scope & sequence english language arts – grade 3 curriculum...

Gateway Regional School District

SCOPE & SEQUENCE

English Language Arts – Grade 3

Developed by Karen Savoy Anne Fisk, Angela Dalton, and Bill Knittle on June 2001 Massachusetts English Language Arts Curriculum Framework, the August 2003 Massachusetts Language

Arts Framework

May 2009

of 25

Massachusetts

PK/K Standards Priority

Curriculum

Benchmarks

Possible Instructional

Strategies

Evidence of Student Learning

(Assessment) Month

TEXTBOOK – Reading published by Houghton Mifflin in 2008

STRAND – LANGUAGE 1.1 Follow agreed-upon rules

for discussion (raising one’s

hand, waiting one’s turn,

speaking one at a time).

Students will KNOW: �Classroom rules

�Reasons for following established protocols

Students will DO: � Follow established protocols for respectful

listening, speaking, and sharing (e.g., speak

one at a time, show respect for others, stay

on topic, everyone listens and speaks). 3.D.2

� Apply understanding of agreed-upon rules

and individual roles in order to make

decisions. 3.D.3

Modeling, morning meetings

Agree upon rules for discussion

with class then post on classroom

wall

Teacher observation

Ongoing

2.2 Contribute knowledge to

class discussion in order to

develop ideas for a class

project and generate interview

questions to be used as part of

the project.

Students will KNOW: � Standard is a DO standard

Students will DO:

� Identify the objectives for working in a

small group and participate according to

these objectives. 3.D.1

� Ask and answer questions to learn new

information relevant to the task or topic of

discussion. 3.D.4

� Follow specific tasks and meet timelines

for group work. 3.D.5

� Identify points of agreement and

disagreement during or after a discussion.

3.D.6

Brainstorm

Oral participation

Teacher observation

Ongoing

3.3 Adapt language to

persuade, to explain, or to

seek information.

Students will KNOW: �Difference between persuade, explain, and

seeking information

�Purpose and needs of audience 3.P.1

(standard 20.2)

Students will DO:

Modeling and direct instruction

Examples

Discussion about audience

Teacher observation

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

� Ask and answer questions to learn new

information relevant to the task or topic of

discussion. 3.D.4

� Identify the purpose and needs of one’s

audience for one’s presentations (to convey

experience, to persuade, to explain). 3.P.1

�Plan ideas and details for one’s oral

presentations (e.g., semantic web, list,

informal or formal outline). 3.P.2

3.4 Give oral presentations

about experiences or

interests using eye contact,

proper place, adequate

volume, and clear

pronunciation.

Students will KNOW: �Strategies for presenting such as making

eye contact, proper place, adequate volume,

and clear pronunciation

Students will DO: � Demonstrate proficiency in speaking

informally to an audience by delivering at

least one of the following, using established

protocols (e.g., speaking in full sentences,

with adequate volume and clear enunciation,

maintaining eye contact with the audience,

demonstrating recall of information,

maintaining appropriate posture, using

pauses or gestures for emphasis).

� Give an oral report that

summarizes information, with

supporting details and appropriate

academic vocabulary;

� Tell a story, recite a poem, or act

the role of a character, following

established performance protocols.

3.P.3


Rubric of expectations so students

understand what is expected before

starting

Book report presentations

Rubric of expectations

Teacher observation

One time

project

decided

upon by

each

teacher

3.5 Make informal

presentations that have a

recognizable organization

(sequencing, summarizing).

Students will KNOW:

�Processes of sequencing, summarizing

Students will DO: � Identify the purpose and needs of one’s


Rubric of expectations so students

understand what is expected before

starting

Rubric of expectations

Teacher observation

One time

project

decided

upon by

each


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

audience for one’s presentations (to convey

experience, to persuade, to explain). 3.P.1

� Plan ideas and details for one’s oral



Book report presentations

teacher

3.6 Express an opinion of a

literary work or film in an

organized way, with

supporting detail.

Students will KNOW: � Express an opinion of a literary work or

film in an organized way, with supporting

detail.

Students will DO: � Write brief opinions 3.CI.4 (minus

language “on topics of interest”)

� Identify words that indicate an opinion

(e.g., think, believe, feel, seem, better,

worse). 3.RI.5

Class discussion

Written response to a literary work

or film

Modeling

Teacher observation of oral discussion

Teacher-corrected writing samples

Ongoing

3.7 Use teacher-developed

assessment criteria to

prepare their presentations.

Students will KNOW: �Teacher expectations as stated in rubric

Students will DO:

� Use rubric to prepare presentation

Use online templates from Rubistar

or other source to develop rubric

Use of teacher-developed rubric

Ongoing

NEW ELA Identify and use

synonyms and antonyms (e.g.,

liquid/solid, bad/terrible).

3.V.4

Students will KNOW: �Vocabulary - antonym, synonym

�Words and things (ex – animals) can be

sorted and classified

Students will DO: � Comprehension Skill - Categorize and

Classify (categorize antonyms, synonyms

�Identify the organization of an example of

informational text (e.g., sequential, cause-

and-effect, comparison/contrast). 3.RI.4

Houghton Mifflin Reading

Comprehension Skill - Categorize

and Classify – Theme 2, week 2

Connect to classification in science,

social studies and across all

curriculum areas

Spelling lessons

Evaluation of writing

Worksheet/practice book pages

Ongoing

4.9 Identify the meaning of

common prefixes (un-, re-,

dis-).

Students will KNOW: � Vocabulary - prefix, suffix

�How prefixes and suffixes change words

Students will DO:

Spelling lessons

Language section of Practice Book

Teacher-corrected writing samples Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

� Explain changes in the meaning of root

words related to prefixes and suffixes (e.g., -

y as in cloudy, fishy). 3.V.8

4.10 Identify the meaning

of common Greek and

Latin roots to determine the

meaning of unfamiliar

words.

Students will KNOW: � Vocabulary - root word, common root

words

Students will DO: � Identify the meaning of root words that are

used frequently in general academic

vocabulary (e.g., exist, progress). 3.V.7

�Apply knowledge of root words to

determine the meaning of unfamiliar words

Root words (base words in

Houghton Mifflin) can be taught via

new vocabulary in reading lessons,

spelling such as adding endings, etc.

Root words for subject specific

content in science, social studies, or

other subjects

Teacher-created quizzes

Observation of whether students can

decode words when reading during reading

groups Ongoing

4.11 Identify the meaning

of common idioms and

figurative phrases.

Students will KNOW: � Vocabulary - figurative language

Students will DO: � Explain the meaning of figurative

language, including common idioms (e.g.,

salt of the earth, wolf in sheep’s clothing, tip

of the iceberg). 3.V.3

�Explain and model idioms

Model idioms via making pictures

of what words would mean if used

literally (ex – car pool)

Examples from Amelia Bedelia,

Chocolate Mousse for Dinner or

other books

Reading comprehension

Written output

SRA lab

Ongoing

4.12 Identify playful uses

of language (puns, jokes,

palindromes).

Students will KNOW: �Connect to 4.11

�

Students will DO:

� Explain the meaning of figurative




Jack Prelutsky books can be useful

in addressing this standard

Incorporate in spelling activities

Hinky Pinkies – riddles in which the

two words in the answer rhyme

(When you go outside and play in

nice weather what is it called?

ANSWER – sun fun)


Ongoing

4.13 Determine the

meaning of unknown

words using their context.

Students will KNOW: � Vocabulary - context

Students will DO: � Define new words in literary text that are

Modeling

Practice Book activities

Cloze (similar to fill-in-the-blank

Oral discussion

Reading comprehension Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

related to known words, themes, concepts,

and story structure (e.g., words related to a

character’s good qualities). 3.V.1

� Define topically related content words in

the grade 3 core curriculum in English

language arts (e.g. story elements,

summarize), science (e.g., solar system),

social studies (e.g., nation), mathematics

(e.g., graph, place value), the arts (e.g.,

collage), and health/physical education (e.g.,

injury). 3.V.2

� Explain the meaning of compound words

and phrases including those found in

informational text (e.g., wheelchair, solar

system). 3.V.11

but missing words are in a pattern

such as every fifth word is missing

4.14 Recognize and use

words with multiple

meanings (sentence,

school, hard) and be able

to determine which

meaning is intended from

the context of the sentence.

Students will KNOW: �Vocabulary - context clues

�How to recognize and use words with

multiple meanings

Students will DO:

� Recognize and use appropriate words with

multiple meanings in sentence context (e.g.,

the bow of a ship, a bow and arrow). 3.V.5

Read Eats, Shoots & Leaves by

Lynne Truss about panda bears and

discuss multiple meanings of the

title

Modeling





Oral discussion


Ongoing

4.15 Determine meanings

of words and alternate

word choices using a

dictionary or thesaurus.

Students will KNOW: �How to alternate word choices

�Process for using a dictionary and thesaurus

Students will DO: � Use a beginner’s dictionary and thesaurus

to define words and identify synonyms and

antonyms. 3.V.6

Modeling use of dictionary and

thesaurus





Resource – Dictionary in district-

Oral discussion


Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

provided laptop

4.16 Identify and apply the

meaning of the terms

antonym, synonym, and

homophone.

Students will KNOW: �Vocabulary - antonym, synonym,

homophone

Students will DO: � Use a beginner’s dictionary and thesaurus

to define words and identify synonyms and

antonyms. 3.V.6

�Identify and use synonyms and antonyms

(e.g., liquid/solid, bad/terrible). 3.V.4

� Spell correctly words that have blends

(walk, play, blend), contractions (isn’t,

can’t), compounds, common spelling

patterns (qu-; doubling the consonant and

adding –ing as in win/winning; changing the

ending of a word from -y to –ies to make a

plural, such as cherry/cherries), and common

homophones (words that sound the same but

have different spellings, such as hair/hare).

3.RF.6

Houghton Mifflin

Homophones – Theme 3, week 4

Spelling portion of Houghton

Mifflin

Grammar instruction

Practice Book work

Make a homophone book

Correct witing of homophones

Match pictures with meaning

Weekly Skills test in Houghton Mifflin

Ongoing

5.5 Recognize the subject-

predicate relationship in

sentences.

Students will KNOW: �Vocabulary - subject, predicate

Students will DO: � Identify and express sentence subjects and

predicates that are in agreement. 3.G.4

Language Book

Practice Book

Weekly Skills test in Houghton Mifflin

Ongoing

5.6 Identify the four basic

parts of speech (adjective,

noun, verb, adverb).

Students will KNOW:

�Vocabulary - adjective, noun, verb, adverb,

preposition

Students will DO:

� Identify and correctly use five basic parts

of speech: nouns, adjectives, verbs, adverbs,

and prepositions. 3.G.1 (omit prepositions

until new framework is finalized)

�Create various kinds of sentences, using

For example, with the teacher,

students brainstorm lists of words of

various parts of speech in different

colors. Students choose words from

each list, write them in the same

colors using crayons, markers, or

colored pencils, and cut them out.

Then, students in pairs draw a word

slip from each other, identify its part

of speech, and use it in a short

Weekly Skills test in Houghton Mifflin Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

specific verbs, selected modifiers,

explanations, added details, or structures that

help make connections among ideas.

• Verbs: We strolled by the river.

• Adjectives: brown eyes, younger sisters

• Adverbs: We walked slowly.

• Appositives: noun phrases that function as

adjectives, such as We played the Cougars,

the team from Newport.

• Participial phrases: verb phrases that

function as adjectives, such as The man

walking down the street saw the delivery

truck.

• Prepositional phrases: in the field, across

the room, over the fence 3.G.6

sentence correctly.

Night of the Pufflings (Houghton

Mifflin, Theme 4) – identify parts of

speech in Practice Page

5.7 Identify correct mechanics

(end marks, commas for

series, capitalization), correct

usage (subject and verb

agreement in a simple

sentence), and correct

sentence structure (elimination

of sentence fragments).

Students will KNOW: �Vocabulary - statement, question,

command, explanation

Students will DO: � Identify and say simple and compound

sentences. 3.G.5

� Identify and employ complete, declarative,

imperative, interrogative, and exclamatory

sentences appropriately and correctly. 3.G.3

� Identify and articulate selected regular and

irregular verbs and their past, present, and

future tense forms. 3.G.2

Houghton Mifflin Reading Program

Theme 1 – sentences, types of

sentences

Writing portion of Houghton

Mifflin

Daily language practice

Teacher-corrected writing samples Ongoing

5.8 Identify words or word

parts from other languages

that have been adopted into

the English language.

Students will KNOW:

�Some English words come from other

languages

Students will DO:

� Identify words or word parts from other

languages that have been adopted into the

English language (yogurt, pizza, sushi).

3.V.9

Teach commonly used words

Information in teacher manuals

Not assessed

When

words

emerge in

reading

program


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

� Identify the meaning of English words that

are related in meaning to cognates in other

languages (e.g., clase/class, list/lista in

Spanish and English). 3.V.10

6.2 Recognize dialect in

the conversational voices

in American folk tales.

Standard is not addressed in Grade 3

6.3 Identify formal and

informal language use in

advertisements read, heard,

and/or seen.


STRAND - READING AND LITERATURE *7.8 Use letter-sound

knowledge to decode written

English.

Students will KNOW:

� Short vowel sounds - a, e, i, o, u

� Long vowel sounds - i, o

�Vowel pairs – ai, ay, ee, ea

� r-controlled letter-sound associations – hair

�Vowel sounds in clown and lawn, tooth and

cook, bought

�Soft c and soft g

�J, k, kw

�Three-letter clusters and unexpected

consonant patterns

�Words that begin with a or be

�Words that end with -er. –le

�Changing final y to i

�Contractions

�Base words and –s, endings

�Word endings – -er,-est, inflected -ed- and

–ing; added endings

�Contractions with ‘s, n’t, ‘re, ‘ll

�Plurals and plural words ending in ch, sh, x,

s

�Prefixes un-, dis-, non-, re-

�Suffixes –ful, -ly, -er

�Syllable patterns –VCCV, VCCCV

Houghton Mifflin - each theme and

lesson addresses phonics and word

structure

Weekly tests in Houghton Mifflin

Oral reading skills

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

�Vocabulary - punctuation, plural,

contraction, apostophe

Students will DO: � Decode multisyllabic words using letter-

sound knowledge of all major letter-sound

correspondences including those that are less

familiar (e.g. t e.g., /ph/ = /f/ as in graph).

3.RF.1

� Read multisyllabic words composed of one

or more of the six syllable patterns: VC, VR,

V, VV, VCe, Cle (e.g., caterpillar). 3.RF.2

� Read words in common word families (-

ight, -ump). 3.RF.3

� Read multisyllabic words composed of

roots and related prefixes, suffixes,

contractions, possessives, and compounds.

3.RF.4

� Read grade-appropriate irregularly spelled

sight words. 3.RF.5

� Spell correctly words that have blends

(walk, play, blend), contractions (isn’t,

can’t), compounds, common spelling

patterns (qu-; doubling the consonant and

adding –ing as in win/winning; changing the

ending of a word from -y to –ies to make a

plural, such as cherry/cherries), and common

homophones (words that sound the same but

have different spellings, such as hair/hare).

3.RF.6

� Arrange words in alphabetical order (e.g.,

Given a list of words, such as apple,

grapefruit, cherry, banana, pineapple, and

peach, put them in alphabetical order).

3.RF.7

� Self-correct word identification using

decoding and comprehension in sentence


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

context to confirm accuracy of word

identification. 3.RF.8

*7.9 Read grade-appropriate

imaginative/literary and

informational/expository text

with comprehension

Students will KNOW: �Skills from 7.8

�

Students will DO: � Read silently and independently

unfamiliar, grade-appropriate literary and

expository passages with comprehension.

3.RF.11



structure

Literacy Closet materials

Selections from Appendices A and

B

Weekly tests in Houghton Mifflin

Oral reading skills

Ongoing

*7.10 Read aloud grade-

appropriate

imaginative/literary and

informational/expository text

fluently, accurately, and with

comprehension, using

appropriate timing, change in

voice, and expression.

Students will KNOW: �Skills from 7.8

Students will DO: � Orally read grade-appropriate literary and

expository text smoothly and accurately with

expression that connotes comprehension at

the independent level (e.g., 95%

comprehension, benchmark fluency) 3.RF.9

� Adjust reading rate based on text

complexity, familiarity, and the purpose of

reading. 3.RF.10



structure

Oral reading skills

Ongoing

For imaginative/literary

texts: 8.11 Identify and show the

relevance of foreshadowing

clues.

Students will KNOW:

�

�

Students will DO: � Comprehension strategy - Predict/Infer

� Comprehension Skill - making Inferences

� Pose and answer questions in order to

make valid inferences about ideas,

characters, settings, themes or morals, and

events in literary works. 3.RL.4


Comprehension strategy -

Predict/Infer – Theme 1, week 1;

Theme 3, week 3; Theme 5, week 2;

Theme 6, week 2


Comprehension Skill - Making

Inferences – Theme 1, week 1;

Theme 5, week 1

Class discussion

Oral discussion


Ongoing


texts:


Oral discussion

Oral discussion

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

8.12 Identify sensory details

and figurative language.

Students will DO: � Explain the meaning of figurative




Incorporate into poetry

Use thesaurus to identify alternative

words



texts: 8.13 Identify the speaker of a

poem or story.

Students will KNOW: �Standard is a DO standard

Students will DO: � Explain how dialogue can reveal elements

of character and plot. 3.RL.7


show accurate literal understanding of ideas,

characters, settings, events and

organizational elements in literary works.

3.RL.1

Oral discussion Reading comprehension

Ongoing


texts: 8.14 Make judgments about

setting, characters, and events

and support them with

evidence from the text.

Students will KNOW:

�

Students will DO: � Comprehension Strategy – Monitor and

Clarify





3.RL.1





� Explain how the style of illustrations can

reveal elements of character, setting, and

plot. 3.RL.8


Comprehension Strategy – Monitor

and Clarify – Theme 1, week 2;


Theme 4, week 3; Theme 5, week 3

Reader response modeling

Reader response independently

Ongoing

For informational/

expository texts:

Students will KNOW: �Process for searching


Comprehension Strategy – Monitor

Reading comprehension Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

8.15 Locate facts that answer

the reader’s questions.

Students will DO: � Pose and answer questions in order to

make valid inferences about informational

text and media. 3.RI.6

� Comprehension Strategy – Monitor and

Clarify

�Summarize important facts and/or ideas and

related details from information provided.

3.RI.7

and Clarify – Theme 1, week 2;



For informational/

expository texts:

8.16 Distinguish cause from

effect.

Students will KNOW:

�

�

Students will DO:

� Explain examples of cause and effect or

motivation and consequence in literary

works. 3.RL.6

� Identify the organization of an example of


and-effect, comparison/contrast).

3.RI.4

Direct instruction

Practice Book

Weekly skills test

Ongoing

8.17 Distinguish fact from

opinion or fiction

Students will KNOW:

� Vocabulary - fact, opinion

Students will DO: � Identify words that indicate an opinion

(e.g., think, believe, feel, seem, better,

worse). 3.RI.5

� Determine when an author is stating an

opinion and explain how this differs from

stating a fact. 3.RI.8

�Pose and answer questions in order to show

accurate literal understanding of

informational text and media. 3.RI.2

� Comprehension Skill - Fact and Opinion

For example, after reviewing literal

comprehension (“right-there”)

questions, pairs of students write

original questions based on a

passage of an informational

text/web page article, write them in

washable markers on transparencies,

and then project them for the class

and lead a Q&A on the content.

Answers can be covered up and then

projected after class interaction.


Comprehension Skill - Fact and

Weekly skills test

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

Opinion – Theme 4, week 1

Practice Book

8.18 Summarize main ideas

and supporting details.

Students will KNOW: � Vocabulary - summarize

�Meaning of main idea, supporting detail

Students will DO: � Summarize important facts and/or ideas

and related details from information

provided. 3.RI.7

� Comprehension strategy - Summarize

� Comprehension Skill - Topic, Main Idea,

Supporting Details

� Comprehension Skill - Noting Details

For example, students read

Christopher Columbus, by Stephen

Krensky. In pairs they summarize

important facts about Columbus’s

voyage, arrival, search for gold,

failure to understand the treasures

on the islands, and return to Spain.

Then students revise, edit, rewrite,

and illustrate their reports and

display them in the classroom or

library.



Summarize – Theme 1, week 1;


Theme 6, week 3


Comprehension Skill - Topic, Main

Idea, Supporting Details – Theme 4,

week 4

Comprehension Skill - Noting

Details – Theme 2, week 3

Practice Book

Book reports

Practice book pages

Weekly skills test

Oral presentation

Ongoing

NEW ELA 3.RL.1 Pose and

answer questions in order to

show accurate literal

Students will KNOW: � Plot, setting, and character are the elements

of a story.


Comprehension Skill -

Fantasy/Realism – Theme 3, week 1

Weekly skills test

Oral presentation

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

understanding of ideas,

characters, settings, events

and organizational elements in

literary works.

Students will DO: �Show understandings of characters,

settings, events and organizational elements

in literary works

Comprehension Skill - Compare

and Contrast – Theme 4, week 2

Oral discussion is an important tool

before writing

Practice Book

9.1 Identify similarities in

plot, setting, and character

among the works of an author

or illustrator.


9.2 Identify different

interpretations of plot, setting,

and character in the same

work by different illustrators


9.3 Identify similarities and

differences between the

characters or events in a

literary work and the actual

experiences in an author’s life.


10.2 Distinguish among

forms of literature such as

poetry, prose, fiction,

nonfiction, and drama and

apply this knowledge as a

strategy for reading and

writing.

Students will KNOW:

�

Students will DO: � Pose and answer questions in order to




3.RL.1

� Identify organizational elements of poetry

and song (e.g., stanza, verse, chorus, and

refrain) and give examples of rhymes,

rhythms, repetition, alliteration and sensory

language in poems, songs, and stories.

3.RL.2

� Identify and read aloud dialogue in stories,



structure

Ability to identify the genre of a piece

being read

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

poems, and scripts. 3.RL.3





11.2 Identify themes as

lessons in folktales, fables,

and Greek myths for children.

Students will KNOW: � Folktales, fables, and myths each have a

lesson or moral.

Students will DO: � Select two literary works with a similar

theme, lesson, or moral, explain what they

have in common, and evaluate which is the

most effective, citing details to support the

interpretation 3.RL.9

For example, students read two

versions of a fable (“The Fox and

the Crow” by Aesop and James

Thurber, and “The Fox and the

Grapes” by de la Fontaine and

Aesop), discuss differences and

similarities as they read, make a

Venn Diagram graphic organizer to

compare and contrast the versions,

and decide which version is most

effective.

This standard is frequently tested on

MCAS. Students are expected to

analyze a reading for the moral or

lesson.

Oral discussion

Practice MCAS-testing

Ongoing

12.2 Identify and analyze the

elements of plot, character,

and setting in the stories they

read and write.

Students will KNOW: �Vocabulary - plot, character, and setting

Students will DO:





3.RL.1





� Explain how dialogue can reveal elements

of character and plot. 3.RL.7

� Explain how the style of illustrations can



structure


Comprehension Skill - Story

structure – Theme 3, week 4

Comprehension Skill - Problem

Solving – Theme 6, week 1

Weekly Skills Test

Class Discussion

Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

reveal elements of character, setting, and

plot. 3.RL.8

� Comprehension Skill - Story structure

� Comprehension Skill - Problem Solving

13.6 Identify and use

knowledge of common textual

features (paragraphs, topic

sentences, concluding

sentences, glossary).

Students will KNOW:

�How to identify textual features

�Vocabulary - paragraph, topic sentences,

concluding sentence, glossary

Students will DO: � Comprehension Skill - Text Organization

� Formulate open-ended, factual research

questions on an identified topic, through

collaboration and/or alone. 3.R.1


Comprehension Skill - Text

Organization – Theme 5, week 3

Modeling

Daily discussion

Use glossary

Incorporated into written activity

Writing rubric for grade level

Ongoing


knowledge of common

graphic features (charts,

maps, diagrams, illustrations).

Students will KNOW:

�

Students will DO: � Identify the structural elements of print

information (e.g., title, headings,

subheadings, key words, paragraphs, table of

contents, glossary, captions). 3.RI.1




Address in subjects across the

curriculum


Theme 3 has an activity

Weekly Skills Test Ongoing


knowledge of common

organizational structures

(chronological order).

Students will KNOW:

�Vocabulary - chronological order

Students will DO: � Follow multi-step instructions in a basic

technical manual. 3.RI.3




Connect to social studies timelines,

conducting science experiments in

correct order, etc.

Houghton Mifflin Reading –

information study skills such as:

Theme 1 – sequence of events

Theme 2 – how to write a recipe

Theme 5 – time line

Theme 6 – following directions

Weekly Skills Test

Comprehension Questions

Ongoing

13.9 Locate facts that answer Students will KNOW: Houghton Mifflin Reading Connect to 8.15 Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

the reader’s questions.

�Connect to 8.15

Students will DO: � Comprehension strategy - Question

�


Question – Theme 2, week 2;


13.10 Distinguish cause from

effect.


�

Students will DO: � Comprehension Skill - Cause and Effect

�


Comprehension Skill - Cause and

Effect – Theme 1, week 1

Connect to 8.16

13.11 Distinguish fact from

opinion or fiction.

Students will KNOW: � Connects to 8.17

�

Students will DO: � Comprehension strategy - Evaluate

� Comprehension Skill - Making Judgments


Comprehension strategy - Evaluate

– Theme 2, week 1; Theme 3, week

1; Theme 4, week 1; Theme 6, week

1

Comprehension Skill - Making

Judgments – Theme 4, week 3

Connects to 8.17

13.12 Summarize main ideas

and supporting details.

Students will KNOW: �Connects to 8.1

Connects to 8.1

14.2 Identify rhyme and

rhythm, repetition, similes,

and sensory images in poems.

Address

together

Students will KNOW:

�Vocabulary – rhyme, rhythm, repetition,

similes

Students will DO:

� Identify organizational elements of poetry

and song (e.g., stanza, verse, chorus, and

refrain) and give examples of rhymes,

rhythms, repetition, alliteration and sensory

language in poems, songs, and stories.

3.RL.2

For example, students read the

poems and view the illustrations in

Aska’s Seasons (Doubleday 1990)

and discuss the images associated

with wind, air, and snow.

Houghton Mifflin

Theme 1 Focus on Genres – Poetry

Visualizing, rhyme

Discussion

Teacher Observation

Samples of student-composed poems

Practice Pages Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

15.2 Identify words appealing

to the senses or involving

direct comparisons in

literature and spoken

language.

16.4 Identify phenomena

explained in origin myths

(Prometheus/fire;

Pandora/evils). Standard is not addressed in Grade 3

16.5 Identify the adventures or

exploits of a character type in

traditional literature.


16.6 Acquire knowledge of

culturally significant

characters and events in

Greek, Roman, and Norse

mythology and other

traditional literature (See

Appendix A).


17.2 Identify and analyze the

elements of plot and character,

as presented through dialogue

in scripts that are read,

viewed, written, or performed.

Students will KNOW: �Vocabulary – plot, character, dialogue

Students will DO:

� Identify and read aloud dialogue in stories,

poems, and scripts. 3.RL.3

Reader’s Theatre

Reading Comprehension Ongoing

18.2 Plan and perform

readings of selected texts for

an audience, using clear

diction and voice quality

(volume, tempo, pitch, tone)

appropriate to the selection,

and use teacher-developed

assessment criteria to prepare

Students will KNOW:

�

Students will DO: � Plan ideas and details for one’s oral



� Demonstrate proficiency in speaking

Modeling

Performances Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

presentations. informally to an audience by delivering at

least one of the following, using established

protocols (e.g., speaking in full sentences,

with adequate volume and clear enunciation,

maintaining eye contact with the audience,

demonstrating recall of information,

maintaining appropriate posture, using

pauses or gestures for emphasis). 3.P.3

STRAND - COMPOSITION For imaginative/literary

writing:* 19.9 Write stories that have a

beginning, middle, and end

and contain details of setting.

Students will KNOW: �Vocabulary – problem, solution

�Elements of fiction

Students will DO: � Write organized stories that have a

problem and a solution and which contain

basic elements of fiction (e.g., characters,

narrator, dialogue, and details of setting and

plot) that serve one’s audience and purpose.

3.CL.1

� Comprehension Skill - Story structure


Comprehension Skill - Story

structure – Theme 1, week 1

Writer’s Workshop

Modeling Teacher evaluation of written work Ongoing


writing:* 19.10 Write short poems that

contain simple sense details.

Students will KNOW: �What sensory details are

�Vocabulary – stanza, verse

Students will DO: � Write short descriptive poems that contain

sensory details and stanzas or verses.

3.CL.3

Writer’s Workshop

Modeling

Teacher evaluation of written work Ongoing

For informational/

expository writing: 19.11 Write brief summaries

of information gathered

through research.

Students will KNOW: �How to write a summary in their own

words

�Research process

Students will DO: � Summarize ideas and information found in

the research process in one’s own words.

Writer’s Workshop

Modeling



SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

3.R.7

�Write brief summaries of literary or

informational text passages, using facts from

the text as support. 3.CI.3

For informational/

expository writing: 19.12 Write a brief

interpretation or explanation

of a literary or informational

text using evidence from the

text as support.

Students will KNOW:

�How to identify pertinent information

�How to support their ideas with details

Students will DO:

� Write brief summaries of literary or



� Illustrate ideas in written compositions

with images, charts, or graphs. 3.CI.6

Writer’s Workshop

Modeling


For informational/

expository writing:

19.13 Write an account based

on personal experience that

has a clear focus and sufficient

supporting detail.

Students will KNOW:

�

�

Students will DO:

� Write multi-paragraph accounts that are

based on personal knowledge or experiences

and that include a central focus and

supporting details. 3.CI.1

Writer’s Workshop

Modeling


20.2 Use appropriate language

for different audiences (other

students, parents) and

purposes (letter to a friend,

thank you note, invitation).

Students will KNOW:

�

�

Students will DO: � Write two- or three-paragraph persuasive

compositions/media presentations in a

variety of forms (e.g., letters to the principal,

advertisements, news articles, media

presentations) and include one’s personal

point of view and support it with facts.

3.CP.1

Writer’s Workshop

Modeling


21.2 Revise writing to

improve level of detail after

Students will KNOW: �Vocabulary - revise

Writer’s Workshop



SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

determining what could be

added or deleted.

Students will DO: � Reread and revise word choice to increase

the level of detail needed for the purpose and

intended audience, through collaboration or

alone. 3.CE.1

Modeling


provided laptop

21.3 Improve word choice by

using dictionaries.

Students will KNOW: �Vocabulary - dictionary, thesaurus

�

Students will DO: � Revise word choice to clarify meaning,

using a dictionary, thesaurus, or other

reference source, through collaboration or

alone.

3.CE.2

For example, after writing stories

using a chronological organization,

students check tense consistency by

reading aloud to a partner and

circling verbs and verb phrases that

indicate actions in the past tense

throughout their compositions.

When they come across future- or

present-tense verbs, they make sure

these verbs make sense, for instance

in dialogue or a shift of time at the

end of the composition.


Dictionary – Theme 1, week 3

Modeling


provided laptop


22.3 Write legibly in cursive,

leaving space between letters

in a word and between words

in a sentence.

Students will KNOW: �How to write letters in cursive

Students will DO: � Write upper- and lower-case cursive

letters, and use them in words and sentences,

leaving spaces between words. 3.RF.12

� Reread and adjust the spacing of letters and

words in cursive, so that writing can be read

easily by others. 3.CE.4

Writer’s Workshop

Modeling


22.4 Use knowledge of Students will KNOW: Writer’s Workshop Teacher evaluation of written work Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

correct mechanics (end marks,

commas for series,

capitalization), usage (subject

and verb agreement in a

simple sentence), and sentence

structure (elimination of

fragments) when writing and

editing.

�Vocabulary - comma, sentence fragment

�Subject-verb agreement (connect to

standard xx)

Students will DO:

� Proofread and correct the use of capital

letters (e.g., geographical names, holidays,

historical periods). 3.CE.5

� Correct the use of end punctuation (e.g.,

periods, question marks, exclamation points),

commas (e.g., dates, locations, and

addresses) and quotation marks (e.g., spoken

words). 3.CE.6

Modeling

22.5 Use knowledge of letter

sounds, word parts, word

segmentation, and

syllabication to monitor and

correct spelling.

Students will KNOW: �Correct spelling of words used in classwork

Students will DO: � Correct spelling of words to correspond

with Grade 3 standards for Foundations of

Reading and Writing and for Vocabulary.

3.CE.7

Writer’s Workshop

Modeling


22.6 Spell most commonly

used homophones correctly in

their writing (there, they’re,

their; two, too, to).

Students will KNOW: �Vocabulary - Homophones

Students will DO: � Correct spelling of words to correspond

with Grade 3 standards for Foundations of

Reading and Writing and for Vocabulary.

3.CE.7

Writer’s Workshop

Modeling


23.3 Organize plot events of a

story in an order that leads to

a climax.

(rather than climax – that

leads to a solution to a

problem)

Students will KNOW:

�

�

Students will DO: � Write brief scripts that include dialogue

between several people and/or literary

characters using the structure of scripts and

For example, after reading

Gardiner’s Stone Fox, students

identify unanswered questions about

the story: “Will Willy buy a new

dog?” “Will Willy continue to pay

taxes on the farm? How?” “How

will Willy pay for college in a few

years?” Then pairs of students write



SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

stories, through collaboration or alone.

3.CL.2

a Willy-Grandfather or Willy-new

character dialogue answering the

question and read their dialogues to

the class.

Writer’s Workshop

23.4 Organize ideas for a brief

response to a reading.

Students will KNOW:

�

�

Students will DO:

� Write brief summaries of literary or



Writer’s Workshop

Modeling


23.5 Organize ideas for an

account of personal

experience in a way that

makes sense.

Students will KNOW:

�

�

Students will DO: � Write multi-paragraph accounts that are

based on personal knowledge or experiences

and that include a central focus and

supporting details. 3.CI.1

Writer’s Workshop

Modeling


24.2 Identify and apply steps

in conducting and reporting

research:

• Define the need for

information and formulate

open-ended research

questions.

• Initiate a plan for searching

for information.

• Locate resources.

• Evaluate the relevance of

the information.

• Interpret, use, and

Students will KNOW:

�

�

Students will DO: � Formulate open-ended, factual research

questions on an identified topic, through

collaboration and/or alone. 3.R.1

� List key words related to an identified

topic to assist in searching for information

through collaboration or alone. 3.R.2

� Locate relevant information in reference

texts, electronic resources, or through

For example, students brainstorm

alone, then in small groups, words

associated with the “word of the

week,” a content-specific-related

vocabulary word, and write them on

a semantic web graphic organizer.

Then groups share their lists with

the class, and with the help of the

teacher, circling the best words that

would assist in researching the

topic.

For example, a class has a research



SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

communicate the information.

• Evaluate the research

project as a whole.

interviews. 3.R.3

� Evaluate information found on the basis of

its accuracy and appropriateness for the

project. 3.R.4

� Follow ethical and legal guidelines for

recording information. 3.R.5

� Use quotation marks around words,

phrases, and sentences that are copied from

another’s work, and cite the source. 3.R.6

� Summarize ideas and information found in

the research process in one’s own words.

3.R.7

� Organize information, using graphic

organizers or other aids. 3.R.8

� Identify one’s audience and purpose for the

writing project, and select the form and

organizational structure that will best serve

one’s audience and purpose. 3.R.9

� Import graphics, photos, and other media

into a report or presentation. 3.R.10

project on the people who lived in

their town in the past, and the

teacher insists that they must use at

least two sources of information.

One student decides that she will

write about what life was like for

her own family in the past. After

interviewing her grandparents,

looking at their photograph album

and consulting books about the time

when they were children, a student

makes a list of names of their

childhood friends, and important

news, popular songs, books, toys,

and games of the era. After

considering how she will write this

project, the student decides to put

the information into a descriptive

poem that she will dedicate to her

grandparents.

Writer’s Workshop

25.2 Form and explain

personal standards or

judgments of quality, display

them in the classroom, and

present them to family

members.


STRAND - MEDIA 26.2 Compare stories in print

with their filmed adaptations,

describing the similarities and

differences in the portrayal of

characters, plot, and settings.


27.2 Create presentations

using computer technology.

Students will KNOW:

�

For example, students who have

each composed a slide in Teacher evaluation of written work Ongoing


SCOPE & SEQUENCE



Arts Framework

May 2009

of 25

Massachusetts


Curriculum

Benchmarks


Strategies


(Assessment) Month

�

Students will DO: � Use appropriate images, text, graphics,

music, and/or sound to enhance

writing/media presentations and to achieve

the purpose of the task for the intended

audience. 3.CP.2

� Use appropriate images, text, graphics,

music, and/or sound in order to enhance

ideas in the writing and to promote the

purpose of the task for an intended audience.

3.CL.4

PowerPoint asking the principal for

an after-school activity they have

proposed and supported with

reasons, format the background and

font, and then download a ClipArt

or other open-source image and

import it onto the slide. Slides are

put together in a presentation and

sent to the principal.

Compare stories in print with their

filmed adaptations, describing the

similarities and differences in the

portrayal of characters, plot, and

settings with Venn diagram or other

graphic organizer.

scope & sequence english language arts – grade 3 curriculum...

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