Time Frame Utah State Core Standard Expected Student Outcome (Objective) Essential Academic Vocabulary Assessments (Formative & Summative) Instructional Learning Activities Nov – Jan 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 #2 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 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.3.3 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 - Journeys Lesson 3 ReadWorks.org Narrative Passages Strategies Comprehension Tool Kit Explicitly teach during Shared Reading, Guided Reading, and Interactive Read Aloud. RL.3.4 The students will be able to determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language. Determine Phrases Text Distinguish Literal Non-literal Context clues Classroom Assessments Anecdotal Notes Common Grade Level Assessment Graphic organizer Samples/Suggestions HMH - Journeys Lesson 3 Strategies
Explicitly teach specific words and phrases in a text distinguishing literal from language during Shared Reading. RL.3.6 The students will be able to distinguish their own point of view from that of the narrator or those of the characters. Distinguish Point of view Narrator Characters First person Third person Classroom Assessments Student Writing Samples Graphic Organizer Samples/Suggestions ReadWorks.org - passages Strategies Explicitly teach and model during Shared Reading, Guided Reading, and Interactive Read Aloud. RI.3.2 The students will be able to determine the main idea of a text; recount the key details and explain how they support the main idea. Determine Main idea Text Recount Key details Support Classroom Assessments Student Writing Guided Reading – retell Running Records – comprehension Samples/Suggestions ReadWorks.org (Science Standard 1) HMH Journeys Anchor Texts Close Read Question Stems Informative/Explanatory Rubric Strategies Read text closely the 2nd time through, stopping often to discuss and highlight the main idea and key details. Teacher will model the informative/explanatory writing components; summarizing the highlighted information from close reading. RI.3.4 The students will be able to determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Determine General Academic Domain-specific Phrases Text Relevant Classroom Assessments Anecdotal Notes Common Grade Level Assessment Student ability to use domain specific vocabulary Samples/Suggestions HMH Journeys Teacher Read Aloud Passages Close Read Question Stems Strategies Explicitly teach the domain
in speaking and writing specific (highlighted) words during the teacher read aloud. Stop often to discuss and draw conclusions. Student Pair/Share Use vocabulary context cards RI.3.6 The students will be able to distinguish their own point of view from that of the author of a text. Distinguish Point of view Author Text Classroom Assessments Student Writing Samples Graphic Organizer Samples/Suggestions HMH – Teacher Read Aloud Passages Strategies Explicitly teach and model during Shared Reading, Guided Reading, and Interactive Read Aloud. RI.3.8 The students will be able to describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). Describe Logical Connections Particular Text Comparison Cause/Effect Sequence Classroom Assessments Student Writing Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Strategies Explicitly teach (model) during Shared Reading, Guided Reading, and Writing. Graphic Organizer 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 Classroom Assessments Students Writing Samples Samples/Suggestions Mentor Texts Journeys – Writing Handbook Mini-lessons Journeys - my Write Smart Strategies Teacher Models – during Shared Writing and writing mini-lesson, the components of the opinion writing 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 Classroom Assessments Student Writing Samples Samples/Suggestions Journeys – Writing Handbook Mini-lessons
Opinion 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 Reasons Classroom Assessments Student Writing Samples Samples/Suggestions Mentor Texts Journeys – Writing Handbook Mini-lessons Journeys - My Write Smart Common Transition Words: Grades K-3 Strategies Teacher Model – during Shared Writing and the 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 Mentor Texts Journeys – Writing Handbook Mini-lessons Journeys My Write Smart Strategies Teacher Model – during Shared Writing and the 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 Mentor Texts Journeys – Writing Handbook Mini-lessons Journeys My Write Smart Strategies Teacher Model – during Shared Writing and writing mini-lesson. Graphic Organizer W.3.2b The students will be able to develop the topic with facts, Develop Topic Classroom Assessments Informative/Explanatory Samples/Suggestions Mentor Texts
definitions, and details. Facts Definitions Details Rubric Student Writing Samples Journeys – Writing Handbook Mini-lessons Journeys My Write Smart Strategies Teacher Model – during Shared Writing and 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 information. 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 Words: Grades K-3 Strategies Teacher Model – during Shared Writing and writing mini-lesson. 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.3.5 The students will be able to, with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3. Develop Strengthen Plan Revise Edit Conventions Demonstrate Command Classroom Assessments Conferring with Students Writing Process Common Grade Level Assessment Samples/Suggestions Journeys – Writing Handbook Mini-lessons Writing Process Journeys My Write Smart Strategies Teacher Model – during Shared Writing and writing mini-lesson.
Graphic Organizer L.3.2b The students will be able to use commas in addresses. Comma Address Classroom Assessments Letter Writing Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Journeys – Writing Handbook Mini-lessons Strategies Explicitly model during Shared Reading and writing L.3.2c The students will be able to use commas and quotation marks in dialogue. Comma Quotation mark Dialogue Classroom Assessments Student Narrative Writing Samples Anecdotal Notes Common Grade Level Assessment Samples/Suggestions HMH Narrative Anchor Texts Journeys – Writing Handbook Mini-lessons Strategies Explicitly model during Shared Reading and writing L.3.2d The students will be able to form and use possessives. Form Possessives Classroom Assessments Student Writing Samples Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Strategies Explicitly teach during writing mini-lessons – observe through Interactive Read Aloud. L.3.3a The students will be able to choose words and phrases for effect. Phrases Effect Classroom Assessments Student Writing Samples Anecdotal Notes Common Grade Level Assessment Samples/Suggestions HMH Teacher Read Aloud Passages Strategies Explicitly teach during writing mini-lessons – observe through Interactive Read Aloud. L.3.4a The students will be able to use sentence-level context as a clue to the meaning of Sentence-level Context clues Phrase Classroom Assessments Running Records Anecdotal Notes Samples/Suggestions
a new word or phrase. Common Grade Level Assessment Strategies Explicitly teach during Shared Reading and Guided Reading. 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 Affix Suffix Prefix Known Classroom Assessments Running Records Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Word Study Scope and Sequence Strategies Explicitly teach during Shared Reading and writing L.3.4c The students will be able to use a known base/root word as a clue to the meaning of an unknown word with the same base/root (e.g., company, companion). Base words Root words Clue Unknown Classroom Assessments Running Records Anecdotal Notes Common Grade Level Assessment Samples/Suggestions Word Study Scope and Sequence Strategies Explicitly teach during Shared Reading and writing L.3.4d The students will be able to use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Glossary Dictionary Print Digital Determine Clarify Precise Key word Phrase Classroom Assessments Anecdotal Notes Common Grade Level Assessment Graphic Organizer Samples/Suggestions HMH - T150-151, T432-433 Strategies Explicitly teach during Shared Reading and writing 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 Graphic Organizer