3rd Grade - DePaul University



3rd Grade

THIRD QUARTER LEARNING PRIORITIES

Common Core Third Grade Literacy Standards Emphasized

|READING LITERATURE |READING NONFICTION |

|KEY IDEAS AND DETAILS |KEY IDEAS AND DETAILS |

|1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as |1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the |

|the basis for the answers. |basis for the answers. |

|2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central |2. Determine the main idea of a text; recount the key details and explain how they support the main idea. |

|message, lesson, or moral and explain how it is conveyed through key details in the text. | |

|3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their |3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in|

|actions contribute to the sequence of events. |technical procedures in a text, using language that pertains to time, sequence, and cause/effect |

|CRAFT AND STRUCTURE |CRAFT AND STRUCTURE |

|4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from |4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a |

|nonliteral language. |grade 3 topic or subject area. |

|5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such |5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant |

|as chapter, scene, and stanza; describe how each successive part builds on earlier sections. |to a given topic efficiently. |

Writing: Opinion (CPS Framework Assessment Specification)

CCSSW3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

The Speaking and Listening Standards are Keys to Learning ACROSS the Curriculum

that Support the Gradual Release of Responsibility

Comprehension and Collaboration

• CCSS.ELA-Literacy.SL.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.

1. CCSS.ELA-Literacy.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.

2. CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

3. CCSS.ELA-Literacy.SL.3.1c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

4. CCSS.ELA-Literacy.SL.3.1d Explain their own ideas and understanding in light of the discussion.

• CCSS.ELA-Literacy.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.

• CCSS.ELA-Literacy.SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Presentation of Knowledge and Ideas

• CCSS.ELA-Literacy.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

• CCSS.ELA-Literacy.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.

CCSS.ELA-Literacy.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)

Third Grade: THIRD QUARTER Learning Priorities Weeks 21-22

| |Week 21 |Week 22 |

|Reading Literature |How do you read a story? |How do you read a biography—and how is it like and different from reading a story? |

|Comprehensive—includes standards 1 (read closely), 2 |What strategies do you use to: |What strategies do you use to: |

|(summarize and figure out ideas), 3 (analyze |figure out author’s purpose and choices and analyze techniques the |figure out author’s purpose and choices and analyze techniques the writer uses to |

|relationships and character development), |writer uses to accomplish it. |accomplish it. |

|5) analyze the writer’s choice of words, characters, |Analyze causes and effects, problem + solution |Analyze causes and effects, problem + solution |

|events to communicate t theme and accomplish purpose |Infer feelings, traits, predictions. |Infer feelings, traits, predictions. |

|(6) 4 (infer word meaning from context) |Figure out the theme |Figure out the theme |

| | | |

| | |What genres of fiction do you know and how are they different? |

| | |How are they alike? |

|Science |How do you read nonfiction? Recommended: Have students “think out |How do you read nonfiction? Recommended: Have students “think out loud” about how to |

|5. Use text features and search tools (e.g., key words,|loud” about how to analyze a nonfiction text. Focus on text features |analyze a nonfiction text. Focus on text features this week, including table, |

|sidebars, hyperlinks) to locate information relevant to|this week, including table, diagram, graph if possible. |diagram, graph if possible. |

|a given topic efficiently. | | |

|Social Science |How do you read nonfiction? Recommended: Have students “think out |How do you read nonfiction? Recommended: Have students “think out loud” about how to |

|5. Use text features and search tools (e.g., key words,|loud” about how to analyze a nonfiction text. Focus on text features |analyze a nonfiction text. Focus on text features this week, ask analytic questions. |

|sidebars, hyperlinks) to locate information relevant to|this week, ask analytic questions. | |

|a given topic efficiently. | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |How do you infer the meaning of a word from context—give examples. |How do you infer the meaning of a word from context—give examples. |

|CCSSRI.3.4 | | |

|Writing |Outline then write extended response—first write constructed response |Outline then write extended response—first write constructed response based on text |

|Opinion |based on text and question, then state your opinion. |and question, then state your opinion. |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| | | |

| |Math Journal |Math Journal |

| |extended response |Extended response |

Third Grade: THIRD QUARTER Learning Priorities Weeks 23-24

| |Week 23 |Week 24 |

|Reading different genres—what are the |How do you read nonfiction? |How do you read a poem? |

|strategies? | |How does the writer help you understand the idea? |

| |What genres of nonfiction do you know? | |

| |What strategies do you use to read to learn what they explain? |(includes metaphor, simile, images as well as theme/main idea—ISAT probably |

| | |will use theme, NWEA uses main idea) |

| | |You can use the Poem Reader as a resource. |

|Science |Answer a BIG question with information from two different texts. |Answer a BIG question with information from two different texts. |

|CCSSRI.3.1 | | |

|read closely and support inferences with | | |

|evidence | | |

|CCSSRI3.2 summarize, main idea | | |

|CCSSRI7 integrate information from different | | |

|texts. | | |

|Social Science |Answer a BIG question with information from two different texts. |Answer a BIG question with information from two different texts. |

|CCSSRI.3.1 | | |

|read closely and support inferences with | | |

|evidence | | |

|CCSSRI3.2 summarize, main idea | | |

|CCSSRI7 integrate information from different | | |

|texts. | | |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Identify and use prefixes and suffixes |Figurative language |

|CCSSRI.3.4 | | |

|Analyze word patterns | |Word |

|Infer from context | |What It Means in this Context |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Writing |Organize then write extended response |How do you write an extended response—students list key steps. |

|Opinion | | |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then | | |

|solve it |Math Journal |Math Journal |

| |extended response |extended response |

Third Grade: THIRD QUARTER Learning Priorities Weeks 25-26

| |Week 25 |Week 26--ISAT |

|Reading Literature |How do you figure out the author’s purpose—it’s much more than entertain, |Analyze clearly |

|CCSSRL.3.1 |inform, or persuade. |Decide what the lesson or moral is of a story. |

|Infer with evidence | |(Remind students about fables.) |

|3.3 analyze character, plot |Read a short text and figure out what the writer wanted you to understand |Tell how the author communicates it—uses characters and events to make it |

| |or feel because of what the writer included and how the writer presented |clear. |

|Author’s Craft and Strategies (3.5 and 3.6) |the idea. |Explain with examples. |

|Science |Answer with examples and strategies: |read, experience, draw, list facts, write about |

| |How do you figure out which information and ideas are important when you | |

|Craft and Structure—how do you use the features of nonfiction |read nonfiction? |TOPIC |

|to comprehend it and learn? | |BIG QUESTION: |

| | |Draw a conclusion: what is the purpose of the passage? Explain how you |

| | |figured that out. Illustrate what you learned. Write a four-sentence |

| | |summary. |

|Social Science |Answer with examples and strategies: |read, experience, draw, list facts, write about |

|Craft and Structure—how do you use the features of nonfiction |How do you figure out which information and ideas are important when you |TOPIC AND BIG QUESTION: |

|to comprehend it and learn? |read nonfiction? | |

| | | |

| | |Draw a conclusion: what is the purpose of the passage? Explain how you |

| | |figured that out. Illustrate what you learned. Write a four-sentence |

| | |summary. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Infer from context |Infer from context |

|CCSSRI.3.4 | | |

|Infer from context | | |

|Writing |What is important to think about when you prepare to write an extended |Write about something you did that helped others—explain how it shows a |

|opinion |response? |great trait you have. |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then solve it | | |

| |Math Journal | |

| |how do you write a math extended response? |Math Journal |

Third Grade: THIRD QUARTER Learning Priorities Weeks 27-28

| |Week 27 |Week 28 |

|Reading Literature |Make a chart of the parts of fiction and then analyze a story – choose a genre to |Make a chart of the parts of fiction and then analyze a story – choose a |

|Author’s Craft and purpose. (CCSSR5, 6) |analyze.. Then tell how the writer uses techniques to communicate the lesson or |different genre to analyze. Then tell how the writer uses techniques to |

| |theme. |communicate the lesson or theme. |

|Science |TOPIC: |TOPIC: |

|Ideas and information (CCSSRI1, 2, 3); | | |

|structure of text (CCSSR5) |BIG FOCUSING QUESTION: |BIG FOCUSING QUESTION: |

| | | |

| |Use text features to organize Answer a BIG question with ideas and important |Use text features to organize Answer a BIG question with ideas and important |

| |supporting facts. |supporting facts. |

|Social Science |TOPIC: |TOPIC: |

|Ideas and information (CCSSRI1, 2, 3); | | |

|structure of text (CCSSR5) |BIG FOCUSING QUESTION: |BIG FOCUSING QUESTION: |

| | | |

| |Use text features to organize Answer a BIG question with ideas and important |Use text features to organize Answer a BIG question with ideas and important |

| |supporting facts. |supporting facts. |

|Fluency |This week’s read-aloud: |This week’s read-aloud: |

|Rate, comprehension, expression, diction | | |

|Word Knowledge |Identify/use multi-meaning words. |Identify/use compound words. |

|CCSSRI.3.4 | | |

|Infer from context | | |

|Writing |Write about something you did that was difficult but you succeeded—explain how it |Organize then outline writing about a topic or issue. |

|opinion |shows a great trait you have. | |

| | | |

|MATH |This week’s focus: |This week’s focus: |

|Practice Standard 1: analyze problem, then | | |

|solve it | | |

| |Math Journal |Math Journal |

| |Short Response |Short Response |

Third Grade: THIRD QUARTER Learning Priorities Week 29

| |Week 29 |

|Reading Literature |Write with examples about |

| |genres of fiction |

|Analyze craft and structure to clarify the text. |how they are alike |

| |how they are different |

| | |

| |Explain how to use structures and features to comprehend nonfiction. |

| | |

| | |

|Science |Make a poster or booklet that tells/shows what you have learned about |

|CCSSRI.3.2 |one Topic and BIG Question: why it is important to know. |

|Analyze ideas | |

|Social Science |Make a poster or booklet that tells/shows what you have learned about |

|CCSSRI.3.2 |one Topic and BIG Question: why it is important to know. |

|Analyze ideas | |

|Fluency |Students explain how to read with |

|Rate, comprehension, expression, diction |Comprehension |

| |Expression |

| |Appropriate rate |

|Word Knowledge |Give examples of words: |

|CCSSRI.3.4 |contractions |

|Analyze word patterns |possessives |

|Infer from context |compound |

|Writing |Students make writer’s guide: How to Write to support an opinion. |

|opinion | |

|MATH | |

|Practice Standard 1: analyze problem, then solve it |Write a booklet about this quarter’s math learning. |

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