Language Arts Curriculum Map Grade 3 - Michigan City Area ...
Language Arts Pacing Guide
Grade 3
To successfully complete third grade the learner will
Core Standard 1: Word Recognition, Fluency, and Vocabulary Development
• Use knowledge of common word families, word parts, synonyms and antonyms, context clues, glossaries and dictionaries to aid in word comprehension.
• Read aloud grade-level literary and informational texts with appropriate timing and change in voice.
Essential Question:
• What strategies do I use to become an independent reader?
|3.1.3 Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression. |
|Learning Target |
|Accurately read grade level text: |
|Total number of words read correct divided by Total words read (correct or corrected + uncorrected errors). |
|Interpretation: 99% Correct: Independent Level Reading 95% Correct: Instructional Level Reading |
|Fall 50-90 words per minute (Literary Text). |
|Winter 70-100 words per minute,( Informational Text) |
|Spring 80-110 words per minute. |
|3.1.1 Know and use more difficult word families (-ight) when reading unfamiliar words. |
|3.1.2 Read words with several syllables. |
|Learning Target |
|Know, use, define, identify word families |
|Word families |
|Multi-syllable words |
|3.7.4 Identify the musical elements of literary language, such as rhymes, repeated sounds, and instances of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz). |
|(This is not a Core Indicator, although it is supports a Core Indicator.) |
|Learning Target |
|Recognize rhymes, repeated sounds, and onomatopoeia (words that are sounds) |
|Identify the musical elements of literary language: rhymes, repeated sounds, and onomatopoeia |
|3.1.6 Use sentence and word context to find the meaning of unknown words. |
|3.1.7 Use a dictionary to learn the meaning and pronunciation of unknown words. |
|Learning Target |
|Analyze word meaning using context clues. |
|Determine word meaning using context clues. |
|Apply knowledge to aid in word comprehension. |
|Apply dictionary definition and pronunciation key. |
|3.1.8 Use knowledge of prefixes (word parts added at the beginning of words such as un-, pre-) and suffixes (word parts added at the end of words such as -er, -ful, -less) to determine the meaning of words. |
|Learning Targets |
|Determine the meaning of unfamiliar words using prefixes and suffixes. |
|3.1.4 Determine the meanings of words using knowledge of synonyms (words with the same meaning), antonyms (words with opposite meanings), homophones (words that sound the same but have different meanings and |
|spellings), and homographs (words that are spelled the same but have different meanings). |
|Learning Targets |
|Determine the meanings of words using knowledge of synonyms, antonyms and homophones to aid in word comprehension. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
| | |
|3.1.3 |3.1.3 |
|Fluency, accuracy, changes in voice and appropriate timing. | |
| |Read Aloud: Fluency, Accuracy and Understanding |
| | |
| |Interpretation: 99% Correct: Independent Level Reading 95% Correct: |
| |Instructional Level Reading |
| |Fall 50-90 words per minute (Literary Text). |
| |Winter 70-100 words per minute,( Informational Text) |
| |Spring 80-110 words per minute. |
| | |
|3.1.1, 3.1.2 |3.1.1, 3.1.2 |
|Word families and multi-syllable words | |
| |Know, use and identify word families and multi-syllable words. |
| | |
|3.7.4 |3.7.4 |
|Rhymes, repeated sounds and onomatopoeia. | |
| |Recognize rhymes, repeated sounds and onomatopoeia. |
| | |
| |Identify the musical elements of literary language. |
| | |
|3.1.6, 3.1.7 | |
|Word meanings with context clues |3.1.6. 3.1.7 |
|Context clues and word comprehension | |
|Dictionary skills |Find word meanings using context clues. |
| |Use prior knowledge to help in word comprehension. |
| |Use dictionary as a tool to find word meanings. |
|3.1.8 | |
|Prefixes and suffixes |3.1.8 |
| | |
| |Find meaning of unfamiliar words using prefixes and suffixes |
|3.1.4 | |
|Synonyms, antonyms and homophones |3.1.4 |
| | |
| |Use knowledge of synonyms, antonyms and homophones to find meanings of unfamiliar words |
|Key Vocabulary |
| |
|Literary text Homophones Context Clues Fiction Accuracy Glossary Theme |
|Fluently Homographs Prefixes Non-fiction Literary Narrator Suffixes Expository Text |
Core Standard 2: Informational Text: Structure, Comprehension, and Analysis
• Use organization of information and text features to identify, describe and summarize the main idea and supporting details in informational texts.
• Use details from the text to support conclusions.
Essential Question:
• What do I use to help me understand informational text?
|3.2.1 Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. |
|3.2.3 Show understanding by identifying answers in the text. |
|3.2.4 Recall major points in the text and make and revise predictions about what is read. |
|3.2.5 Distinguish the main idea and supporting details in expository (informational) text. |
|3.2.6 Locate appropriate and significant information from the text, including problems and solutions. |
|Learning Target |
|Explain how the organization of informational and text features help to identify, describe, predict, and summarize the main idea and supporting detail in informational text. |
|Defend conclusions using details from the text. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
|3.2.1, 3.2.3 |3.2.1, 3.2.3 |
|Text features and book parts |Find appropriate answers using text. Use text features to find necessary information. |
| | |
|3.2.4 |3.2.4 |
|Main Idea and Predictions |Identify or recall major points from text revise predictions about what is read. |
| |3.2.5 |
|3.2.5 |Determine between main ideas and supporting details in expository text. |
|Main concepts and supporting details in expository texts | |
| |3.2.6, 3.2.8 |
|3.2.6, 3.2.8 |Identify problems in text, and make predictions about possible solutions. |
|Supporting details and conclusions |Distinguish between opinion and verifiable fact. |
|Cause and Effect | |
|Fact and Opinion | |
| | |
|Key Vocabulary |
|Glossary Problem and solution Supporting Details Sequence Conclusions |
|Index Fact and opinion Summarize/Summary Main Idea |
Core Standard 3: Literary Text: Comprehension and Analysis
• Identify and describe the speaker or narrator, main characters, main ideas, main events, and problem and solutions in literary texts.
Essential Question:
• How can I use the story elements to understand a wide variety of literature?
|3.3.4 Determine the theme or author’s message in fiction and nonfiction text. |
|3.3.8 Identify the problem and solutions in a story. |
|3.3.3 Determine what characters are like by what they say or do and by how the author or illustrator portrays them. |
|3.3.6 Identify the speaker or narrator in a selection. |
|Learning Target |
|Compare and contrast common themes in fiction and non-fiction. |
|Describe characteristics of fiction and non-fiction. |
|Identify the conflict and the steps to resolution. |
|Identify problem and draw conclusions to create a solution. |
|Identify major character traits and how they influence actions. |
|Students make predictions based on prior character knowledge and their own experiences. |
|Draw pictures to illustrate major actions in the story. |
|Distinguish betweens the roles of the characters and the narrator. |
|3.3.2 Comprehend basic plots of classic fairy tales, myths, folktales, legends, and fables from around the world. |
|3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, fiction, and nonfiction. |
|Learning Target |
|Compare and contrast key characteristics of fairy tales, myths, folktales, legends and fables. |
|Summarize common themes of different genres identifying like traits and differences. |
|Compare and Classify different characteristics of poetry, drama, fiction and nonfiction. |
|Determine author’s purpose when selecting genre. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
| | |
|3.3.1 |3.3.1 |
|Common themes of different genre. |Compare and contrast key characteristics of fairy tales, myths, legends, folktales and fables. |
|Characteristics of poetry, drama, fiction and non-fiction |Summarize common themes of different genres, identifying similarities and differences. |
| |Compare and contrast different characteristics of poetry, drama, fiction and non-fiction. |
| |3.3.2 |
| |Comprehend basic plots of classic fairy tales, folktales, myths, fables and legends. |
| |Determine author’s purpose when selecting genre. |
|3.3.2 | |
|Characteristics of fairy tales, myths, folktales, legends and fables. |3.3.3 |
|Author’s purpose to particular genre. |Identify character traits and how they influence actions. |
| |Make predictions about prior character knowledge and their own experiences. |
|3.3.3 | |
|Story Parts (Main Characters, Narrator) |3.3.4 |
|Character traits and how they impact text. |Compare and contrast themes in fiction and non-fiction. |
|Character roles. |Describe characteristics of fiction and non-fiction. |
| | |
|3.3.4 |3.3.6 |
|Themes of Fiction and Non-fiction |Distinguish the differences between the characters and the narrator. |
|Characteristics of Fiction and Non-fiction | |
| |3.3.8 |
|3.3.6 |Identify conflict and steps to resolution |
|Speaker or narrator in a selection. |Illustrate major action from the story |
| | |
|3.3.8 | |
|Conflict and resolution, drawing conclusions. Main Idea, Main Events, Problem/Solution. | |
|Key Vocabulary |
|Genre – myths, fairy tales, folktales, legends and fables Theme Author’s purpose |
|Rhythmic patterns Roles Narrator Characteristics |
|Conflict Resolution Drawing Conclusions Character traits |
|Roles |
Core Standard 4: Writing: Informational, Research, and Persuasive Texts
• Write paragraphs that contain a topic sentence with related details.
• Write informational and persuasive pieces that contain appropriate word choices for the purpose and the intended audience.
• Revise writing to improve word choice, clarity, meaning, and organization.
Essential Questions:
• How do good writers select a topic for writing?
• How do the stages of the writing process help me develop as a writer?
|3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet. |
|3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas. |
|3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details. |
|3.4.9 Organize related ideas together within a paragraph to maintain a consistent focus. |
|Learning Target |
|Explain where ideas for writing come from, and generate a list for future pieces, using prior knowledge and personal experiences. |
|Compose topic sentences for paragraphs that clearly state the main idea. |
|Select and organize supporting facts and details that match topic sentences in each paragraph. |
|3.5.5 Write for different purposes and to a specific audience or person. |
|3.5.6 Write persuasive pieces that ask for an action or response. |
|3.5.8 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that: |
|Use a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors). |
|Organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation. |
|Learning Target |
|Write research reports that categorize and apply ideas, supporting details, and observations. |
|Develop an argument for persuasive pieces and support with ideas, details, and facts. |
|Explain genre choices and how it is appropriate for the selected audience. |
|3.4.6 Review, evaluate, and revise writing for meaning and clarity. |
|3.4.8 Revise writing for others to read, improving the focus and progression of ideas. |
|Learning Target |
|Evaluate writing (own and others) to identify possible revisions in order to improve ideas and details, word choice, clarity, meaning, and organization. |
|Revise writing to improve ideas and details, word choice, clarity, meaning, and organization. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
|3.4.1, 3.4.2 |3.4.1, 3.4.2 |
|Ideas for writing based on personal experiences and prior knowledge |Find ideas for writing from a variety of sources. |
| |Use graphic organizers to categorize ideas. |
|3.4.3 | |
|Topic sentences/Main Ideas |3.4.3 |
| |Create paragraphs with topic sentences and supporting details. |
|3.4.6, 3.4.8 | |
|Revise writing with specific purpose |3.4.6, 3.4.8 |
|Components of editing to improve and focus writing |Review, and edit writing for meaning and clarity. |
| |Peer editing, revise writing for others to read to improve focus. |
|3.4.9 | |
|Organization and Paragraphing |3.4.9 |
| |Organize related ideas within a paragraph |
|3.5.5 | |
|Supporting facts and details that relate to Main Idea. |3.5.5 |
|Genre and Audience |Write for different purposes and to specific audiences. |
| |Write pieces for different genres and for different reasons. |
|3.5.6 | |
|Components of persuasive writing |3.5.6 |
| |Persuasive writing for specific purpose or response |
|3.5.8 | |
|Research reports with main idea, supporting details, observations and outside sources. |3.5.8 |
| |Research Paper: use the research process (define topic, gather information and report findings), organize |
| |information into categories, use a variety of references and sources, report findings. |
| | |
|Key Vocabulary |
|Topic Sentence Online resources Editing Supporting details |
|Paragraph Clarity Audience Categorize |
|Reference Books Graphic Organizers Research |
Core Standard 5: Writing: Literary Text
• Write narrative and descriptive pieces that include important literary elements (e.g. plot or sequence of events, problem and solution, characters, setting, main idea).
• Revise writing to improve word choice, clarity, meaning, and organization.
Essential Question:
• How do good writers use writing to communicate their thoughts, and feelings, and information?
|3.3.8 Identify the problem and solutions in a story. |
|3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet. |
|3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas. |
|Learning Target |
|Identify the conflict and the steps to resolution. |
|Identify problem and draw conclusions to create a solution. |
|Explain where ideas for writing come from, and generate a list for future pieces, using prior knowledge and personal experiences. |
|3.5.1 Write narratives that: |
|Provide a context within which an action takes place. |
|Include details to develop the plot. |
|3.5.2 Write descriptive pieces about people, places, things, or experiences that: |
|Develop a unified main idea. |
|Use details to support the main idea. |
|3.5.4 Use varied word choices to make writing interesting. |
|3.5.5 Write for different purposes and to a specific audience or person. |
|Learning Target |
|Determine the setting and plot of narrative writing. |
|Compare details in story to ensure the details support the main idea without going off-topic. |
|Write narratives that provide a well-developed plot and sequence of events, incorporating ideas and observations from prior knowledge and personal experiences. |
|Organize words by parts of speech, generating synonyms and/or antonyms for each. |
|Select interesting words (synonyms, strong verbs, adjectives, alliteration, etc) to vary word choice. |
|3.4.6 Review, evaluate, and revise writing for meaning and clarity. |
|3.4.8 Revise writing for others to read, improving the focus and progression of ideas. |
|3.4.8 Is not a core indicator for Core Standard 5, although it supports Core Standard 5. |
| |
|Learning Target |
|Evaluate writing (own and others) to identify possible revisions in order to improve ideas and details, word choice, clarity, meaning, and organization. |
|Revise writing to improve ideas and details, word choice, clarity, meaning, and organization. |
|Language conventions revisions should focus on grade level indicators found in Standard 6. |
| |
| |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
| | |
|3.3.8 |3.3.8 |
|Problems and Solutions in a story. |Identify conflict and steps to resolution |
|Problems and possible solutions |Identify problem and draw conclusions to create solution. |
| | |
|3.4.1, 3.4.2 |3.4.1, 3.4.2 |
|Ideas for writing |Explain where ideas for writing come from using prior knowledge and personal experience. |
| | |
| |3.4.6, 3.4.8 |
|3.4.6, 3.4.8 |Evaluate writing to identify possible revisions |
|Editing checklist |Revise writing to improve ideas and details, word choice and clarity. |
| | |
| |3.5.1 |
|3.5.1 |Determine the setting and plot of narrative writing |
|Elements of narrative writing including setting and plot |Compare details in a story to make sure details support the main idea. |
| | |
| |3.5.2 |
|3.5.2 |Write narratives that provide a well-developed plot and sequence of events |
|Elements of descriptive writing including people, places, things and experiences | |
|Main Idea and supporting details | |
| | |
| |3.5.4 |
|3.5.4 |Select interesting words to vary word choice |
|Varied word choices |Organize words by part of speech, generating synonyms and antonyms for each. |
| | |
| |3.5.5 |
| |Write for different purposes and to a specific audience |
|3.5.5 | |
|Writing for different themes (genres) to specific audiences | |
|Key Vocabulary |
|Persuasive • Response to literature Details |
|Varied word choice • Sources • Thank you notes, invitations |
|Specific audience • Salutation |
Core Standard 6: English Language Conventions
• Edit writing for grade appropriate spelling, contractions, and plural forms.
• Write and use correct punctuation for statements, commands, questions, and exclamations.
• Use correct subject/verb agreements and verb tense (present, past, future) in writing.
• Identify and correctly use pronouns, adjectives, compound nouns, and articles.
Essential Question:
• How does the use of Standard English conventions help my audience understand my writing?
|3.6.2 Write correctly complete sentences of statement, command, question or exclamation, with final punctuation. |
|Learning Target |
|Identify types of sentences based on punctuation, and change intent of sentence by changing punctuation. |
|Compose sentences that apply knowledge of sentence types using appropriate punctuation. |
|3.6.5 Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing. |
|3.6.4 Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing. |
|3.6.3 Identify and use subjects and verbs that are in agreement (we are instead of we is). |
|Learning Target |
|Distinguish between the use of a/an based on vowel, vowel sound and consonant. |
|Identify and apply to writing the use of pronouns, adjectives, articles and compound words. |
|Identify patterns in verb tenses and locate within sentences. |
|Apply correct subject/verb agreement within writing and speaking. |
|3.6.7 Capitalize correctly geographical names, holidays, historical periods and special events. |
|3.6.7 is not a core indicator although it supports a core standard. |
|Learning Target |
|Use capitalization when referring to geographical names, holidays, historical periods and special events. |
|3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn’t, can’t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from –y to |
|–ies to make plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare). |
|Learning Target |
|Spell correctly one-syllable words with blends. |
|Spell contractions, homophones, and compound words correctly. |
|Spell correctly plural forms. |
|Apply common spelling patterns. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
| | |
|3.6.1 |3.6.1 |
|Cursive writing, letter and word spacing and margins. |Write legibly in cursive leaving appropriate space between words in a sentence and between words and the edges of |
| |the paper. |
| | |
| | |
|3.6.2 |3.6.2 |
|Complete sentences |Identify types of sentences based on punctuation and change intent of sentence by changing punctuation. |
|Sentence types |Compose sentences that apply knowledge of sentence type using appropriate punctuation. |
|Punctuation and end marks | |
| |3.6.3 |
| |Apply correct subject/verb agreement within writing and speaking |
|3.6.3 | |
|Subject and verb agreement |3.6.4 |
| | |
|3.6.4 |Identify patterns in verb tenses and locate within sentences. |
| | |
|Verb tenses (past, present, future) |3.6.5 |
| |Distinguish between the use of a/an based on vowel, vowel sound and consonants |
|3.6.5 |Identify and apply to writing the use of pronouns, adjectives, articles and compound words. |
|Parts of speech including pronouns, adjectives, compound nouns and articles (a, an, the) | |
| |3.6.7 |
| |Use capitalization when referring to geographical names, holidays, historical periods and special events. |
| | |
|3.6.7 |3.6.8 |
| |Spell correctly one-syllable words with blends |
|Rules of capitalization |Spell contractions, homophones, and compounds words correctly. |
| |Spell correctly plural forms |
|3.6.8 |Apply common spelling patterns |
| | |
|Spelling rules for plurals, compounds, common spelling patterns, word endings and homophones | |
Core Standard 7: Listening and Speaking
• Present narrative and descriptive pieces that include the following important literary elements: plot or sequence of events, problem and solution, characters, setting, main idea, and sensory details.
• Retell or paraphrase what a speaker has said and connect to personal experiences.
Essential Questions:
• How does listening and speaking clearly help me communicate with others?
|3.7.1 Retell, paraphrase, and explain what a speaker has said. |
|3.7.2 Connect and relate experiences and ideas to those of a speaker. |
|Learning Target |
|Retell and explain oral presentation. |
|Make self-to-oral information connections. |
|3.7.5 Organize ideas chronologically (in the order that they happened) or around major points of information. |
|3.7.6 Provide a beginning, a middle part, and an end to oral presentations, including details that develop a central idea. |
|3.7.7 Use clear and specific vocabulary to communicate ideas and establish the tone. |
|Learning Target: |
|Arrange ideas to support the understanding of information and key points. |
|Prepare introductions that hook and support the listeners’ understanding of important ideas. |
|Create a middle that bridges the information from beginning to end. |
|Prepare conclusions that restate and affirm important ideas. |
|Identify and use varied word choice to enhance presentation. |
|3.7.12 Make brief narrative presentations that: |
|Provide a context for an event that is the subject of the presentation. |
|Provide insight into why the selected even should be of interest to the audience. |
|Include well-chosen details to develop characters, setting, and plot that has a beginning, middle and end. |
|3.7.11 Distinguish between the speaker’s opinion and verifiable facts. |
|3.7.13 Plan and present dramatic interpretations of experiences, stories, poems, or plays. |
|3.7.14 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. |
|Learning Target |
|Present narrative and descriptive pieces that include important literary elements: plot or sequence of events, problem and solution, characters, setting, main idea, and sensory details. |
|Create and deliver dramatic interpretations. |
|LEARNING TARGETS |
|Concepts: Need to Know |Skills: Be Able to Do |
|(Declarative Knowledge) |(Procedural Knowledge) |
| | |
|3.7.1 |3.7.1 |
|Components of retelling and paraphrasing |Retell and explain oral presentations |
| | |
|3.7.2 |3.7.2 |
|Connections between speaker and personal experiences. |Make personal connections to presented materials |
| | |
|3.7.11 |3.7.11 |
|Speaker’s opinion and verifiable facts | |
| |Distinguish between speaker’s opinion and verifiable facts. |
| | |
| | |
|3.7.5, 3.7.6, 3.7.12 |3.7.5, 3.7.6, 3.7.12 |
|Chronological Order |Arrange ideas to support the understanding of information and key points. |
|Sequential order of events |Create a middle that bridges information from beginning to end. |
| |Prepare conclusions that restate and affirm important ideas |
| | |
| |3.7.7 |
|3.7.7 |Identify and use varied word choices to enhance presentations. |
|Tone/Word Choice | |
| |3.7.13, 3.7.14 |
|3.7.13, 3.7.14 |Create and deliver dramatic interpretations |
|Literary Elements |Present narratives and descriptive pieces that include important literary elements; plot or sequence of events, |
|Conflict resolution |problem and solution and characters. |
|Sensory Details | |
| | |
| | |
|Key Vocabulary |
|Onomatopoeia • Prose |
|Chronological |
|English Language Arts Teaching Models and Suggested supplementary materials may include: |
• Making Meaning Comprehension Curriculum and/or Harcourt Reading Collections and resources
• Four Blocks Resources
• Wilson Reading Resources
• Compass Odyssey
• Indiana State Standards ELA Resources: Curriculum Frameworks
|English Language Arts Academic Milestones to be achieved by all third graders by the end of the current school year: |
• 80% accuracy on HB Reading/Writing Performance Assessment/Making Meaning Assessment Record Book.
• Achieve targeted RIT score on Fall and Spring NWEA test.
• Earn minimum rubric scores of 4 in Ideas and Content, Organization, Style and Voice and a score of 3 in Language Conventions as measure by the MCAS Writing Rubric on quarterly District Writing Assessments.
• Read and comprehend grade-level materials.
NOTE TO THE TEACHER:
• The quarter in which a standard is listed is when is the standard is EMPHASIZED. It is assumed these standards will be taught throughout the school year.
|Time-fram|Content/Performance Standard Indicators Addressed |Assessment Suggestions |
|e | | |
|On-going |3.1.1 Know and use more difficult word families (-ight) when reading unfamiliar words. |HB Quarterly Reading/Writing Performance Assessment |
| |3.1.3 Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and |Making Meaning Assessment Records |
| |accurately and with appropriate timing, change in voice, and expression. |Teacher Observations/Anecdotal Records |
| |3.1.6 Use sentence and word context to find the meaning of unknown words. | |
| |3.2.1 Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text. |Daily Assignments |
| |3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text. |Daily Oral Language |
| |3.2.3 Show understanding by identifying answers in the text. |Vocabulary/Spelling Tests |
| |3.2.4 Recall major points in the text and make and revise predictions what is read. |Student self- selected reading records |
| |3.2.6 Locate appropriate and significant information from the text, including problems and solutions. |Accelerated Reading Records |
| |3.5.5 Write for different purposes and to a specific audience or person. |STAR Testing |
| |3.5.7 Write responses to literature that: demonstrate an understanding of what is read, support statements with |Curriculum Frameworks |
| |evidence from the text. Example: Write a description of a favorite character in a book. Include examples from the | |
| |book to show why this character is such a favorite. |United Streaming Assignment builder and quiz builder |
| |3.4.1 Find ideas for writing stories and descriptions in conversations with others, and in books, magazines, | |
| |school textbooks, or on the Internet favorite. |Responding to Literature |
| |3.4.6 Review, evaluate, and revise writing for meaning and clarity. |Narrative, Descriptive, and Expository Writing |
| |3.6.8 Spell correctly one-syllable words that have blends, contractions, compounds, common spelling patterns |Journal Writing |
| |changing win to winning, and changing the ending of a word form –y to ies to make a plural and common |Summary Writing |
| |homophones. | |
| |3.4.7 Proofread one’s own writing, as well as that of others, using an editing checklist or list of rule. |Oral Presentations |
| |3.4.8 Revise writing for others to read, improving the focus and progression of ideas. | |
| |3.7.3 Answer questions completely and appropriately. |Compass Odyssey Learning Paths created using Indiana State Standards |
| | | |
| | |NWEA Fall and Spring Assessments |
Highlighted items: “Power/Critical Standard Indicators”
|Time- |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |
|frame | | | |
|First |3.1.2 Read words with several syllables | |HB Quarterly Reading/Writing Performance |
|Quarter |3.1.8 Use knowledge of prefixes and suffixes to determine the meaning of words. |Reading: Exact testing dates to be determined by |Assessment |
| |3.7.15 Follow three- and four-step oral directions. |individual school. |Making Meaning Assessment Records |
| |3.2.7 Follow simple multiple-step written instructions. |Making Meaning (MM): Units 1-2 |Teacher Observations/Anecdotal Records |
| |3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, |Hartcourt Brace (HB) Themes 1 & 3 | |
| |and categorical.) |Focus: Narrative and Visualization, Text to Self and |Daily Assignments |
| |3.3.6 Identify the speaker or narrator in a selection. |listining |Daily Oral Language |
| |3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a|Assessments: HB Holistic Test or HB Reading/Writing |Vocabulary/Spelling Tests |
| |list or notebook of ideas. |Performance Assessment for Theme 1 and or 3 |Student self- selected reading records |
| |3.4.9 Organize related ideas together within a paragraph to | |Accelerated Reading Records |
| |maintain a consistent focus. |Writing |STAR Testing |
| |3.5.1 Write narratives (stories) that: provide a context within which an action takes|Focus: Narrative Writing— |Curriculum Frameworks |
| |place; include details to develop the plot. |HB Theme 1 | |
| |3.7.6 Provide a beginning, middle, and an end to oral presentations, including |Being A Writer |United Streaming Assignment builder and |
| |details that develop a central idea. |Write Source |quiz builder |
| |3.7.12 Make brief narrative (story) presentations that: provide a context for an event| | |
| |that is the subject of the presentation; provide insight into why the selected event |Grammar/Language Conventions: |Responding to Literature |
| |should be of interest to the audience; include well-chosen details to develop |HB Grammar/Spelling Lessons in Themes 1 &3 and |Narrative, Descriptive, and Expository |
| |characters, setting, and plot. | |
| |3.7.2 Connect and relate experiences and ideas to those of a speaker. |tml |Journal Writing |
| |3.7.5 Organize ideas chronologically (in the order that they happened) or around | |Summary Writing |
| |major points of information. | |
| |3.6.2 Write correctly complete sentences of statement, command, question, or |sforwriters/gr3/menu3.html |Oral Presentations |
| |exclamation, with final punctuation: Declarative, Imperative, Interrogative, and | | |
| |Exclamatory. | |Compass Odyssey Learning Paths created |
| |3.6.6 Use commas in dates, locations, and addresses and for items in a series. | |using Indiana State Standards |
| |3.6.7 Capitalize correctly geographical names, holidays, historical periods, and | | |
| |special events. | |NWEA Fall and Spring Assessments |
| |3.6.9 Arrange words in alphabetical order. | | |
Highlighted items: “Power/Critical Standard Indicators”
|Time- frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |
|Second |3.1.7 Use a dictionary to learn the meaning and pronunciation of unknown words. | |HB Quarterly Reading/Writing |
|Quarter |3.1.9 Identify more difficult multiple-meaning words (such as puzzle or fire). |Reading: Exact testing dates to be determined by |Performance Assessment |
| |3.1.4 Determine the meanings of words using knowledge of synonyms, antonyms, |individual school. |Making Meaning Assessment Records |
| |homophones, and homographs. |Making Meaning: Units 3 & 4 |Teacher Observations/Anecdotal Records |
| |3.3.1 Recognize different common genres (types) of literature, such as poetry, drama, |HB Themes 2 & 4 | |
| |fiction, and nonfiction. |Focus: Narrative Text, Making Inferences, Making |Daily Assignments |
| |3.7.9 Read prose and poetry aloud with fluency, rhythm, and timing, using |Judgments, Figurative Language, and questioning and |Daily Oral Language |
| |appropriate changes in the tone of voice to emphasize important passages of the text |wondering |Vocabulary/Spelling Tests |
| |being read. |Assessments: HB Holistic Test or HB Reading/Writing |Student self- selected reading records |
| |3.3.5 Recognize that certain words and rhythmic patterns can be used in a selection |Performance Assessment for Theme 2 and/or 4 |Accelerated Reading Records |
| |to imitate sounds. | |STAR Testing |
| |3.7.4 Identify the musical elements of literary language, such as rhymes, repeated |Writing |Curriculum Frameworks |
| |sounds, and instances of onomatopoeia |Focus: Descriptive Writing— | |
| |3.5.2 Write descriptive pieces about people, places, things, or experiences that: |Being A Writer |United Streaming Assignment builder and |
| |develop a unified main idea; use details to support the main idea. |Write Source |quiz builder |
| |3.5.4 Use varied word choices to make writing interesting. | | |
| |3.7.14 Make descriptive presentations that use concrete sensory details to set forth |Grammar/Language Conventions: |Responding to Literature |
| |and support unified impressions of people, places, things, or experiences |HB Grammar/Spelling Lessons in Themes 2 & 4 and |Narrative, Descriptive, and Expository |
| |3.6.3 Identify and use subjects and verbs that are in agreement (we are instead of we | |
| |is). |ml |Journal Writing |
| |3.7.13 Plan and present dramatic interpretations of experiences, stories, poems, or | |Summary Writing |
| |plays. | |
| | |forwriters/gr3/menu3.html |Oral Presentations |
| | | | |
| | | |Compass Odyssey Learning Paths created |
| | | |using Indiana State Standards |
| | |Oxford Sadlier Vocabulary: | |
| | | Fall and Spring Assessments |
Highlighted items: “Power/Critical Standard Indicators”
|Time- frame|Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |
|Third |3.3.2 Comprehend basic plots of classic fairytales, myths, folktales, legends, and fables | |HB Quarterly Reading/Writing |
|quarter |from around the world. |Reading: Exact testing dates to be determined by |Performance Assessment |
| |3.3.3 Determine what characters are like by what they say or do and by how the author or |individual school. |Making Meaning Assessment Records |
| |illustrator portrays them. |Making Meaning: Units 5 |Teacher Observations/Anecdotal Records |
| |3.3.4 Determine the theme or author’s message in fiction and nonfiction text. |HB Theme 5 | |
| |3.2.5 Distinguish the main idea and supporting details in expository (informational) text. |Focus: Narrative Text, Prediction Outcomes, |Daily Assignments |
| |3.3.7 Compare and contrast versions of the same stories from different cultures. |Expository Text |Daily Oral Language |
| |3.4.3 Create single paragraphs with topic sentences and simple supporting facts and |Assessments: HB Holistic Test or HB Reading/Writing |Vocabulary/Spelling Tests |
| |details. |Performance Assessment for Theme 5 |Student self- selected reading records |
| |3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, | |Accelerated Reading Records |
| |encyclopedia, and online resources |Writing: |STAR Testing |
| |3.4.5 Use a computer to draft, revise, and publish writing. |Focus: Narrative Writing— |Curriculum Frameworks |
| |3.6.1 Write legibly in cursive, leaving space between letters in a word, words in a |Michigan City Analytical Writing Rubric | |
| |sentence, and between words and the edges of the paper. | |United Streaming Assignment builder and |
| |3.6.5 Identify and correctly use pronouns, adjectives, compound nouns, and articles in |Grammar/Language Conventions: |quiz builder |
| |writing. |HB Grammar/Spelling Lessons in Theme 5 and | |
| | | to Literature |
| | |_3.html |Narrative, Descriptive, and Expository |
| | | |Writing |
| | | Writing |
| | |ideasforwriters/gr3/menu3.html |Summary Writing |
| | | | |
| | | Presentations |
| | |l | |
| | | |Compass Odyssey Learning Paths created |
| | |Oxford Sadlier Vocabulary: |using Indiana State Standards |
| | | |
| | |green |NWEA Fall and Spring Assessments |
Highlighted items: “Power/Critical Standard Indicators”
|Time- |Content/Performance Standard Indicators Addressed |Teaching Timeline With Resources And Teaching Models |Assessment Suggestions |
|frame | | | |
|Fourth | | |HB Quarterly Reading/Writing Performance |
|Quarter |3.5.3 Write personal, persuasive and formal letters, thank you notes, and invitations |Reading: Exact testing dates to be determined by |Assessment |
| |that: show awareness of the knowledge and interests of the audience and establish a |individual school. |Making Meaning Assessment Records |
| |purpose and context; include the date, proper salutation, body, closing, and signature. |Making Meaning: Units 6 and 7 |Teacher Observations/Anecdotal Records |
| |3.5.6 Write persuasive pieces that ask for an action or response. |HB Theme 6 | |
| |3.7.1 Retell, paraphrase, and explain what a speaker has said. |Focus: Inferences, Cause and Effect, Important Details |Daily Assignments |
| |3.7.7 Use clear and specific vocabulary to communicate ideas and establish the tone. |Assessments: HB Holistic Test or HB Reading/Writing |Daily Oral Language |
| |3.7.10 Compare ideas and points of view expressed in broadcast, print media or the |Performance Assessment for Theme 6 |Vocabulary/Spelling Tests |
| |Internet. | |Student self- selected reading records |
| |3.5.8. Write or deliver a research report that has been developed using a systematic |Writing |Accelerated Reading Records |
| |research process. |Focus: Narrative Writing— |STAR Testing |
| |3.7.8 Clarify and enhance oral presentations through the use of appropriate props, |Michigan City Analytical Writing Rubric |Curriculum Frameworks |
| |including objects, pictures, and charts. | | |
| |3.7.11 Distinguish between the speaker’s opinions and verifiable facts. |Grammar/Language Conventions: |United Streaming Assignment builder and |
| |3.7.16 Evaluate different evidence used to support claims. |HB Grammar/Spelling Lessons in Theme 6 and |quiz builder |
| |3.6.4 Identify and use past, present, and future verb tenses properly in writing. | |
| |3.1.5 Demonstrate knowledge of grade-level appropriate words to speak specifically about |l |Responding to Literature |
| |different issues. | |Narrative, Descriptive, and Expository |
| |3.2.8 Distinguish between cause and effect and between fact and opinion in informational | |
| |text. |forwriters/gr4/menu4.html |Journal Writing |
| | | |Summary Writing |
| | | | |
| | | |Oral Presentations |
| | |Oxford Sadlier Vocabulary: | |
| | | Odyssey Learning Paths created |
| | | |using Indiana State Standards |
| | | | |
| | | |NWEA Fall and Spring Assessments |
Highlighted items: “Power/Critical Standard Indicators”
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