Literary Indicator - Greenwood School District



|Literary Indicator |Informational Indicator |Complementary

Indicator/s &

Writing Workshop |Ongoing

Indicators |MAP

Mean 192-199

| |Clarification of

Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | |3rd Grade Third Nine Weeks Row 1 | |3rd Grade Third Nine Weeks Row 1 | |

|Third |3-1.10 Analyze cause and effect relationships in literary texts. |3-2.8 Analyze |3-6.1 Generate a topic for inquiry. |

|Grade | |informational |3-6.2 Use print sources (for example: books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for |

|– | |text to |example: pictures, photographs, video, and television) to access information. |

|Third | |identify cause |3-6.3 Organize information by classifying or sequencing. |

|Nine | |and effect |3-6.4 Paraphrase research information accurately and meaningfully. |

|Weeks | |relationships. |3-6.5 Use the Internet as a source of information. |

| | | |3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. |

| | | |3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentations. |

| | |Social Studies | |

| | |3-3.1 |Writing Workshop |

| | |Causes of AR |January |

| | |* Intolerable |Essay |

| | |Acts | |

| | |* Tea Act | |

| | |* Stamp Act | |

| | |* Rebellion of| |

| | |colonists | |

| | |(closing the | |

| | |harbors) | |

| | |* Declaration | |

| | |of Independence| |

| | |(date) | |

| | | | |

| | |3-3.4 Structure| |

| | |of state | |

| | |government | |

| | |* branches of | |

| | |government | |

| | | | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Motion/Sound | |

|Third |3-1.1 Analyze the details that support the expression of the main idea in a given literary text. |3-2.1 Summarize|3-6.1 Generate a topic for inquiry. |

|Grade | |evidence that |3-6.2 Use print sources (for example: books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for |

|– | |supports the |example: pictures, photographs, video, and television) to access information. |

|Third | |central idea of|3-6.3 Organize information by classifying or sequencing. |

|Nine | |a given |3-6.4 Paraphrase research information accurately and meaningfully. |

|Weeks | |information |3-6.5 Use the Internet as a source of information. |

| | |text. |3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. |

| | | |3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentations. |

| | | | |

| | |Social Studies |Writing Workshop |

| | |3-3.2 |February /March |

| | |Key conflicts |Poetry |

| | |Battle of Kings| |

| | |Mountain | |

| | |Battle of | |

| | |Cowpens | |

| | | | |

| | |Key leaders | |

| | |* Thomas Sumter| |

| | |* Andrew | |

| | |Pickens | |

| | |* Francis | |

| | |Marion | |

| | | | |

| | |3-3.3 | |

| | |Effects of AR | |

| | |Establishment | |

| | |of new state | |

| | |government | |

| | |* moved the | |

| | |capital | |

| | |* established | |

| | |national and | |

| | |state | |

| | |government no | |

| | |longer a colony| |

| | | | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Motion/Sound | |

Third Grade – Third Nine Weeks |3-1.9 Recognize the characteristics of poetry (including stanza, rhyme scheme, and repetition).

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

3-3.3 Interpret the meaning of idioms encountered in texts. |Social Studies

3-4.1 Social classes

* upper class (plantation owners)

* middle class (merchants, doctors, small farm owners)

* lower class (enslaved people)

3-4.2 Slavery and the cotton gin

* Eli Whitney

* Economic effect of cotton gin

* boll weevil (insect that destroyed cotton)

Science

(for the nine weeks)

Motion/Sound |3-6.1 Generate a topic for inquiry.

3-6.2 Use print sources (for example: books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example: pictures, photographs, video, and television) to access information.

3-6.3 Organize information by classifying or sequencing.

3-6.4 Paraphrase research information accurately and meaningfully.

3-6.5 Use the Internet as a source of information.

3-6.6 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentations.

Writing Workshop

February /March

Poetry

| 3-1.11,3-2.9 Read Independently for extended periods of time for pleasure and to gain information.

3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.

3-3.2 Use base words and affixes to determine word meaning.

3-3.4 Read high frequency words in text.

3-3.5 Use context clues to determine the relationship between two or more words.

3-3.6-7 Spell high frequency words and other words correctly (blends, orthographic patterns, contractions, homonyms) see 3-3.7

3-1.7,3-2.4 Create responses to literary texts and informational texts through a variety of methods.

|Infers the meaning of figurative language

• Examines author's techniques that influence mood in literary text

• Recognizes the author's use of rhyme as a technique to increase the interest of a literary text

• Identifies the characteristics of poems

• Look at the vocabulary in DesCartes from the 191 range and prior

• Identify sentences that describes feelings

• Identifies the mood in a poem

• Infers the author's viewpoint. | |Distinguish- Differentiate, Discriminate, select, or find specific examples

Interpret- Change from one form of representation to another by clarifying, paraphrasing, representing, and translating. |Characteristics of Poetry/Figurative Language

Poetry Analysis Lessons

See Richardson p. 238-240

☺See 3rd grade reading and writing poetry

unit

| The Swing by Robert Louis Stevenson

Safety Pin by Valerie Worth

Cow by Valerie Worth

Willows in the Snow by Tsuru

Riding on the Train Eloise Greenfield

Slug by Valerie Worth

Crickets by Valerie Worth

Cat by Valerie Worth

Tom by Valerie Worth

☺My Father

☺The Balloon

Sound of Water

By Mary O’Neill

Homework, Oh Homework by Jack Prelutsky

|☺ The Wagon,

Johnston

• Loose Leashes, Schmidt

• The Chicken Chasing Queen of Lamar County, Harrington

• My Teacher Likes to Say, Brennan

• Hey There Stink Bug!, bullion

• Once I Ate A Pie, MacLachlan

|Line 3 from the poem is an example of…

• Which line from the poem is an example of a simile, metaphor, etc?

• Who is the speaker?

• What is the rhyme scheme?

• In the poem, what is meant by…?

(insert idiom, etc)

| |

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