WIDA Below is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: Reading “Historical Events, Figures and Leaders” Entering: Match examples of historical events with illustrations and labels Beginning: Identify features, people, or events depicted in illustrations and phrases Developing: Compare/contrast different time periods or people using graphic organizers and sentences Expanding: Interpret effects of historical events on people's lives during different time periods using graphic organizers and text Bridging: Detect trends based on historical events or people's actions using grade-level text Example: Reading “Maps and Globes/Locations” Entering: Locate and show places on maps or globes (e.g., Here is Delaware.) in L1 or L2 with a partner Beginning: Define locations of places on maps or globes (e.g., relational language Wisconsin is between Minnesota and Michigan.) in L1 or L2 with a partner Developing: Detail locations of places on maps or globes (e.g., using descriptive language) with a partner Expanding: Give directions from one place/location to another on maps or globes (e.g., using sequential language) to a partner Bridging: Give explanations for places/locations on maps or globes (e.g., I know this city is the capital because there is a star.) Grade 3 Pacing Guide Suggested Time 1st Quarter Suggested Time 3rd Quarter Weeks 1-5 Geography – Environment Maps, globes, continents, physical features landforms, rivers, scarcity, regions Products, natural resources, related to regions, interactions of people with their environment, and unique weather events Weeks 1-4 Europe Diversity and its contributions to the culture, history of the region, major countries, physical features, scarcity, major imports and exports, compare and contrast monarchy and democracy
3.32 Use timelines, primary sources, and historical passages to summarize the history of a region, including events, inventions/inventors, artists, writers, and political figures. (C, G, H, P) 3.33 Identify on a map major countries of the continent (Brazil, Colombia, Cuba, Peru, and Argentina).(G, O) 3.34 Identify major physical features of the continent Rivers - Amazon Mountains - Bodies of Water - Straits of Magellan, Lake Titicaca Landforms - Caribbean Islands, Galapagos Islands 3.32 What are some major events, inventions, inventors, artist, writers, and political figures of South America? I can use a timeline to summarize major events, and people from South America. 3.33 What are the major countries in South America? Where are the major countries on a map? I can identify major countries of South America. I can locate major countries on a map. 3.34 What are some of the major physical features of South America? I can identify major physical features of South America 3.34 Where are major physical features of South America located? 3.32 Look at timelines that show exploration and expansion of countries in South America. Have pairs choose an event, or a person that is important to South America, and research information about the event. Have each group present their portion, and display as a timeline to use throughout unit on South America. Literacy RI.3.9, W.3.2, W.3.7 South American Timelines 3.33 Students will review a map of South America and identify/ highlight the major countries of South America. Students will take notes of each major city by detailing the country’s location. Ex. Argentina is located in the southeast region of South America. Students will then use those notes to complete a blank map of South America labeling Brazil, Colombia, Cuba, Peru, and Argentina. 3.34 Students will read articles and view videos of major physical features of South America. Students will then practice locating and plotting the features on maps. Amazon Andes Lake Titicaca