions?

• How can I use small group discussion to expand my understanding of whole group discussion? (e.g. Turn and Talk, or Peer partners, etc.)

Assessments Diagnostic: DIBELS Assessment; GRADE Assessment; MAP Assessment Benchmark: DIBELS Assessment; GRADE Assessment; MAP Assessment Formative: Student Sharing, Teacher Observation, Reader’s Theater Performance and Rubric; Informal Teacher Questioning Summative: Benchmark Literacy Small Group CTDR Cards; Rubrics



• speaking clearly • Listening • Oral information • Main Idea • Supporting Details • Appropriate Questions (e.g. topic relevant/on-

task)

• Speak clearly to others • Effectively listen during group and class

discussions. • Process oral information to identify main ideas

and supporting details.

• Communicate effectively with peers in small group.

I Can Statements I can ask appropriate questions during oral discussion. I can listen to and understand what others are saying. I can speak clearly, at the correct volume and speed to be understood.

Reflections



SL.3.4 SL.3.5 SL.3.6

CC.1.5.3.D – Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant descriptive details; speak clearly with adequate volume, appropriate pacing and clear pronunciation. CC.1.5.3.E – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CC.1.5.3.F – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. CC.1.5.3.G – Demonstrate command of the conventions of standard English when speaking based on grade 3 standards and content.

Resources Benchmark Literacy Units 1-10 Reader’s Theater Explanation/Example of Standard Third graders move from describing and storytelling to reporting on a topic or a grade-appropriate text. This should be done orally and in coherent, spoken sentences at an appropriate volume and understandable pace. Students must be able to articulate their ideas in complete sentences. Common Misconceptions

• I do not need to take into account my audience or my purpose when speaking. • I do not need to speak in clear, complete sentences.


• Students need to speak clearly and at the correct volume and speed to be understood, especially when performing.

• Students need to report on a topic or tell a story with appropriate facts and relevant details.

• What do I need to do to report on a topic or tell a story successfully?

• Why is it important to speak clearly when reporting on a topic or telling a story?

• Why is it important to use appropriate volume and enunciate when speaking in public?

Assessments Diagnostic: DIBELS Assessment Benchmark: DIBELS Assessment Formative: Student Sharing, Teacher Observation, Reader’s Theater Performance, Rubric, and Self-Assessment Summative: Reader’s Theater Rubric



• speaking clearly • adequate volume • appropriate pacing • clear pronunciation

• Report on a topic or text, tell a story or recount an experience with appropriate facts and relevant details

• Speak clearly to others • Speak at an adequate volume • Speak at an appropriate pace • Pronounce words correctly • Use expression when performing

I Can Statements I can report on a topic or tell a story with correct and appropriate facts. I can speak clearly, at the correct volume and speed to be understood.

Reflections

Name

Sight Word Assessment THIRD GRADE

Directions: Have the student point and read each word. If the student reads the word within 3 seconds, put a checkmark in the box beside the word on the score sheet. If the student takes longer than 3 seconds to read a word it is not considered automatic. again been may stop off never seven eight cold today fly myself round tell much keep work first try must start black white ten bring goes write always drink once soon made run gave open find only us our better hold buy funny warm ate full those done use fast light pick hurt pull cut kind both sit which fall carry under read why own found wash show hot because far live draw clean grow best upon sing together please thank wish many shall laugh

Name

Sight Word Assessment THIRD GRADE

Score Sheet

Dat

e

read

why

own found

wash

show hot

because

far live

draw

clean

grow

best

upon

sing

together

please

thank

wish

many

shall

laugh

Total

Dat

e

again

been

may stop

off

never seven

eight

cold today

fly

myself

round

tell

much

keep

work

first

try

must

start

black

white

ten

bring

goes

write

always

drink

once

Total

Dat

e

soon

maderun

gave

open

find

only

us

our

better

hold

buy funny

warm

ate

full

those

done

use

fast

light

pick

hurt

pull

cut

kind

both

sit

which

fall

carry

under

Total

Name

Sight Word Progress Summary

Date Number of Words

Name

Words I Know 195

180 165 150

135

120 105

90

75

60

45

30

15

N a

Dat

e

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