THIRD GRADE CURRICULUM MAP NINE WEEKS LANGUAGE ARTS 2008-2009 3RD - 1ST 9 WKS - LA 08-09 GPS & ELEMENTS ESSENTIAL QUESTIONS & KEY QUESTIONS VOCABULARY STRATEGY/ACTIVITY ASSESSMENT RESOURCES ELA3R1 – The student demonstrates the ability to read orally with speed, accuracy, and expression. (Fluency) The student: a. Applies letter-sound knowledge to decode unknown words quickly and accurately. b. familiar text with expression. c. Reads grade-level text at a target rate of 60 words per minute. d. Uses self-correction when subsequent reading indicates an earlier misreading within grade-level texts. ELA3R1 (Fluency) a. How do I use letter-sound patterns to help me pronounce new words? b. How can I read with more expression? c. Why should I reread text? d. Why do I need to when I am reading? ELA3R1(Fluency) DECODING ACCURACY EXPRESSION FLUENCY REREAD TEXT SELF-CORRECT ELA3R1 (Fluency) a. Making Words b. Teacher Modeling Repeated Readings c. Repeated Readings Independent Reading/ Paired Reading/Choral Reading d. Strategy Repeated Readings Reading Strategies ELA3R1 (Fluency) a. Teacher Observations, Burke County Patterns Assessment b. Teacher Observations, Individual Conferences specifically noting expression. c. Teacher Observations, Individual Conferences During SSR d. Independent Reading Conferences ELA3R1 (Fluency) a. by Month Phonics, Making Words and Making Big Words b. Self-Selected Books, Teacher Selected Passages c. Reading Strategies, Resources (McKenna) CTW p. 49 d. Reading Strategies Posters (RSR) ELA3R2 – (Vocabulary) The student acquires and uses ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary) ELA3R2 – (Vocabulary)
grade-level words to communicate effectively. The student: a. Reads literary and informational texts and incorporates new words into oral and written language. b. Uses grade-appropriate words with multiple meanings. f. Determines the meaning of unknown words on the basis of context. a. How can new words help me to improve my speaking and writing? Why does expanding my vocabulary enhance my reading competency? b. How can I determine which word meaning is appropriate? f. How do context clues help in understanding multiple meaning words? ENHANCE COMPETENCY APPROPRIATE CONTEXT CLUES MULTIPLE MEANINGS a. Word Wall List-Group-Label (sort) Graphic organizer b. Think Aloud Word Wall and Making Words Activities f. Cross-Checking a. Teacher Observation Vocabulary book to show their understanding of selected vocabulary words. b. Individual Conferences, CRCT Sample Questions Selected response vocabulary with 80% accuracy. f. CRCT Sample Questions a. Reading Strategies Resources (McKenna) p. 34 Dr. McKenna’s Book p. 68. b. Reading Strategies Resources (McKenna) p. 127. f. CTW p. 138, 141-146 ELA3R3 – (Comprehension) The student uses a variety of strategies to gain meaning from grade-level text. The student: ELA3R3 – (Comprehension) ELA3R3 – (Comprehension) VARIETY ELA3R3 – (Comprehension) a. SSR ELA3R3 – (Comprehension) ELA3R3 – (Comprehension) a. Reading Strategies
a. Reads a variety of texts for information and pleasure. b. predictions from text content. k. Self-monitors comprehension to clarify meaning. m. Recalls explicit facts and infers implicit facts. o. Uses titles, table of contents, and chapter headings to locate information quickly a. Why should I read different kinds of materials? How can reading help us to explore and understand our world? b. How do good readers make logical predictions while they read? k. What strategies do good readers use to help them remember and understand what they read? What does it mean to be a critical reader? How can we tell when we are becoming independent and critical readers? m. How do good readers recognize explicit facts? How do good readers recognize implicit facts? o. What tools help us locate information? MATERIALS COMPREHEND LOGICAL PREDICTIONS STRATEGIES COMPREHEND EXPLICIT IMPLICIT TITLES TABLE OF CONTENTS CHAPTER HEADINGS b. Predictions Reciprocal Teaching (RSR, pp. 155-159) Anticipation Guide k. Think Alouds Model Rereading m. Graphic Organizers to Information o. Directed Reading Activity (RSR, p. 84) Reciprocal Teaching (RSR, pp. 155-159) a. Teacher Observation Individual Conferences b. Teacher Observation Individual Conferences k. Individual Self-Selected Conferences m. Complete a Organizer o. Teacher Observation With Checklist Create a Class Book About Resources (McKenna) b. Reading Strategies Resources (McKenna) p. 146 k. Reading Strategies Resources p. 127 Reading Strategy Posters m. Reader o. Specialist Harcourt Language Book
and accurately and to preview text. p. Recognizes author's purpose. p. How do good readers decide why a passage was written? How can we tell when we are becoming independent and critical readers? p. Teacher Modeling/ Demonstration During Prereading Segment of Guided Reading Government – relate to SS – Objectives 1,5,&7 –include Title, table of contents, Glossary, & appendix. p. Individual Conferences During Self-Selected Reading p. Basal Reader ELA3W1 – (Writing) The student demonstrates competency in the writing process. The student: b. Begins to select a focus and an organizational pattern based on purpose, genre, expectations, audience, and length. ELA3W1 – (Writing) b. How does good organizational structure improve my writing? How should purpose affect writing? Why do we write on a variety of purposes? ELA3W1 – (Writing) ORGANIZATIONAL STRUCTURE GENRE AUDIENCE ELA3W1 – (Writing) b. Teacher Modeling Power Writing Focused Writing Personal Narrative Think Aloud ELA3W1 – (Writing) b. Writing Samples Personal Narrative ELA3W1 – (Writing) b. CTW pp.99-109
k. Writes a response to literature that demonstrates understanding of the text, formulates an opinion, and supports a judgment. m. Prewrites to generate ideas, develops a rough draft, rereads to revise, and edits to correct. How can we be sure our audience understands what we k. How do good writers respond to literature? How do I express an opinion? How do I express a judgment to readers? What are the connections between reading and writing? m. How do good writers use a process to complete a of writing? Why do we need to use the steps in the writing process? How can we use the writing process to communicate? Why does our writing need to be clearly organized, focused, and well prepared? How can we publish our writing? OPINION JUDGEMENT LITERATURE WRITING PROCESS PREWRITE EDIT REVISE DRAFT PUBLISH COMMUNICATE k. Revisit the Five Step Writing Process Teacher Modeling Shared Writing m. Brainstorming, Jot listing, Graphic Organizers, Drawing, Talking to a Partner, CL, pp. 57-58 Power Writing, Paragraph Frames – CTW, pp. CL pp.56-60; CL, pp. Begin mock writing in Personal Narrative k. Writing Samples Informational Writing week 6/7. m. Individual Conference During Writing Block Using a Checklist k. CTW 6 + 1 Writing Traits Harcourt Language m. CTW (Guided Children’s Writing/Thinking) The Teacher’s Guide to the Four Blocks CL
l. Uses common of spelling and corrects words using dictionaries and other resources. Why does following the conventions of Standard English enhance out writing process? l. How can I make sure that frequently used are spelled correctly? FREQUENTLY RESOURCES l. Word Wall Activities During Working With Words l. Writing Samples l. CTW (Developing Decoding and Spelling Fluency); High Frequency Wordlist Making Words Making Big Words ELA3LSV1 – (Listening/Speaking/Viewing) The student uses oral and visual strategies to communicate. The student: a. Adapts oral language to fit the situation by following the rules of conversation with peer and adults. ELA3LSV1 – (Listening/Speaking/Viewing) a. How do I determine when to use formal and informal language? How should I change the way that I based upon the person with whom I am speaking? How can we help our listeners understand what we are saying when we speak? ELA3LSV1 – (Listening/Speaking/Viewing) FORMAL INFORMAL ORAL INTERPRET ELA3LSV1 – (Listening/Speaking/Viewing) a. Teacher Modeling Sharing during SSR and Writing Block; Use Paragraph Frames as Speech Frames ELA3LSV1 – (Listening/Speaking/Viewing) a. Individual conferences/sharing times during Self-Selected and Writing ELA3LSV1 – (Listening/Speaking/Viewing) a. CTW (Paragraph frames and conducting sharing times) b. RSR
b. Recalls, interprets, and summarizes information presented orally. c. Uses oral language for different purposes: to inform, persuade, or entertain. d. Listen to and views a variety of media to acquire information. b. How can I be sure that I am listening carefully and accurately? How can we be sure we are responding appropriately to what we see and hear? c. How can you speak in order to accomplish different purposes? d. What kinds of media should I use to acquire information? How do the media affect our lives? Why should we care? What is propaganda? How can we tell when we are being manipulated? RECALLS SUMMARIZES INFORM PERSUADE ENTERTAIN PROPAGANDA MEDIA MANIPULATED b. Teacher read alouds during Self-Selected Reading; guided notes used for oral presentations instead of students reading (McKenna, pp. 139-140. c. Use Power Writing technique and/or adapt paragraph frames (CTW, pp. 105-109) to plan and deliver each type of speech. Teach one type at a time. Relate to reading selections or science or social studies. d. Teacher read alouds during SSR followed by response journals (CTW, pp.). b. Post reading activities during Guided Reading, individual conferences during Guided Reading c. Rubric d. Teacher Observations and Conferences c. 6 + 1 Traits of Writing Harcourt Trophies d. Teacher provides a variety of for the students.