ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE THREE

[Pages:41]ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE THREE

LOUDOUN COUNTY PUBLIC SCHOOLS 2012-2013

ELEMENTARY LANGUAGE ARTS CONTACTS

Shannon Abel Ariane Axt Diane Bell Barbara Brosnan Brooke Brown Tracey Burcroff Elizabeth Carrig Donna Cherundolo Michele Copeland John Cornely Robert Davis Teresa Delaney Diane Dennis Bill Fazzini Janet Finn Kelly Gallagher Peggy Gearhart

Jaime Giles Anita Gill-Anderson Andrea Hanselman Allison Hatton Denise Hess Gretchen Hill Ryan Jeffers Leslie Kash Celia Key Ellen Linza Stacie Markel Judi McCarthy Greg Mihalik Tammi Mydlinski Elizabeth O'Connor Nan Parrish Pandora Passin

Marie Payne Jennifer Petrusky Natalie Porter Traci Propst-Goff Jill Redenburg Jennifer Reed Amy Reynolds Michelle Saville Devin Shannon Carissa Stanziola Mary Jo Totman Susan Verdin Beth Volpe Valerie Wade Kaity Wagner Patricia Walker Susan Weltens

Dr. Edgar B. Hatrick Superintendent

Eric L. Stewart Director, Curriculum and Instruction

David L. Arbogast English Specialist

Sharon D. Ackerman Asst. Superintendent, Instruction

Dr. Michele Schmidt Moore Supervisor, English and Language Arts

Dr. Dianne S. Kinkead Supervisor, Reading K-12, Kindergarten, STEP Preschool

This document, based on the Virginia Department of Education's English Standards of Learning Curriculum Framework (2010), provides extensions and additions to form the Loudoun County English Curriculum.

CONTENTS

Mission Statement.........................................................................................................................................1 Internet Safety ...............................................................................................................................................2 Overview & Expectations by Quarter..........................................................................................................3 Pacing Guide..................................................................................................................................................6 Curriculum Framework.................................................................................................................................11 Grammar Skills Progression .........................................................................................................................34

LCPS English Department Mission Statement

Here are six beliefs that we strive to make true for a l of our students.

Students communicate and collaborate effectively in wr

iscourse in ever-changing, real world

situations.

Therefore, we will

? develop active and involved listeners

? teach students to self-advocate and ask for clarification

? show students how to use the right language and dictio situations

informal and formal

? develop learning activities that encourage students to communicate in authentic contexts

? provide opportunities for collaborative learning in research and other projects.

Students think critically.

Therefore, we will

? provide opportunities to critically analyze language a

ia

? teach processes for critical thinking and making informed decisions

? show students how to refine their arguments based on new information.

Students understand and respect multiple perspectives and cultures.

Therefore, we will

? explore literature that reflects many cultures

? engage students in multiple perspectives and ideas.

Students value and appreciate the power of language through reading and writing. Therefore, we will

? provide opportunities for students to choose and engage in relevant and meaningful texts

? provide opportunities for students to choose the audience and purpose for their writing.

Students take on challenges and reflect on progress.

Therefore, we will

? provide opportunities for increased rigor in assignments

? provide frequent opportunities for students to reflect on their growth as communicators.

Students are well-versed in technology tools used to help them communicate.

Therefore, we will

? integrate technology tools in our teaching and in student learning.

Grade Three, page 1

INTERNET SAFETY

The Virginia Department of Education (VDOE) has directed school districts to develop Internet safety guidelines and procedures for students. Currently, VDOE Computer/Technology Standards 9-12.3, 4, 5 specify technology use behaviors students must practice. These standards have been integrated into the English/Language Arts Information Literacy Framework. The safety and security of our students is our responsibility. As you establish and develop the learning community in your classroom, integrate lessons about internet safety that address personal safety on the Internet, accessing information on the Internet, and activities on the Internet. Please be sure to incorporate the following Guidelines and Resources for Internet Safety in Schools established by the Virginia Department of Education into your instruction.

Personal safety on the Internet. ? Students must understand that people are not always who they say they are. They should never give out personal information without an adult's permission, especially if it conveys where they can be found at a particular time. They should understand that predators are always present on the Internet. ? Students should recognize the various forms of cyberbullying and know what steps to take if confronted with that behavior.

Information on the Internet. ? Students and their families should discuss how to identify acceptable sites to visit and what to do if an inappropriate site is accessed. ? Students should be informed about various Web advertising techniques and realize that not all sites provide truthful information.

Activities on the Internet. ? Students and their families should discuss acceptable social networking and communication methods and appropriate steps to take when encountering a problem. ? Students should know the potential dangers of e-mailing, gaming, downloading files, and peer-to-peer computing (e.g., viruses, legal issues, harassment, sexual predators, identity theft).

VDOE's Guidelines and Resources for Internet Safety in Schools (2007)

Grade Three, page 2

In K-5 Language Arts instruction, we support a balanced literacy approach that includes reading and writing workshop along with word study. The table below indicates expectations for each quarter. A Curricular Plan for Reading, A Curricular Plan for Writing, and LCPS Core Units can be found in the curriculum

module in Clarity. Additional resources for Reading and Writing Workshop and Word Study can be found

in the Resources section in the Language Arts curriculum module in Clarity as well. Quarter Expectations

1

During the 1st quarter you are launching your reading and writing workshops. Establishing

structure and routines for the workshops and word study groups is essential during this quarter.

This is the time to review your students' portfolios, assess their skills, and begin forming guided

reading and word study groups. Resources for assessing students and determining

their developmental word study stage can be found in Clarity in the Resources folder. The core writing units for this quarter are Launching the Writing Workshop and Raising the Quality of Narrative Writing. Both of these units are adapted from units found in the Units of Study for Writing Grades 3-5. They contain minilessons and resources aligned to our VA SOL for this quarter. The core reading unit for this quarter is Building Your Reading Life. This unit can be found in A Curricular Plan for Reading Workshop in Clarity. Teacher Choice for reading or writing units can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A Curricular Plan for Reading Workshop.

2

In Quarter 2, continue to monitor your guided reading and word study groups, shifting groups as

students grow and develop. Toward the end of the quarter administer a mid year evaluation for

word study. The core writing unit for this quarter is Writing Realistic Fiction. This unit is

adapted from units found in the Units of Study for Writing Grades 3-5 and A Curricular Plan for

Teaching Writing. It contains minilessons and resources aligned to our VA SOL for this quarter.

The core reading unit for this quarter is Following Characters in to Meaning. This unit can be

found in A Curricular Plan for Reading Workshop in Clarity. Teacher Choice for reading or

writing units can be original or adapted from the other units in A Curricular Plan for Writing

Workshop or A Curricular Plan for Reading Workshop.

3

In Quarter 3, continue to monitor and assess your guided reading and word study groups,

shifting groups as students grow and develop. The core writing unit for this quarter is

Researched Based Nonfiction Writing. This unit is adapted from units found in the Units of Study for Writing Grades 3-5 and A Curricular Plan for Teaching Writing. It contains

minilessons and resources aligned to our VA SOL for this quarter. The core reading unit for this quarter is Nonfiction Reading or Informational Reading. This unit can be found in A Curricular Plan for Reading Workshop in Clarity. Teacher Choice for reading or writing units

can be original or adapted from the other units in A Curricular Plan for Writing Workshop or A

Curricular Plan for Reading Workshop.

4

In Quarter 4, continue to monitor and assess your guided reading and word study groups,

shifting groups as students grow and develop. The core writing unit for this quarter is Essay

Writing. This unit is adapted from units found in the Units of Study for Writing Grades 3-5 and

A Curricular Plan for Teaching Writing. It contains minilessons and resources aligned to our VA

SOL for this quarter. The core reading unit for this quarter is Test Preparation. This unit can

be found in A Curricular Plan for Reading Workshop in Clarity. Teacher Choice for reading or

writing units can be original or adapted from the other units in A Curricular Plan for Writing

Workshop or A Curricular Plan for Reading Workshop.

Grade Three, page 3

AT A GLANCE: Language Arts Grade 3

Quarter

Topic/Focus

Building Your Reading Life* & Teacher Choice

Launching the Writing

1st

Workshop & Raising

the Quality of

Narrative Writing

Related SOL

3.3 a, b 3.4 d 3.5 a, b, l, m 3.6 b, k, l

3.9 a, b 3.10 a, h, i, j LCENG 1

LCENG2

Suggested Number of Weeks

LCPS Core Experience

3-4 weeks per unit

3-4 weeks per unit

Launching the Writing Workshop & Personal

Narrative Writing

Communication

3.1 b, d

Integrated into reading and writing

workshop

Following Characters into Meaning* & Teacher Choice

3.3 a, b 3.4 c, e 3.5 c, h, j, m 3.6 c, h, l 3.7 b

Writing Realistic

2nd

Fiction* & Teacher

Choice

3.9 a, b, g 3.10 b, d, f, g, j

LCENG 1 LCENG 2

3-4 weeks per unit 3-4 weeks per unit

Communication

3.1 c

Integrated into reading and writing

workshop

Nonfiction Reading*

3.3 a, b

or Informational

3.4 a, b, f, g

Reading: Reading,

3.5 f, i, m

Research and Writing*

3.6 d, g, l

& Teacher Choice

3.7 a

3.9 a, b, c, d, f

3rd

Researched Based Nonfiction Writing &

Teacher Choice

3.10 j 3.11 a, b, c, d

3.12 LCENG 1

LCENG 2

3-4 weeks per unit

3-4 weeks per unit

Researched Based Nonfiction Writing

Communication

3.1 e

Integrated into reading and writing

workshop

Grade Three, page 4

Reading Test Preparation* & Teacher Choice

3.3 a, b 3.4 b, g 3.5 d, e, g, k, m 3.6 a, e, f, g, j, l 3.7 a, b

3-4 weeks per unit

Essay Writing

4th

(Editorial) & Teacher

Choice

3.9 a, b, e 3.10 c, e, j LCENG 1 LCENG 2

3-4 weeks per unit

Essay Writing (Editorial-Opinion Writing)

Communication

3.1 a 3.2 a, b, c, d, e

Integrated into reading and writing

workshop

Key *Refer to A Curricular Plan for Reading Workshop, Grade 3 or A Curricular Plan for Writing Workshop, Grade 3

for a detailed description of each of these units of study. Teacher Choice units can be an original unit or one chosen from other units listed in A Curricular Plan for Reading Workshop, Grade 3 or A Curricular Plan for Writing Workshop, Grade 3 as appropriate for reading or writing instruction.

The pacing guide was designed by a teacher committee. SOL have been placed in quarters when most students are developmentally ready to be assessed on this skill. Language Arts is a developmental discipline. You will most likely reteach and reassess each skill throughout the year depending on the development of each student.

Grade Three, page 5

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