Literary Indicator
|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 First Nine Weeks Row 1 | |3rd Grade First Nine Weeks Row 1 | |
|Third |3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. |Language Arts |3-1.3 Analyze the text to determine first person point of view. |
|Grade | | | |
|- |3-1.8 Classify works of fiction, including fables, tall tales, and folk tales and works of non-fiction including biographies by characteristics. | |3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text |
|First | |Social Studies | |
|Nine | |3-5.7 Rights |Writing Workshop |
|Weeks | |and |August/September |
| | |responsibilitie|Launching |
| | |s of SC schools| |
| | |and communities| |
| | |* planet | |
| | |* continent | |
| | |* country | |
| | |* state | |
| | |* community | |
| | | | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Earth Materials| |
|Third |3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. |3-2.2 Analyze |3-2.6 Use graphic features including illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information. |
|Grade | |informational | |
|- |3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues. |texts to draw | |
|First | |conclusions and|Writing Workshop |
|Nine |3-3.5 Use context clues to determine the relationship between two or more words. |make |September – Beginning of October |
|Weeks | |inferences. |Raising the Quality of Narrative Writing |
| | | | |
| | |Social Studies | |
| | |3-1.1 | |
| | |Physical | |
| | |features | |
| | |Landforms | |
| | |Cities | |
| | |Climate regions| |
| | |River systems | |
| | |* mountains | |
| | |* river | |
| | |systems | |
| | |* deciduous/ | |
| | |evergreen | |
| | |forest | |
| | | | |
| | |(Big Book: | |
| | |America’s | |
| | |Landforms, | |
| | |Newbridge) | |
| | | | |
| | |3-1.2 | |
| | |Thematic maps | |
| | | | |
| | |Science | |
| | |(for the nine | |
| | |weeks) | |
| | |Earth Materials| |
Third Grade - First Nine Weeks |3-1.1 Analyze the details that support the expression of the main idea in a given literary text. |3-2.1 Summarize evidence that supports the central idea of a given information text.
Social Studies
3-1.3 regions
* Blue Ridge
* Piedmont
* Midlands
* Sandhills
* inner Coastal
* Outer Coastal
3-1.4 Effects of human systems on landscape
* population distribution
* climate
* agriculture
* economic development
3-3.4 Structure of state government *branches of government.
Science
(for the nine weeks)
Earth Materials |3-2.5 Use headings, sub-headings, print styles, and chapter headings to gain information.
Writing Workshop
September – Beginning of October
Raising the Quality of Narrative Writing |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. |Summarizes information using supporting details
• Restates supporting idea and details
• Analyzes literary text to identify a title representing the main idea of literary text Summarizes informational texts
• Identifies the main idea in short informational texts
• Analyzes informational texts to identify a title representing the main idea
(Use stated main ideas rather than inferred in informational text the first cycle. )
| |Locate/Select
• Distinguish the detail that best supports the main idea.
• Identify, classify, organize, attribute
|Main Idea
☺Sketching illustrations (Richardson, p. 216)
☺Who and What ? (Richardson, p. 216)
☺VIP/external (Richardson, p. 216)
Central Idea
• Locating Important Details (Good Choice
T. Stead p. 77-78)
Use titles and headings
Use illustrations and photographs
Use bold face words (Richardson)
☺Classifying details as important or
interesting – how does it relate to the title?
(Richardson p. 217)
☺Two column notes: heading/details
(Richardson p. 218) (use text with
headings that are questions)
☺Identify key words within supporting details to create a bullet list. (Richardson p. 218-219) (Bulleted lists will be used in 2nd cycle)
☺ Deconstruct/Reconstruct (T. Stead, p. 34
Reality Checks )
|The Koala Bear by Patricia Walter
|☺ P is For Palmetto, Crane
• Net Numbers, Crane
• Charlie’s Columbia Backyard, Bennett
• Mr. Gator Hits the Beach, McLaughlin
• S is for South Carolina, Sullivan
• The Mysterious Tail of a Charleston Cat, Paterson
• Hungry Mr. Gator, McLaughlin
• Mr. Gator’s Up the Creek, McLaughlin
• The Hermit Crab Goes Shopping, Weathers
• Turtle Summer, Monroe
• One Tiny Turtle, Davies
• Cracker the Crab, Cogdill
• The Adventure Begins - Hermy the Hermit Crab, Weathers |Which detail best supports the main idea of the passage?
• This story is mainly about…,
• Which of these facts are located in the passage about ____? ( a character)
• What is another good title for this passage?
• What is the poem mostly about?
• Which detail is most important to the meaning of the poem?
| |
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