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IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.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 curricu?lar 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. How to Use the Literacy Curriculum Maps42005250Our 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. 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 TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Word Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. Curriculum Maps, Grades 3-5Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the learning target statements to help.Study the suggested performance assessments in the right-hand column, and match them to your objectives.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 success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.Resources to Help Prepare Students for the TNReady AssessmentsThe following tools are available for teachers to assist them in preparing their students for the TNReady Assessments:The Item Sampler (MICA) can be found here: TDOE TNReady Practice Tools homepage: A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady: Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOETNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.Descriptions of TNReady Writing Types: This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks. Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. 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.TN DOE CURRICULUM STANDARDSLEARNING OUTCOMESCONTENT & TASKSWeek 1-Lesson 13Reading Selections:“Yonder Mountain: A Cherokee Legend” (Lexile 680)“The Trail of Tears” (Lexile 470) “My Life” (Lexile Level 650) HYPERLINK "" Big Idea: Stories help us learn about other cultures.Reading Literature and Informational TextRL. 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 text.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.RI .3.7- Use information gained from illustrations (e.g. maps, photographs) and the words in a text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur). RI. 3.9- Compare and contrast the most important points and key details presented in two texts on the same topic. Strategies and SkillsComprehension SkillCompare and ContrastStory Message (theme)Comprehension StrategyAnalyze/EvaluateLearning Targets (I Can…)Compare and contrast characters in a story.Identify the message or lesson of a story, citing details to support the message.Determine the mood of a character or setting from a text illustration.Gather information from a nonfiction text.Analyze a map.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 13Journeys Progress Monitoring, Lesson 13Journeys Reader’s Notebook, Lesson 13Anecdotal evidence from classroom discussionsPerformance Task - OptionalCompare Texts, Text to Text, p. T239: How were the journeys of the Cherokee men in “Yonder Mountain” similar to the journey of the Cherokee described in “The Trail of Tears?” How were they different? With a partner, compare and contrast the reasons each group had for traveling, and discuss the challenges they faced.Text-Dependent QuestionsWhy does Chief Sky choose Soaring Eagle as the next chief? (key details)How does the illustration on p. 475 help you determine what the word “yonder” means? (vocabulary)How does the map on p. 495 help you understand the difficulty of the journey the Cherokee had to endure? (craft and purpose)What does Chief Sky mean when he says that they need a leader who has “seen beyond the mountain’ and how does this help you understand the big idea of this text? (inference)Literacy Station ActivitiesComprehension Station-Venn diagram comparing and contrasting characters or events, illustrate the text, write a summary of a passage, Journeys flip chart, write answers to text-dependent questions Comprehension activity from Comprehension part 3, C.021-Compare and ContrastActivities on compare/contrast: (Venn diagram)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 text.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingLabel events from a fable, folktale or myth with words, phrases and simple sentences using an illustrated word bank.Create an illustrated graphic organizer describing the sequence of events and moral of a fable, folktale or myth using a word bank.Create an illustrated graphic organizer with simple and expanded sentences describing the sequence of events and moral of the fable, folktale or myth.Express ideas in detailed responses describing the sequence of events and moral of the fable, folktale or myth.Express ideas describing the sequence of events and moral of the fable, folktale or myth using a broad range of sentence patterns and grammatical structures.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF 3.3-Know and apply grade-level phonics and word analysis skills in decoding words.RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Strategies and SkillsContractionsLearning Targets (I Can…)Read and spell words with contractions.Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and fluencyContractions with n’t, ‘d, ‘veReading RateFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsTeacher-made or district common assessments Literacy Station ActivitiesPhonics/word study station-word building with contractions, building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-partner reading for pace and expression; performance readingSee Florida Center for Reading Research, Student Center Activities, Fluency Part 3, F.014-Phrase Speed Practice See Internet4 classrooms for fluency passages and activities: Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1a – Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasons.W.3.1b-Provide reasons that support the opinion. W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.W.3.1d- Provide a concluding statement or section.Strategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Timed pre-assessment in response to state writing test sampleModeled response to text POW + TREELL mnemonic and graphic organizer HYPERLINK "" (Username: tneducation; password: fastestimproving)Learning Targets (I Can…)Form an opinion based on something I have read. Use Linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Pre-assessment writing task: Practice Opinion Writing Test on MIST Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice MIST testUse scoring rubric from TNReady: Speaking and ListeningSL.3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c- Ask questions to check for understanding, stay on topic, and link comments to others’ remarks.SL.3.1d- Explain own ideas and understanding in light of the discussion.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1f- Ensure subject-verb and pronoun-antecedent agreement L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4d- Use glossaries or dictionaries, both print and digital, to determine or clarify meanings of words or phrases.L.3.5b- Identify real-life connections between words and their use.L.3.6- Acquire and use conversational, general academic, and domain specific words and phrases.Strategies and SkillsSkillsHomophones and HomographsSubject-Verb AgreementStrategiesLearning Grammar through Writing Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Use context as a clue to the meaning of a word or phrase.Discuss the multiple meanings of specific words.VocabularyHomophones and HomographsVocabulary for Explicit InstructionSpot (to see), put to the test, no longer, in need, compare, contrast, legend (Supplemental Resources, click Vocabulary Quadrant)Language ArtsSubject- Verb AgreementLiteracy Station ActivitiesVocabulary Station-word sorts, homophone/homograph booklet, illustrate vocabulary wordsVocabulary in context activity: Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatEdit writing for errors in grammar and mechanicsWeek 2-Lesson 14Reading Selections:“Aero and Office Mike” (Lexile 800)“Kids and Critters: A Nature Newsletter (Lexile 740)Survivor Kid: A Practical Guide to Wilderness Survival (Donyall Dickey, Complex Text, RI.3.1)Big Idea: It can be beneficial to have animals interact with people.Reading Literature and Informational TextRI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for an answer. RI .3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea. RI. 3.6- Distinguish their own point of view from that of the author of the text.Strategies and SkillsComprehension SkillAuthor’s PurposePoint of ViewComprehension StrategySummarizeLearning Targets (I Can…)Use text details to determine an author’s purpose for writing.Distinguish an author’s point of view (opinion of context).Summarize important parts of a selection.Discuss the effect of an author’s choice of words.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 14Journeys Progress Monitoring, Lesson 14Journeys Reader’s Notebook, Lesson 14Anecdotal evidence from classroom discussionsPerformance Task – OptionalDevelop a list questions to ask your classmates about one of the stories we have read. Be sure that your questions can only be answered by using evidence from the text. See Donyall Dickey’s Graphic Organizer for RI.3.1 to assist.Sample MICA Items on RI.3.2 and RI.3.6 an exam using Question IDs 44758 and 44750Text-Dependent QuestionsHow are dogs’ noses different from human noses? (key details)What does the word “fellow” mean on p. 521? (vocabulary)Judging from the heading on p. 511, what is Aero probably doing in the photo? (craft and structure, inference)Do you think the author of Aero and Office Mike thinks it is beneficial to have animals interact with people? What about the author or Survivor Kid? Support your opinion with evidence from the text. (opinion)Literacy Station ActivitiesComprehension station-Write a paragraph explaining the author’s point of view, use retelling cards to retell the story, Journeys flip chart, comprehension activity from Comprehension Part 3, C.023 –Persuade, Inform, and Entertain SortWIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for an answer. Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingAnswer simple questions about an illustrated text by marking the answer in the book with a sticky note. Answer questions about an illustrated text by finding the answer in a book and marking with a sticky note. Answer questions about an illustrated text by finding the answer in a book and marking with a sticky note using a sentence stem to defend answer. Answer questions about a text by finding the answer in a book and marking with a sticky note. Defend answer with extended sentences.Answer questions about a text by finding the answer in a book and marking with a sticky note. Defend answer with multi-sentence discourse.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.Strategies and SkillsVowel + /r/ SoundsSee TNCore Summer Training Participant Manual, Grade 3, pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics, , click on “Participant Manual” -Phonics Skill 8, weeks 1, 2, & 3Learning Targets (I Can…)Identify correctly or incorrectly spelled words in context. Read and spell words with r-controlled vowels.Read grade level text with fluency, accuracy, expression and comprehension.Apply learned phonics and word analysis skills effectively when reading and writing. Phonics and FluencyWords with –ar, -or, -areAccuracyFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesPhonics/word study station-word building with r-controlled vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Phonics Part 3, P.022-Word StarsSee Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.1a – Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasonsW.3.1b-Provide reasons that support the opinion. W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.W.3.1d- Provide a concluding statement or sectionStrategies and SkillsSkillsOpinion WritingLinking WordsTopic SentenceConcluding StatementStrategy Timed pre-assessment in response to state writing test sampleModeled response to text Peer editing pre-assessment for clear evidence in textSelf editing pre-assessment and self-reflectionPOW + TREELL mnemonic and graphic organizer HYPERLINK "" (Username: tneducation; password: fastestimproving)Learning Targets (I Can…)Form an opinion based on something I have read. Give between 4 to 5 reasons from the text that support my opinion. Use linking words to connect my opinion to my reasons. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Pre-assessment writing task: Practice Opinion Writing Test on MIST Portal or Microsoft Word Post-assessment writing task: Self-reflection on practice MIST testUse scoring rubric from TNReady and ListeningSL.3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL.3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL.3.1c- Ask questions to check for understanding for information presented, stay on topic, and link their comments to others to the remarks of others.SL.3.1d- Explain own ideas and understanding in light of the discussion.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1f- Ensure subject-verb and pronoun-antecedent agreement L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4b- Determine the meaning of a new word with a known affix and a known word.L.3.4d- Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Strategies and Skills SkillsDictionary/GlossaryPronoun-Verb AgreementStrategyLearning Grammar through Writing EditingRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Identify the meanings of words by recognizing the meanings of prefixes.Discuss the qualities of the pronoun and the verb in a sentence, when a pronoun is the subjectIdentify when pronoun (subject) and verbs agree while reading. Ensure that I am using the correct pronoun-verb agreement when I write. VocabularyPrefixes in-, im-Vocabulary for Explicit InstructionPartner, patrol, badge, signal, command, over and over (Supplemental Resources, click Vocabulary Quadrant)Language ArtsPronoun-Verb AgreementLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, construct/deconstruct words with prefixes Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 3-Lesson 15Reading Selections:“Ramona Quimby,” Age 8 (Lexile Level 790)“Imagine a recipe” (Lexile Level 710) “Moosewood Restaurant” (Lexile Level 850) Big Idea: Cooking involves art and science.Reading Literature and Informational TextRL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Related Science StandardsGLE 0307.9.2 Investigate different types of mixtures.Strategies and SkillsComprehension SkillUnderstanding CharactersFormal and Informal LanguageComprehension StrategyInfer/PredictLearning Targets (I Can…)Describe a character’s traits, motivations, and feelings and tell how their actions affected the events in the story.Use details to make predictions about a story.Describe the steps in a process.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s Notebook, Lesson 15Anecdotal evidence from classroom discussionsPerformance Task – OptionalUse a Venn diagram to compare the process Beezus and Ramona used to create their recipes with the chef’s methods from “Imagine a Recipe.” See this site for a Venn diagram template: Discuss how cooking involves making mixtures.Text-Dependent QuestionsHow would you describe Ramona? (key details)What does the word “squeamish” mean on p. 546? (vocabulary)Based on your readings this week, do you think cooking is more like art or more like science? (opinion)Literacy Station ActivitiesComprehension Station-character analysis graphic organizer (TE p. T405), write a summary of a passage, write responses to text-dependent questions, Journeys flip charts, comprehension activity from - Comprehension Part 1, C.001-Character CharacteristicsWIDA 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 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingDescribe the traits and feelings of characters from a story using words or phrases from a word bank with a partner.Describe the traits, motivations and/or feelings of characters from a story using phrases or simple sentences from a word bank.Describe the traits, motivations and/or feelings of characters from a story using compound and some complex sentences with specific content language using sentence frames. Describe the traits, motivations and/or feelings of characters from a story using a variety of complex sentences with specific and some technical content-area language using sentence frames. Describe the traits, motivations and/or feelings of characters from a story using compound, complex phrases, clauses and sentences with technical and abstract content-area language.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.Strategies and SkillsVowel + /r/ Sound in nurseSee TNCore Summer Training Participant Manual, Grade 3, pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics, , click on “Participant Manual” Skill 8, weeks 1, 2, & 3Learning Targets (I Can…)Identify correctly or incorrectly spelled words in context. Read and spell words with –er, -ir, -ur, -or.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and fluencyWords with –er, -ir, -ur, -orExpressionFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesPhonics/word study station-word building with r-controlled vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Phonics Part 3, P.023- “R” Caterpillars and Fluency Part 3 F.015-Phrase ProgressionSee Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain or inform.Use Linking words to connect my key points. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks You have read two stories about cooking. Write an essay in which you compare and contrast the methods Ramona and Beezus used to develop their recipes with the methods used by professional chefs. Remember to cite evidence from both texts to create your key points.Use scoring rubric from TNReady: Sample MICA Item an assessment using Question ID: 44004Speaking and ListeningSL.3.1d- Explain own ideas and understanding in light of the discussion.SL.3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL.3.4- Report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1e- Form and use the simple (e.g., I walked, I walk, I will walk (verb tenses)L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3b- Recognize and observe differences between the conventions of spoken and written standard English.L.3.4d- Use glossaries or dictionaries, both print and digital, to determine or clarify meanings of words or phrases.Strategies and SkillsSkillsSynonyms (shades of meaning)Simple Verb TensesStrategyLearning Grammar through Writing EditingRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Locate an entry in a thesaurus and select synonyms.Use synonyms in writing to enhance text.Explain the differences between the simple verb tenses. Ensure that I am writing with a consistent verb tense. Discuss how an author’s use of informal language contributes to the development of a character VocabularyUsing a ThesaurusVocabulary for Explicit InstructionStill, cross, at stake, sop, skittish (Supplemental Resources, click Vocabulary Quadrant)Language ArtsSimple Verb Tenses (past, present, future) Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research Vocabulary Part 4, V.021-Word Wake-UpActivity for synonyms: Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 4—Lesson 16 Reading Selections:“Judy Moody Saves the World!” (Lexile level 510)“My Smelly Pet” (Lexile Level 620)“Trouble in the Amazon” (Lexile Level 800) Big Idea: Caring for the environment is important.Reading Literature and Informational TextRL.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.RL.3.5- Refer to parts of stories, dramas, and poems /describe how each part builds on earlier sections.RL.3.9- Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books in a series).RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.Related Science StandardGLE 0307.7.4 Design a simple investigation to demonstrate how earth materials can be conserved or recycled. Strategies and SkillsComprehension SkillStory StructureTheme (literature)Main Idea (informational text)Comprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Analyze story structure.Use text details to identify the theme of a story.Explore an author’s series of books about a character.Describe traits of characters in reference to events in a story.Make predictions about upcoming events in the story using context clues.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 16Journeys Progress Monitoring, Lesson 16Journeys Reader’s Notebook, Lesson 16Anecdotal evidence from classroom discussionsPerformance Task – OptionalCompare Texts-Text to Text (p.49, SE) - The two “Judy Moody” stories are written by the same author about the same character. With a partner, discuss the characters, the setting, the plot, and the theme of each story. Then list three similarities and three differences.Text-Dependent QuestionsAfter reading the article “Trouble in the Amazon,” name one way in which trees are helpful to people. (key details)Judy has a cat named “Mouse” and a brother named “Stink.” Why do you think the author chose these names? (author’s purpose)On p. 22 (SE) the word “you’re” is in italics. Why do you think the author did that? (author’s purpose)You have read two stories about Judy Moody. Based on what you have read, what type of stories do you think this author likes to write? (opinion, intertextual connections)Literacy Station ActivitiesComprehension Station-story structure graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip charts, comprehension activities from - Comprehension Part 1, C.003-Story Line-up and Comprehension Part 2, C.013-Keys to the Main Idea Graphic organizers activity: WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.9- Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books in a series).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch illustrations, key words or phrases that describe themes, settings and plots of stories to other stories written by the same author that have been retold or read aloud with a partner.Categorize phrases or short sentences that describe themes, settings and plots of stories, according to which book or books by a particular author they describe. Categorize short and expanded sentences with specific content language that describe themes, settings and plots of stories, according to which book by a particular author they describe. Compare and contrast complex sentences with specific and technical terms that describe themes, settings and plots of stories written by the same author that have been retold or read aloud with a partner using graphic pare and contrast multiple complex sentences with specific and technical terms that describe themes, settings and plots of stories to other stories written bythe same author that have been retold or read aloud with a partner using graphic organizers.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multi-syllable words.RF.3.4a- Read on-level text with purpose and understanding.Strategies and SkillsVowel + /r/ Sounds in air and fearStrategies for teaching vowel + r syllable types:See TNCore Summer Training Participant Manual, Grade 3, pp. 82-97 for additional information about teaching vowel + r syllable type and more advanced phonics, , click on “Participant Manual”Learning Targets (I Can…)Read and spell words with r-controlled vowels.Read words and sentences to improve fluency.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Read text with intonation knowing when to make voice rise and fall.Phonics and fluencyWord with: air, ear,IntonationFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesPhonics/word study station-word building with r-controlled vowels, word sorts with r-controlled vowels, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Fluency Part 3, F.016-Chunk-KingSee Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain or inform.Use Linking words to connect my key points. Write my paragraphs always containing a clear topic sentence.Writing my paragraphs with a clear concluding statement.Routine WritingWriting to explain or informCiting evidence to support key pointsUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks In “Judy Moody Saves the World,” Judy Moody reduces the use of rain forest products. Write a paper explaining why this is a good thing to do. Use details from the story in your text and the article “Trouble in the Amazon” to support your key details.Use scoring rubric from TNReady: and ListeningSL .3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL .3.4- Report on a topic or text, tell a story, or recount an experience/speak clearly at an understandable pace.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.Strategies and SkillsSkillsContext CluesLiteral and Nonliteral MeaningsAdjectives and Articles StrategyLearning Grammar through Writing Editing Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Use context clues to understand the meanings of unknown wordsDetermine the literal or nonliteral meanings of words and phrases in a textDiscuss the qualities of an adjective and an article Identify adjectives and articles while reading Ensure that I adding detail and accuracy to my writing through using adjectives and articles Edit writing for capitalization errors and spelling errors.VocabularyContext CluesVocabulary for Direct InstructionRecycle, fink, jitterbugs, double cool, sloth, tree hater, Open Sesame, beeswaxLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary wordsActivities for context clues: Language ArtsAdjectives and Articles Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 5—Lesson 17 Reading Selections:“The Albertosaurus Mystery: Philip Currie’s Hunt in the Badlands” (Lexile Level 720)“Finding Fossils for Fun” (Lexile Level 490) “Fossils & Dinosaurs - Fossils” (Lexile Level 680) Big Idea: Fossils tell us about animals that lived long ago.Reading Literature and Informational TextRI .3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.6- Distinguish their own point of view from that of the author of a text.RI.3.7- Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related Science StandardsGLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct.Strategies and SkillsComprehension SkillConclusions Point of ViewComprehension StrategyVisualizeLearning Targets (I Can…)Use evidence from text to draw conclusions.Distinguish my point of view from the author’s.Interpret information in photos, captions, and pare facts from multiple texts.Performance AssessmentsJourneys Grab-and-Go Assessments, Lesson 17Journeys Progress Monitoring, Lesson 17Journeys Reader’s Notebook, Lesson 17Anecdotal evidence from classroom discussionsPerformance Task – OptionalThe author of “The Albertosaurus Mystery: Phillip Currie’s Hunt in the Badlands,” describes how hard Phillip Currie worked to find Barnum Brown’s bone bed. This indicates that her point of view is that Currie is determined. Is your point of view the same? Why or why not? Write a paragraph or deliver a short speech explaining your point of view and telling why it is the same as or different from the author’s.Text-Dependent QuestionsWhat does the illustration on p. 67 tell you about the relative sizes of T-Rex, Albertosaurus, and man? (key details)All three texts this week use the word “remains.” What does the word mean in all of them? (vocabulary, intertextual connections)Did modern science methods make it possible for Phillip Currie to propose scientific theories that Barnum Brown was not able to propose? Cite evidence from the text to support your opinion. (opinion)Literacy Station ActivitiesComprehension Station-drawing conclusions graphic organizer, write a summary of an event, compare and contrast information from two texts, Journeys flip chartsActivities for visualizing: Information hunt: WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.6- Distinguish their own point of view from that of the author of a text.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingSort illustrated written statements by the author into “agree” or “disagree” on a T-Chart.Sort written statements by the author into “agree” or “disagree” on a T-Chart.Identify statements about what the author believes (in a text at your independent reading level) and identify beliefs you agree with. Identify statements about what the author believes (in a text at your independent reading level) and identify beliefs you agree with and categorize evidence to show expanded, related ideas. Draw conclusions about what the author believes (in a text at your independent reading level) and identify beliefs you agree with, using the categorized evidence to show expanded, related ideas. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multisyllable words.RF.3.4a- Read on-level text with purpose and understanding.Strategies and SkillsWords with /j/ and /s/ soundsSee TNCore Summer Training Participant Manual, Grade 3, pp. 82-97 for additional information about teaching syllable types and more advanced phonics, , click on “Participant Manual”Learning Targets (I Can…)Read and spell words with /j/ and /s/ sounds.Use knowledge of syllable patterns to read unfamiliar words.Read words with appropriate stress to improve fluency.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyWords with /j/ and /s/StressPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 82-107 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building with /j/ ad /s/ words, word sorts with /j/ and /s/ words, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, Phonics Part 3, P.013-Giraffes, Goats, and Centipedes - See Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.1-Write opinion pieces on topics or texts, supportinga point of view with reasons.a. Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.W.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsOpinion and Informative/Explanatory WritingLinking WordsTopic SentenceConcluding StatementStrategy Timed practice tests in response to state writing test samplesPeer editing for clear evidence in textSelf editing and self-reflectionPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Organize my paper with an introduction, body, and conclusionCite evidence from the texts to support my opinion and/or key pointsUse Linking words to connect my ideas Edit for language and conventionsRoutine WritingForming a text-based responseCiting evidence to support ideas and opinionsUsing linking wordsIncluding topic sentence and concluding statementWriting Tasks Final opportunities to practice informative/explanatory and opinion writing in MISTUse scoring rubrics for TNReady: HYPERLINK "" and ListeningSL .3.1a- Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL .3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL. 3.1d- Explain own ideas and understanding in light of the discussion.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.3.1g- Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is being modified L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determines the meaning of a new word with a known affix and a known word.L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root.Strategies and SkillsSkillsWords with the suffix –lyComparative AdjectivesStrategyLearning Grammar through Writing Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Identify, create, and use words with –ly.Use context as a clue to the meaning of a word or phrase.Explain how to use comparative adjectives to compare the degrees to which two things are related.Explain when to use “more” and the suffix “-er” based on the base word’s syllable. Use comparative adjectives correctly when writing.VocabularySuffix –lyVocabulary for Explicit InstructionAlmost, remains, needle in a haystack, except, ever, soon, however, at least, rediscovered, yet, so (Readworks passage) (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary wordsActivity that includes the suffix –ly, Language ArtsComparative AdjectivesPerformance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 6 (Unit 4 Extended Reading)Reading Selection: Boy, Were We Wrong About Dinosaurs! (Journeys Supplemental Trade Book, pp. T472-T480) (Lexile: 900)“Dinosaurs Among Us” (Lexile Level 710) Idea: New discoveries cause us to change our ideas about dinosaurs.Reading Literature and Informational TextRI.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.RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence).Related Science StandardsGLE 0307.5.2 Classify organisms as thriving, threatened, endangered, or extinct.Strategies and SkillsComprehension SkillDescribing relationships (compare/contrast)Comprehension StrategyQuestioningLearning Targets (I Can…)Create mental pictures to assist with comprehension.Identify and describe the sequence of events in a story.Discuss how events must happen in sequential order to make sense.Use questioning to analyze a text and show deeper comprehension.Use the parts of a book when reading an extended text.Performance AssessmentsAnecdotal evidence from classroom discussionsWritten responses to text-dependent questionsPerformance Task – OptionalCreate a Venn diagram comparing and contrasting old ideas about dinosaurs with current thinking.Sample MICA Items on RI.3.3 and RI.3.8 an assessment using Question IDs 43330 and 43374Text-Dependent QuestionsHow has scientific thinking about the tail of the dinosaur changed? (key details)What phrase did the author repeat throughout the book, and how does this repetition emphasize the main idea of the book? (author’s purpose)What does the author mean on p. 4 when she says, “…our own past guesses about dinosaurs were just as wrong as those of ancient China?” How does the illustration support the text on p. 4? (author’s purpose)How did the author use old Chinese ideas to link the beginning of the text to the end of the text, and why do you think she did this? (author’s purpose, opinion)Literacy Station ActivitiesComprehension Station- write a summary of an event, compare and contrast information from two texts, Journeys flip charts Activities on compare/contrast: Information hunt: WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g. comparison, cause/effect, first/second/third in a sequence).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingPair illustrated features or photographs of places or objects with icons in informational texts with a peer or a teacher.Connect illustrated features or photographs with descriptive words or phrases in informational text with a teacher or a pare/contrast illustrated features of places or objects using graphic organizers and phrases or short sentences in informational text working with a partnerCategorize illustrated features of places or objects using graphic organizers or sentences in informational text with a small groupSummarize features of places or objects from multiple compound sentences in informational text using graphic organizers. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.Strategies and SkillsCompound wordsIstation lessons on compound words: (must log in from the Istation site for the link to work)Learning Targets (I Can…)Read and spell compound words.Use compound words correctly in writing.Define compound words within text.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyCompound WordsSelf-CorrectFluency: Current goal of 82-107 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building with compound words, word sorts with compound words, word building with multi-syllabic words, review activities with phonics skills not yet mastered, Journeys flip chartFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Phonics Part 5, P.037-Compound Concentration; Fluency Part 3, F.017-Chunk-a-LotSee Internet4 classrooms for fluency passages and activities Performance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsWriting/ResearchW.3.1-Write opinion pieces on topics or texts, supportinga point of view with reasons.a. Introduce the topic or text they are writing about, state and opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion. c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Strategies and SkillsSkillsOpinion writingSynthesizing from multiple sourcesPOW + TREELL mnemonic and graphic organizer HYPERLINK "" (Username: tneducation; password: fastestimproving)Strategy Taking notesCiting evidenceLearning Targets (I Can…)Write to state an opinion.Cite evidence from a variety of anize my paper with an introduction, body, and conclusion.TNReady testing beginsRoutine WritingTake notes from readingSummarize information from a variety of textsWriting Tasks (Choose one)You have read several texts about fossils and dinosaurs over the past two weeks. Write a paper in which you tell whether you think it is important for scientists to keep looking for fossils of prehistoric animals. Cite evidence from the texts you have read to support your opinion. Be prepared to present your opinion orally to the class.OrSome of the articles you read indicated that dinosaurs might still be alive. Do you believe this? Cite evidence from the texts to support your opinion.Use scoring rubric from TNReady and ListeningSL .3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL. 3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL. 3.1c- asks questions to check for understanding, stay on topic, and link comments to others’ remarks.SL. 3.1d- Explain own ideas and understanding in light of the discussion.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral report on opinion paper about fossils and dinosaursLanguageL.3.1c- Use abstract nouns (e.g., childhood)L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determines the meaning of a new word with a known affix and a known word.L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root.Strategies and SkillsSkillsSuffixesContractionsStrategyLearning grammar through writing Editing writing for errors in conventions. Targets (I Can…)Use context as a clue to the meaning of a word or phrase.Define and create words using the suffixes –er, -est.Recognize the meaning of the changes a suffix makes to a word.Find base words in multi-syllable words.Recognize and use multi-syllable words with the same base.Discuss how to write contractions. Identify contractions while reading. Ensure that I am using contractions correctly when I write.VocabularySuffix –er, -estVocabulary for Explicit InstructionEnormous, ancient, waddle, clumsily, tendons, bask, comet, asteroid, acid rain, tertiary, cretaceous (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research MatchLanguage ArtsContractionsPerformance Assessments Teacher observationTeacher-made or district common assessments in testing formatUse of contractions in writingPre and Post-Assessment: Teacher-made or district assessments in a test-like formatWeek 7 –Extended TextReading Selection (for the next three weeks)The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 1 & 2Big Idea: It is important to take responsibility for your own actions.Reading Literature and Informational TextRL 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.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.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.Related Science StandardsGLE 0307.9.1 Design a simple experiment to determine how the physical properties of matter can change over time and under different conditions.Strategies and SkillsComprehension SkillStructure of a novelStory elements (plot, character, setting, point of view)ThemeLiteral and Nonliteral LanguageComprehension StrategySummarizeLearning Targets (I Can…)Provide a recounting of key plot details in a text.Describe how all the parts of a story fit together.Analyze character traits of specific characters.Demonstrate the ability to determine the literal and nonliteral meanings of words and phrases as they are used in a text.Provide explicit references to the text as the basis for the answers.Annotate text while I am reading.Performance AssessmentsAnecdotal evidence from classroom discussionsWritten responses to text-dependent questionsCharacter chart or plot diagramPerformance TaskClose reading of pages 1-10 from The Stories Julian TellsSample MICA Item for RL.3.4 an assessment using Question ID 44460Text-Dependent QuestionsSee SCS Close Reading Lesson for Chapter 1On p. 23, Julian said, “I was thinking of going someplace else.” Why did he say that? (key details)Why did the author italicize the word “ordinary” on p. 19? (author’s purpose)Why do you think Julian and Huey’s father told Huey that catalog cats are invisible? (opinion)How does whipping change the eggs? (inference)Literacy Station ActivitiesComprehension Station-Venn diagram comparing and contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activity from Comprehension Part I, C.002 –Narrative Text StructureActivities for summarizing Additional ResourcesSee SCS elementary literacy website for a PDF file of the text and other supporting documents: (password: readandwrite) Unit plan using The Stories Julian Tells WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingListeningPoint to pictures that define words in a story when listening to a teacher or peer say the word. Draw an illustration of a word or phrase in text in response to a teacher’s oral description of the word’s meaning. Match nonliteral and literal language in a text read aloud to illustrations, using sentence level context to determine meaning. Identify nonliteral and literal language in a text read aloud using paragraph level context to determine meaning.Interpret nonliteral and literal language in a text read aloud, using paragraph level context to determine meaning.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.Strategies and SkillsInflectional suffixesDifferent sounds of –edSee TNCore Summer Training Participant Manual, Grade 3, pp. 121-124 for additional information about teaching the sounds of –ed , click on “Participant Manual”Learning Targets (I Can…)Read and spell words with –ed and -ing.Define and use words with –ed and -ing correctly in writing.Learning Targets (I Can…)Read and spell words with vowels sounds in spoon and wood.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyWords with –ed and –ing (inflectional endings)DialogueFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building with inflectional endings, word sorts with inflectional endings, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Phonics Part 5, P.039-Covering the Bases and/or P.040-Parting WordsSee Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding comprehension. W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d- Provide a concluding statement or section. Strategies and SkillsWriting to learnInformative/explanatory writingSkillsNote-takingAnnotatingStrategy SummarizingPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Take notes when I read.Write a summary of a text or part of a anize my paper in a logical fashion./TNReady testing continuesRoutine WritingTake notes when reading or annotate the textComplete a story sequence chart or character map while reading an extended text.Writing Tasks AnalysisWrite a paper summarizing the key events in the passage selected for the close reading. Take care to describe how the actions of each character contributed to the sequence of events. (See SCS Close Reading Lesson, scselementaryliteracy., for additional information.)Use scoring rubric from TNReady: and ListeningSL. 3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL. 3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL. 3.3- Asks and answer questions about information from a speaker, offering elaboration and detail.SL .3.6- Speak in complete sentences to provide detail or clarification.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Prepare and present oral reports.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1 e-Form and use the simple (e.g., I walked; I walk;I will walk) verb tenses.L.3.2 - Demonstrate command of the conventions of standard English, capitalization, punctuation, and spelling when writing. L.3.2e- Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.Strategies and SkillsSkillsMultiple-Meaning wordsReview: common and proper nouns, simple verb tensesSpelling: words with -edStrategyLearning Grammar through Writing Learning Targets (I Can…)Use context as a clue to the meaning of a word or phrase.Use multiple-meaning words correctly in writing.Identify common and proper noun while readingRevise writing to change common nouns to proper nouns to make writing more exact.Correctly spell words with the –ed suffixVocabularyMultiple-Meaning WordsVocabulary for Explicit InstructionWindow-panes, yolks, raft, guarded, loosened, craters, catalog, ordinary, specially, backbone, quiver, request, varieties, invisible (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research Part 5, V.032-Multiple Meaning MatchVocabulary station activity: Language ArtsCommon NounsProper NounsCapitalizing Proper Nouns and TitlesPerformance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 8 – Extended TextReading Selection:The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 3 & 4Grow Your Own Carrots (Donyall Dickey, Complex Text RI. 3.3)Big Idea: It is important to take responsibility for your own actions.Reading Literature and Informational TextRL 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.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.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.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 Strategies and SkillsComprehension SkillStructure of a novelStory elements (plot, character, setting, point of view)ThemeLiteral and Nonliteral LanguageComprehension StrategySummarizeCharacter analysis-Donyall Dickey’s graphic organizer for RL.3.3 Learning Targets (I Can…)Determine a cause and effect relationship.Recognize cause and effect relationships within context.Cite evidence from the text to support my key points. Make predictions about upcoming events in the story using context clues.Performance AssessmentsAnecdotal evidence from classroom discussionsWritten responses to text-dependent questionsContinue with character chart and/or story mapPerformance Task Discuss how Julian grows in his understanding of responsibility during chapter 4 and explain why the fact that Julian is the narrator of the story helps you know this.OrCompare the process Julian and Huey used to plant and grow their garden with the steps described in Grow Your Own Carrots.Text-Dependent QuestionsHow long did it take the boys to plant their garden? (key details)Why did Julian eat the leaves from the fig tree? (key details)When Julian says, “The seeds were dreaming…” do you think he really meant it? If not, why do you think the author used that phrase? (author’s purpose)Why do you think the author had the narrator (Julian) repeat the phrase about the fig tree not saying a word? (opinion)Literacy Station ActivitiesComprehension Station-Venn diagram comparing and contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activities from Comprehension Part 1 C.005-Story Element SortAdditional ResourcesSee SCS elementary literacy website for a PDF file of the text and other supporting documents: plan using The Stories Julian Tells WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingSort illustrated written statements by a character into “agree” or “disagree” on a T-Chart with a partner.Sort written statements by a character into “agree” or “disagree” on a T-Chart with a partner.Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with, using a teacher model from another text. Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with and categorize evidence to show expanded related ideas.Draw conclusions about what a character believes (in a book at your independent reading level) using categorized evidence to show expanded related ideas.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF. 3.4a- Read on-level text with purpose and understanding.RF. 3.4b- Read orally with accuracy, appropriate rate, and expression.RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.Strategies and SkillsDifferent sounds of –edSee TNCore Summer Training Participant Manual, Grade 3, pp. 121-124 for additional information about teaching the sounds of –ed , click on “Participant Manual”Learning Targets (I Can…)Read and spell words with –ed and -ing.Define and use words with –ed and -ing correctly in writing.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyWords with endings –ed and -ingExpressionFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesPhonics/word study station-word building with inflectional endings, word sorts with inflectional endings, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Internet4 classrooms for fluency passages and activities Writing/ResearchW.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding comprehension. W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d- Provide a concluding statement or section. W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.Strategies and SkillsSkillsWriting to explainCiting evidenceStrategy Synthesizing information from multiple placesPOW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain.Cite evidence from different places in the text to support my key anize my paper with an introduction, body, and conclusion.TNReady testing continuesRoutine WritingTake notes when reading or annotate the textComplete a story sequence chart or character map while reading an extended text.Writing TasksStudents write an essay explaining how Julian’s feelings about eating the fig leaves changed over the course of chapter 4. They should cite evidence from the text to support key points. Remind them to reflect on the “big idea” for this novel study as they respond.Use scoring rubric from TNReady: and ListeningSL. 3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL. 3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL. 3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL. 3.6- Speak in complete sentences to provide detail or clarification.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Prepare and present oral reports.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.1b- Form and use regular and irregular plural nouns. L.3.1 e-Form and use the simple (e.g., I walked; I walk;I will walk) verb tenses.L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.2e- Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.Strategies and SkillsSkillsContext cluesReview: simple verb tensesSpelling: words with -edStrategyLearning Grammar through Writing Targets (I Can…)Revise writing for incorrectly used verb tenses.Use context clues to determine the meanings of unfamiliar words.VocabularyContext cluesVocabulary for Explicit InstructionGenuine, Ancients, harvest, swirling, rustling, garage, strange, figs, measure, fertilizer, compare (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research 5, V.031-What-a-WordVocabulary station activity: Language ArtsSimple verb tensesPerformance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 9 – Extended TextReading Selection:The Stories Julian Tells (supplemental trade book) (Lexile Level 520), chapters 5 & 6Big Idea: It is important to take responsibility for your own actions.Reading Literature and Informational TextRL 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.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.RL.3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.RL 3.6 Distinguish their own point of view from that of the narrator or those of the characters.Strategies and SkillsComprehension SkillStructure of a novelStory elements (plot, character, setting, point of view)ThemeLiteral and Nonliteral LanguageComprehension StrategySummarizeTheme-Donyall Dickey’s Graphic Organizer for RL.3.2Learning Targets (I Can…)Identify the theme by using text details.Recognize the elements of fiction and non-fiction texts.Analyze story structure.Discuss the differences between literal and nonliteral meanings of words and phrases in a text.Cite evidence from the text to support my key points. Performance AssessmentsAnecdotal evidence from classroom discussionsWritten responses to text-dependent questionsComplete character chart and/or story mapPerformance Task - Optional Close reading of selected pages from The Stories Julian Tells (teacher’s choice)Summarize the theme of The Stories Julian Tells.Text-Dependent QuestionsWhy did Julian change his mind about having his tooth pulled? (key details)On p. 48, the word “no” is in all capital letters. Why do you think the author did that? (author’s purpose)What does the word “pigtails” mean on p. 60? How do you know? (vocabulary)Why do you think Julian’s dad brought out the pliers and the thread? (opinion)Literacy Station ActivitiesComprehension Station-Venn diagram comparing and contrasting characters or events, illustrate the text, write a summary of a passage, comprehension activities from Comprehension Part 1, C.008-Retell Ring and/or C.009-Retell-a-Story Additional ResourcesSee SCS elementary literacy website for a PDF file of the text and other supporting documents: plan using The Stories Julian Tells 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 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingWritingLabel events from a story with words, phrases and simple sentences using an illustrated word bank.Create an illustrated graphic organizer describing the sequence of events and theme of a story using a word bank.Create an illustrated graphic organizer with simple and expanded sentences describing the sequence of events and theme of the story.Express ideas in detailed responses describing the sequence of events and theme of a story.Express ideas describing the sequence of events and theme of a story using a broad range of sentence patterns and grammatical structures.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF. 3.3c- Decode multi-syllable words.RF .3.4a- Read on-level text with purpose and understanding.RF .3.4b- Read orally with accuracy, appropriate rate, and expression.RF. 3.4c- Use context to confirm or self-correct word recognition and understanding.Strategies and SkillsMulti-syllable wordsSee TNCore Summer Training Participant Manual, Grade 3, pp. 82-97 for additional information about teaching syllable types and more advanced phonics, , click on “Participant Manual” Phonics skill 10Istation lesson on multisyllable words: Learning Targets (I Can…)Read and spell multi-syllable words.Read with fluency from a variety of texts (poetry, drama, current events, and novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyMulti-syllable wordsAccuracyFluency: Current goal of 82-107 WCPM with expression and understandingPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsLiteracy Station ActivitiesPhonics/word study station-word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - Phonics Part 4, P.030-Syllable Scoops or P.031-Syllable SnakesSee Internet4 classrooms for multisyllable words Writing/ResearchW.3.2- Write informative/explanatory texts to examine a topic and convey ideas and information clearly.W.3.2a- Introduce the topic or group related information together, including illustrations when useful to aiding comprehension. W.3.2b- Develop a topic with facts, definitions, and detailsW.3.2c- Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. W.3.2d- Provide a concluding statement or section. W.3.7 - Conduct short research projects that build knowledge about a topic. W.3.8 - Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.Strategies and SkillsSkillsInformative/explanatory writingTaking notesAnnotating textStrategy Synthesizing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write to explain.Cite evidence from different parts of the text to support my key anize my paper with an introduction, body, and conclusion.TNReady testing continuesRoutine WritingTake notes when reading or annotate the textComplete a story sequence chart or character map while reading an extended text.Writing TasksThroughout our study of this book, we have discussed the importance of taking responsibility for your own actions. Write a paper in which you explain whether Julian does or does not take responsibility for his own actions. Cite evidence from the entire text to support your key points.Use scoring rubric from TNReady: and ListeningSL .3.1a- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.SL .3.1b- Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).SL .3.3- Ask and answer questions about information from a speaker, offering elaboration and detail.SL .3.6- Speak in complete sentences to provide detail or clarification.Strategies and SkillsAccountable TalkAppropriate BehaviorsTNCore Accountable Talk resource: Targets (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. Prepare and present oral reports.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.2 c-Use commas and quotation marks in dialogueL.3.3b- Recognize and observe differences between the conventions of spoken and written standard EnglishL.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.Strategies and SkillsDialogueContext cluesSkillsUsing commas and quotations for dialogueDetermining meaning from context.StrategyPunctuating dialogueEditing writing for correct use of commas and quotation marks Targets (I Can…)Explain that dialogue is “talk written down.”Use commas and quotation marks when writing dialogue.Use context as a clue to the meaning of a word or phrase.VocabularyContext cluesVocabulary for Explicit InstructionPliers, painful, carefully, spool, prehistoric, cavemen, mastodon, saber-toothed tiger, cartwheels, squawked, collection, jerk (Supplemental Resources, click Vocabulary Quadrant)Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research Part 5, V.033-Meaning ExchangeVocabulary station activity: Language ArtsDialoguePerformance Assessments for bothTeacher observationTeacher-made or district common assessments in testing format ................
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