Time Frame Utah State Core Standard Expected Student Outcome (Objective) Essential Academic Vocabulary Assessments (Formative & Summative) Instructional Learning Activities Jan – March RL.3.1 The students will be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask Answer Question Demonstrate Understanding Text Referring Explicitly Basis Classroom Assessments Running Records Anecdotal Notes Common Grade Level Assessment Graphic organizer Common JSD Assessments: ELA Benchmark #3 SRI (3 times per year, will administer according to JDS Assessment Track Calendar) DIBELS (3 times per year, will be administered according to JDS Assessment Track Calendar) Samples/Suggestions ReadWorks.org Narrative Passages HMH Journeys Anchor Texts Stopping by Woods on a Snowy Evening (Unit 4, Lesson 18) Strategies QAR – Question/Answer Relationship Think/Pair/Share Reciprocal Teaching Graphic Organizers Comprehension Tool Kit Explicitly teach during Shared Reading, Guided Reading and Interactive Read Aloud. RL.3.2 The students will be able to recount 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. Recount Stories Fables Folktales Myths Diverse Cultures Determine Central message Lesson Moral Conveyed Key detail Text Classroom Assessments Running Records Anecdotal Notes Writing Graphic Organizers Samples/Suggestions HMH The Raven: an Inuit Myth (Unit 4, Lesson 20) Strategies Writing Graphic Organizers Reader’s Theater
RL.3.3 The students will be able to describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Describe Characters Traits Motivation Contribute Sequence Classroom Assessments Running Records Anecdotal Notes Common Grade Level Assessment Graphic organizer Student Narrative Writing Samples/Suggestions HMH HMH Whose Land Is It? (Unit 4. Lesson 19) ReadWorks.org passages Strategies Comprehension Tool Kit Writing Graphic Organizers RL.3.9 The students will be able to 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). Compare Contrast Theme Setting Plot Author Similar Characters Classroom Assessments Anecdotal Notes Common Grade Level Assessment Graphic organizer Student Narrative Writing Samples/Suggestions HMH My Smelly Rat from Judy Moody (Unit 4, Lesson 16) Also use books from any series that the students enjoy and may be reading independently. Strategies Venn Diagram (organizer) This instruction may occur through a teacher read aloud, using books by the same author. RI.3.7 The students will be able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Information Illustration Photograph Map Text Demonstrate Understanding Events Occur Classroom Assessments Anecdotal Notes Common Grade Level Assessment Graphic organizer Samples/Suggestions HMH Life on the Ice (Unit 4, Lesson 20) Comprehension Tool Kit Strategies Explicitly teach informational text features Graphic Organizer RI.3.9 The students will be able to compare and contrast the most important points and key details presented in two texts on the same topic. Compare Contrast Points Key detail Presented Text Topic Classroom Assessments Anecdotal Notes Common Grade Level Assessment Graphic organizer Informative/Explanatory Writing Samples/Suggestions Journeys – Writing Handbook Mini-lessons HMH (Unit 3, Lesson 13) Yonder Mountain The Trail of Tears HMH (Unit 3, Lesson 14, 2
texts) Topic: What are the benefits of dogs interacting with people? Strategies Venn Diagram Text Structure Explicitly teach during Shared Reading and writing mini-lessons. W.3.1a The students will be able to introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Introduce Topic Text State Opinion Organizational Structure Reasons Classroom Assessments Students Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys - my Write Smart Strategies Explicitly teach during Shared Writing and writing mini-lessons, the components of the piece. Explicitly model and teach students to unpack the opinion writing prompt. W.3.1b The students will be able to provide reasons that support the opinion. Provide Reasons Support Opinion Classroom Assessments Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys - my Write Smart Strategies Teacher Model – during Shared Writing and writing mini-lesson. Graphic Organizer W.3.1c The students will be able to use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Linking words Phrases Connect Opinion Reasons Classroom Assessments Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys - My Write Smart Common Transition
Words: Grades K-3 Strategies Teacher Model – during Shared Writing and writing mini-lesson. W.3.1d The students will be able to provide a concluding statement or section. Provide Concluding Statement Section Classroom Assessments Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys My Write Smart Strategies Teacher Model – during Shared Writing and writing mini-lesson. W.3.2a The students will be able to introduce a topic and group related information together; include illustrations when useful to aiding comprehension Introduce Topic Related Information Illustrations Aiding Comprehension Classroom Assessments Student Writing Samples Informative/Explanatory Rubric Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys My Write Smart Strategies Teacher Model – during Shared Writing and the Writing Mini-lesson. Graphic Organizer W.3.2b The students will be able to develop the topic with facts, definitions, and details. Develop Topic Facts Definitions Details Classroom Assessment Informative/Explanatory Rubric Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Mentor Texts Journeys My Write Smart Strategies Teacher Model – during Shared Writing and the Writing Mini-lesson. W.3.2c The students will be able to use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of Linking words Phrases Connect Categories Classroom Assessments Informative/Explanatory Rubric Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Journeys - My Write Smart Common Transition
information. Words: Grades K-3 Strategies Teacher Model – during Shared Writing and writing mini-lessons. Graphic Organizer W.3.2d The students will be able to provide a concluding statement or section. Provide Concluding Statement Section Classroom Assessments Informative/Explanatory Rubric Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons Journeys - My Write Smart Strategies Teacher Model – during Shared Writing and writing mini-lesson. W.3.7 The students will be able to conduct short research projects that build knowledge about a topic. Conduct Research Project Build knowledge Topic Classroom Assessments Student Writing Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Journeys – Writing Handbook Mini-lessons Technology Availability Strategies Student Interest Explicitly teach and model the research to writing process or format. W.3.10 The students will be able to 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. Routinely Extended Time frame Research Reflection Revision Range Discipline-specific Task Purpose Audience Classroom Assessments Student Writing Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Journeys – Writing Handbook Mini-lessons Writing Process Writing Types and Genres Strategies Explicitly teach and model during the writing block instruction. SL.3.3 The students will be able to ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Ask Answer Question Speaker Offering Classroom Assessments Anecdotal Notes 3rd Grade Speaking & Listening Rubric Samples/Suggestions 3rd Grade Speaking & Listening Rubric Provide opportunities for students to interact with
Appropriate Elaboration Detail speakers (authors, community helpers, etc.) during classroom visits, school programs or field trips. Strategies Review appropriate question and answer responses. Explicitly model respectful speaking and listening strategies. SL.3.4 The students will be able to report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Report Topic Text Story Recount Appropriate Facts Relevant Descriptive Detail Understandable Pace Classroom Assessments Anecdotal Notes Story Retell 3rd Grade Speaking & Listening Rubric Samples/Suggestions Journeys – Writing Handbook Mini-lessons Research Project Fluency Practice Reader’s Theaters Strategies Explicitly teach and model during shared reading instruction. RF.3.3d The students will be able to read grade-appropriate irregularly spelled words. Grade- appropriate Irregularly Classroom Assessments Anecdotal Notes Running Records Writing Samples/Suggestions Strategies Explicitly teach during Shared Reading, Guided Reading, and spelling instruction. RF.3.4c The students will be able to use context to confirm or word recognition and understanding, rereading as necessary. Context Confirm Self-correct Recognition Understanding Rereading Necessary Classroom Assessments Anecdotal Notes Running Records Samples/Suggestions DIBELS Progress Monitoring HMH Teacher Read Aloud Passages Strategies
Explicitly model during Shared Reading and Guided Reading rereading strategies. L.3.1a The students will be able to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Explain Function Noun Pronoun Verb Adjective Adverb Function General Particular Classroom Assessments Anecdotal Notes Common Grade level assessment Student writing samples Samples/Suggestions Strategies Explicitly teach the purpose (function) of the parts of speech during writing Cinquain Poetry L.3.1f The students will be able to ensure subject-verb and pronoun-antecedent agreement. Ensure Subject Verb Pronoun Antecedent Agreement Classroom Assessments Anecdotal Notes Student Writing Common Grade Level Assessment Student Speaking Samples/Suggestions Strategies Explicitly teach and model during writing mini-lessons. Graphic Organizer L.3.1g The students will be able to form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Comparative Superlative Adjective Adverb Modify Classroom Assessments Anecdotal Notes Student Writing Common Grade Level Assessment Samples/Suggestions Strategies Explicitly teach and models during Writing Mini-lessons. Graphic Organizer L.3.1h The students will be able to use coordinating and subordinating conjunctions. Coordinating Subordinating Conjunctions Classroom Assessments Anecdotal Notes Student Writing Common Grade Level Assessment Samples/Suggestions Strategies Explicitly teach and models during Writing Mini-lessons. Graphic Organizer L.3.1i The students will be able to produce simple, compound, Produce Simple Classroom Assessments Anecdotal Notes Samples/Suggestions
and complex sentences. Compound Complex Sentence Student Writing Common Grade Level Assessment Strategies Explicitly teach and models during Writing Mini-lessons. Graphic Organizer L.3.2e The students will be able to use conventional spelling for high-frequency and other studied words and for adding suffixes to base/root words (e.g., sitting, smiled, cries, happiness). Conventional Spelling High-frequency Suffix Base word Root word Classroom Assessments Anecdotal Notes Student Writing Common Grade Level Assessment Samples/Suggestions Strategies Explicitly teach and models during Writing Mini-lessons. Graphic Organizer L.3.4b The students will be able to 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). Determine Formed Known Affix Classroom Assessments Running Records Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Word Study Scope and SequenceStrategies Explicitly teach during Shared Reading and Writing Mini-lessons. L.3.5c The students will be able to distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Distinguish Shades of meaning Related Describe State of mind Degree Certainty Classroom Assessments Anecdotal Notes Common Grade Level Assessments Graphic Organizer Samples/Suggestions HMH – Lesson 10 Strategies Explicitly teach during Shared Reading and Writing Mini-lessons. Graphic Organizer