Shelby County Schools
Introduction
In 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 ready
● 90% of students will graduate on time
● 100% 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 prescribe pacing 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 judgement 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, and additional information is cited, where available.
In order to plan effective lessons that allow students to do the majority of the thinking, teachers should employ the CLIP instructional model in their daily lesson planning, including:
• Whole-Group Instruction (20-25 minutes)-This time is for grade-level instruction. Regardless of a student’s reading level, exposure to complex texts supports language and comprehension development which is necessary for continual reading growth.
• Small-Group Instruction (45-60 minutes)-This time is for supporting student needs that cannot be met during whole-class instruction. Teachers might provide: 1. instruction for students learning to read based on their specific needs and using texts at their reading level; 2. instruction for different learners using grade-level texts to support whole-class instruction; 3. extension for proficient readers using challenging texts, and 4. practice with and applying skills.
• Whole-Group Closure (5-10 minutes)-This time is for closure of the day’s lesson and a time for a quick assessment of the students.
How to Use the Literacy Curriculum Maps
Our 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 the 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.
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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 Literacy Standards |
|The Tennessee State ELA Standards (also known as the College and Career Ready |Teachers can access the Tennessee State Standards, which are featured throughout this curriculum map and represent college and career |
|Literacy Standards): |ready student learning at each respective grade level. |
| | |
|Shift 1: Regular Practice with Complex Text and its Academic Language |
|Student Achievement Partners Text Complexity Collection: |Teachers 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: |Teachers 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 Text |
|Student Achievement Partners Text-Dependent Questions Resources: |Teachers 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-fiction |
|Student Achievement Partners Text Set Projects Sequenced: |Teachers 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 |
| |Teachers can use this resource to learn about the components of a Balanced Literacy Program. |
|Literacy Work Stations |
| |Teachers can learn about why literacy work stations are important for Balanced Literacy, and gain tips for setting up literacy work |
| |stations. |
Using the Curriculum Maps, Grades 3-5
● Begin by examining the text(s) selected for the week. 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 your topic focus for the week.
● Locate the TDOE Standards in the left column and the aligned evidence statements. Analyze the language of the standards, and match each standard to a learning target in the center column. 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 text.
○ CCR 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.
● Examine the other standards and skills you will need to address—writing, reading foundational skills, 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 and literacy stations.
Two-Weeks at a Glance (TWAG) Outlines
Beginning 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 stories 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. TWAG outlines were developed by SCS teachers and coaches in partnership with Student Achievement Partners and other districts across the country.
Using the WIDA MPIs
WIDA 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. 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 basic skills that need to be taught and developed first. These are the foundations that hold our learning ability together. Foundational Skills include: concentration; visual and auditory processing; short and long term memory; decoding; reasoning; sensory motor integration; fine and gross motor coordination. These skills may not seem important at first, but are often times the reason why some children battle to learn and grasp new concepts.
• 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 craft objectives, which directly align to TEACH 1 of TEM. TEACH 1 says to “engage students in objective-driven lessons based on content standards.” If teachers design their objectives by using the evidence statements, then TEACH 1 is achieved because the objective comes directly from the standard. 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.
|Gradual Release of Responsibility Example Behaviors: Teacher |Student |
|I do it |Provides direct instruction |Actively listens |
|Modeled Instruction |Establishes goals and purpose |Takes notes |
| |Models the expectation |Asks for clarification |
| |Think aloud | |
|We do it | Interactive instruction | Asks and responds to questions |
|Guided Instruction / |Works with students |Works with teacher and classmates |
|Guided Practice |Checks, prompts, clues |Completes process alongside others |
| |Provides additional modeling | |
| |Meets with needs-based groups | |
|They do it | Provides feedback | Works with classmates, shares outcome |
|together |Moves among groups |Collaborates on authentic task |
|Collaborative Practice |Clarifies confusion |Consolidates learning |
| |Provides support |Completes process in small group |
| | |Looks to peers for clarification |
|You do it | Provides feedback | Works alone |
|Independently |Evaluates progress toward the learning expectation |Relies on notes, activities, classroom learning to complete assignment |
|Independent Practice | |Takes full responsibility for outcome |
|TDOE Curriculum Standards |Evidence Statements |Content & Tasks |
|Week 1 - Lesson 1 |
|Reading Selections: |
|A Fine, Fine School (Lexile 660) |
|Should School Be Year-Round? (Lexile 650) |
|One-Room Schoolhouses (Lexile 760) |
|Essential Question: Would having school all year be too much of a good thing? |
|Reading Literature and Informational Texts |Provides a description of characters in a story (e.g., their traits, | Performance Assessments |
|RL.3.3-Describe characters in a story (e.g., their traits, motivations, |motivations, or feelings). |Journeys Comprehensive Screening Assessment |
|or feelings) and explain how their actions contribute to the sequence of|Provides an explanation of how characters’ actions contribute to the |Journeys Progress Monitoring, Lesson 1 |
|events. |sequence of events. |Journeys Grab-and-Go, Lesson 1 |
|RL.3.7-Explain how specific aspects of a text’s illustrations contribute|Provides an explanation of how a specific aspect of a text’s |Teacher-created |
|to what is conveyed by the words in a story (e.g., create mood, |illustrations contribute to what is conveyed by the words in a story | |
|emphasize aspects of a character or setting). |(e.g., create mood, emphasize an aspect of a character or setting). |Text-Dependent Questions |
|RI.3.9-Compare and contrast the most important points and key details |Provides a comparison and contrast of the most important points |Why didn’t the teachers and students tell Mr. Keene that they did not want |
|presented in two texts on the same topic. |and/or key details presented in two texts on the same topic. |to go to school on Saturdays, Sundays, and in the summer? (key details) |
| | |Why did the author put the word “everything” in italics on p. 22? (craft and|
| |Sample Objectives (I can): |purpose) |
| |Describe a character by their traits, motivations, or feelings in a |Use evidence from the pictures on pages 22 and 23 to explain how students |
| |story. |are feeling about Mr. Keene’s decisions to have school every day. |
| |Examine and explain how a character’s actions contribute to the |(Inferences) |
| |sequence of events in a story. |At the end of the story, do you think Mr. Keene would agree that sometimes |
| |Explain how illustrations contribute to the words in a story to |you can have too much of a good thing? Cite evidence from the story to |
| |create mood, emphasize character traits, or setting. |support your opinion. (opinion) |
| |Compare and contrast the most important points and key details in two|How is the schedule of the year-round school in the article “Should School |
| |texts on the same topic. |Be Year-Round” different from the schedule at Tillie’s school? (intertextual|
| | |connections) |
| | |How were one-room schools different from Tillie’s school? (intertextual |
| | |connections) |
| | | |
| | |Literacy Station Activities |
| | |Comprehension station: Journeys Comprehension flip chart, Lesson 1, |
| | |retelling cards, additional optional activities: |
| | | |
|WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |
|RL.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. |
| |Level 1 Entering |Level 2 Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |
|Readin|Match illustrated characters’ traits or |Match phrases or simple sentences that |Match sentences with specific content |Match sentences with specific content |Match paragraphs with technical or |
|g |feelings to characters from a simple |describe characters’ traits, motivations |language that describe characters’ traits,|language that describe characters’ traits,|abstract content language that describe |
| |illustrated story. |and/or feelings to the correct character |motivations and/or feelings to the correct|motivations and/or feelings to the correct|characters’ traits, motivations and/or |
| | |from an illustrated story. |character from an illustrated story. |character from a story. |feelings to the correct character. |
|For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: |
|North Carolina Livebinder Click on Transformed MPIs/ELAs |
|Writing/Research |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.2-Write informative/explanatory texts to examine a topic and convey |using reasoning, details, text-based evidence, and/or description |Informative/explanatory writing |
|ideas and information clearly. |Demonstrates purposeful and controlled organization and includes some|Writing simple sentences |
|W.3.2a. Introduce a topic and group related information together; |form of introduction and conclusion. |Editing for language and conventions |
|include illustrations when useful to aiding comprehension. |Uses linking words and phrases, descriptive words, and/or temporal | |
|W.3.2b. Develop the topic with facts, definitions, and details. |words. |Routine Writing |
|W.3.2c. Use linking words and phrases (e.g., also, another, and, more, |Demonstrates command of the conventions of standard English |Story sequence graphic organizer |
|but) to connect ideas within categories of information. |consistent with effectively edited writing. |Story summary |
|W.3.2d. Provide a concluding statement or section. |Produces simple sentences when writing. |Answers to text-dependent questions |
| |Uses spelling patterns and generalizations when writing (short | |
| |vowels). | |
| | |Performance Task – Informative/Explanatory Writing |
| |Sample Objectives (I can): |Write a paragraph describing how Tillie helped Mr. Keene make the decision |
| |Identify a topic in writing. |to stop having school on weekends and in the summer. In your paragraph, |
| |Communicate ideas and information about a topic clearly. |explain how her conversation with Mr. Keene contributed to the sequence of |
| |Identify facts, definitions, and details in writing. |events in the story. |
| |Use linking words and phrases (e.g. also, another, and, more, but) to| |
| |connect ideas within categories of information. | |
| |Provide a concluding statement or section about a topic. | |
|Speaking and Listening |Demonstrates ability to effectively engage in a range of |Performance Assessments |
|SL.3.1-Engage effectively in a range of collaborative discussions |collaborative discussions on grade 3 topics and texts, building on |Journeys Progress Monitoring, Lesson 1 |
|(one-on-one, in groups, and teacher led) with diverse partners on grade |others’ ideas and expressing own ideas clearly. |Journeys Grab-and-Go, Lesson 1 |
|3 topics and texts, building on others’ ideas and expressing their own |Demonstrates ability to follow agreed upon rules for discussions. |Teacher observations |
|clearly. | |Following classrooms rules and procedures |
|SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the |Sample Objectives (I can): |Participation in class discussions |
|floor in respectful ways, listening to others with care, speaking one at|Use accountable talk procedures to take turns. |Using Accountable Talk |
|a time about the topics and texts under discussion). |Use accountable talk procedures to show active listening skills while| |
| |working in a group. | |
| |Use accountable talk procedures to engage effectively in a discussion| |
| |about literature and informational text. | |
| |Identify behaviors that are appropriate for group activities. | |
|Language |Produces simple sentences. |Vocabulary |
|L.3.1-Demonstrate command of the conventions of standard English grammar|Produces compound sentences. |Context Clues |
|and usage when writing or speaking. |Produces complex sentences. | |
|L.3.1.i- Produce simple, compound, and complex sentences. |Utilizes standard English conventions when creating and editing |Lesson Vocabulary |
|L.3.2-Demonstrate command of the conventions of standard English |writing pieces. |principal, soared, strolled, worried, proud, announced, fine, certainly |
|capitalization, punctuation, and spelling when writing. |Uses spelling patterns and generalizations in writing words. | |
|L.3.2f. Use spelling patterns and generalizations (e.g., word families, |Demonstrates the ability to determine the meaning of words and |Academic Vocabulary |
|position-based spellings, syllable patterns, ending rules, meaningful |phrases, using sentence-level context as a clue to the meaning of a |Explain, describe, context |
|word parts) in writing words. |word or phrase. | |
|L.3.4-Determine or clarify the meaning of unknown and multiple-meaning | | |
|word and phrases based on grade 3 reading and content, choosing flexibly|Sample Objectives (I can): |(Supplemental Resources, click Vocabulary Quadrant) |
|from a range of strategies. |Write or speak demonstrating standard English grammar and usage. | |
|L.3.4a. Use sentence-level context as a clue to the meaning of a word or|Use spelling patterns in writing words. |Literacy Station Activities |
|phrase. |Use context as a clue to the meaning of a word or phrase. |Vocabulary station: illustrate vocabulary words, Journeys Word Study flip |
| |Write simple sentences using a simple subject and simple predicate. |chart for Lesson 1, four square organizer, vocabulary in context cards, |
| | |Lesson 1, additional optional activities: |
| | | |
| | | |
| | |Language Arts |
| | |Simple Sentences |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 1 |
| | |Journeys Grab-and-Go Assessments, Lesson 1 |
| | |Journeys Reader’s Notebook, Lesson 1 |
| | |Teacher-created |
| | | |
|Reading Foundational Skills |Applies knowledge of letter sounds and syllable patterns to decode |Phonics and Fluency |
|RF.3-Know and apply grade-level phonics and word analysis skills in |multisyllable words (VCCV) |Short Vowels: a, e, i, o, u |
|decoding words. |Demonstrates the ability to read on-level text with accuracy and |VCCV |
|RF.3c. Decode multisyllable words. |understanding. | |
|RF.4-Read with sufficient accuracy and fluency to support comprehension.| |Performance Assessments |
|RF.4a. Read on-level text with purpose and understanding. |Sample Objectives (I can): |Journeys Comprehensive Screening Assessment |
| |Identify correctly or incorrectly spelled words in context. |Journeys Grab-and-Go, Lesson 1 |
| |Read and spell words with short vowels (a, e, i, o, u). |Journeys Cold Reads, Lesson 1 |
| |Read and spell words with the VCCV pattern. |Journeys Reader’s Notebook, Lesson 1 |
| |Read with fluency from a variety of texts (poetry, drama, current |Teacher-created |
| |events, novels). | |
| | |Literacy Station Activities |
| | |Phonics/word study station-sort words by VCCV pattern, build and write words|
| | |with VCCV pattern, additional optional activities: |
| | | |
| | |
| | |Week2.pdf |
|Weeks 2-3 - Lesson 2 |
|Reading Selections |
|The Trial of Cardigan Jones (Lexile 660) |
|You be the Jury (Lexile 690) |
|My Job Rules! (Lexile 550) |
|Essential Questions: Why are courts an important part of our government? What are rights and responsibilities that citizens in our country? (Weeks 2 & 3) |
|Reading Literature and Informational Text |Provides a description of characters in a story (e.g., their traits, |Performance Assessments |
|RL.3.3-Describe characters in a story (e.g., their traits, motivations, |motivations, or feelings). |Journeys Progress Monitoring, Lesson 2 |
|or feelings) and explain how their actions contribute to the sequence of|Provides an explanation of how characters’ actions contribute to the |Journeys Grab-and-Go Assessments, Lesson 2 |
|events. |sequence of events. |Journey’s Cold Reads, Lesson 2 |
|RI.3.2-Determine the main idea of a text; recount the key details and |Provides a statement of the main idea of a text. |Teacher-created |
|explain how they support the main idea. |Provides a recounting of key details in a text. | |
|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.|Sample Objectives (I can): |Text-Dependent Questions: |
| |Use text evidence to draw conclusions. |“The Trial of Cardigan Jones” |
|Related Social Studies Standard |Determine the meaning of unknown words using information from the |Why did the jury declare Cardigan Jones not guilty? (general |
|3.28 Discuss the structure and purpose of government. |text. |understandings) |
| |Cite evidence from the text to support my key points. |How did the judge’s insistence on having proof contribute to the sequence of|
| |Gather information from a nonfiction text. |events in the story? (general understandings) |
| | |What does the author mean when he says that the jury gave Cardigan “dirty |
| | |looks” on p. 60? (vocabulary) |
| | |Based on these two selections, do you think the jurors in The Trial of |
| | |Cardigan Jones correctly fulfilled their role? (opinions, arguments, |
| | |intertextual connections) |
| | | |
| | |“You Be the Jury” and “My Job Rules” |
| | |What is the role of the jury in a trial, according to page 76 of the text? |
| | |(key details) |
| | |What is the difference between a justice and a judge? (key details) |
| | |According to the article “My Job Rules,” what is the job of the judicial |
| | |branch of the government? (key details) |
| | |Why do you think the author titled this article “My Job Rules?” (vocabulary;|
| | |craft and purpose) |
| | | |
| | | |
| | |Literacy Station Activities |
| | |Comprehension Station-Journeys Comprehension flip chart, Lesson 2, write |
| | |answers to text-dependent questions, character analysis, review previously |
| | |taught skills, additional optional activities: |
| | |, Character Consideration |
| | | , Character Characteristics|
|Writing/Research |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.2-Write informative/explanatory texts to examine a topic and convey |using reasoning, details, text-based evidence, and/or description |Informative/explanatory writing |
|ideas and information clearly. |Demonstrates purposeful and controlled organization and includes some|Editing for language and conventions |
|W.3.2a- Introduce a topic and group related information together; |form of introduction and conclusion. | |
|include illustrations when useful to aiding comprehension. |Uses linking words and phrases, descriptive words, and/or temporal |Routine Writing |
|W.3.2b- Develop the topic with facts, definitions, and details. |words. |Story sequence graphic organizer |
|W.3.2c-Use linking words and phrases (e.g., also, another, and, more, |Demonstrates command of the conventions of standard English |Story summary |
|but) to connect ideas within categories of information. |consistent with effectively edited writing. |Answers to text-dependent questions |
|W.3.2d- Provide a concluding statement or section. |Produces a variety of sentence types when writing. | |
| |Uses spelling patterns and generalizations when writing (long | |
| |vowels). |Performance Task – Informative/Explanatory Writing |
| | |Write a paragraph explaining how the judge’s insistence on having proof |
| |Sample Objectives (I can): |contributed to the sequence of events and led to the jury’s decision not to |
| |Introduce the topic of my writing. |convict Cardigan Jones. |
| |Support the topic of my writing with facts and details. | |
| |Include purposeful illustrations to assist with comprehension. |Summarize the main idea of “My Job Rules” and explain why the title of the |
| |Use linking words and phrases (e.g. also, another, and, more, but) to|article is an appropriate one for this topic. Use details from the article |
| |connect ideas within categories of information. |to support your key points. |
|Speaking and Listening |Demonstrates ability to effectively engage in a range of |Performance Assessments |
|SL.3.1-Engage effectively in a range of collaborative discussions |collaborative discussions on grade 3 topics and texts, building on |Journeys Progress Monitoring, Lesson 2 |
|(one-on-one, in groups, and teacher led) with diverse partners on grade |others’ ideas and expressing own ideas clearly. |Journeys Grab-and-Go, Lesson 2 |
|3 topics and texts, building on others’ ideas and expressing their own |Demonstrates ability to follow agreed upon rules for discussions. |Teacher observations |
|clearly. | |Following classrooms rules and procedures |
|SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the |Sample Objectives (I can): |Participation in class discussions |
|floor in respectful ways, listening to others with care, speaking one at|Use accountable talk procedures to take turns. |Using Accountable Talk |
|a time about the topics and texts under discussion). |Use accountable talk procedures to show active listening skills while| |
| |working in a group. | |
| |Use accountable talk procedures to engage effectively in a discussion| |
| |about literature and informational text. | |
| |Identify behaviors that are appropriate for group activities. | |
|Language |Demonstrates the ability to determine the meaning of general academic|Vocabulary |
|L.3.1-Demonstrate command of the conventions of standard English grammar|words or phrases in a text relevant to a grade 3 topic or subject |Dictionary/glossary |
|and usage when writing or speaking. |area. | |
|L.3.1i- Produce simple, compound, and complex sentences. |Uses glossaries or beginning dictionaries, print and digital, for |Lesson Vocabulary |
|L.3.2-Demonstrate command of the conventions of standard English |word meaning. |Trial, judge, jury, convince, guilty, justice, court, interpret, branch |
|capitalization, punctuation, and spelling when writing. | | |
|L.3.2f-Use spelling patterns and generalizations (e.g., word families, |Sample Objectives (I can): |Academic Vocabulary |
|position-based spellings, syllable patterns, ending rules, meaningful |Use reference materials to find the pronunciation and determine or |Discuss, summarize, explain, conclusion |
|word parts) in writing words. |clarify the precise meaning of words. | |
|L3.4-Determine or clarify the meaning of unknown and multiple-meaning |Write simple sentences using a simple subject and simple predicate. | |
|word and phrases based on grade 3 reading and content, choosing flexibly|Use both print and digital sources to determine or clarify meaning of|(Supplemental Resources, click Vocabulary Quadrant) |
|from a range of strategies. |words and phrases. | |
|L3.4d-Use glossaries or beginning dictionaries, both print and digital, |Use context to determine both literal and nonliteral meanings of |Literacy Station Activities |
|to determine or clarify the precise meaning of key words and phrases. |words and phrases. |Vocabulary Station: frayer model, illustrate vocabulary words, dictionary |
|L3.5-Demonstrate understanding of word relationships and nuances in word| |use, vocabulary in context cards, Lesson 2, review previously taught skills,|
|meanings. | |additional optional activities: |
|L3.5a-Distinguish the literal and nonliteral meanings of words and | | |
|phrases in context (e.g., take steps). | |Rolling Vocabulary (Sensational Six) |
| | |
| | |duct_info |
| | | |
| | |Language Arts |
| | |Kinds of Sentences |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 2 |
| | |Journeys Grab-and-Go Assessments, Lesson 2 |
| | |Journeys Reader’s Notebook, Lesson 2 |
| | |Teacher-created |
|Reading Foundational Skills |Applies knowledge of letter sounds and syllable patterns to decode |Phonics and Fluency |
|RF.3-Know and apply grade-level phonics and word analysis skills in |multisyllable words (VCe). |Long Vowels: a, e, i, o, u |
|decoding words. |Demonstrates the ability to read on-level text with accuracy and |VCe |
|RF.3c-Decode multisyllable words. |understanding. | |
|RF.4-Read with sufficient accuracy and fluency to support comprehension.| |Performance Assessments |
|RF.4a-Read on-level text with purpose and understanding. |Sample Objectives (I can): |Journeys Progress Monitoring, Lesson 2 |
| |Identify correctly or incorrectly spelled words in context. |Journeys Grab-and-Go Assessments, Lesson 2 |
| |Read and spell words with long vowels (a, e, i, o, u) |Journeys Reader’s Notebook, Lesson 2 |
| |Read and spell words with the VCE pattern. |Teacher-created |
| |Read with fluency from a variety of texts (poetry, drama, current | |
| |events, novels). | |
| | |Literacy Station Activities |
| | |Phonics/word study station: Journeys Word Study flip chart, Lesson 2 sort |
| | |words by VCe pattern, build and write words with VCe pattern, review |
| | |previously taught skills, additional optional activities: |
| | | |
| | |
| | |1.pdf |
| | | |
|Week 4 – Lesson 3 |
|Reading Selections |
|Destiny’s Gift (Lexile 960) |
|Kids Making a Difference (Lexile 810) |
|Stop Bullying! (Lexile 740) |
|Essential Question: Why is volunteering good for a community and its people? |
|Reading Literature and Informational Text |Provides a recounting of stories, including fables, folktales, and |Performance Assessments |
|RL.3.2-Recount stories, including fables, folktales, and myths from |myths from diverse cultures. |Journeys Progress Monitoring, Lesson 3 |
|diverse cultures; determine the central message, lesson, or moral and |Provides a statement of the central message in a text. |Journeys Grab-and-Go Assessments, Lesson 3 |
|explain how it is conveyed through key details in the text. |Provides an explanation of how a central message is conveyed through |Journey’s Cold Reads, Lesson 3 |
|RL.3.3-Describe characters in a story (e.g., their traits, motivations, |details in a text. |Teacher-created |
|or feelings) and explain how their actions contribute to the sequence of|Provides a description of characters in a story (e.g., their traits, | |
|events. |motivations, or feelings). | |
|RI.3.2-Determine the main idea of a text; recount the key details and |Provides an explanation of how characters’ actions contribute to the |Text-Dependent Questions: |
|explain how they support the main idea. |sequence of events. |What does Mrs. Wade mean when she says, “Words are a powerful gift…?” |
| |Provides a statement of the main idea of a text. |(general understandings) |
| |Provides a recounting of key details in a text. |Why do you think the author has her say it twice? (craft and purpose) |
| |Provides an explanation of how key details in a text support the main|What do the illustrations on pp. 99-101 in your text tell you about how the |
| |idea. |members of Destiny’s community feel about their community? (craft and |
| | |purpose) |
| |Sample Objectives (I can): |How does the map on p. 115 of your text help you understand the information |
| |Recount stories, including fables, folktales, and myths from diverse |on that page? (craft and purpose) |
| |cultures. |What do the students in “Kids Making a Difference” and “Stop Bullying!” have|
| |Determine the central message, lesson, or moral and explain how it is|in common with Destiny and the members of her community? (intertextual |
| |conveyed through key details in the text. |connections) |
| |Describe a character in detail. | |
| |Determine the meaning of unknown words using information from the | |
| |text. |Literacy Station Activities |
| |Examine the effect of an author’s choice of words. |Comprehension Station: Journeys Comprehension flip chart, Lesson 3, write a |
| |Determine the mood of a character or setting from a text |summary of one of the texts, character map, review previously taught skills,|
| |illustration. |additional optional activities: |
| | |, Retell a Story; |
| | | - |
|WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |
|RL.3.2-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 |
| |Level 1 Entering |Level 2 Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |
|Read|Match one-sentence story events to |Match story events written in two to three|Match story events written in paragraph |Sequence story events written in paragraph|Sequence story events written in paragraph|
|ing |pictures after hearing the fable, folktale|sentence chunks to pictures after reading |chunks to pictures after reading a fable, |chunks after reading a fable, folktale, or|chunks after reading a fable, folktale or |
| |or myth read-aloud. Select the moral of |a fable, folktale, or myth with a partner.|folktale, or myth with a partner. |myth with a partner. |myth. |
| |the story from several pictures with | | | | |
| |captions with a partner. | | | | |
|For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: |
|North Carolina Livebinder Click on Transformed MPIs/ELAs |
|Writing/Research |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.2-Write informative/explanatory texts to examine a topic and convey |using reasoning, details, text-based evidence, and/or description |Informative/Explanatory writing |
|ideas and information clearly. |Demonstrates purposeful and controlled organization and includes some|Editing for language and conventions |
|W.3.2a. Introduce a topic and group related information together; |form of introduction and conclusion. | |
|include illustrations when useful to aiding comprehension. |Uses linking words and phrases, descriptive words, and/or temporal |Routine Writing |
|W.3.2b. Develop the topic with facts, definitions, and details. |words. |List of key details from each text |
|W.3.2c. Use linking words and phrases (e.g., also, another, and, more, |Demonstrates command of the conventions of standard English |List of character traits from “Destiny’s Gift” or a description of one of |
|but) to connect ideas within categories of information. |consistent with effectively edited writing. |the characters |
|W.3.2d. Provide a concluding statement or section. |Produces simple and compound sentences when writing. |Written answers to text-dependent questions |
| |Uses spelling patterns and generalizations when writing (long a and | |
| |long e) | |
| | |Writing Task |
| |Sample Objectives (I can): |Destiny’s Gift and Kids Making a Difference show how volunteering is good |
| |Identify a topic in writing. |for the community. Write a paragraph using key details from each of the |
| |Identify facts, definitions, and details in writing. |texts to support the main idea. |
| |Use linking words and phrases (e.g. also, another, and, more, but) to| |
| |connect ideas within categories of information. | |
|Speaking and Listening |Demonstrates ability to effectively engage in a range of |Performance Assessments |
|SL.3.1-Engage effectively in a range of collaborative discussions |collaborative discussions on grade 3 topics and texts, building on |Journeys Progress Monitoring, Lesson 3 |
|(one-on-one, in groups, and teacher led) with diverse partners on grade |others’ ideas and expressing own ideas clearly. |Journeys Grab-and-Go, Lesson 3 |
|3 topics and texts, building on others’ ideas and expressing their own |Demonstrates ability to follow agreed upon rules for discussions. |Teacher observations |
|clearly. | |Following classrooms rules and procedures |
|SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the |Sample Objectives (I can): |Participation in class discussions |
|floor in respectful ways, listening to others with care, speaking one at|Use accountable talk procedures to show active listening skills while|Using Accountable Talk |
|a time about the topics and texts under discussion). |working in a group. | |
| |Use accountable talk procedures to engage effectively in a discussion| |
| |about literature and informational text. | |
| |Identify behaviors that are appropriate for group activities. | |
|Language |Demonstrates the ability to determine the meaning of general academic|Vocabulary |
|L.3.1-Demonstrate command of the conventions of standard English grammar|words or phrases in a text relevant to a grade 3 topic or subject |Antonyms |
|and usage when writing or speaking. |area. | |
|L.3.1i- Produce simple, compound, and complex sentences. |Demonstrates the ability to determine the meaning of words and |Lesson Vocabulary |
|L.3.2-Demonstrate command of the conventions of standard English |phrases, using sentence-level context as a clue to the meaning of a |afford, customers, contacted, earn, block, spreading |
|capitalization, punctuation, and spelling when writing. |word or phrase. | |
|L.3.2f- Use spelling patterns and generalizations (e.g., word families, |With peer and teacher assistance, demonstrates the ability to |Academic Vocabulary |
|position-based spellings, syllable patterns, ending rules, meaningful |determine the meaning of domain-specific words and phrases in a text |Explain, summarize, decode, discuss, figure, raise, enact |
|word parts) in writing words. |relevant to a grade 3 topic or subject area. | |
|L.3.3-Determine or clarify the meaning of unknown and multiple-meaning | | |
|word and phrases based on grade 3 reading and content, choosing flexibly|Sample Objectives (I can): |(Supplemental Resources, click Vocabulary Quadrant) |
|from a range of strategies. |Discuss examples of antonyms. | |
|L.3.3a-Use sentence-level context as a clue to the meaning of a word or |Determine the meaning of unknown words using context clues from |Literacy Station Activities |
|phrase. |sentences. |Vocabulary Station: illustrate words, sort words, t-chart organizer, |
| | |vocabulary in context cards, Lesson 3, review previously taught skills, |
| | |additional optional activities: |
| | | -Get a Clue! |
| | | |
| | |Language Arts |
| | |Compound Sentences |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 3 |
| | |Journeys Grab-and-Go Assessments, Lesson 3 |
| | |Journeys Reader’s Notebook, Lesson 3 |
| | |Teacher-created |
|Reading Foundational Skills |Demonstrates the ability to apply known phonics patterns when |Phonics and Fluency |
|RF.3.3-Know and apply grade-level phonics and word analysis skills in |decoding words. |Common vowel pairs in multisyllable words |
|decoding words. |Reads single and multisyllable words with long a and long e sounds. |Long a and long e spellings |
|RF.3.3c-Decode multisyllable words. |Reads multisyllable words with common vowel pairs. |Reading rate |
|RF.3.4-Read with sufficient accuracy and fluency to support |Recognizes and reads irregularly spelled words in connected text. | |
|comprehension. |Reads with fluency and expression at a rate of approximately 61-81 |Performance Assessments |
|RF.3.4a- Read on-level text with purpose and understanding. |words correct per minute. |Journeys Progress Monitoring, Lesson 3 |
|RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate| |Journeys Grab-and-Go Assessments, Lesson 3 |
|rate, and expression on successive readings |Sample Objectives (I can): |Journeys Reader’s Notebook, Lesson 3 |
| |Identify correctly or incorrectly spelled words in context. |Teacher-created |
| |Read and spell words with long a and e spellings. | |
| |Read with fluency from a variety of texts (poetry, drama, current | |
| |events, novels). |Literacy Station Activities |
| | |Phonics/Word Study: Journeys Word Study flip chart, Lesson 3, build/sort |
| | |with long a and long e words, review previously taught skills, additional |
| | |optional activities: |
| | |Fluency (optional)- partner reading (time each other), rate |
|Weeks 5-6 –Lesson 5 *See TWAG in Appendix |
|Reading Selections: |
|“Roberto Clemente” (Lexile 860) |
|Essential Question: Week 5: What makes Roberto Clemente a hero? |
|Week 6: What makes certain athletes heroes to so many? |
|Reading Literature and Informational Text |Provides a description of the relationship between a series of |Performance Assessments |
|RI.3.3-Describe the relationship between a series of historical events, |historical events, using language that pertains to time, sequence |Journeys Progress Monitoring, Lesson 5 |
|scientific ideas or concepts, or steps in technical procedures in a |and/or cause/effect. |Journeys Grab-and-Go Assessments, Lesson 5 |
|text, using language that pertains to time, sequence, and cause/effect. | |Journey’s Cold Reads, Lesson 5 |
|RI.3.4-Determine the meaning of general academic and domain-specific |Sample objectives (I can): |Teacher-created |
|words and phrases in a text relevant to a grade 3 topic or subject area.|Determine a cause and effect relationship. | |
| |Explain how characters’ differences contribute to the sequence of the| |
|Related Social Studies Standard |story. |Text-Dependent Questions |
|3.14-Interpret different texts and primary sources to describe the major|Determine the literal and nonliteral meanings of words and phrases in|On page 168, the author states that Roberto Clemente “had very little but a |
|components of culture including language, clothing, food, art, beliefs, |a text. |fever to plan and win at baseball.” What evidence does he provide to prove |
|customs, and music. | |that this statement is true? (key details) |
| | |How does the illustration on p. 171 (three baseball players swinging a bat) |
| | |support the words on that page? (craft and purpose) |
| | |Why did Roberto return home and hit bottle caps? (inference) |
| | |How did television help Roberto get the respect he deserved? (inference) |
| | |Do you agree with the author’s statement on p. 187 that says, “When someone |
| | |like Roberto dies, his spirit lives on in the hearts of all he touched?” |
| | |Cite evidence from the text to support your opinion. (Opinion) |
| | |*See TWAG |
| | | |
| | |Literacy Station Activities |
| | |Comprehension Station: Journeys Comprehension flip chart, Lesson 5, |
| | |retelling cards, summarize text, review previously taught skills, additional|
| | |optional activities: |
| | | |
|WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |
|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. |
| |Level 1 Entering |Level 2 Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |
|Read|Match words or phrases to events from |Match phrases or simple sentences that |Match sentences with specific content |Match extended sentences with specific |Match paragraphs with technical or |
|ing |informational text that has been read |describe historical events, scientific |language that describe historical events, |content language that describe historical |abstract content language that describe |
| |aloud or retold. |ideas or concepts, or steps in technical |scientific ideas or concepts, or steps in |events, scientific ideas or concepts, or |historical events, scientific ideas or |
| | |procedures from informational text that |technical procedures from informational |steps in technical procedures from |concepts, or steps in technical procedures|
| | |has been read. |text that has been read. |informational text that has been read. |from informational text that has been |
| | | | | |read. |
|For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: |
|North Carolina Livebinder Click on Transformed MPIs/ELAs |
|Writing/Research |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.2-Write informative/explanatory texts to examine a topic and convey |using reasoning, details, text-based evidence, and/or description |Informative/explanatory writing |
|ideas and information clearly. |Demonstrates purposeful and controlled organization and includes some|Editing writing for errors in mechanics and conventions |
|W.3.2a. Introduce a topic and group related information together; |form of introduction and conclusion. | |
|include illustrations when useful to aiding comprehension. |Uses linking words and phrases, descriptive words, and/or temporal |Routine Writing |
|W.3.2b. Develop the topic with facts, definitions, and details. |words. |Selection summary or written retelling |
|W.3.2c. Use linking words and phrases (e.g., also, another, and, more, |Demonstrates command of the conventions of standard English |Written responses to text-dependent questions |
|but) to connect ideas within categories of information. |consistent with effectively edited writing. |Cause/effect graphic organizer |
|W.3.2d. Provide a concluding statement or section. |Uses regular and irregular plural nouns correctly when speaking and |Flow chart of key events in the life of Roberto Clemente |
| |writing. | |
| | | |
| |Sample objectives (I can): |Writing Task |
| |Identify a topic in writing. |*See TWAG. |
| |Identify facts, definitions, and details in writing. | |
| |Use linking words and phrases (e.g. also, another, and, more, but) to| |
| |connect ideas within categories of information. | |
|Speaking and Listening |Demonstrates ability to effectively engage in a range of |Performance Assessments |
|SL.3.1-Engage effectively in a range of collaborative discussions |collaborative discussions on grade 3 topics and texts, building on |Journeys Progress Monitoring, Lesson 5 |
|(one-on-one, in groups, and teacher led) with diverse partners on grade |others’ ideas and expressing own ideas clearly. |Journeys Grab-and-Go, Lesson 5 |
|3 topics and texts, building on others’ ideas and expressing their own |Demonstrates ability to follow agreed upon rules for discussions. |Teacher observations |
|clearly. |Demonstrates ability to ask questions to check understanding of |Following classrooms rules and procedures |
|SL.3.1b. Follow agreed-upon rules for discussions (e.g., gaining the |information presented. |Participation in class discussions |
|floor in respectful ways, listening to others with care, speaking one at| |Using Accountable Talk |
|a time about the topics and texts under discussion). |Sample objectives (I can): | |
|SL.3.1c. Ask questions to check understanding of information presented, |Use accountable talk procedures to take turns. | |
|stay on topic, and link their comments to the remarks of others. |Use accountable talk procedures to show active listening skills while| |
| |working in a group. | |
| |Use accountable talk procedures to engage effectively in a discussion| |
| |about literature and informational text. | |
| |Identify behaviors that are appropriate for group activities. | |
|Language |Vocabulary Interpretation and Use |Vocabulary |
|L.3.1-Demonstrate command of the conventions of standard English grammar|Demonstrates the ability to determine the meaning of general academic|Prefix: mis- |
|and usage when writing or speaking. |words or phrases in a text relevant to a grade 3 topic or subject |Rolling Vocabulary (See TWAG) |
|L.3.1b. Form and use regular and irregular plural nouns. |area. | |
|L.3.4-Determine or clarify the meaning of unknown and multiple-meaning |Demonstrates the ability to determine the meaning of words and |Lesson Vocabulary |
|word and phrases based on grade 3 reading and content, choosing flexibly|phrases, using sentence-level context as a clue to the meaning of a |score, league, slammed, polish, enthusiastic, style, established, |
|from a range of strategies. |word or phrase. |astounding, impressed, walloped |
|L.3.4b. Determine the meaning of the new word formed when a known affix |With peer and teacher assistance, demonstrates the ability to | |
|is added to a known word (e.g., agreeable/disagreeable, |determine the meaning of the new word formed when a known affix is |Academic Vocabulary |
|comfortable/uncomfortable, care/careless, heat/preheat). |added to a known word (prefix mis-) |Derivational prefix, stands, fans, pronounced |
| | | |
| |Sample objectives (I can): | |
| |Define and create words using the prefixes mis-, pre-, re-, bi |(Supplemental Resources, click Vocabulary Quadrant) |
| |appropriately. | |
| |Find base words in multi-syllable words. |Literacy Station Activities |
| |Recognize and use multi-syllable words with the same base. |Vocabulary Station: word building/word sorts using mis-, frayer model, |
| |Discuss examples of singular and plural nouns. |vocabulary in context cards, Lesson 5, review previously taught skills, |
| |Identify singular and plural nouns while reading. |additional optional activities: |
| |Explain the difference between singular and plural nouns | |
| |Correctly punctuate proper nouns and titles when I write on my own. | |
| | |Language Arts |
| | |Plural Nouns, -s, -es |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 5 |
| | |Journeys Grab-and-Go Assessments, Lesson 5 |
| | |Journeys Reader’s Notebook, Lesson 5 |
| | |Teacher-created |
| | | |
|Reading Foundational Skills |Applies knowledge of letter sounds and syllable patterns to decode |Phonics and Fluency |
|RF.3.3-Know and apply grade-level phonics and word analysis skills in |multisyllable words (long i) |Long i Spelled i, ie, igh |
|decoding words. |Demonstrates the ability to read on-level text with accuracy and |Intonation |
|RF.3.3-a. Identify and know the meaning of the most common prefixes and |understanding. | |
|derivational suffixes. | |Performance assessments |
|RF.3.3-c. Decode multisyllable words. |Sample objectives (I can): |Journeys Progress Monitoring, Lesson 5 |
|RF.3.4-Read with sufficient accuracy and fluency to support |Read and spell words with long vowel sounds. |Journeys Grab-and-Go Assessments, Lesson 5 |
|comprehension. |Read with fluency from a variety of texts (poetry, drama, current |Journeys Reader’s Notebook, Lesson 5 |
|RF.3.4a. Read on-level text with purpose and understanding. |events, novels). |Teacher-created |
|RF.3.4b. Read on-level prose and poetry orally with accuracy, |Read grade level text with fluency, accuracy, expression and | |
|appropriate rate, and expression on successive readings. |comprehension. | |
| | |Literacy Station Activities |
| | |Phonics/Word Study: Journeys Word Study flip chart, Lesson 5, build/sort |
| | |vowel teams words, review previously taught skills, additional optional |
| | |activities: Word-o-Matic |
| | |
| | |edictableighyWeek3.pdf; |
| | |
| | |-yWeek1.pdf |
| | |Fluency (optional)- partner reading (time each other), intonation |
|Weeks 7-8 Lesson 6 *See TWAG in Appendix |
|Reading Selections: |
|Bat Loves the Night (Lexile 710) |
|Essential Questions: Week 7: Why is sound important to Bat? |
|Week 8: How does echolocation work? |
|Reading Literature and Informational Text |Provides a comparison and contrast of the most important points |Performance Assessments |
|RI.3.4-Determine the meaning of general academic and domain-specific |and/or key details presented in two texts on the same topic. |Journeys Progress Monitoring, Lesson 6 |
|words and phrases in a text relevant to a grade 3 topic or subject area.|Demonstrates use of information gained from illustrations (e.g., |Journeys Grab-and-Go Assessments, Lesson 6 |
|RI.3.7-Use information gained from illustrations and the words in a text|maps, photographs) and words in a text to show understanding of the |Journey’s Cold Reads, Lesson 6 |
|to demonstrate understanding or the text. |text (e.g., where, when, why, and how key events occur). |Teacher-created |
| | | |
|Related Science Standard |Sample objectives (I can): | |
|GLE 0307.5.1 Explore the relationship between an organism’s |Determine the meaning of words and phrases in a text. |Text-Dependent Questions |
|characteristics and its ability to survive in a particular environment. |Identify the most important points (main ideas) in two texts. |Why don’t bats need to see? (key details) |
| |Identify key supporting details in two texts. |In what ways are bats helpful to people? (key details) |
| |Determine similarities of key details and important points in two |What does the word “dozes” mean on p. 225? (vocabulary) |
| |texts. |Why do you think the author includes scientific facts along with the |
| |Determine differences of key details and important points in two |narrative about bats? (author’s craft) |
| |texts. |Why do bats hunt at night? (inference) |
| | |*See TWAG |
| | | |
| | |Literacy Station Activities |
| | |Comprehension Station: Journeys Comprehension flip chart, Lesson 6, |
| | |retelling cards, compare/contrast, review previously taught skills, |
| | |additional optional activities: |
| | | |
|Writing |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.2-Write informative/explanatory texts to examine a topic and convey |using reasoning, details, text-based evidence, and/or description |Informative/Explanatory writing |
|ideas and information clearly. |Demonstrates purposeful and controlled organization and includes some|Editing writing for errors in mechanics and conventions |
|W.3.2a. Introduce a topic and group related information together; |form of introduction and conclusion. | |
|include illustrations when useful to aiding comprehension. |Uses linking words and phrases, descriptive words, and/or temporal |Routine Writing |
|W.3.2b. Develop the topic with facts, definitions, and details. |words. |List of domain-specific words about bats |
|W.3.2c. Use linking words and phrases (e.g., also, another, and, more, |Demonstrates command of the conventions of standard English |Venn Diagram or t-chart |
|but) to connect ideas within categories of information. |consistent with effectively edited writing. | |
|W.3.2d. Provide a concluding statement or section. |Produces simple sentences when writing. |Writing Task |
|W.3.5-With guidance and support from peers and adults, develop and |Uses spelling patterns and generalizations when writing (short |*See TWAG |
|strengthen writing as needed by planning, revising and editing. |vowels). | |
| | | |
| |Sample Objectives (I can): | |
| |Identify a topic in writing. | |
| |Identify facts, definitions, and details in writing. | |
| |Use linking words and phrases (e.g. also, another, and, more, but) to| |
| |connect ideas within categories of information. | |
|Speaking and Listening |Demonstrates ability to report on a topic or text, providing |Performance Assessments |
|SL.3.1-Engage effectively in a range of collaborative discussions |appropriate facts and relevant, descriptive details. |Journeys Progress Monitoring, Lesson 6 |
|(one-on-one, in groups, and teacher led) with diverse partners on grade |Demonstrates the ability to speak clearly at an understandable pace. |Journeys Grab-and-Go, Lesson 6 |
|3 topics and texts, building on others’ ideas and expressing their own |Demonstrates the ability to determine the main idea of a text |Teacher observations |
|clearly. |visually, quantitatively, and orally. |Following classrooms rules and procedures |
|SL.3.2-Determine the main ideas and supporting details of a text, read | |Participation in class discussions |
|aloud or information presented in diverse media and formats, including |Sample Objectives (I can): |Using Accountable Talk |
|visually, quantitatively, and orally. |Speak clearly and understandably. | |
| |Report on a topic using facts from a text. | |
|Language |Demonstrates the ability to determine the meaning of general academic|Vocabulary |
|L.3.1-Demonstrate command of the conventions of standard English grammar|words or phrases in a text relevant to a grade 3 topic or subject |Suffixes: able, ible |
|and usage when writing or speaking. |area. |Rolling Vocabulary (See TWAG) |
|L.3.1a. Explain the function of nouns, pronouns, verbs, adjectives, and |With peer and teacher assistance, demonstrates the ability to | |
|adverbs in general and their functions in particular sentences. |determine the meaning of domain-specific words and phrases in a text |Lesson Vocabulary |
|L.3.1d. Form and use regular and irregular verbs. |relevant to a grade 3 topic or subject area. |twitch, swoops, squeak, echoes, detail, slithers, snuggles, dozes, gliding, |
|L.3.2-Demonstrate command of the conventions of standard English |Demonstrates the ability to understand the meaning of new words when |fluttering, plunges, nocturnal, echolocation |
|capitalization, punctuation, and spelling when writing. |an affix is added. | |
|L.3.2f. Use spelling patterns and generalizations (e.g., word families, | |Academic Vocabulary |
|position-based spellings, syllable patterns, ending rules, meaningful |Sample objectives (I can): |program, function, relevant, report, dart |
|word parts) in writing words. |Define and create words using the suffixes –able and -ible | |
|L.3.4-Determine or clarify the meaning of unknown and multiple-meaning |appropriately. | |
|words and phrases based on grade 3 reading and content, choosing |Find base words in multi-syllable words. |(Supplemental Resources, click Vocabulary Quadrant) |
|flexibly from a range of strategies. |Recognize and use multi-syllable words with the same base. | |
|L.3.4b. Determine the meaning of the new word formed when a known affix |Correctly punctuate proper nouns and titles when I write on my own. | |
|is added to a known word (e.g., agreeable/disagreeable, | |Literacy Station Activities |
|comfortable/uncomfortable, care/careless, heat/preheat). | |Vocabulary Station: word building/sorts using suffixes –able, -ible, four |
| | |square organizer, vocabulary in context cards, Lesson 6, review previously |
| | |taught skills, additional optional activities: |
| | | |
| | | |
| | |Language Arts |
| | |What is a Verb? |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 6 |
| | |Journeys Grab-and-Go Assessments, Lesson 6 |
| | |Journeys Reader’s Notebook, Lesson 6 |
| | |Teacher-created |
|Reading Foundational Skills |Demonstrates the ability to apply known phonics patterns when |Phonics and Fluency |
|RF.3.3-Know and apply grade-level phonics and word analysis skills in |decoding words. |VCV pattern words |
|decoding words. |Reads single and multisyllable words with VCV pattern. |Reading Rate |
|RF.3.3c. Decode multisyllable words. |Recognizes and reads irregularly spelled words in connected text. | |
|RF.3.4-Read with sufficient accuracy and fluency to support |Read with fluency and expression at a rate of approximately 61-81 |Performance assessments |
|comprehension. |words correct per minute. |Journeys Progress Monitoring, Lesson 6 |
|RF.3.4a. Read on-level text with purpose and understanding. | |Journeys Grab-and-Go Assessments, Lesson 6 |
|RF.3.4b. Read on-level prose and poetry orally with accuracy, |Sample objectives (I can): |Journeys Reader’s Notebook, Lesson 6 |
|appropriate rate, and expression on successive readings. |Read and spell words with the VCV pattern. |Teacher-created |
| |Read with fluency from a variety of texts (poetry, drama, current | |
| |events, novels). |Literacy Station Activities |
| |Read grade level text with fluency, accuracy, expression and |Phonics/Word Study: Journeys Word Study flip chart, lesson 6, word building |
| |comprehension. |with VCV pattern, word sorts with VCV pattern, review previously taught |
| | |skills, additional optional activities: |
| | |
| | |edWeek2.pdf |
| | |
| | |Week2.pdf |
| | |Fluency (optional): partner reading (time each other), rate |
|Week 9-Extended Text (Journeys Teachers’ Edition)-Unit 2 |
|Reading Selections: |
|Amos and Boris (Lexile 810) |
|Essential Question: What makes Amos a good friend to Boris? |
|Reading Literature and Informational Text |Provides a description of characters in a story (e.g., their traits, |Performance Assessments |
|RL.3.3- Describe characters in a story (e.g., their traits, motivations,|motivations, or feelings). |Journeys Progress Monitoring, Lesson 4 |
|or feelings) and explain how their actions contribute to the sequence of|Provides an explanation of how characters’ actions contribute to the |Journeys Grab-and-Go Assessments, Lesson 4 |
|events. |sequence of events. |Journey’s Cold Reads, Lesson 4 |
|RL.3.4- Determine the meaning of words and phrases as they are used in a|Provides a comparison and contrast of the most important points |Teacher-created |
|text, distinguishing literal from nonliteral language. |and/or key details presented in two texts on the same topic. | |
| | |Text Dependent Questions |
| |Sample objectives (I can): |According to page 1, who is Amos, and where does he live? (general |
| |Determine the sequence of events in a story. |understanding) |
| |Describe a character in detail. |What adjectives would you use to describe Amos, based on the first four |
| |Determine the setting of a story. |pages? (general understanding) |
| |Determine the meaning of unknown words using information from the |How is Amos rescued? (general understanding) |
| |text. |Why does Boris ask Amos what kind of fish he is? (general understanding) |
| |Compare and contrast characters from a text. |Looking at pages 13 – 19, how would you describe Boris? (general |
| | |understanding) |
| | |Why do you think Boris is willing to go “out of his way” to return Amos to |
| | |his home on the beach? Cite evidence from the text in your answer |
| | |(integration of knowledge and ideas) |
| | |Why do you think the two friends have tears in their eyes? Use evidence |
| | |from the text to support your answer. (opinion, inference) |
| | | |
| | |Literacy Station Activities |
| | |Comprehension station: Venn diagram, retelling cards, compare/contrast, |
| | |review previously taught skills, additional optional activities: |
| | | |
|Writing/Research |Addresses the prompt and shows effective development of the topic by |Key Content |
|W.3.1-Write opinion pieces on topics or texts, supporting a point of |using reasoning, details, and text-based evidence. |Opinion Writing |
|view with reasons. |Demonstrates purposeful and controlled organization and includes some| |
|W.3.1a. Introduce the topic or text they are writing about, state an |form of introduction and conclusion. |Routine Writing |
|opinion, and create an organizational structure that lists reasons. |Demonstrates command of the conventions of standard English |Writing simple sentences |
|W.3.1b. Provide reasons that support the opinion. |consistent with effectively edited writing. |Editing for language and conventions |
|W.3.1d. Provide a concluding statement or section. | | |
| |Sample Objectives (I can): |Writing Task |
| |Form an opinion based on something I have read. |In the story Amos & Boris, the author uses the phrase “agony of pity” to |
| |State my opinion in a writing piece. |describe how Amos feels about what has happened to Boris. Reread page 25 |
| |Organize my thoughts in a graphic organizer that I create. |with a partner and share details from the story that lets you know what |
| |Give between 4 to 5 reasons from the text that support my opinion. |“agony of pity” means. Write a paragraph that describes what the phrase |
| |Provide a conclusion to my writing piece. |means using details from the text and tell how Amos’ feelings show that he |
| | |is a good friend. |
|Speaking and Listening |Demonstrates ability to effectively engage in a range of |Performance Assessments |
|SL.3.1g-Come to discussions prepared, having read or studied required |collaborative discussions on grade 3 topics and texts, building on |Journeys Progress Monitoring, Lesson 4 |
|material; explicitly draw on that preparation and other information |others’ ideas and expressing own ideas clearly. |Journeys Grab-and-Go, Lesson 4 |
|known about the topic to explore ideas under discussion. |Demonstrates readiness for discussions by drawing on the required |Teacher observations |
|SL.3.1h-Follow agreed-upon rules for discussions (e.g., gaining the |reading and other information known about the topic to explore ideas |Following classrooms rules and procedures |
|floor in respectful ways, listening to others with care, speaking one at|under discussion. |Participation in class discussions |
|a time about the topics and texts under discussion). |Demonstrates ability to follow agreed-upon rules for discussions. |Using Accountable Talk |
|SL.3.6-Speak in complete sentences to provide detail or clarification. |Demonstrates ability to ask questions to check understanding of | |
| |information presented. | |
| |Demonstrates ability to stay on topic and link comments to the | |
| |remarks of others. | |
| |Demonstrates the ability to explain one’s own ideas and understanding| |
| |in light of the discussion. | |
| | | |
| |Sample Objectives (I Can): | |
| |Use accountable talk procedures to take turns. | |
| |Use accountable talk procedures to show active listening skills while| |
| |working in a group. | |
| |Use accountable talk procedures to engage effectively in a discussion| |
| |about literature and informational text. | |
| |. | |
|Language |Vocabulary Interpretation and Use |Vocabulary |
|L.3.1a-Explain the functions of nouns, pronouns, verbs, adjectives, and |Demonstrates the ability to explain the functions of nouns, pronouns,|Word Families |
|adverbs in general and their functions in particular sentences. |verbs, adjectives, and adverbs in general and their functions in | |
|L.3.1b- Form and use regular and irregular plural nouns. |sentences. |Lesson Vocabulary |
|L.3.1c- Use abstract nouns (e.g., childhood). | |backwashes, navigation, enterprise, phosphorescent, luminous, vast, spout, |
| |Sample objectives (I Can): |rumbled, mote |
| |Identify word families. | |
| |Discuss examples regular and irregular nouns. |Academic Vocabulary |
| |Identify regular and irregular nouns while reading. |visualize, function, irregular, identify |
| |Explain the difference between regular and irregular nouns. | |
| | | |
| | |(Supplemental Resources, click Vocabulary Quadrant) |
| | | |
| | |Literacy Station Activities |
| | |Vocabulary Station: t-chart, work with partner using nouns in a sentence, |
| | |review previously taught skills, additional optional activities: |
| | | |
| | | |
| | |Language Arts |
| | |Singular Nouns |
| | |Plural Nouns |
| | | |
| | |Performance Assessments |
| | |Journeys Progress Monitoring, Lesson 4 |
| | |Journeys Grab-and-Go Assessments, Lesson 4 |
| | |Journeys Reader’s Notebook, Lesson 4 |
| | |Teacher-created |
|Reading Foundational Skills |Demonstrates the ability to apply known phonics patterns when |Phonics and Fluency |
|RF.3.3-Know and apply grade-level phonics and word analysis skills in |decoding words. |Long o Spelled oa, ow |
|decoding words. |Reads single and multisyllable words with long o sounds. |Read with expression |
|RF.3.3c. Decode multisyllable words. |Recognizes and reads irregularly spelled words in connected text. | |
|RF.3.4-Read with sufficient accuracy and fluency to support |Reads with fluency and expression at a rate of approximately 61-81 |Performance assessments |
|comprehension. |words correct per minute. |Use of learned phonics patterns to decode unfamiliar words |
|RF.3.4a. Read on-level text with purpose and understanding. | |Oral reading fluency checks/running records |
|RF.3.4b. Read on-level prose and poetry orally with accuracy, |Sample objectives (I can…): |Fluency: Current goal of 61-81 WCPM with expression and understanding |
|appropriate rate, and expression on successive readings. |Read and spell words with long vowel sounds. | |
| |Read with fluency from a variety of texts (poetry, drama, current |Literacy Station Activities |
| |events, novels). |Phonics/Word Study: Journeys Word Study flip chart, Lesson 4, build/sot |
| |Read grade level text with fluency, accuracy, expression and |words, long o (oa, ow) review previously taught skills, additional optional |
| |comprehension. |activities: |
| | | |
| | |Fluency station (optional): partner reading, expression |
APPENDIX – TWO WEEK AT A GLANCE OUTLINES
Weeks 5-6: Roberto Clemente: Pride of the Pittsburgh Pirates (Unit 1, Lesson 3)
| |Week 5 |
|Essential Question: What makes Roberto Clemente a hero? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Anchor Text (Text type, Lexile) |Roberto Clemente: Pride of the Pittsburgh Pirates (biography, 860L) | | |
|Text based comprehension |Respond to text questions orally and/or in writing from the Guided Summary - Oral Language (cards and | | |
|Text based discussion |questions) | | |
|(Whole and Small Group) |All activities and discussions should be guided by the Text X-ray (Zoom in on Key Ideas & Academic | | |
| |Language) | | |
|Building Knowledge | |
|Leveled readers | |
|Paired Text | |
|Supplemental Materials | |
|(Whole and Small Group) | |
|Language/ Syntax |Follow the daily Grammar and Spelling sequence of activities |
|Spelling and Grammar | |
|Writing |The Readers’ Notebook (independent reading and written response to text) |Choose one of the following based on the type of writing to be |
|Response to text | |highlighted: |
|Writing Process | |Describe how Roberto Clemente always had a “fever to play and win at |
|Culminating task | |baseball.” Provide evidence for both (play and win.) |
| | |Roberto Clemente wanted to “become the greatest all-around baseball |
|Aligned with topic for the week | |player there ever was.” Describe how he worked toward his goal |
| | |throughout his life. |
| | |The authors said, “…his spirit lives on in the hearts of all he |
| | |touched.” Describe how Roberto Clemente’s spirit lives on through both|
| | |his professional and personal accomplishments. |
| | |Imagine you were Roberto Clemente, and you were asked to give a speech |
| | |to inspire young baseball players. Write a speech about what you might|
| | |say about your life. |
| |Week 5 Continued |
|Essential Question: What makes Roberto Clemente a hero? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Foundational Skills |Follow the daily Phonics and Fluency sequence of activities |
|Fluency | |
|Decoding | |
|Word Work | |
|Standards |RI 3.3, 3.4, 3.10; W3.2; SL 3.1 |
| |Week 6 |
|Essential Question: What makes certain athletes heroes to so many? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Anchor Text |Optional (( | | |
|Rereading for fluency practice, | | | |
|additional comprehension support or | | | |
|independent reading practice | | | |
|Writing Support | | | |
|Building Knowledge |From the Leveled Readers: |
|Leveled readers |Willie Mays |
|Paired Text |The Home-Run King |
|Supplemental Materials |Babe Ruth |
| |Hank Aaron |
|(Whole/Small Group, and Independent work)|Other Resources: |
|All students experience all texts and |“The Basics of Baseball” - reading passage, vocabulary, questions - - “ |
|resources regardless of level |“Beyond Baseball: The Life of Roberto Clemente” - video - Spanish/English - |
| |“The Story of Roberto Clemente” - video - |
|Vocabulary |Complete Rolling Vocabulary activity |
|Drawn from the texts | |
|Language/ Syntax |Follow the daily Grammar and Spelling sequence of activities |
|Spelling and Grammar | |
|Writing |Complete the Writing Process (edit, revise, and publish) with the Culminating Task from the previous week.| | |
|Response to text | | | |
|Writing Process | | | |
|Culminating task | | | |
|Aligned with topic for the week | | | |
| |Week 6 Continued |
|Essential Question: What makes certain athletes heroes to so many? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Foundational Skills |Follow the daily Phonics and Fluency sequence of activities |
|Fluency | |
|Decoding | |
|Word Work | |
|Standards |RI 3.3, 3.4, 3.10; W3.2; SL 3.1 |
Weeks 7-8: Bat Loves the Night (Unit 2, Lesson 6)
| |Week 7 |
|Essential Question: Why is sound important to Bat? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Anchor Text |Read Aloud: “Bats Are the Best Beasts”. | |
|Text based comprehension | | |
|Text based discussion |Anchor Text: Bat Loves the Night | |
|(Whole and Small Group) |Respond to text questions orally and in writing. Use questions 1-3 and 6-7, questions from Guided | |
| |Summary Cards and A Closer Look. | |
|Building Knowledge | |
|Leveled readers | |
|Paired Text | |
|Supplemental Materials | |
|(Whole and Small Group) | |
|Foundational Skills |Follow the daily Phonics and Fluency sequence of activities |
|Fluency | |
|Decoding | |
|Word Work | |
|Language/ Syntax |Follow the daily Grammar and Spelling sequence of activities |
|Spelling and Grammar | |
| |Week 7 Continued |
|Essential Question: Why is sound important to Bat? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Writing |Reread aloud “Bats Are the Best Beasts”. Using the questions from Listening Comprehension have students|Write an explanatory paragraph to answer the question, “Why is sound|
|Response to text |respond with a think/pair/share and have each student record the responses on a graphic organizer. |important to Bat?” |
|Writing Process | | |
|Culminating task | |Note: There is an example of a student response to this prompt on p.|
|Aligned with topic for the week | |237. Students should not read this before writing their own |
| | |response. |
|Standards |Reading: Informational Text |
| |RI.3.1, RI.3.4, RI.3.7, RI.3.10 |
| |Writing |
| |W.3.2, W.3.5 |
| |Speaking and Listening |
| |SL.3.1, SL.3.2 |
| |Week 8 |
|Essential Question: How does echolocation work? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Anchor Text |Optional (( |
|Rereading for fluency practice, additional | |
|comprehension support or independent reading | |
|practice | |
|Writing Support | |
|Building Knowledge |Leveled Reader – Chased by a Bat! |
|Leveled readers | |
|Paired Text |Other Resources |
|Supplemental Materials |This article has an audio component and explains how scientists learned about echolocation |
|(Whole/Small Group, and Independent work) | |
|All students experience all texts and | |
|resources regardless of level |Website with information about bats, including how bats help humans |
| | |
| | |
| |All About Bats for Kids |
| | |
| | |
| |This 820L piece is at the top of the 3rd grade band, and explains how studying bats’ use of echolocation has benefitted humans |
| | |
|Vocabulary |Complete Rolling Vocabulary activity |
|Drawn from the texts | |
| |Week 8 Continued |
|Essential Question: How does echolocation work? |
| |Day 1 |Day 2 |Day 3 |Day 4 |Day 5 |
|Foundational Skills |Follow the daily Phonics and Fluency sequence of activities |
|Fluency | |
|Decoding | |
|Word Work | |
|Language/ Syntax |Follow the daily Grammar and Spelling sequence of activities |
|Spelling and Grammar | |
|Writing |Complete the Writing Process (edit, revise, and publish) to answer the following prompt: |
|Response to text |How does echolocation work? |
|Writing Process | |
|Culminating task | |
|Aligned with topic for the week | |
|Standards |Reading: Informational Text |
| |RI.3.1, RI.3.4, RI.3.7, RI.3.10 |
| |Writing |
| |W.3.2, W.3.5 |
| |Speaking and Listening |
| |SL.3.1, SL.3.2 |
-----------------------
Recurring standards—These standards are not listed each week, but they should always be addressed: RL 1, RL 10, RI 1, RI 10, L 6. See the Preface for additional information about recurring standards.
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