The library provides teachers with effective, research ...



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum maps.Purpose - This curriculum map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.To support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps. Additionally, qualitative evidence is provided in the textbooks for anchor texts and should be used to inform planning. In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ strategies found in our comprehensive plan for improving literacy and learning. Our plan advises that during the literacy block teachers should use the following times: Whole-Group Instruction (estimated time 20-25 minutes)-This time is used to engage all students in grade level information at the same time. The purpose of whole group is to introduce and/or reinforce new knowledge, skills or concepts, which often includes teacher modeling and practice.Small-Group Instruction (estimated time 45-60 minutes)- During this time students engage in either teacher-led small group or student workstations. Small group instruction is a time to solidify the concepts learned in the whole group setting. This time allows the teacher to support students in a differentiated manner, and allows students to practice new skills and build on skills previously learned. Whole-Group Closure (estimated time 5-10 minutes)-This time should be used to bring closure to the day’s lesson. This may include a quick assessment of students’ learning. The above represents guidelines, but professional judgment should always be used when planning and instructing. 5943600-4635500How to Use the Literacy Curriculum MapsOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction.Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The Tennessee State ELA StandardsThe Tennessee State ELA Standards (also known as the College and Career Ready Literacy Standards): can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.Read Alouds, Shared Reading, Guiding Reading to planning interactive read alouds. can use this resource to learn about the components of a Balanced Literacy Program. Literacy Work Stations can learn about why literacy workstations are important for Balanced Literacy, and gain tips for setting up literacy workstations. library provides teachers with effective, research-based classroom strategies to help build and strengthen literacy skills in print awareness, phonological awareness, phonics, fluency, vocabulary, comprehension, and writing. Each strategy in the library includes instructions on how to use the strategy, downloadable templates, examples, recommended children's books to use with the strategy, differentiation for second language learners, students of varying reading skill, students with learning disabilities, younger learners and supporting research.Using the Curriculum Maps, Grades 3-5Begin by examining the selected text(s). Read the text carefully and consider what topic or content students should learn from reading the text. Then, review the aligned essential question and culminating task for your topic focus for the week. Review the target Reading Foundational Skills resources to internalize the weekly outcomes for students.Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards and consider how the text supports the listed reading standards. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps, but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the evidence statements and sample objectives as a guide. Be sure to plan your own objectives to meet the needs of your students. As a reminder, while lesson and unit objectives should be aligned to grade-level standards, standards and objectives are not synonymous and standards mastery develops over time (not in a single lesson). Consistent with Teach 1-4 of the TEM, teachers/teams are expected to carefully develop literacy learning objectives that carefully consider the text, target (standard, objective), task, and learner (including assessment of/for learning). Study the suggested performance assessments in the right-hand column, and match them to your objectives. Consider which tasks best target the essential question and content for the week, as well as alignment to standards. When planning for the reading of a text, plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to better understand the text and lead to success on your selected performance assessments. They should also build toward your essential question. Remember at this grade band, complex texts need to be addressed through a read aloud or shared reading, as students have not fully mastered decoding skills well enough to tackle complex text on their own.Examine the other standards and skills you will need to address—writing, language skills, and speaking and listening skills. Review the suggested vocabulary for explicit instruction as listed in the map in addition to the words listed in the TE.Consider how you will support building student knowledge through supplemental reading, content, research, and/or writing around the topic for the week. If a TWAG (Two-Weeks at a Glance) outline is available, review how the two weeks work together to build knowledge.Remember to include differentiated activities for small group instruction. When planning keep in mind that foundational skills are taught both explicitly and implicitly. For further support on foundational skills instructional practices see the following links: at a Glance (TWAG) OutlinesBeginning in the 2016-17 school year, the SCS curriculum maps will include six or more “TWAG outlines” throughout the year in each grade. These outlines demonstrate how to spend two weeks digging deeply into a high-quality, complex anchor text from the Journeys series in order to build student knowledge around the topic of the story. By studying a high-leverage topic over two weeks, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills. The curriculum map will align to the TWAG outline, but the full outline will be found in the Appendix to the map. It is important to note that while the map will skip some texts in Journeys to build in time for the TWAG outlines, teachers should continue with the foundational skills strand as outlined in the text and the maps. The foundational skills strand follows a systematic, research based progression, and it is highly recommended that teachers use that progression to guide their instruction. SCS teachers and coaches in partnership developed TWAG outlines with Student Achievement Partners and other districts across the country. For further information regarding grade level TWAGs see the following: Extended Texts WeeksIn further efforts to build knowledge in harmony with literacy shift 3, Extended Text Weeks have been added to the maps. Like the TWAG, Extended Text Weeks allow more time to dig deeply into a high-quality, complex anchor text from the Journeys series. In order to build student knowledge around the topic of the anchor text, links to a variety of text/media have been included. By studying a high-leverage topic over two weeks or more, students will have more opportunities to grow their knowledge and vocabulary, while simultaneously building their literacy skills.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. Sentence frames aligned with the related Reading standard are also provided in the Speaking and Listening domain. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.Key Terms:Fluency: The ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning form what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking.Academic Language or Vocabulary: The language of schools and books – language that is used across many domains and topics. Students do not learn academic language in everyday social situations. As students read extensively over time, they develop academic language. This language helps them to read more complex texts.Foundational Skills: The Foundational Skills are focused on developing students’ understanding and working- knowledge of print concepts, phonological awareness, phonics and word recognition and fluency. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will.Text Complexity: Is used in evaluating student readiness for college and careers. There are three equally important components of text complexity: qualitative, quantitative, and reader and task.Evidence Statements: Are taken directly from the standards. The standards contain multiple skills. Because the evidence statements usually divide each standard into individual skills, the statements can be used to support the crafting of objectives. It is important to note that although sample objectives are embedded in the map, teachers must still craft their own objectives based on the needs of their individual classes.Essential Questions: Are specific to the text(s) and often summarize the “big understanding” of what students should receive from the text or texts for the lesson. They are open-ended questions that do not have a single, final correct answer, and often call for higher-order thinking and are not answered by recall. Answers to the essential question will require support and justification from the text.Skills Based and Meaning Based CompetenciesIn early grade classrooms especially, there is a need for both skills-based and meaning-based competencies. Both types of instruction are equally important– instruction focused on reading foundational skills and instruction focused on building knowledge and vocabulary. Gradual Release of ResponsibilityOur comprehensive plan for improving literacy suggests the use of the Gradual Release of Responsibility Learning Model (GRR). In the Gradual Release of Responsibility learning model, the responsibility for task completion shifts gradually over time from the teacher to the student. To gradually release responsibility is to equip students with what they need to be engaged and self-directed learners. Teachers may find through checks for understanding that they need to revisit the ‘I do’ and/or ‘We do’ instructional phase before releasing the responsibility to the students. Therefore, it is not expected that teachers will move through all four stages during every single lesson.Week 1- Lesson 18Reading Selection:“A Tree Is Growing” (Lexile Level 800) RI.3.7*Text complexity measures, including qualitative information, can be found on page T190. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated Texts“Staying Alive” (Lexile Level 700) Print TextsNew York City - Central Park Video Tour Part 1 (4 min, 41 sec) Daffodil Growing Tips (2 min, 5 sec) Pine Trees - How to Identify Pine Trees (2 min, 47 sec) Essential Question: How do trees and plants help themselves and others to survive?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related WIDA StandardsRI.3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Related Science StandardsGLE 0307.1.1 Use magnifiers to make observations of specific plant and animal body parts and describe their functions. GLE 0307.5.1 Explore the relationship between an organism’s characteristics and its ability to survive in a particular environment.Determines the meaning of general academic words or phrases in a text relevant to a grade 3 topic or subject area. Uses text features to locate relevant information (e.g., key words, sidebars). (1)Uses search tools to locate relevant information (e.g., key words, sidebars, hyperlinks).Uses information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Sample Objectives (I Can…):Describe how illustrations and text features help with meaning of the text “A Tree is Growing”.Use context to determine the meaning of unfamiliar words.Ask questions before, during, and after reading to help with understanding of “A Tree is Growing” using illustrations from the text.Use labels and sidebars to locate information about trees to deepen understanding of the text “A Tree is Growing”. Performance AssessmentsJourneys Grab-and-Go Comprehension AssessmentsJourneys Reader’s Notebook, Lesson 18Anecdotal evidence from classroom discussionsOption for ReteachingText and Graphic Features T281Scaffold Close Reading T210(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsAccording to the text, how are leaves from different trees similar to and different from each other? (Key Details)According to the text, how do trees and plants help themselves survive? (General Understandings; Intertextual Connections)How does the diagram on p. 105 help you understand the way scientists determine the age of a tree? (Author’s Craft and Purpose)What do you think would happen to the animals if all the trees in an area were cut down? (Inference)Leveled ReadersAdvanced: The Power of Corn (710L)On-level: Wind in the Pines (660L)Struggling Readers: Daffodil Spring (440L)- InterventionVocabulary Reader: Kitchen Science (590L)English Language Support: All About Pines (580L)Literacy Station ActivitiesComprehension Station- write a summary of a passage, write answers to text-dependent questions, Journeys Comprehension and Fluency flip chart for Lesson 18: See also C.030, C.031, and C.032 from Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.5-Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch to the text features or search tools using independent level text with support from illustrations, environmental print or an illustrated word bank. Identify text features or search tools from familiar text with a partner. Locate information using text features, search tools, and graphic organizers with a partner.Locate information relevant to a given topic using text features, search tools, and a graphic organizer. Locate information relevant to a given topic using text features and search tools. Connect the relationships of the parts using graphic organizers.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. W.3.3a- Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturallyResponses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingNarrative WritingPerformance Task- CulminatingIn the story “A Tree is Growing” we read about the life that happens inside and around a tree. Imagine that you are an animal living in that growing tree. Write a story about a day in the life that animal, showing ways in which the tree helps you survive. Make sure to pick a narrator and put the events in sequential order. Use scoring rubric from TDOE: Speaking and ListeningSL. 3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL .3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL. 3.1d- Explain their own ideas and understanding in light of the discussion. Engages in collaborative discussions with peers and teachers on grade 3 topics and texts.Prepares for discussions by reading or studying materials.Explains personal ideas and understanding about discussions.Sample Objectives (I Can…):Explain my ideas about the text “A Tree is Growing” in a discussion.Ask and answer questions about the text “A Tree is Growing”.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesSentence Frames to Support Reading StandardsRI.3.5________________ is an important text feature because…The answer is _______________. I found this by looking at the __(text feature)___.The __(text feature)____ helped me learn __________________________. LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4d- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).Demonstrates command of standard English grammar and usage conventions when writing or speaking.Explains the functions of nouns, pronouns, verbs, adjectives, and adverbs in sentences.Demonstrates the commands of standard English capitalization, punctuation, and spelling when writing.Uses a known root word as a clue to the meaning of an unknown word with the same root. Sample Objectives (I Can…):Use a thesaurus to find synonyms to make my writing stronger.Use the correct tense for past, present, and future when writing about a text.VocabularyWord RootsOption for ReteachingWord Roots T281Vocabulary for Explicit InstructionStore, absorb, throughout, spines, dissolve, passages, stanza, rhyme (Supplemental Resources, click Vocabulary Quadrant)Language Arts“Be” verbsHelping verbsLiteracy Station ActivitiesVocabulary Station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station- Sort words by roots, build words using roots and affixes, illustrate words, Journeys Word Study flip chart for Lesson 18See Florida Center for Reading Research, Student Center Activities, Vocabulary Part 2, V.014-Root-a-WordPerformance Assessments Teacher observationTeacher-made assessmentsAdditional ResourcesRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Using summarization to teach vocabulary: Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4 a- Read on-level text with purpose and understanding. RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Identify correctly or incorrectly spelled words in context. Read and spell words with /k/ and /kw/.Read orally with expression. Use context to confirm or self-correct when reading unfamiliar words. Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and FluencyPhonics - review VCCCV pattern, words with /k/ and /kw/Fluency-Expression; Current goal of 97-107 WCPM Performance assessmentsOral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writing Option for ReteachingWords with /k/ and /kw/ T280Literacy Station ActivitiesDecoding/word study- Word building with VCCCV words, /k/ words, /kw/ words, and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable textFluency (Optional)- Practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 18See Internet4Classrooms for fluency passages and activities ResourcesVCCCV lesson: Week 2- Lesson 20Reading Selections:“Life on the Ice” (Lexile Level 890) RI.3.2 “The Raven: An Inuit Myth” (NP) RL.3.2*Text complexity measures, including qualitative information, can be found on page T376. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated TextsArctic Wolf (Donyall Dickey, Complex Text, RI.3.7) Issue Overview: Arctic opportunity (Lexile Level 810) Non Print TextsFor Kids: Tour of the Arctic Ice Base (3 min, 25 sec) Amazing Animal Babies - Polar Bear Cubs (2 min, 38 sec) 5 Hottest Places on Earth (1 min, 20 sec) Frozen Planet: Emperor Penguins Launch Like Rockets (2 min,?9 sec) Essential Question (Target): How does climate affect the lives of people and animals?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL3.2- Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related WIDA StandardsRI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.Related Science StandardsGLE 0307.8.1 Recognize that that there are a variety of atmospheric conditions that can be measured. Related Social Studies Standards3.12 Discuss how unique weather forces impact the geography and population of a region or continent (hurricanes, earthquakes, floods, tornadoes, drought). 3.66 Explain why there are only temporary residents found on Antarctica and the impact the physical environment and its natural resources have on how basic needs are met.Provides a recounting of stories, including fables, folktales, and myths from diverse cultures.Provides a statement of the central message, lesson, or moral in a text. Provides an explanation of how a central message, lesson, or moral is conveyed through details in a text. Provides a statement of the main idea of a text.Provides a recounting of key details in a text.Provides an explanation of how key details in a text support the main idea.Demonstrates use of information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Sample Objectives (I Can…):Use text evidence to draw conclusions and demonstrate understanding of “Life on the Ice”. Describe how the main idea was developed by key details in the text “Life on the Ice”. Use text evidence to make inferences and predictions about the text.Support ideas and responses with evidence from text. Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 20Journeys Reader’s Notebook, Lesson 20Anecdotal evidence from classroom discussionsOption for ReteachingMain Idea and Details T469Scaffold Close Reading T396(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhy doesn’t much snow fall in the North and South Poles? (Key Details)What does the word “inching” mean on p. 173, and how do you know? (Vocabulary)Why might it be dangerous to wear too many clothes at one of the Poles? (Inference)What is the key message in “The Raven?” (Inference)Arctic wolves live near the North Pole. How might the climate there affect them? Use the words and illustrations to help you. (Inference)Leveled ReadersAdvanced: Living in Trees (860L)On-level: Beating the Heat (660L)Struggling Readers: Watch Out Polar Bears (660L)Vocabulary Reader: Emperor Penguins (560L)- Building Knowledge and InterventionEnglish Language Support: Staying Cool in the Heat (6800L)Literacy Station ActivitiesComprehension Station-main idea/details graphic organizer, write answers to text-dependent questions, Journeys Comprehension and Fluency flip chart for Lesson 20, comprehension activities from Comprehension Part 2, C.013-Keys to the Main IdeaAdditional ResourcesResource for inference: WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingDraw a single idea or detail to represent a self-selected topic from a text with support from adults or peers.Draw and label a single idea or detail to represent a self-selected topic from a text with support from adults or peers.Construct several simple sentences using a sentence starter and appropriate sequencing vocabulary that expands one idea or multiple related ideas from a text with support from adults or peers.Construct several simple and complex sentences and appropriate sequencing vocabulary that expands one idea or multiple related ideas from a text with support from adults or peers.Construct multiple complex sentences, using a graphic organizer, and appropriate sequencing vocabulary that expands several related ideas from a text with support from adults or peers.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. W.3.3a- Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.W.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event order.W.3.3d- Provide a sense of closure.Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingNarrative WritingPerformance Task- CulminatingThis week we read a piece of informational text about very cold places. Imagine that you are visiting one of the Poles and write a story about your day at the top or bottom of the world. Know that your story will need to have characters, a setting, a problem, and a solution. A story is an adventure, so you will need to include exciting events. Remember to use vivid verbs and interesting adjectives in your story. Make sure to pick a narrator, put the events in sequential order, and include dialogue.Use scoring rubric from TDOE: Speaking and ListeningSL. 3.1c- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1d- Explain their own ideas and understanding in light of the discussion. SL.3.5- Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.SL.3.6– Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Probes and reflects on ideas under discussion. Poses and responds to specific questions with elaboration and detail. Makes comments that contribute to the topic, text or issue under discussion.Presents claims and findings.Sequences ideas logically.Uses pertinent descriptions, facts, and details to accentuate main ideas and/or themes.Uses appropriate eye contact, adequate volume, and clear pronunciation. Sample Objectives (I Can…):Determine main ideas and supporting details of a text read aloud. Participate actively and productively in discussions. Use language and style appropriate to a speaking situation.Perform an assigned role in a Reader’s Theater.Performance AssessmentsTeacher observation Reader’s Theater performance of “The Raven”Audio or video recording of a portion of the performanceSentence Frames to Support Reading StandardsRL.3.2Summary Frames:I read ___________________________. The theme of the text is ______________________. One detail about the theme is _________________. Another detail about the theme is ________________________________. Another detail about the theme is ____________________________. These details all support the theme ____________________. LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Demonstrates command of standard English grammar and usage conventions when writing or speaking.Explains the function of nouns pronouns, verbs, adjectives, and adverbs and their functions in particular sentences.Demonstrates the command of standard English capitalization, punctuation, and spelling when writing.Learning Targets (I Can…)Use reference materials to find the pronunciation and determine or clarify the precise meaning of words.Discuss the qualities of an adverb.Identify adverbs while reading. Explain how to use an adverb in your sentences.Ensure that I am using adverbs properly while writing. Edit writing for capitalization errors and spelling errors.VocabularyDictionary/GlossaryOption for ReteachingDictionary/Glossary T469Vocabulary for Explicit InstructionShelter, colony, climate, region, constant, gliding, layer, bleak, severe, Inuit (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station-sort words, build words, illustrate words, locate words with target prefixes in connected textSee Florida Center for Reading Research, Student Center Activities, for ideas for vocabulary stations Vocabulary Part 3, V.016- Oh, My Word! (dictionary use)Language ArtsAdverbsPerformance Assessments Teacher observationTeacher-made assessmentsAdditional ResourcesRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Strategy for helping students check dictionary definitions with context: Reading Foundational SkillsRF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3 c- Decode multi-syllable words. RF.3.4-Read with sufficient accuracy and fluency to support comprehension. RF.3.4 a- Read on-level text with purpose and understanding. RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Decode and read compound words.Read words and sentences to improve fluency. Read orally with expressionUse context to confirm or self-correct when reading unfamiliar words. Read grade level text with fluency, accuracy, expression and comprehension.Read text with intonation knowing when to make voice rise and fall.Phonics and FluencyPhonics-Compound WordsFluency-Accuracy; Current goal of 97-107 WCPM Performance AssessmentsOral reading fluency checks/running records Spelling of grade-appropriate words in daily/weekly writingReader’s Theater performance of “The Raven”Option for ReteachingCompound Words T468Literacy Station ActivitiesDecoding/word study-word building with compound words, oo words, and other patterns that have not been mastered; word sorts with multisyllabic words; read decodable textFluency (Optional)-practice partner reading with expression, timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 20See Internet4 classrooms for fluency passages and activities Florida Center for Reading Research, Student Center Activities, for ideas for phonics and fluency stations Phonics Part 5, P.037- Compound ConstructionWeeks 3 and 4- Lesson 22 *TWAG (Lesson Supplement- ) Reading Selection:“The Journey: Stories of Migration” (Lexile Level 920) RI.3.4*Text complexity measures, including qualitative information, can be found on page T92. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated Texts“Whoop It Up!” (Lexile Level 900) “ Moose on the Move” (Lexile Level 870) Print TextsBaja Gray Whale- video (3 min) Gray Whale –video (58 sec) HYPERLINK "" \t "_blank" video (2 min) HYPERLINK "" \t "_blank" Question: How and why do locusts and gray whales migrate?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI .3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 3 topic or subject area.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.Related WIDA StandardRI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.Provides a statement of the main idea of a text.Provides a recounting of key details in a text.Provides an explanation of how key details in a text support the main idea.Demonstrates the ability to determine the meaning of general academic words or phrases in a text relevant to a grade 3 topic or subject area. Demonstrates use of information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Provides a comparison and contrast of the most important points and/or key details presented in two texts on the same topic.Sample Objectives (I Can…):Compare and contrast the different reasons animals have for pare and contrast fictional animals with real animals.Discuss the effectiveness of illustrations in helping with understanding.Use text details to visualize information.Explain how the author develops the main idea and/or the theme using key details.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 22Journeys Reader’s Notebook, Lesson 22Anecdotal evidence from classroom discussionsOption for ReteachingCompare and Contrast T181Scaffold Close Reading T112(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsAccording to the text, why do desert locusts migrate? (General Understanding)According to the text, why do pregnant female gray whales leave the Arctic first? (Key Details)Why does the author use the words “dramatic” and “frightening” to describe the migration of the desert locusts? (Author’s Craft and Purpose)What details does the author use develop the lesson in the story “The Grasshopper and the Ant?” (Author’s Craft and Purpose)How is Grasshopper in “The Grasshopper and the Ant” similar to the grasshoppers in “The Journey: Stories of Migration?” (Intertextual Connections)How is the migration of the Whooping Crane in “Whoop It Up!” different from the migrations of the desert locusts and the gray whales? (Intertextual Connections)*See TWAGLeveled ReadersAdvanced: Rescuing the Whooping Crane (930L)On-level: Fish on the Move (750L)Struggling Readers: Monarchs on the Move (710L)Vocabulary Reader: Flight of the Swallows (730L)English Language Support: Fish that Migrate (700L)Literacy Station ActivitiesComprehension station-Use story sequence cards to retell “The Journey: Stories of Migration;” write answers to text-dependent questions, complete a Venn diagram comparing/contrasting the migrations of whales, desert locusts and/or whooping cranes, Journeys Comprehension and Fluency flip chart for Lesson 22, comprehension activities from Comprehension Part 2, C.017-Reading the ResearchWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingDraw icons or symbols to represent basic similarities and differences between two texts on the same topic from models using single words to represent ideas.Produce labeled illustrations to represent basic similarities and differences between two texts on the same topic using illustrated word banks and graphic organizers.Provide details about basic similarities and differences between two texts on the same topic, following a model and using short and some expanded sentences with emerging complexity. Analyze basic similarities and differences between two texts on the same topic using short expanded and some complex sentences that show organized expression of ideas with emerging complexity. Evaluate and make connections between basic similarities and differences between two texts on the same topic using multiple complex sentences that are cohesive, organized expressions of ideas.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.?Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Organize an opinion paper with an introduction, body, and conclusion.Cite evidence from the text to support my opinion and/or key points.Use linking words to connect ideas.Edit for language and conventions.Routine WritingForming a text-based responseCiting evidence to support ideas and opinionsUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- CulminatingUse text evidence to describe the similarities and differences between the migration of locusts and the migration of whales.Use scoring rubric from TDOE: Speaking and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Refers to evidence from the required reading or study of material on the topic, text, or issue. Probes and reflects on ideas under discussion. Makes comments that contribute to the topic, text or issue under discussion.Determines main idea and key ideas expressed from a text read aloud. Speaks in complete sentences in order to provide detail or clarification.Learning Targets (I Can…)Discuss the main idea and supporting details of a selection read aloud.Hold a group discussion.Use complete sentences when responding to a task or a conversation.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesSentence Frames to Support Reading StandardsRI.3.9The topic is ________________________. Some details about this topic from the first text are _________________________, __________________________ and _____________________________. Some details about this topic from the second text are ________________________, __________________ and _______________. _________________________ is a detail from both texts about the topic. The texts are different because in the first text a detail about the topic is ______________, but in the second text a detail about the topic is _____________. LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modified. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determines the meaning of a new word with a known affix and a known word.L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root.Demonstrates command of standard English grammar and usage when writing or speaking.Forms and uses comparative and superlative adjectives and adverbs.Chooses appropriate adjective based on what is being modifies.Differentiates between spoken and written standard English conventions.Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Determines the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).Uses a known root word as a clue to the meaning of an unknown word with the same root. Sample Objectives (I Can…):Identify the root in a word and explain its meaning.Explain how to use comparative adjectives to compare the degrees to which two things are. Explain when to use “more” and the suffix “-er” based on the base word’s syllable. Use comparative adjectives correctly when writing.Edit writing for comma, capitalization errors and spelling errors.VocabularyWord RootsOption for ReteachingWord Roots T181Vocabulary for Explicit InstructionMigrate, survival, plenty, incredible, landscape, solid (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station-sort words by roots, build words using roots and prefixes, illustrate words, locate words with target prefixes in connected text, Journeys Word Study flip chart for Lesson 22See Florida Center for Reading Research, Student Center Activities, for ideas for vocabulary stations Vocabulary Part 2, V.014-Root-a-WordLanguage ArtsComparative AdjectivesPerformance Assessments Teacher observationTeacher-made assessmentsAdditional ResourcesRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Reading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Decode and read multi-syllable words with –s, -es, -ed, and –ing Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words. Use context to confirm or self-correct word recognition and understanding.Read grade level text fluently, with accuracy and expression.Phonics and FluencyPhonics-Spelling changes: -s, -es, -ed, -ingFluency-Phrasing; Current goal of 97-107 WCPM Performance AssessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 82-107 WCPM with expression and understandingOption for ReteachingWords with : -s, -es, -ed, -ing T180Literacy Station ActivitiesDecoding/word study-word building with –s, -es, -ed, -ing, and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Fluency flip chart for Lesson 22See Internet4 classrooms for fluency passages and activities 5- Lesson 21Reading Selections:“Sarah, Plain and Tall” (Lexile Level 480) RL.3.6“Wagons of the Old West” (Lexile Level (860) RI.3.7*Text complexity measures, including qualitative information, can be found on page T2. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated Texts“Out West” (Lexile Level 510) “Westward Expansion - Introduction to Westward Expansion” (Lexile Level 750) Non Print TextsWestward Expansion: The Homestead Act of 1862 & Clark: Great Journey West Trailer- National Geographic (1 min, 50 sec) Question (Target): Why did the pioneers migrate to the prairies?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related WIDA StandardsRL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.Provides a description of characters in a story (e.g., their traits, motivations, or feelings).Provides an explanation of how characters’ actions contribute to the sequence of events. Distinguishes between personal and narrator’s point of view.Provides an explanation of how a specific aspect of a text’s illustrations contributes to what is conveyed by the words in a story (e.g., create mood, emphasize an aspect of a character or setting).Demonstrates use of information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Sample Objectives (I Can…):Describe who is telling a story and explain how that narrator’s viewpoint is different from my own.Examine the actions of characters in a story and explain how their actions contribute to the sequence of events.Discuss why some people migrated to the American prairie and describe how life was different there.Explain how illustrations help with meaning.Ask and answer questions to demonstrate understanding.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 21Journeys Reader’s Notebook, Lesson 21Anecdotal evidence from classroom discussionsOption for ReteachingStory Structure T89Scaffold Close Reading T22(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsHow is the land a little bit like the sea, according to Sarah? (Key Details)Who is telling the story and how do you know? (Author’s Purpose)How do the words and illustrations let you know that this story takes place in another time period? (Author’s Craft and Purpose)Do you think Caleb believes that Sarah will stay? How do you think Anna feels about this? Cite evidence from the text to support your opinion. (Opinion)Based on the illustrations, how are the wagons in the selections we read this week both similar and different? (Intertextual Connections)Leveled ReadersAdvanced: An Unwelcome Visitor (810L)On-level: Race Against Time (610L)Struggling Readers: Lost! (490L)- Intervention and Building KnowledgeVocabulary Reader: Life on the Prairie (600L)English Language Support: Asleep in the Grass (370L)- Intervention and Building KnowledgeLiteracy Station ActivitiesComprehension station- Complete a story map of the selection from “Sarah, Plain and Tall,” detailing how the actions of the characters contributed to the story; write answers to text-dependent questions; Journeys Comprehension and Fluency flip chart for Lesson 21; write a brief explanation of the narrator’s point of view and tell how it differed from yoursActivities from the Student Achievement Partners Basal Alignment Project for this text: . Page numbers will differ, but the questions and activities are helpful.WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.6- Distinguish their own point of view from that of the narrator or those of the characters.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingSay “I agree” or “I disagree” when giving thumbs up or thumbs down.Repeat an illustrated statement or point of view of a character and then state “I agree.” or “I disagree.Explain similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statements you don’t agree with using a Venn Diagram. (From listening)List similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statements you don’t agree with using a Venn Diagram. (From listening)Explain similarities and differences between your point of view and the point of view of a character by describing statements you agree with and statements you don’t agree with using a Venn Diagram. (From listening)For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.3- Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. W.3.3a- Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.W.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event order.W.3.3d- Provide a sense of closure.Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingTake notes from readingSummarize information from a variety of textsPerformance Tasks- Culminating (Choose one)This week, we read an excerpt “Sarah, Plain and Tall.” Imagine that this story was told from Caleb’s point of view instead of Sarah’s. Think about how the story would be different. Rewrite the story “Sarah, Plain and Tall” from the point of view of Caleb, her younger brother. Make sure to have Caleb serve as the narrator, put the events in sequential order, and include dialogue.Use scoring rubric from TDOE: and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Refers to evidence from the required reading or study of material on the topic, text, or issue. Probes and reflects on ideas under discussion. Follows rules for collegial discussions. Sets specific goals and deadlines for discussions.Defines individual roles in discussion as needed.Poses and responds to specific questions with elaboration and detail. Makes comments that contribute to the topic, text or issue under discussion.Determines key ideas expressed. Understands multiple perspectives through reflection and/or paraphrasing.Sample Objectives (I Can…):Discuss the main idea and supporting details of a selection read aloud.Hold a group discussion.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral report on opinion paper about fossils and dinosaursSentence Frames to Support Reading StandardsRL.3.6The author’s point-of-view is ______________. I know this because…An opinion in the text is_____________. A fact in the text is _______________. So, I know the author thinks __________________. My point-of-view is different from the author’s because I think ________________, but the author thinks________________________. My point-of-view is __________________ because a fact I know is ______________. My point-of-view is ____________ because in my experience _____________. My point-of-view is the same as the author’s because we both think ___________.LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modified L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).Demonstrates the command of standard English grammar and usage when writing or speaking.Forms and uses comparative and superlative adjectives and adverbs based on what is being modified.Uses a known root word as a clue to the meaning of an unknown word with the same root. Sample Objectives (I Can…):Decode words with common prefix non-Explain how to use comparative adverbs to compare the degrees to which two things are Explain when to use “more” and the suffix “-er” based on the base word’s syllable Use comparative adverbs correctly when writingEdit writing for comma, capitalization errors and spelling errors.Identify contractions while reading. Ensure that I am using contractions correctly when I write.VocabularyPrefix non-Option for ReteachingPrefix non- T89Vocabulary for Explicit InstructionPrairie, fetch, slick, rolls, paddock, batted, rustle (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station-Word building with prefix non- and roots, word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Comprehension and Vocabulary flip chart for Lesson 21. Language ArtsComparative AdverbsPerformance Assessments Teacher observationTeacher-made assessmentsUse of comparative adverbs in writingReading Foundational SkillsRF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3 c- Decode multi-syllable words. RF.3.4- Read with sufficient accuracy and fluency to support comprehension. RF.3.4 a- Read on-level text with purpose and understanding. RF.3.4 b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4 c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Spell words with –ed and –ing endings.Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words. Use context to confirm or self-correct word recognition and understanding. Read grade level text fluently, with accuracy and expression.Phonics and FluencyPhonics-Base words and –ed, -ingFluency-Intonation; Current goal of 97-107 WCPMOption for ReteachingBase Words and –ed, -ing T88Literacy Station ActivitiesDecoding/word study-word building with –ed, -ing, and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable textFluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Vocabulary flip chart for Lesson 21See Internet4 classrooms for fluency passages and activities AssessmentsUse of learned phonics patterns to decode unfamiliar words.Oral reading fluency checks/running records.Week 6- Lesson 23Reading Selections:“The Journey of Oliver K. Woodman” (Lexile Level 750) RL.3.3“Moving the U.S. Mail” (Lexile Level 720) RI.3.3*Text complexity measures, including qualitative information, can be found on page T184. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated TextsHow Did That Get To My House? Mail (Lexile Level 575) HYPERLINK "" The Pony Express (Lexile Level 830) Print TextsFlat Stanley Project (3 min, 15 sec) How the U.S. Postal System Works?(1 min, 27 sec) Route 66 Video (3 min, 21 sec) Essential Question (Target): How can people communicate over long distances?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRL.3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RI.3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Related WIDA StandardsRL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. Describes characters in a story (e.g., their traits, motivations, or feelings).Explains how characters’ actions contribute to the sequence of events. Refers to parts of stories, dramas, and poems when writing about a text, using terms such as chapter, scene, and stanza.Describes how each successive part of a text builds on earlier sections. Describes the relationship between a series of historical events, using language that pertains to time, sequence and/or cause/effect.Describes the relationship between scientific ideas or concepts, using language that pertains to time, sequence and/or cause/effect.Describes the relationship between steps in technical procedures in a text, using language that pertains to time, sequence and/or cause/effect.Sample Objectives (I Can…):Examine how the actions of characters can affect the sequence of events within the text “The Journey of Oliver K. Woodman”. Explain how mail delivery has changed over time.Analyze an author’s use of formal and informal language. Use evidence from the text to support ideas in a discussion.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 23Journeys Reader’s Notebook, Lesson 23Anecdotal evidence from classroom discussionsOption for ReteachingSequence of Events T275Scaffold Close Reading T204(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsWhy doesn’t Oliver K. Woodman write any letters to Uncle Ray? (General Understanding)How do the actions of the people he meets along his journey help Oliver reach Tamiko and her family? (Author’s Craft and Purpose)Why doesn’t Oliver tell Melissa’s grandfather how he ended up in the middle of the reservation? (Inference)Does the story of Oliver K. Woodman take place in modern times or long ago? Use information from both texts to support your response. (Intertextual Connections)Leveled ReadersAdvanced: An Unwelcome Visitor (810L)On-level: Race Against Time (610L)Struggling Readers: Lost! (490L)- Intervention and Building KnowledgeVocabulary Reader: Life on the Prairie (600L)English Language Support: Asleep in the Grass (370L)- Intervention and Building KnowledgeLiteracy Station ActivitiesComprehension station-Use story sequence cards to retell the story of Oliver K, write answers to text-dependent questions, write a paragraph comparing two different people who gave Oliver a ride; make a map to chart Oliver’s journey across country, including information about the people he meets along the way; Journeys Comprehension and Fluency flip chart for Lesson 23; comprehension activities from Comprehension Part 1, C.009-Retell-a-StoryWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4 – Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingCopy words and short phrases from a text and illustrate the word in a personal dictionary.Copy words and short phrases from a text and illustrate the word in a personal dictionary. Produce labeled illustrations that represent words and short phrases from a text.Produce several simple sentences that describe the literal or nonliteral meaning of a word or phrase from a text with a partner.Produce several compound sentences that describe the literal or nonliteral meaning of a word or phrase from a text with a partner.Produce several compound sentences with some complex sentences that describe the literal or nonliteral meaning of a word or phrase from a text with a partner.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.3a- Establish a situation and introduce a narrator and/or characters, organize an event sequence that unfolds naturally.W.3.3b- Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.W.3.3c- Use temporal words and phrases to signal event order.W.3.3d- Provide a sense of closure.Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Write a narrative story that uses detailed descriptions and has a clear order of events.Establish a narrator for my story.Routine WritingWriting a narrative pieceEstablishing a narratorSequencing events clearlyPerformance Tasks- Culminating(Imagine that your family picked up Oliver and had a meal with him. Tell a story about how that dinner would go, and what everyone would say. End your story with a short letter to Ray. Make sure to pick a narrator, put the events in sequential order, and include dialogue. Use scoring rubric from TDOE: and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Refers to evidence from the required reading or study of material on the topic, text, or issue. Probes and reflects on ideas under discussion. Follows rules for collegial discussions. Sets specific goals and deadlines for discussions.Defines individual roles in discussion as needed.Poses and responds to specific questions with elaboration and detail. Makes comments that contribute to the topic, text or issue under discussion.Determines key ideas expressed. Understands multiple perspectives through reflection and/or paraphrasing.Sample Objectives (I Can…):Discuss the main idea and supporting details of a selection read aloud.Hold a group discussion.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral report on opinion paper about fossils and dinosaursSentence Frames to Support Reading StandardsRL.3.4The word ________ means ___________ in this sentence.In this sentence, the word ________ means _________. The author used this word because…LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2d- Form and use possessivesL.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).Uses standard English conventions of grammar and usage when writing or speaking.Uses standard English conventions of capitalization, punctuation, and spelling when writing.Uses a known root word as a clue to the meaning of an unknown word with the same root. Sample Objectives (I Can…):Identify and use suffixes -er and -estDiscuss how to write possessive nouns Identify possessive nouns and pronouns while reading Ensure that I am using possessive nouns and pronouns correctly when I write Explain the difference between a possessive noun and pronoun, and a contraction.VocabularySuffixes -er and -estOption for ReteachingSuffixes -er and –est T275Vocabulary for Explicit InstructionDrop, note, loaded, inspired, distinct, pleasure, reunion, terror, managed, sincere, ticker-tape (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Vocabulary Station- Word building with prefix non- and roots, word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Comprehension and Vocabulary flip chart for Lesson 23. Language ArtsPossessive Nouns and PronounsPerformance Assessments Teacher observationTeacher-made assessmentsUse of possessive nouns and pronouns in writingAdditional ResourcesRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Reading Foundational SkillsRF.3.3- Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3c- Decode multi-syllable words. RF.3.4- Read with sufficient accuracy and fluency to support comprehension. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Spell words with –er and –est endings.Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words. Use context to confirm or self-correct word recognition and understanding. Read grade level text fluently, with accuracy and expression.Phonics and FluencySuffixes -er and -estFluency-Intonation; Current goal of 97-107 WCPMOption for ReteachingSuffixes -er and –est T275Literacy Station ActivitiesVocabulary Station- Word building with suffixes –er and -est, word sorts using prefixes and suffixes that have been taught, illustrate vocabulary words, Journeys Word Study flip chart for Lesson 23See Internet4Classrooms for fluency passages and activities assessmentsUse of learned phonics patterns to decode unfamiliar words.Oral reading fluency checks/running records.Week 7- Lesson 25Reading Selection:“Mountains: Surviving on Mt. Everest” (Lexile Level 660) RI.3.7*Text complexity measures, including qualitative information, can be found on page T370. This information can be useful when planning for parts of the text that may be challenging to students.Instructional Resources for Building KnowledgeRelated Texts“Most who climb Everest can't do it without bottled oxygen – but some try” (Lexile Level 770) “Sherpa guides leave Mount Everest base camp after deadly avalanche” (Lexile Level 810) Non Print TextsTrekking for Kids- Mount Everest (3 min, 18 sec) The Time I Climbed Mt. Everest:?Jordan Romero, Youngest Person to Climb to Summit (2 min, 31 sec) Sherpas- The True Heroes of Mount Everest (5 min, 57 sec) Essential Question (Target): Why do mountain climbers need to be well prepared?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 3 topic or subject area.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related WIDA StandardsRI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).States the main idea of a text.Recounts key details in a text.Explains how key details in a text support the main idea. Determines the meaning of general academic words or phrases in a text relevant to a grade 3 topic or subject area.Uses information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Sample Objectives (I Can…):Use details from the text to show how the author supported the idea that Mt. Everest is dangerous.Use context to determine meaning of words in the text “Mountains: Surviving on Mt. Everest”.Analyze photographs from the text to gain deeper understanding of the text “Mountains: Surviving on Mt. Everest”.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 25Journeys Reader’s Notebook, Lesson 25Anecdotal evidence from classroom discussionsOption for ReteachingText and Graphic Features T463Scaffold Close Reading T390(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsHow does the author support the idea that climbing Mt. Everest is dangerous? (Inference)How are the terms landform, mountain, and range connected? (Vocabulary)What does Timba have in common with the climbing teams of the 1920s? (Opinion)What did Temba learn from his first attempt at climbing Mt. Everest? (Key Details)How does the image on page 356 help you understand the text? (Inferences)How do the photo and caption connect to the text on page 360? (Inference and Text Structure)Leveled ReadersAdvanced: Up, Up, and Away (850L)On-level: Journey of the Kon-Tiki (840L)Struggling Readers: Rushing for Gold (680L)Vocabulary Reader: A Sherpa Guide (710L)English Language Support: The Kon-Tiki (740L)Literacy Station ActivitiesComprehension station- Journeys Comprehension and Fluency flip chart for Lesson 25WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingExplain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or match single words to Pictures and Photographs; use single words to complete Venn Diagram; or answer yes/ or either/or questions.Explain how the information of reading a story and a multi-media version contribute to an understanding of the text in L1 and/or use short phrases to answer questions; match to images and Pictures and Photographs; or complete Venn Diagram.Use key vocabulary in simple, related sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. Use key vocabulary in expanded and some complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. Use precise vocabulary in multiple, complex sentences to explain how the information from reading a story or watching a multi-media version contributes to an understanding of the text. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.1- Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a- Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.W.3.1b- Provide reasons that support the opinion.W.3.1c- Use linking words and phrases (e.g.,?because,?therefore,?since,?for example) to connect opinion and reasons.W.3.1d- Provide a concluding statement or section.Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Write a an organized opinion writing task about why Temba wanted to reach the top of Mt. Everest.Provide reasons from the text to support my writing.Use linking words and phrases to connect my opinion to reasons from the text.Routine WritingWrite an opinion piece using text evidence.Performance Task- CulminatingThink about why Temba wanted to reach the top of Mount Everest. Write a paragraph to describe and explain his dream. Use text evidence to support your opinion.Use scoring rubric from TDOE: and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.6 – Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Refers to evidence from the required reading or study of material on the topic, text, or issue. Probes and reflects on ideas under discussion. Follows rules for collegial discussions. Sets specific goals and deadlines for discussions.Defines individual roles in discussion as needed.Poses and responds to specific questions with elaboration and detail. Makes comments that contribute to the topic, text or issue under discussion.Determines key ideas expressed. Understands multiple perspectives through reflection and/or paraphrasing.Sample Objectives (I Can…):Discuss the main idea and supporting details of a selection read aloud.Hold a group discussion.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral report on opinion paper about fossils and dinosaursSentence Frames to Support Reading StandardsRI.3.7The __________ (chart, graph, diagram, etc.) helps me understand the overall message because ___________.LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modified L.3.2e- Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g.,?sitting, smiled, cries, happiness).L.3.2f- Use spelling patterns and generalizations (e.g.,?word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.Demonstrate the conventions of standard English grammar and usage when writing or speaking.Choose the appropriate comparative or superlative adjectives or adverbs based on what is being modified.Use conventional spelling for high-frequency words by adding suffixed to base words.Use spelling patterns when writing words.Sample Objectives (I Can…):Decode words with common spelling patterns.Explain how to use comparative adverbs to compare the degrees to which two things are.Explain when to use “more” and the suffix “-er” based on the base word’s syllable. Use comparative adverbs correctly when writing.VocabularyAnalogiesOption for ReteachingAnalogies T463Vocabulary for Explicit InstructionApproached, section, avalanches, increases, equipment, tanks, slopes, altitude, succeed, halt (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Language ArtsWords That ComparePerformance Assessments Teacher observationTeacher-made assessmentsUse of comparative words in writingReading Foundational SkillsRF.3.3-Know and apply grade-level phonics and word analysis skills in decoding words. RF.3.3c- Decode multi-syllable words. RF.3.4-Read with sufficient accuracy and fluency to support comprehension. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b- Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Spell words with -less, -ness, -able endings.Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words. Use context to confirm or self-correct word recognition and understanding.Read grade level text fluently, with accuracy and expression.Phonics and FluencySuffixes -less, -ness, -ableFluency-Intonation; Current goal of 97-107 WCPMOption for ReteachingSuffixes -less, -ness, -able T462Literacy Station ActivitiesDecoding/word study-word building with -less, -ness, -able and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable textFluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage, Journeys Comprehension and Vocabulary flip chart for Lesson 25See Internet4Classrooms for fluency passages and activities AssessmentsUse of learned phonics patterns to decode unfamiliar words.Oral reading fluency checks/running records.Weeks 8 and 9- Lesson 2 *TWAG (Lesson Supplement- ) Reading Selection:“The Power of Magnets” (Expository Non-Fiction) RI.3.4*The text complexity for “The Power of Magnets” is moderately complex based on the domain-specific vocabulary. Reader and task considerations are found on page T63. This information can be useful when planning for how to provide access to the text for different learners.Instructional Resources for Building KnowledgeRelated Texts“Magnetism, Magnets: Types of Uses” (Lexile Level 820) “Junior Scientists: Experiment with Magnets” (Lexile Level 480) “Science Explorer: Magnets,” by Christine Taylor-Butler (Lexile Level 550) Non Print TextsBill Nye the Science Guy and Magnetism (32 min, 37 sec) Science Behind Magnets: How Do They Work? (4 min, 45 sec) Question: How and why do locusts and gray whales migrate?TDOE Curriculum StandardsEvidence StatementsContent & TasksReading Literature and Informational TextRI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a?grade 3 topic or subject area.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.Related WIDA StandardRI.3.9- Compare and contrast the most important points and key details presented in two texts on the same topic.Provides a statement of the main idea of a text.Provides a recounting of key details in a text.Provides an explanation of how key details in a text support the main idea.Determines the meaning of general academic words or phrases in a text relevant to a grade 3 topic or subject area. Uses information gained from illustrations (e.g., maps, photographs) and words in a text to show understanding of the text (e.g., where, when, why, and how key events occur).Compares and contrasts the most important points and/or key details presented in two texts on the same topic.Sample Objectives (I Can…):Explain how key details from the text “The Power of Magnets” support the main idea.Use relevant text to determine the meaning of words in the text “The Power of Magnets”.Use information gained from illustrations and words from the text to demonstrate understanding.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 27Journeys Reader’s Notebook, Lesson 27Anecdotal evidence from classroom discussionsOption for ReteachingCause and Effect T256-257Scaffold Close Reading T62(Teacher-led Small Group or Whole Group)First Read- Think Through the TextSecond Read- Analyze the TextIndependent ReadingText-Dependent QuestionsHow does the photograph at the bottom of page 22 help you understand the text? (Inference)Read the sidebar on page 23. What information is gained from the excerpt? (General Understanding and Text Structure)How do magnets help provide power people use every day? Use evidence from pages 24 and 25 to support your answer. (Key Details)Look at the captions on page 21. What do they tell you about magnets? (General Understanding and Text Structure)What are the most important ideas made about poles and magnetic fields on page 22? (Key Details)*See TWAGLiteracy Station ActivitiesComprehension activities from Comprehension Part 2, C.017-Reading the ResearchWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.Level 1: EnteringLevel 2: EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingDraw icons or symbols to represent basic similarities and differences between two texts on the same topic from models using single words to represent ideas.Produce labeled illustrations to represent basic similarities and differences between two texts on the same topic using illustrated word banks and graphic organizers.Provide details about basic similarities and differences between two texts on the same topic, following a model and using short and some expanded sentences with emerging complexity. Analyze basic similarities and differences between two texts on the same topic using short expanded and some complex sentences that show organized expression of ideas with emerging complexity. Evaluate and make connections between basic similarities and differences between two texts on the same topic using multiple complex sentences that are cohesive, organized expressions of ideas.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsWriting/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.?Responses address the prompt and shows effective development of the topic and/or narrative elements by using reasoning, details, text-based evidence, and/or description; the development is largely appropriate to the task and purpose.Demonstrates purposeful and controlled organization and includes an introduction and conclusion.Uses linking words and phrases, descriptive words, and/or temporal words to express ideas with clarity.Demonstrates command of the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response. Sample Objectives (I Can…):Organize a paper with an introduction, body, and conclusion.Cite evidence from the text to support my opinion and/or key points.Use linking words to connect ideas.Edit for language and conventions.Routine WritingForming a text-based responseCiting evidence to support ideasUsing linking wordsIncluding topic sentence and concluding statementPerformance Task- CulminatingExplain how magnets work. How they are useful to us? Use evidence from the text.Use scoring rubric from TDOE: Speaking and ListeningSL.3.1- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.SL.3.2- Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.SL.3.6- Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.Refers to evidence from the required reading or study of material on the topic, text, or issue. Probes and reflects on ideas under discussion. Follows rules for collegial discussions. Makes comments that contribute to the topic, text or issue under discussion.Determines key ideas expressed.Speaks in complete sentences to provide details and clarification about a task or situation.Learning Targets (I Can…)Discuss the main idea and supporting details of a selection read aloud.Hold a group discussion.Use complete sentences when responding to a task or a conversation.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesSentence Frames to Support Reading StandardsRI.3.9The topic is ________________________. Some details about this topic from the first text are _________________________, __________________________ and _____________________________. Some details about this topic from the second text are ________________________, __________________ and _______________. _________________________ is a detail from both texts about the topic. The texts are different because in the first text a detail about the topic is ______________, but in the second text a detail about the topic is _____________. LanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.Demonstrates command of standard English grammar and usage when writing or speaking.Chooses appropriate adjective based on what is being modifies.Differentiates between spoken and written standard English conventions.Determines the meaning of words and phrases, using sentence-level context as a clue to the meaning of a word or phrase.Sample Objectives (I Can…):Uses context clues to determine the meaning of a word.Edit writing for comma, capitalization errors and spelling errors.VocabularyHomographs and HomophonesOption for ReteachingHomographs and Homophones T254-255Vocabulary for Explicit Instructionresearch, familiar, gadgets, inventions, experiments, electric, prove, improve, power, force, motor, magnetism, repel, attract, electricity, current, atom, magnetic fields/poles, generator, electromagnet (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary Station- Rolling Vocabulary “Sensational Six”Students will demonstrate their understanding of vocabulary from the text by using those terms in the Performance Task- Culminating assignment. Language ArtsContractionsPerformance Assessments Teacher observationTeacher-made assessmentsAdditional ResourcesRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Reading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Uses combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.Reads on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.Uses context to confirm or self-correct word recognition and understanding, rereading as necessary.Sample Objectives (I Can…):Decode and read multi-syllable words with double consonants.Apply grade-level phonics and word analysis skills in decoding words. Use combined knowledge of letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar words. Use context to confirm or self-correct word recognition and understanding.Read grade level text fluently, with accuracy and expression.Phonics and fluencyDouble ConsonantsFluency-Phrasing; Current goal of 97-107 WCPM Performance AssessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 82-107 WCPM with expression and understandingLiteracy Station ActivitiesDecoding/word study- word building with double consonants and other patterns that have not been mastered; word sorts with multisyllabic words; reading decodable text.Fluency (Optional)-practice partner reading with expression; timed readings of a “cold read” passage.See Internet4 classrooms for fluency passages and activities 1Grades 3-5WEEK Essential Question: How and why do locusts and gray whales migrate?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Anchor Text: The Journey: Stories of Migration (TE112)Respond to text questions orally and/or in writing from the Guided Summary Cards.All activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas and Academic Language) (TE99)Use the following Think Through the Text Questions to guide comprehension: #1, #2, (TE114), #5 (T117), #7 (T118), #8 (T120).Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsremarkable, devastated, interfere, companions, migrate, survival, plenty, frightening, accidents, solid, chilly, landscape, thunderous, dramaticFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesWeek 1Grades 3-5WEEKEssential Question: How and why do locusts and gray whales migrate?Day 1Day 2Day 3Day 4Day 5Language/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekThe Readers’ Notebook (independent reading and written response to text) (SE 109-110)The Write-In Reader pages 22 1a-22 1bHave students respond to the following prompt: 1. Use text evidence to describe the similarities and differences between the migration of locusts and the migration of whales.StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.3.1, RI.3.4, RI.3.10WritingW.3.2, W.3.5Speaking and ListeningSL.3.1 (a-d)Week 2Grades 3-5WEEK Essential Question: How and why do other animals migrate?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelFrom the Leveled Readers Flight of the Swallows Monarchs on the MoveFish on the MovePassages“Whoop It Up” – reading passage, vocabulary, questions HYPERLINK "" \t "_blank" “ Moose on the Move”- reading passage, vocabulary, Gray Whale- video (3 min.) Gray Whale –video (58 sec.) HYPERLINK "" \t "_blank" video (2 min.) HYPERLINK "" \t "_blank" from the textsComplete the Rolling Vocabulary activityWeek 2Grades 3-5WEEK Essential Question: How and why do other animals migrate?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekChoose two of the animals you read about this week and explain the similarities and differences between how and why they migrate.StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.3.4, RI.3.9, RI.3.10WritingW.3.2, W.3.5Speaking and ListeningSL.3.1 (a-d)Week 1Grades 3-5WEEK Essential Question: Why are magnets essential to our everyday lives, and how do they work?Day 1Day 2Day 3Day 4Day 5Anchor Text (Text type, Lexile)Text based comprehensionText based discussion(Whole and Small Group)Anchor Text: “The Power of Magnets” Expository Non-Fiction Respond to text questions orally and/or in writing from Think Through the Text.Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole and Small Group)VocabularyDrawn from the textsresearch, familiar, gadgets, inventions, experiments, electric, prove, improve, power, force, motor, magnetism, repel, attract, electricity, current, atom, magnetic fields/poles, generator, electromagnetFoundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activities. ESL: Use cognates (Span/Eng) to build academic vocabulary; higher-tier = more cognates: electric/eléctrico; solution/solución experiment/experimento; familiar/familiar; magnetism/magnetísmo; effect/efecto; invention/invento; cause/causa; problem/problemaLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWeek 1Grades 3-5WEEK Essential Question: Why are magnets essential to our everyday lives, and how do they work?Day 1Day 2Day 3Day 4Day 5WritingResponse to textWriting ProcessCulminating taskAligned with topic for the week Use evidence from the text to explain how magnets work and how they are useful to us.StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.3.1, RI.3.4, RI.3.10 WritingW.3.2Week 2Grades 3-5WEEK Essential Question: Why are magnets essential to our everyday lives, and how do they work?Day 1Day 2Day 3Day 4Day 5Anchor TextRereading for fluency practice, additional comprehension support or independent reading practiceWriting SupportOptional Building KnowledgeLeveled readersPaired TextSupplemental Materials(Whole/Small Group, and Independent work)All students experience all texts and resources regardless of levelJourneys ResourcesPhoto Essay: “Electromagnets and You” Read Aloud: “Maglev Trains” Other ResourcesReadWorks: “Magnetism, Magnets: Types of Uses” (Lexile 820) “Magnets,” by Christian Lopetz () “Junior Scientists: Experiment with Magnets, ” () “Science Explorer: Magnets,” by Christine Taylor-Butler ()Other Media Resources “Bill Nye the Science Guy and Magnetism” - (about 32 min.)“The Science Behind Magnets: How Do They Work?” - (4:45)VocabularyDrawn from the textsComplete the Rolling Vocabulary activity Week 2Grades 3-5WEEK Essential Question: Why are magnets essential to our everyday lives, and how do they work?Day 1Day 2Day 3Day 4Day 5Foundational SkillsFluencyDecodingWord WorkFollow the daily Phonics and Fluency sequence of activitiesLanguage/ SyntaxSpelling and GrammarFollow the daily Grammar and Spelling sequence of activitiesWritingResponse to textWriting ProcessCulminating taskAligned with topic for the weekUse the writing process to revise the writing the writing prompt from last week. StandardsList Reading and Writing standards related to the texts, questions and tasks.Reading: Informational TextRI.3.4, RI.3.10WritingW.3.2 ................
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