2008-2009 Pacing Guide for Kindergarten Houghton Mifflin ...



|Third Grade Curriculum Guide – Houghton Mifflin Reading – Medallion Edition |

|Theme |Window of instruction |CCSS Included |CCSS Missing |Assessment |

|Back to School |Aug. 12 – 23 | | |ORP |

| |(2 weeks) | | |STAR Reading Diagnostic |

|Theme 1 |Off to Adventure! | | | |

|Roadside America (RA) |Aug. 26 – 30 |RL.3.1-4 | | |

|Have You Seen the Lost and Found? (GSR) | |RI.3.1, 2, 5 | | |

|Lost and Found | |RF.3.3-4 | | |

|School Poems (PL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Spy Run (RA) |Sept. 3 – 6 |RL.3.1-4 | | |

|The Mulan Legend (GSR) |(4-day week) |RI.3.1, 2, 5 | | |

|Ballad of Mulan | |RF.3.3-4 | | |

|Chinese the Write Way (LL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Davy Lowe (RA) |Sept. 9 – 13 |RL.3.1-4 | | |

|What is a Waterfall? (GSR) | |RI.3.1, 2, 5 | | |

|The Waterfall | |RF.3.3-4 | | |

|Camping on the Wild Side! (SL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Writing – Narrative |Sept. 16 – 20 |W.3.3-5 |W.3.1-2, 6-8 | |

|Theme 1: Extend/Review/Assess |Sept. 23 – 27 |RL.3.1-4 |RL.3.5-9 | |

| | |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 | |

| | |RF.3.3-4 |RF.3 | |

| | |W.3.3-5 |W.3.1-2, 6-8 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|Theme 2 |Celebrating Traditions | | | |

|What Turkeys Eat for Thanksgiving (RA) |Sept. 30 – Oct. 4 |RL.3.1-4 | | |

|Quilts (GSR) | |RI.3.1, 2, 5 | | |

|The Keeping Quilt | |RF.3.3-4 | | |

|Nesting Dolls (AL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Presidents Day (RA) |Oct. 7 – 11 |RL.3.1-4 | | |

|Riding and Roping (GSR) | |RI.3.1, 2, 5 | | |

|Anthony Reynoso: Born to Rope | |RF.3.3-4 | | |

|Spotlight on Kids (CL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Storytelling Trees (RA) |Oct. 14 – 18 |RL.3.1-4 | | |

|Handmade Cloth from Ghana (GSR) |(Monday - non-student day) |RI.3.1, 2, 5 | | |

|The Talking Cloth | |RF.3.3-4 | | |

|A Healthy Recipe from Ghana (HL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Punxsutawney Phil: The King of Groundhog Day (RA) |Oct. 21 – 25 |RL.3.1-4 | | |

|Native American Dance (GSR) | |RI.3.1, 2, 5 | | |

|Dancing Rainbows | |RF.3.3-4 | | |

|Rain and Rainbows (SL) | |W.3.3-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Theme 2: Extend/Review/Assess |Oct. 28 – Nov. 1* |RL.3.1-4 |RL.3.5-9 |ORP |

| | |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 |STAR Reading |

| | |RF.3.3-4 |RF.3 |DPA & Writing (Narrative) |

| | |W.3.3-5 |W.3.1-2, 6-8 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|Theme 3 |Incredible Stories | | | |

|Cows from Outer Space (RA) |Nov. 4 – 8 |RL.3.1-4 | | |

|Movie Monsters (GSR) | |RI.3.1, 2, 5 | | |

|Dogzilla | |RF.3.3-4 | | |

|Go with the Flow! (SL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|The Bones Brothers and the Frozen Fence (RA) |Nov. 12 – 15 |RL.3.1-4 | | |

|A Mysterious Statue (GSR) |(4-day week) |RI.3.1, 2, 5 | | |

|The Mysterious Giant of Barletta | |RF.3.3-4 | | |

|Eyes on Rome (SSL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|The One-Horse Farmer (RA) |Nov. 18 – 22 |RL.3.1-4 | | |

|Working on the Farm (GSR) | |RI.3.1, 2, 5 | | |

|Raising Dragons | |RF.3.3-4 | | |

|Real-Life Dragons (SL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Thanksgiving Break |Nov. 25 – 29 | | | |

|Copycat Mouse (RA) |Nov. 26 – 30 |RL.3.1-4 | | |

|Unusual Gardens(GSR) | |RI.3.1, 2, 5 | | |

|Garden of Abdoul | |RF.3.3-4 | | |

|Enter the World of Chris Van Allsburg (CL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Writing: Informative/ Explanatory |Dec. 2 – 6 |W.3.2, 4-5, 7-8 |W.3.1, 3, 6 | |

|Theme 3: Extend/Review/Assess |Dec. 9 – 20 |RL.3.1-4 |RL.3.5-9 | |

| |(2 weeks) |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 | |

| | |RF.3.3-4 |RF.3 | |

| | |W.3.2, 4-5, 7-8 |W.3.1, 3, 6 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|Winter Break |Dec. 23 – Jan. 3 | | | |

|Theme 4 |Animal Habitats | | | |

|The Cuckoo with Many Nicknames (RA) |Jan. 6 – 10 |RL.3.1-4 | | |

|Explore Iceland (GSR) | |RI.3.1, 2, 5 | | |

|Nights of the Pufflings | |RF.3.3-4 | | |

|Big-Apple Birding (SL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|In the Rain (RA) |Jan. 13 – 17 |RL.3.1-4 | | |

|At the Seashore (GSR) | |RI.3.1, 2, 5 | | |

|Seal Surfer | |RF.3.3-4 | | |

|I Work in the Ocean (CL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Should You Help Baby Animals? (RA) |Jan. 21 – 24 |RL.3.1-4 | | |

|Deer (GSR) |(4-day week) |RI.3.1, 2, 5 | | |

|Two Days in May | |RF.3.3-4 | | |

|Animal Poems (PL) | |W.3.2, 4-5, 7-8 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Theme 4: |Jan. 27 – Feb 7 |RL.3.1-4 |RL.3.5-9 |ORP |

|Extend/Review/Assess |(2 weeks) |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 |STAR Reading |

| | |RF.3.3-4 |RF.3 |DPA & Writing (Informative/Explanatory) |

| | |W.3.2, 4-5, 7-8 |W.3.1, 3, 6 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|Theme 5 |Voyagers | | | |

|Sugar: Cross-Country Traveler (RA) |Feb. 11 – 14 |RL.3.1-4 | | |

|Journey of the Pilgrims (GSR) |(4-day week) |RI.3.1, 2, 5 | | |

|Across the Wide Dark Sea | |RF.3.3-4 | | |

|Young Voyagers: A Pilgrim Childhood (SSL) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Pedro’s Journal (RA) |Feb. 18-21* |RL.3.1-4 | | |

|Visiting Another Country (GSR) |(4-day week) |RI.3.1, 2, 5 | | |

|Yunmi and Halmoni’s Trip | |RF.3.3-4 | | |

|Journeys Through Art (AL) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Going West: Children on the Oregon Trail (RA) |Feb. 24 – 28 |RL.3.1-4 | | |

|Exploring Antarctica (GSR) | |RI.3.1, 2, 5 | | |

|Trapped by the Ice! | |RF.3.3-4 | | |

|Shackleton’s Real-Life Voyage (ML) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Writing – Opinion |March 3 – 7 |W.3.1, 4-5 | | |

|Theme 5: |March 10 – 21 |RL.3.1-4 |RL.3.5-9 | |

|Extend/Review/Assess | |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 | |

| | |RF.3.3-4 |RF.3 | |

| | |W.3.1, 4-5 |W.3.2-3, 6-8 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|Theme 6 |Smart Solutions | | | |

|Penny’s Present (RA) |March 24 – 28 |RL.3.1-4 | | |

|Spanish Words (GSR) | |RI.3.1, 2, 5 | | |

|Pepita Talks Twice | |RF.3.3-4 | | |

|Poems in Spanish and English (PL) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|The Enormous Turkey (RA) |March 31 – April 4 |RL.3.1-4 | | |

|Sewing Clothes (GSR) | |RI.3.1, 2, 5 | | |

|Poppa’s New Pants | |RF.3.3-4 | | |

|No Problem! (ML) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|The Fastest Cat on Earth (RA) |April 7 – 11 |RL.3.1-4 | | |

|Rain, Rain, Go Away! (GSR) | |RI.3.1, 2, 5 | | |

|Ramona Quimby, Age 8 | |RF.3.3-4 | | |

|Henry and Ramona (DL) | |W.3.1, 4-5 | | |

| | |SL.3.2-4 | | |

| | |L.3.1-4 | | |

|Spring Break |April 14 – 21 | | | |

|Theme 6: |April 22 – May 2 |RL.3.1-4 |RL.3.5-9 | |

|Extend/Review/Assess |(2 weeks) |RI.3.1, 2, 5 |RI.3.3, 4, 6-8 | |

| | |RF.3.3-4 |RF.3 | |

| | |W.3.1, 4-5 |W.3.2-3, 6-8 | |

| | |SL.3.2-4 |SL.3.1, 5-6 | |

| | |L.3.1-4 |L.3.5-6 | |

|End of Year |May 5 – 29* | | |ORP |

|Extend/Review/Assess |(4 weeks) | | |STAR Reading |

| | | | |DPA & Writing (Opinion) |

Italicized font indicates non-fiction/informational text

Bold-faced font indicates main selection

Non-italicized font indicates fictional text

* Indicates end of trimester

CCSS not directly addressed or minimally addressed in HM Medallion:

RL.3.5-9

3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. (see CCSS Question Prompts)

3.6 Distinguish their own point of view from that of the narrator or those of the characters (see CCSS Question Prompts)

3.7 Explain how the illustrations contribute to what is conveyed by the words in a story (see CCSS Question Prompts)

3.9 Compare and contrast themes, settings, and plots of stories written by the same author about the same or similar characters (see CCSS Question Prompts)

RI.3.3-4, 6-8

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 (see CCSS Question Prompts)

3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area (see CCSS Question Prompts)

3.6 Distinguish their own point of view from that of the author (see CCSS Question Prompts)

3.7 Use information gained from illustrations and the words in a text to demonstrate understanding of the text (see CCSS Question Prompts)

3.8 Describe the logical connection between particular sentences and paragraphs in a text (see CCSS Question Prompts)

*Additional resources for informational text: Make Your Mark (Novel Unit) Magazine, social studies, science, and math texts and readers

W.3.1-2, 6

3.1 Opinion: Write opinion pieces on topics or texts, supporting a point of view with reasons. a) Introduce the topic or text they are writing about, state an 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.

• Have students write their opinion about something (favorite story, character, season, animal, etc.) and give two or three reasons to support their opinion. They may have to read a text or two and do research to form an opinion about something and to look for reasons to support their opinion. This can also be done in science and social studies!

• HM Opinion Writing: T2/W3 (p. 205M), T3/W3 (p. 347M), T5/Theme Resources (R23-R25), T6/RWW (p. 278), T6/W3 (p. 339M), T6/Theme Resources (p. R23-R25)

3.2 Informative/explanatory: 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.

• Have students write directions for a how to do something. Have them write a couple of sentences that include facts about something they observed in a science experiment or in a social studies video clip.

• Make Your Mark (Novel Unit) Weekly Writing Instruction: Write to Inform

• HM Informative/Explanatory Writing: T1/W1 (p. 51M), T1/W2 (p. 91M), T1/W3 (p. 121M), T1/Theme Resources (p.R23-R25), T2/W1 (p. 157M), T2/RWW (p. 158), T2/W2 (p. 185M), T2/W4 (p. 231M), T2/Theme Resources (p. R30-R31), T3/W1 (p. 287M), T3/W2 (p. 315M), T3/Theme Resources (p. R30-R31), T4/RWW (p. 40), T4/W3 (p. 99M), T4/Theme Resources (p. R23-R25), T5/RWW (p. 138), T5/W2 (p. 167M), T5/W3 (p. 205M), T5/Theme Resources (R23-R25), T6/W1 (p. 277M), T6/W2 (p. 307M), T6/Theme Resources (p. R23-R25)

3.3 Narrative: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a) Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. c) Use temporal words and phrases to signal event order. d) Provide a sense of closure.

• HM Narrative Writing: T1/RWW (p. 52), T1/Theme Resources (p.R23-R25), T2/Theme Resources (p. R30-R31), T3/W1 (p. 287M), T3/RWW (p. 288), T3/W4 (p. 373M), T3/Theme Resources (p. R30-R31), T4/W1 (p. 39M), T4/Theme Resources (p. R23-R25), T5/W1 (p. 137M), T5/Theme Resources (R23-R25), T6/Theme Resources (p. R23-R25)

3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

• Use computer lab time to work on keyboarding skills, typing up final drafts of paragraphs/essays on MSWord, use of the Internet to do research for various writing tasks, using Edublogs or Google Docs to collaborate about writing.

A few more notes about the Writing Strand:

*There are additional writing prompts in the Theme Resources in the back of each TE.

*Additional resources for writing: Make Your Mark (Novel Unit)

*Do not wait for the full process weeks to do writing in your classroom! Think about where you can incorporate all three genres throughout each theme, with short constructed responses! Remember, writing does not always require a full process paragraph/essay.

SL.3.1, 5-6

3.1 Collaborative conversations: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. a) 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. b) 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). c) Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. d) Explain their own ideas and understanding in light of the discussion.

• Incorporate collaborative conversations whole class and small group throughout each theme. Establish conversation norms. Teach students how to ask questions and build on each other’s ideas. Use sentence frames or discussion prompts to scaffold discussion techniques, as needed.

3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

• Have students include multimedia components to enhance their presentations, when appropriate. This could mean a video clip, pictures, music, etc. Students can use programs like Animoto or YouTube to create/show a photo collage/video with music to go along with a presentation of ideas.

3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

• When students make presentations, give their classmates an opportunity to ask them questions. The presenter should be able to answer questions in complete sentences to give more information or to clarify the information they presented.

L.3.5-6

3.5 Demonstrate understanding of word relationships and nuances in word meanings. a) Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). b) Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). c) Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

• Word relationships, nuances – making real-life connections to words and their use in everyday life

• Distinguish shades of meaning – discuss the difference between closely related verbs (e.g. toss, throw, hurl), act them out, have students get in order of least intensity to greatest intensity and discuss the rationale for the order chosen

3.6 Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

• This standard is emphasizing the need to use newly acquired words and phrases – consider giving students a word bank (or allowing them to help create one) to use when discussing or writing about a text

Note: This curriculum guide is just a guide. It is not intended to take away your creativity or professional judgment as an expert in your particular grade level. You will easily address all strands of the ELA CCSS in each lesson if you follow an integrated approach that includes components of reading, questioning, discussing, and writing (not necessarily always in that order). This also goes for your science and social studies units. Furthermore, if you use the “CCSS Reading Questions for Literature & Informational Text” for discussion and writing, you will also be covering the CCSS. Remember that you are teaching literacy skills all day, not just during your designated ELA time!

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