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 Second Nine Weeks Row 1 | |3rd Grade Second 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 (for example: |
|– | |text to |pictures, photographs, video, and television) sources to access information |
|Second| |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. |3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation |
| | | | |
| | |Social Studies |Writing Workshop |
| | |3-2.4 |October – First of November |
| | |Cultures, |Informational Books |
| | |location, | |
| | |governments of | |
| | |Native | |
| | |Americans | |
| | |* Cherokee | |
| | |* Catawba | |
| | |* Yemassees | |
| | | | |
| | |3-2.1 | |
| | |Motives for | |
| | |exploration | |
| | |* claiming | |
| | |land | |
| | |* wealth | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Heat and | |
| | |Changes in | |
| | |Matters | |
|Third |3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. |3-2.2 Analyze |3-6.1 Generate a topic for inquiry |
|Grade | |information |3-6.2 Use print sources (for example: books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint (for example: |
|– | |texts to draw |pictures, photographs, video, and television) sources to access information |
|Second| |conclusions and|3-6.3 Organize information by classifying or sequencing |
|Nine | |make |3-6.4 Paraphrase research information accurately and meaningfully |
|Weeks | |inferences. |3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation |
| | | | |
| | |Social Studies |Writing Workshop |
| | |3-2.2 |October – First of November |
| | |Key Explorers: |Informational Books |
| | |Pardo | |
| | |Ribault | |
| | |DeSoto | |
| | |Hilton | |
| | |Woodward | |
| | | | |
| | |3-2.3 Use maps | |
| | |to identify sea| |
| | |and land routes| |
| | |of explorers | |
| | |* triangle | |
| | |trade route | |
| | | | |
| | |3-1.4 | |
| | |Effect of human| |
| | |systems | |
| | |* population | |
| | |distribution | |
| | |* climate | |
| | |* agriculture | |
| | |* economic | |
| | |development | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Heat and | |
| | |Changes in | |
| | |Matters | |
Third Grade – Second Nine Weeks |1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text.
|3-2.3 Distinguish between fact and opinions in informational texts.
Social Studies
3-2.5 Impact of European colonization
* conflicts with Native Americans
* learning how to survive
3-2.6 Contributions of settlers
* trade
* government
3-2.7 Slave trade
* triangle trade route
* intro of African American culture: Gullah, foods, etc.
Science
(for the nine weeks)
Heat and Changes in Matters |3-6.1 Generate a topic for inquiry
3-6.3 Organize information by classifying or sequencing
3-6.4 Paraphrase research information accurately and meaningfully
3-6.7 Use appropriate visual aids (for example: pictures, objects, and charts) to support oral presentation
Writing Workshop
January
Essay
|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.
|Gives examples of informational sentences that are facts and/or opinions.
• Distinguishes between fact and propaganda in advertisements.
• Analyzes persuasive language used in informational text.
• Classify the purpose of a short informational passage to inform.
| |Break material into its parts and determine how the parts relate to one another and to an overall structure or purpose.
• Identify, classify, compare, contrast, differentiate, organizing, attributing
|During Interactive Read Aloud, begin teaching devices of figurative language and sound devices as part of author’s craft. These can also be taught during Poetry Workshop. (See 3rd 9 weeks, Row 3 for a list of the devices.
Author’s Craft/ Fact and Opinion
• Identify tools writers use to persuade (graphs, quotes, pictures, research, statistics, emotion) T. Stead, Reality Checks, p. 119)
• Identify facts/proof –Validity p. 125-127 Stead
• Identify signal words for opinions: believe think, perhaps, probably, feel (T. Stead, p. 119)
• Identify judgment words: good, best, pretty, amazing (T. Stead , p. 119)
• Two column: fact/opinions (T. Stead p. 122)
|Mice by Rose Fleeman, A Child’s Anthology of Poetry
Something Told the Wild Geese by Rachel Field , A Child’s Anthology of Poetry
|☺ Sweet Sweet Basket, Clary
☺Little Muddy Waters, Daise
☺Now Let me Fly, Johnson
☺American Kids
in History Colonial Days, King
• How to Make an Apple Pie and See the World, Priceman
• Long Night Moon, Rylant
• Welcome Comfort, Polacco
• My Mama Had a Dancing Heart, Moore
• A Home for Dixie, Jackson
• Not Norman, Bennett
• Dogs, Gail Gibbons
• Sammy The Classroom Guinea Pig, Berenzy
• Dog Heaven, Rylant
• I Wanna Iquana, Orioff
• The Perfect Puppy for Me, O’Connor |Which heading is the best example of an opinion (PASS, 3rd, Kids Can Cook)
• Which statement is a fact/opinion?
( Common Assessments
Coming Soon
Testing as a Genre
( What to do when you
can’t read all of the
passage.
Passage used | |
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Passages should have a stated cause and effect in the text .
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