ELEMENTARY LANGUAGE ARTS CONTACTS Shannon Abel Ariane Axt Diane Bell Barbara Brosnan Brooke Brown Tracey Burcroff Elizabeth Carrig Donna Cherundolo Michele Copeland John Cornely Robert Davis Teresa Delaney Diane Dennis Bill Fazzini Janet Finn Kelly Gallagher Peggy Gearhart Jaime Giles Anita Gill-Anderson Andrea Hanselman Allison Hatton Denise Hess Gretchen Hill Ryan Jeffers Leslie Kash Celia Key Ellen Linza Stacie Markel Judi McCarthy Greg Mihalik Tammi Mydlinski Elizabeth O’Connor Nan Parrish Pandora Passin Marie Payne Jennifer Petrusky Natalie Porter Traci Propst-Goff Jill Redenburg Jennifer Reed Amy Reynolds Michelle Saville Devin Shannon Carissa Stanziola Mary Jo Totman Susan Verdin Beth Volpe Valerie Wade Kaity Wagner Patricia Walker Susan Weltens Dr. Edgar B. Hatrick Sharon D. Ackerman Superintendent Asst. Superintendent, Instruction Timothy J. Flynn Dr. Michele Schmidt Moore Director, Instructional Services Supervisor, English and Language Arts David L. Arbogast Dr. Lori T. Riley English Specialist Elementary Reading Supervisor This document, based on the Virginia Department of Education’s English Standards of Learning Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.
Topic/Focus Related SOL Approx. # of Weeks Links and Resources 4th Quarter Teacher Choice 3.3 a, b 3.4 b, g 3.5 d, e, g, k, m 3.6 a, e, f, g, j, l 3.7 a, b 4 weeks Teacher Choice (e.g. Book Clubs and/or Poetry) 4 weeks A Curricular Plan for Reading Workshop Unit 6: Biography Book Clubs LCPS Sample Lesson Sequence: Poetry Persuasive Writing 3.9 a, b, e 3.10 c, e, j LCENG 1 LCENG 2 4 weeks Units of Study: Changing the World A Curricular Plan for Writing Workshop Unit 4: Opinion Writing: Persuasive Review, Speeches/Letters Teacher Choice (e.g. Poetry) 4 weeks Units of Study: If…Then…Curriculum: Poetry A Curricular Plan for Writing Workshop Unit 6: Poetry Communication 3.1 a 3.2 a, b, c, d, e Integrated into reading and the writing workshop
The student will use effective communication skills in group activities. Explain what has been learned. The student will apply word-analysis skills when reading. Use knowledge of regular and irregular vowel patterns. Decode regular multisyllabic words. The student will expand vocabulary when reading. Apply meaning clues, language structure, and phonetic strategies. Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. The student will read and demonstrate comprehension of fictional text and poetry. Make, confirm, or revise predictions. Identify the problem and solution. Identify supporting details. Read with fluency and accuracy. The student will continue to read and demonstrate comprehension of nonfiction texts. Preview and use text features. Identify supporting details. Read with fluency and accuracy. The student will demonstrate comprehension of information from a variety of print and electronic resources. Use table of contents, indices, and charts. The student will write for a variety of purposes. Identify the intended audience. Use a variety of prewriting strategies. Write a clear topic sentence focusing on the main idea. Write a paragraph on the same topic. Include details that elaborate the main idea. Revise writing for clarity of content using specific vocabulary and information. The student will edit writing for correct grammar, capitalization, punctuation, and spelling. Use transition words to vary sentence structure. Use past and present verb tense. Use commas in a simple series. Use simple abbreviations. Use correct spelling for frequently used sight words, including irregular plurals. LCENG 1 Use developmentally appropriate sound, pattern and/or meaning units to spell in written work. LCENG 2 Use developmentally appropriate sound, pattern and/or meaning units to spell in isolation. English/Language Arts SOL Pacing Guide – 3rd Grade 3rd Quarter Oral Language Reading Writing The student will use effective communication skills in group activities. The student will apply word-analysis skills when reading. Use knowledge of regular and irregular vowel patterns. Decode regular multisyllabic words. The student will write for a variety of purposes. Identify the intended audience. Use a variety of prewriting strategies.
3.7 The student will demonstrate comprehension of information from a variety of print and electronic resources. a) Use encyclopedias and other reference books, including online reference materials. b) Use table of contents, indices, and charts. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will use a variety of print and electronic resources to gather information on a specific topic. Students will select which resource is best for locating a specific type of information. All students should understand ways to select the best resource for gathering information on a given topic. To be successful with this standard, students are expected to make decisions about which resource is best for locating a given type of information. locate selected information in encyclopedias, atlases, and other print and online reference materials. retrieve information from electronic sources. use the Internet to find information on a given topic.
3.11 The student will write a short report. a) Construct questions about the topic. b) Identify appropriate resources. c) Collect and organize information about the topic into a short report. d) Understand the difference between plagiarism and using own words. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES The intent of this standard is that students will develop the skills necessary to produce a short written report. Plagiarism is using someone else’s ideas or words without giving credit. All students should understand how information should be collected, analyzed and organized as a part of the process of writing a short report. understand the difference between plagiarism and using their own words in their writing. To be successful with this standard, students are expected to focus on a central topic. develop a list of questions pertaining to a specific topic. identify and use appropriate resources. follow the organization of particular forms of writing for short reports (e.g., opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information, and closing). review their written drafts so that the language and/or thoughts of another author are given proper credit.