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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