Va01918659.schoolwires.net



Greene County Public SchoolsLanguage Arts Grade 3 Curriculum Guide 2015-2016 Quarters 1-4KEYWritingFictionNonfictionSOL Not TestedBloom’s Taxonomy AbbreviationsR=Remember; U=Understand; An=Analyze; Ap=Apply; E=Evaluate; C=CreateTimes/ DatesSOL/StrandObjective/Content/ Essential QuestionsVertical AlignmentVocabularyCross-Curricular ConnectionsFirst Quarter Aug. 18ongoing3.1 a-eIntroductory Activities, Introduction of Daily Five, CAF?, and Initial Assessments.Use effective communication skills in group activities. ** Not Testeda. Listen attentively by making eye contact, facing the speaker, asking questions and summarizing what is said. Ub. Ask and respond to questions from teachers and other group members. Uc. Explain what has been learned. Ud. Use language appropriate for context. APe. Increase listening and speaking vocabularies REssential KnowledgeTo be successful with this standard, students are expected toparticipate in a range of collaborative discussions building on others’ ideas and clearly expressing their own (e.g., one-on-one, small-group, teacher led).engage in taking turns in conversations by:making certain all group members have an opportunity to contribute;listening attentively by making eye contact while facing the speaker;eliciting information or opinions from others;supporting opinions with appropriate ideas, examples, and details; andindicating disagreement in a constructive manner.take initiative in moving a group discussion forward by:following rules for discussions and assigned group roles; contributing information that is on topic;answering questions;asking clarifying questions of the speaker;summarizing the conclusions reached in the discussion; andexplaining what has been learned.ask and respond to questions to check for understanding of information presented (e.g., stay on topic, link remarks to those of others).use language appropriate for the context of the discussion.increase their listening and speaking vocabularies through group activities such as:engaging in activities that require following directions; and attempting to use new words in meaningful sentences. 4.2b Listen and record information2.3d Retell information shared by others4.1b Contribute to group discussions across content areas.4.1e Use grammatically correct language and specific vocabulary to communicate ideas.2.2a Increase listening and speaking prehensionExtend VocabularyFluencyUnderstandingAccuracyStaminaListening attentivelySummarizingEye contactExplainLanguageVocabularyUnits-Geography-Create a map of a good reader/writer, draw map of classroom and label, Me on the Map book-Write own Me on the Map book using complete sentReinforce spelling of map terms Math-Place Value. Comparing numbers - Reinforce word form in sentences, reinforce spelling of number wordsAug. 24ongoing3.12The student will use available technology for reading and writing. APEssential KnowledgeTo be successful with this standard, students are expected touse available technology for reading and writing.read electronic media to gather specific information, to gain knowledge, and for enjoyment.use available technology to compose, edit and share writing as well as to interact and collaborate with others.ask and respond to questions about material presented through various media formats.2.14 The student will use available technology for reading and puteriPadiPodWebsiteSearch engineInternetKey wordsSearch Aug. 24 ongoing3.3 a-bApply word analysis skills when reading.a. Use knowledge of regular and irregular vowel patterns (based on student word study level). APb. Decode regular multisyllabic words. APEssential KnowledgeTo be successful with this standard, students are expected toapply knowledge of regular and irregular vowel patterns to decode words.apply knowledge of ambiguous vowel patterns (e.g., ou/ow, oi/oy, oo, aw) to decode words.apply knowledge of the change in tense (-ed), number (-s), and degree (-er and -est) signified by inflected endings to decode words.decode regular multisyllabic words in order to read fluently.2.5a Use knowledge of short, long, and r-controlled vowel patterns to decode and spell words.2.5c Decode regular multisyllabic words.ConsonantsVowelSyllableCompound words Aug. 24ongoing3.4 bStudent will expand vocabulary when readingb. use knowledge of roots and affixes APEssential Knowledgeapply knowledge of roots to decode unknown words with the same root (e.g., company, companion).apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).Review: un-, re-, dis-, -er, -est, -s, -es, -ing, -ed, -orPrefixun- in- tele- re-im- dis- pre-Suffix-s -es -or -er-ful -ly -ing -less -ies -ed -est -y -iedRoot (base) wordnonexamples Aug. 24ongoing3.10 jThe student will edit writing for correct grammar, capitalization, punctuation, and spelling. APj. Use correct spelling for frequently used sight words,Essential Knowledgeuse correct spelling for frequently used words, including irregular plurals (e.g., men, children).use correct spelling for frequently used sight words, including irregular plurals.2.13h Use correct spelling for commonly used sight words, including compound words and regular plurals.CapitalsPunctuationPeriodQuestion markExclamation point 9/1 – 10/163.6 a-l Nonfiction(Text Features)The student will continue to read and demonstrate comprehension of nonfiction texts.a. Identify the author’s purpose. ANb. Use prior and background knowledge as context for new learning. AP, ANc. Preview and use text features. APd. Ask and answer questions about what is read. ANe. Draw conclusions based on text. Ef. Summarize major points found in nonfiction texts. ANg. Identify the main idea. ANh. Identify supporting details. Rj. Use reading strategies to monitor comprehension throughout the reading process. APk. Identify new information gained from reading. Rl. Read with fluency and accuracy. APEssential Knowledgemonitor their comprehension throughout the reading process by:becoming aware of when they do not understand;identifying exactly what is causing them difficulty; andgenerating their own questions to help integrate units of meaning.use text features to make meaning by:applying phonetic strategies;using punctuation indicators, such as commas, periods, exclamation points, question marks, and apostrophes showing contraction and possession;applying knowledge of simple and compound sentence structures;knowing when meaning breaks down and then rereading to self-correct; andusing illustrations to gain information (e.g., maps, photographs).identify new information gained from reading.practice reading and rereading familiar nonfiction texts with fluency and accuracy.4.6c Explain the author’s purpose2.9c/4.6i Use prior and background knowledge as context for new learning.2.9a Preview the selection using text features.4.6a Use text structures, such as type, headings, and graphics, to predict and categorize information in both print and digital.2.9e Ask and answer questions about what is read2.9f Locate information to answer questions.4.6b Formulate questions that might be answered in the selection.4.6f Draw conclusions and make simple inferences using textual information as support4.6e Summarize supporting details2.9g/4.6d ID the main idea.4.6k Use reading strategies throughout the reading process to monitor comprehension.4.6j ID new information gained from reading.2.9h Read and reread familiar passages with fluency, accuracy, and meaningful expression.4.6l Read with fluency and accuracyAuthorPurposePredictionExperienceConnectionCompareContrastDraw conclusionPlagiarismPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideImportantMain reasonRead the flyerVenn diagramWebEmptyArticleOppositeInformationWebsiteTitleStoryUnits- Economics, Scientific Method, Matter, Water CycleUse nonfiction, content related books to identify text features and to read for comprehension Math- Rounding, Place Value, Addition9/1-9/18 3.10 aThe student will edit writing for correct grammar, capitalization, punctuation, and spelling.Use complete sentences. APEssential KnowledgeTo be successful with this standard, students are expected touse complete sentences. 2.13 a Recognize and use complete sentences. CompleteSentence (thought)SubjectPredicateVerbNounAdjectiveIncorporate these skills into the above stories9/21-9/253.10 cThe student will edit writing for correct grammar, capitalization, punctuation, and spelling.c. Use the word I in compound subjects. AP Essential Knowledgeuse the word I in compound subjects.2.13c Capitalize all proper nouns and the word I CompleteSentence (thought)SubjectPredicateVerbNounAdjective 9/24-9/253.10 ii. Use the articles a, an, and the correctly. APEssential Knowledgeuse articles a, an and the correctly. VowelConsonantarticleIncorporate these skills into the above stories9/28-10/23.10 hThe student will edit writing for correct grammar, capitalization, punctuation and spelling.h. Use apostrophes with contractions APEssential Knowledgepunctuate correctly:apostrophes in contractions with pronouns, (e.g., I’d, we’ve);2.13e Use apostrophes in contractions and possessives.ApostropheContractionPossessivepronounIncorporate these skills into the above stories10/5-10/163.9 a-bThe student will write for a variety of purposes.a. Identify the intended audience. ANb. Use a variety of pre-writing strategies. APEssential Knowledgeuse strategies for organization of information and elaboration relevant to the type of writing.clarify writing when revising by including specific vocabulary and information.4.7a Identify intended audience 2.12a Generate ideas before writing.4.7c Use a variety of pre-writing strategiesGraphic OrganizerPre-writingIncorporate these skills into the above stories10/12 – 10/16End of First Quarter3.7 bThe student will demonstrate comprehension of information from a variety of print and electronic resources.b. Use table of contents, indices, and charts. APEssential KnowledgeUse table of contents, indices, and charts.2.10 a-b Use table of contents, pictures, charts, and captionsTable of contentsIndexIndicesChartsDataUnits- Simple MachineUse reference books to look up content words and find text featuresSecondQuarter 10/19-10/303.4 gThe student will expand vocabulary when reading.g. Use word reference resources including the glossary, dictionary and thesaurus. (introduce) U, AN, APEssential Knowledgeusing the glossary, dictionary, and thesaurus as reference resources to learn word meanings.Alphabetical Order4.4c Use word-reference materials, including the glossary, dictionary, and thesaurus.*Dictionary*GlossaryThesaurus*Entry words*Guide words*Alphabetical order*Definition (meaning)Units- Energy-Put vocab. in ABC order-Use reference books to look up vocabulary Math-Multiplication Use reference books to look up vocab.10/19 – 10/233.10 ff. Use commas in a simple series APEssential Knowledgepunctuate correctly:commas in a simple series;2.13j Use commas in the salutation and closing of a letter.4.8e Use commas in series, dates, and addressesCommaSeriesListUnits-Energy Math-Multiplication 10/19 – 11/13 3.9 a-g Letter WritingThe student will write for a variety of purposes. (letter, informative/explanatory, narratives)a. Identify the intended audience. ANb. Use a variety of pre-writing strategies. Cc. Write a clear topic sentence focusing on the main idea. Cd. Write a paragraph on the same topic. Ce. Use strategies for organization of information and elaboration according to the type of writing. APf. Include details that elaborate the main idea. Cg. Revise writing for clarity of content using specific vocabulary and information. EEssential KnowledgeTo be successful with this standard, students are expected touse a variety of pre-writing strategies by:identifying the intended audience;using ideas from class brainstorming activities;making lists of information;talking to classmates about what to write;reading texts by peer and professional authors;using graphic organizers; andselecting an appropriate writing form for nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).write a clear topic sentence that focuses on the main idea.keep their written paragraphs on one topic.follow the organization of particular forms of writing for:letters – date, greeting, body, and closing;informative/explanatory purposes introduce a topic and group related information in paragraph form use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic provide a concluding statement or section narratives sequence events use transition words and phrases for sentence variety and to manage the sequence of events use specific vocabulary to convey experiences and events provide a conclusionincorporate transitional words that clarify sequence (e.g., first, next, and last).use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.apply knowledge of the writing domains of composing, written expression, and usage/mechanics.read their own writing orally to check for sentence rhythm (sentence variety).add specific details that further elaborate the main idea.use examples from their reading as models to imitate in their writing.use precise nouns, verbs, and adjectives.use strategies for organization of information and elaboration relevant to the type of writing.clarify writing when revising by including specific vocabulary and information.2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning, middle, and endc. Expand writing to include descriptive detaild. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and informationDateHeadingGreetingBodyClosingSignatureAddressAudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordselaborateUnits-Energy, Greece Math-Multiplication, Division10/26-10/30ongoing3.4 bThe student will expand vocabulary when reading.b. Use knowledge of roots, affixes, synonyms and antonyms. APEssential Knowledgeapply knowledge of roots to decode unknown words with the same root (e.g., company, companion).apply knowledge of affixes, (e.g., prefixes such as ex-, dis-, un-, re-, mis-, non-, pre-; suffixes such as -ly, -ful, -less, -able, -tion, -ness, and –ment) to decode words.determine the meaning of new words formed when a known affix is added to the known word (e.g., care/careless, heat/reheat).use knowledge of synonyms (e.g., big/large, mad/angry, ache/pain).use knowledge of antonyms, (e.g., asleep/awake, smile/frown, start/finish).2.7c Use knowledge of synonyms and antonyms2.7b Use knowledge of prefixes and suffixes4.4b Use knowledge of roots, affixes, synonyms, antonyms, and homophones.SynonymAntonymOppositeSame**Thesaurus**Units-EnergyUse vocabulary to reinforce content words Math-Multiplication 10/26-10/303.10 gg. Use simple abbreviations. APEssential Knowledgeuse simple abbreviations.2.13g Use knowledge of simple abbreviations.Abbreviationstitles 11/6 – 11/133.4 c-fThe student will expand vocabulary when reading.c. Apply meaning clues, language structure, and phonetic strategies. APd. Use context to clarify meaning of unfamiliar words. APe. Discuss meanings of words and develop vocabulary by listening and reading a variety of texts. Uf. Use vocabulary from other content areas. APEssential Knowledgeuse context clues to verify meaning of unfamiliar words and determine appropriate homophone usage.using context clues, such as a restatement, a synonym, an example, or a direct description or definition included in the sentence or paragraph, to clarify the meaning of unfamiliar words.apply understanding of language structure to make meaning from text byusing transition words of time sequence (e.g., first, second, next, later, after, and finally);using transition words of compare-contrast (e.g., like, unlike, different, and same); andusing transition words of cause-effect (e.g., because, if…then, when…then).using vocabulary from history and social science, mathematics, and science;2.7 and 4.4 Students will expand vocabulary when readingContext CluesInferenceContractions (3.4c)Units-Greece Math-Multiplication11/16 – 11/243.10 bThe student will edit writing for correct grammar, capitalization, punctuation, and spelling.b. Use transition words to vary sentence structure. APEssential Knowledgeuse transition words to vary sentence structure.4.7 h Use transition words for sentence variety.Transition words(first, next, last, then)Units-Greece Math – Multiplication, DivisionWrite a paragraph about how to solve a mult. Problem using transition words11/16 – 12/183.5 a-m Myths,LegendsFablesThe student will read and demonstrate comprehension of fictional text and poetry.a. Set a purpose for reading. AP, Eb. Make connections between previous experiences and reading selections. ANc. Make, confirm, or revise predictions. C, Ed. Compare and contrast settings, characters, and events. ANe. Identify the author’s purpose. ANf. Ask and answer questions about what is read. U, ANg. Draw conclusions about text. Eh. Identify the problem and solution. ANi. Identify the main idea. ANj. Identify supporting details. Rk. Use reading strategies to monitor comprehension throughout the reading process. El. Differentiate between fiction and nonfiction. ANm. Read with fluency and accuracy. APEssential KnowledgeTo be successful with this standard, students are expected toread for a specific purpose by:locating specific information in a reading selection;identifying details that support a stated main idea; andexpressing a stated main idea in their own words.make a variety of connections with the text, such as:connections between their own personal experiences and what is happening in the text;connections between the text they are reading and other texts they have read, such as identifying a similar plot or character; andconnections between what they already know about the topic and what they find in the reading that is new to them.use specific details to make, justify, and modify predictions by:identifying details from their own experiences and knowledge that supports their predictions;identifying information from the text that supports or contradicts a prediction; andrevising predictions based on new understandings.Essential Knowledge cont.gain meaning before, during, and after reading by:asking and answering questions about what is read to clarify meaning; asking and answering questions to predict what will happen next;understanding that sometimes two or more pieces of information need to be put together to answer a question;understanding that some questions are answered directly in the text;understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; andunderstanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures.apply knowledge of characterization bydescribing a character’s attributes (traits, motivations or feelings);using evidence from the text to support generalizations about the character;comparing and contrasting characters within a selection or between/among two or more selections; andexplaining how the actions of characters contribute to the sequence of events.make generalizations about a character based on that character’s response to a problem, the character’s goal, and what the character says or thinks.apply knowledge of setting by:identifying the time and place of a story, using supporting details from the text; andidentifying the details that make two settings similar or pare and contrast settings, characters, and events.Essential Knowledge cont.identify the author’s purpose (e.g., entertain, inform, persuade).ask and answer questions about the text to demonstrate understanding.draw conclusions about text to make meaning.identify the problem (conflict) and solution, main idea or theme, and supporting details.use reading strategies to monitor comprehension throughout the reading process by:previewing and making predictions before reading;asking questions to confirm or refute predictions during reading;using context to confirm or self-correct word recognition and understanding, rereading as necessary; becoming aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty); anddiscussing the story or poem and/or writing a summary after reading.learn to differentiate between fiction and nonfiction by distinguishing realism from fantasy, and fact from opinion.read with sufficient accuracy and fluency to support comprehension.practice reading and rereading familiar text that is on their independent reading level to develop fluency, accuracy, and prosody.2.8 and 4.52.8b Relate previous experiences to the main idea4.5 f Describe the relationship between text and previously read materials.2.8a Make and confirm predictions.4.5i Make, confirm, or revise predictions2.8c Ask and answer questions about what is read.2.8i Draw conclusions based on the text4.5h Draw conclusions/make inferences about text2.8f/4.5e Identify the problem and solution2.8g/4.5c Identify the main idea4.5d Summarize supporting details4.5k Use reading strategies to monitor comprehension throughout the reading process2.8j/4.5l read with fluency and accuracyMythLegendFableMoralHeroGod/GoddessPredictionExperienceConnectionCompareContrastDraw conclusionsPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideMain reasonRead the flyerVenn diagramWebArticleInformationTitleStorySettingCharactersEventsMain ideaSupporting detailsStrategiesFluencyAccuracyAuthor’s purposeUnits-Greece, RomeRead Myths/Legends/Fables and connect them to Ancient Civ. Math-Measurement11/30 - 12/18 End of Second Quarter3.9 a-g NarrativeWritingThe student will write for a variety of purposes. (letter, informative/explanatory, narratives)a. Identify the intended audience. Rb. Use a variety of pre-writing strategies. APc. Write a clear topic sentence focusing on the main idea. Cd. Write a paragraph on the same topic. Ce. Use strategies for organization of information and elaboration according to the type of writing. U, AP, Rf. Include details that elaborate the main idea. Cg. Revise writing for clarity of content using specific vocabulary and information. EEssential KnowledgeTo be successful with this standard, students are expected touse a variety of pre-writing strategies by:identifying the intended audience;using ideas from class brainstorming activities;making lists of information;talking to classmates about what to write;reading texts by peer and professional authors;using graphic organizers; andselecting an appropriate writing form for nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).write a clear topic sentence that focuses on the main idea.keep their written paragraphs on one topic.follow the organization of particular forms of writing for:letters – date, greeting, body, and closing;informative/explanatory purposes introduce a topic and group related information in paragraph form use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic provide a concluding statement or section narratives sequence events use transition words and phrases for sentence variety and to manage the sequence of events use specific vocabulary to convey experiences and events provide a conclusionincorporate transitional words that clarify sequence (e.g., first, next, and last).use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.apply knowledge of the writing domains of composing, written expression, and usage/mechanics.read their own writing orally to check for sentence rhythm (sentence variety).add specific details that further elaborate the main idea.use examples from their reading as models to imitate in their writing.use precise nouns, verbs, and adjectives.use strategies for organization of information and elaboration relevant to the type of writing.clarify writing when revising by including specific vocabulary and information.2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning, middle, and endc. Expand writing to include descriptive detaild. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and informationAudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordsElaborateParagraphSequenceOrderOrganizeconclusionUnits-Rome, Mali, Ancient Civilizations Math-Measurement ThirdQuarter 1/5 – 2/5 3.5 a-k Fairy TalesFolk TalesPoetryThe student will read and demonstrate comprehension of fictional text and poetry.a. Set a purpose for reading. AP, Eb. Make connections between previous experiences and reading selections. ANc. Make, confirm, or revise predictions. Ed. Compare and contrast settings, characters, and events. Ee. Identify the author’s purpose. Ef. Ask and answer questions about what is read. U, ANg. Draw conclusions about text. Eh. Identify the problem and solution. ANi. Identify the main idea. ANj. Identify supporting details. Rk. Use reading strategies to monitor comprehension throughout the reading process. APl. Differentiate between fiction and nonfiction. ANm. Read with fluency and accuracy. APEssential KnowledgeTo be successful with this standard, students are expected toread for a specific purpose by:locating specific information in a reading selection;identifying details that support a stated main idea; andexpressing a stated main idea in their own words.make a variety of connections with the text, such as:connections between their own personal experiences and what is happening in the text;connections between the text they are reading and other texts they have read, such as identifying a similar plot or character; andconnections between what they already know about the topic and what they find in the reading that is new to them.use specific details to make, justify, and modify predictions by:identifying details from their own experiences and knowledge that supports their predictions;identifying information from the text that supports or contradicts a prediction; andrevising predictions based on new understandings.gain meaning before, during, and after reading by:asking and answering questions about what is read to clarify meaning; asking and answering questions to predict what will happen next;understanding that sometimes two or more pieces of information need to be put together to answer a question;understanding that some questions are answered directly in the text;understanding that the answers to some questions must be inferred from the reader’s background experiences and knowledge; andunderstanding the basic lessons or morals of fairy tales, myths, folktales, legends, and fables from diverse cultures.apply knowledge of characterization bydescribing a character’s attributes (traits, motivations or feelings);using evidence from the text to support generalizations about the character;comparing and contrasting characters within a selection or between/among two or more selections; andexplaining how the actions of characters contribute to the sequence of events.make generalizations about a character based on that character’s response to a problem, the character’s goal, and what the character says or thinks.apply knowledge of setting by:identifying the time and place of a story, using supporting details from the text; andEssential Knowledge Cont.identifying the details that make two settings similar or pare and contrast settings, characters, and events.identify the author’s purpose (e.g., entertain, inform, persuade).ask and answer questions about the text to demonstrate understanding.draw conclusions about text to make meaning.identify the problem (conflict) and solution, main idea or theme, and supporting details.use reading strategies to monitor comprehension throughout the reading process by:previewing and making predictions before reading;asking questions to confirm or refute predictions during reading;using context to confirm or self-correct word recognition andunderstanding, rereading as necessary; becoming aware of when they do not understand (e.g., by reflecting upon and articulating what exactly is causing difficulty); anddiscussing the story or poem and/or writing a summary after reading.2.8 and 4.52.8b Relate previous experiences to the main idea4.5 f Describe the relationship between text and previously read materials.2.8a Make and confirm predictions.4.5i Make, confirm, or revise predictions2.8c Ask and answer questions about what is read.2.8i Draw conclusions based on the text4.5h Draw conclusions/make inferences about text2.8f/4.5e Identify the problem and solution2.8g/4.5c Identify the main idea4.5d Summarize supporting details4.5k Use reading strategies to monitor comprehension throughout the reading process2.8j/4.5l read with fluency and accuracyFairy TalesFolk TalesPoetryStanza/verserhymePredictionExperienceConnectionCompareContrastDraw conclusionsPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideMain reasonRead the flyerVenn diagramWebArticleInformationTitleStorySettingCharactersEventsMain ideaSupporting detailsStrategiesFluencyAccuracyAuthor’s purposeUnits-Earth/Moon Cycles, Famous Americans Math- Time, Calendar, Patterns, GraphingWrite word problems using characters, skills listed above.1/5 – 1/153.10 jj. Use correct spelling for irregular plurals APEssential Knowledgeuse correct spelling for frequently used words, including irregular plurals (e.g., men, children).use correct spelling for frequently used sight words, including irregular plurals..2.13h Use correct spelling for commonly used sight words, including compound words and regular plurals.4.8g Use correct spelling for frequently used words, including common homophones.PluralSingularIrregularUnits-Earth/Moon Cycles, Famous AmericansUse concepts from units in plural examples1/20 – 1/293.10 ee. Use singular possessives. APEssential Knowledgeuse singular possessives.2.13 f Use contractions and possessives.4.8h Use singular possessives.PossessiveApostropheownershipUnits - Civics/ Famous Americans Math - Graphing2/1 – 2/53.10 dd. Use past and present verbs. APEssential Knowledgeuse past and present verbs VerbPast/presentActionLinking(helper) verbUnits - Civics/ Famous Americans Math - Graphing2/8 – 2/273.6 iThe student will continue to read and demonstrate comprehension of nonfiction texts.i. Compare and contrast the characteristics of biographies and autobiographies. ANEssential Knowledgecompare and contrast the characteristics of biographies and autobiographies. BiographyAutobiographyCompareContrastTime lineUnits-Civics/Famous Americans, Soil Math- Graphing, FractionsIntegrate with units by reading Auto/Bio of Famous Americans2/9 – 3/11 3.9 a-g Explanatory/InformativeWritingTo be successful with this standard, students are expected touse a variety of pre-writing strategies by:identifying the intended audience;using ideas from class brainstorming activities;making lists of information;talking to classmates about what to write;reading texts by peer and professional authors;using graphic organizers; andselecting an appropriate writing form for nonfiction writing (e.g., explanation, directions, simple report), expressive writing (e.g., narrative, reflection, and letter), and creative writing (e.g., fiction and poetry).write a clear topic sentence that focuses on the main idea.keep their written paragraphs on one topic.follow the organization of particular forms of writing for:letters – date, greeting, body, and closing;informative/explanatory purposes introduce a topic and group related information in paragraph form use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic provide a concluding statement or section narratives sequence events use transition words and phrases for sentence variety and to manage the sequence of events use specific vocabulary to convey experiences and events provide a conclusionincorporate transitional words that clarify sequence (e.g., first, next, and last).use linking words (e.g., also, another, and, more) and linking phrases (e.g., in order to, because of this, for example) to connect ideas within categories of information.apply knowledge of the writing domains of composing, written expression, and usage/mechanics.read their own writing orally to check for sentence rhythm (sentence variety).add specific details that further elaborate the main idea.use examples from their reading as models to imitate in their writing.use precise nouns, verbs, and adjectives.use strategies for organization of information and elaboration relevant to the type of writing.clarify writing when revising by including specific vocabulary and information.2.12The student will write stories, letters, and simple explanations:a. generate ideas before writingb. Organize writing to include a beginning, middle, and endc. Expand writing to include descriptive detaild. Revise writing for clarity.4.7 The student will write cohesively for a variety of purposes:a. ID intended audiencec. Use a variety of pre-writing strategiesd. Organize writing to convey a central idea.e. Recognize different modes of writing have different patterns of organization.f. Write a clear topic sentence focusing on the main idea.J. Revise writing for clarity of content using specific vocabulary and informationAudienceGraphic organizerMain ideaTopic sentenceSupporting detailsTransition wordsElaborateParagraphSequenceOrderOrganizeconclusionUnits-Civics/Famous Americans, Soil Math-Probability/MeasurementWrite a bio of an explorer or famous AmericanDetermine probability of survival for explorers given certain conditions3/2 – 3/11End of Third Quarter3.4 aThe student will expand vocabulary when reading.a. Use knowledge of homophones. APEssential Knowledgeuse knowledge of homophones (e.g., be/bee, hear/here, and sea/see) to understand unfamiliar words.2.7a/4.4a Use knowledge of homophoneshomophoneUnits- Plants, Explorers Math-FractionsFourth Quarter 3/14 – 3/25ongoing3.7 aThe student will demonstrate comprehension of information from a variety of print and electronic resources.a. Use encyclopedias and other references books, including online reference materials. U, AN, APEssential Knowledgemake decisions about which resource is best for locating a given type of information.retrieve information from electronic sources.use the Internet to find information on a given topic.2.10c Use dictionaries, glossaries, and indices.2.10d Use online resources4.9b Collect information from multiple resources including online, print, and mediaEncyclopediaAtlasTopicReferenceWebsiteInternetSearchSearch engineKey wordsResourcePlagiarismUnits-Explorers, Animals Math-Probability3/14 – 4/153.11 a-dShortReportWritingThe student will write a short report.a. Construct questions about the topic. Cb. Identify appropriate resources. Rc. Collect and organize information about the topic into a short report. ANd. Understand the difference between plagiarism and using own words. ANEssential Knowledgefocus on a central topic.develop a list of questions pertaining to a specific topic.identify and use appropriate resources.follow the organization of particular forms of writing for short reports (e.g., opening, grouping of like information into clear paragraphs, ordering of paragraphs so that there is a logical flow of information, and closing). review their written drafts so that the language and/or thoughts of another author are given proper credit.Review paragraph writingReview nonfiction/text features4.9 The student will demonstrate comprehension of information resources to research a topicPlagiarismTopicResourcesUnits-Animals Math-Probability, Division, Geometry4/6 – 4/223.6 a-l The student will continue to read and demonstrate comprehension of nonfiction texts.a. Identify the author’s purpose. Eb. Use prior and background knowledge as context for new learning. AN, APc. Preview and use text features. APd. Ask and answer questions about what is read. U, ANe. Draw conclusions based on text. Ef. Summarize major points found in nonfiction texts. Ug. Identify the main idea. ANh. Identify supporting details. Rj. Use reading strategies to monitor comprehension throughout the reading process. APk. Identify new information gained from reading. Rl. Read with fluency and accuracy. APEssential KnowledgeTo be successful with this standard, students are expected toidentify the author’s purpose (e.g., entertain, inform, persuade).use prior and background knowledge as context for new learning by:recognizing similarities between their own personal experiences and the text;recognizing similarities between the text they are reading and other texts they have read; andrecognizing similarities between what they already know about the topic and what they find in the reading that is new to them.use text formats such as the following to preview, set a purpose for reading, and locate information relevant to a given topic efficiently:content text features, such as headings and chapter layout by topic;functional formats, such as advertisements, flyers, and directions;specialized type, such as bold face and italics; andvisually and graphically represented information, such as charts, graphs, graphic organizers, pictures, and photographs.apply understanding of text structure to guide reading by:making predictions based on knowledge of text form types, such as narrative, informational, graphic, and functional;making predictions based on knowledge of literary forms, such as biography and autobiography; andidentifying sequence and cause-effect relationships of information in functional texts, such as recipes and other sets of directions.gain meaning before, during, and after reading by:asking and answering questions to clarify meaning;understanding that sometimes two or more pieces of information need to be put together to answer a question; andunderstanding that some questions are answered directly in the text.draw conclusions about what they have read.summarize major points in a selection.identify details that support the main idea of a nonfiction selection.state in their own words the main idea of a nonfiction pare and contrast the characteristics of biographies and autobiographies.monitor their comprehension throughout the reading process by:becoming aware of when they do not understand;identifying exactly what is causing them difficulty; andgenerating their own questions to help integrate units of meaning.use text features to make meaning by:applying phonetic strategies;using punctuation indicators, such as commas, periods, exclamation points, question marks, and apostrophes showing contraction and possession;applying knowledge of simple and compound sentence structures;knowing when meaning breaks down and then rereading to self-correct; andusing illustrations to gain information (e.g., maps, photographs).identify new information gained from reading.practice reading and rereading familiar nonfiction texts with fluency and accuracy.Review nonfictionAuthorPurposePredictionExperienceConnectionCompareContrastDraw conclusionPlagiarismPassagedirectionsFictionNonfictionProblemSolutionQuestionsParagraphFlow chartDecideImportantMain reasonRead the flyerVenn diagramWebEmptyArticleOppositeInformationWebsiteTitleStoryUnits-Animals Math-Division, Geometry4/20 – 4/263.2 a-eThe student will present brief oral reports using visual media **Not Testeda. Speak clearly. Rb. Use appropriate volume and pitch. Rc. Speak at an understandable rate. Rd. organize ideas sequentially or around major points of information. AN, Ce. Use contextually appropriate language and specific vocabulary to communicate ideas. APEssential KnowledgeTo be successful with this standard, students are expected todeliver oral presentations in an engaging manner that maintains audience interest by:reporting on a topic, telling a story, or recounting an experience with appropriate facts and relevant details;presenting information with expression and confidence;varying tone, pitch, and volume to convey meaning;speaking at an understandable rate;selecting words and phrases for effect;using visual media (e.g., images, posters, and charts) to emphasize or enhance facts or details;using specific vocabulary appropriate for the audience and the topic; andusing grammatically correct language.stay on topic during anize ideas sequentially or around major points of information.answer questions from the audience.evaluate their own presentations, using class-designed criteria. VolumeTonePitchExpressionRateVisual mediaOral reportSpecific vocabularyCommunicateUnderstandableUnits-Animals Math-Geometry ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download