Glen Ridge Public Schools –Language Arts Literacy Curriculum



Glen Ridge Public Schools –Language Arts Literacy Curriculum

Course Title: Language Arts Literacy

Subject: Language Arts Literacy

Grade Level: Third Grade

Duration: Full year

Prerequisite: N/A

Elective or Required: N/A

Language Arts Literacy Mission Statement

The Glen Ridge Language Arts Program establishes a foundation for lifelong learning and effective communication. Through a sequential and challenging curriculum, our students will become proficient readers, effective writers, active listeners and articulate speakers. Students learn to respect various points of view while displaying creative, collaborative, and critical thinking skills. The Language Arts Program enables our students to participate effectively in a technological, complex and ever-changing world.

Course Description:

The third grade language arts curriculum prepares students to achieve their maximum potential in language arts literacy through exposure to quality children’s literature in a wide variety of genres from which grade-appropriate reading strategies and skills are specifically taught. During this year, students continue to make connections between literature and other subjects and participate in structured discussions.Throughout the units, students write for a variety of purposes and audiences including reports, letters, stories, poems, and descriptions; they continue to work on grammar and punctuation. By the end of third grade, students should be ready to start writing simple essays and speeches. They are able to read on a range of topics and have background knowledge that will help them with the challenges of upper elementary school and beyond.

Author: Karen Bauer and Lauren Liberman

Date Submitted: Summer 2011

Language Arts

Unit 1: Our World

Approximate Duration: 6 weeks

Essential Questions:

● What can we learn from stories about our world?

● What places in the world would you like to learn about?

● What group of people and cultures would you like to explore?

Upon completion of this unit students will be able to:

In reading

● Read and discuss selections in different genres that develop the theme of “our world.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Identify elements of different genres. 3.RL.9

● Apply a variety of reading strategies such as setting purposes for reading, making predictions, and monitoring comprehension before, during, and after reading. 3. RI.2. 3.RL.1

● Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading. 3.RF.3 3.RI.4

● Analyze story structure. 3.RL.5 3.RL.9

● Demonstrate comprehension through retelling or summarizing ideas. 3.RL.2 3.RL.1

● Cite evidence from text to support conclusions. 3.RL.1 3.RL.7

● Identify elements of a story, such as characters, setting, plot, problem and solution. 3.RL.3 3.RL.5 3.RL.9

● Interpret the main idea and details. 3.RL.2

● Increase vocabulary by using a variety of vocabulary strategies, in particular to use a dictionary, word parts, and context clues for meaning. 3.RF.3 3.L.4

● Use a glossary and/or index to locate information in a text. 3.RI.5

● Understand and use a variety of text features, in particular diagrams, time lines, and bar graphs. 3.RI.7

● Read aloud with fluency including proper phrasing, intonation, rhythm, flow, meter, and proper use of punctuation. 3.RF.4

● View images critically and create visual interpretations by completing activities. 3.RI.7

● Read longer texts and chapter books independently and silently. 3.RL.10

In speaking and listening

● Make presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

● Develop listening and speaking skills by completing activities. 3.SL.1 3.SL.6

In grammar

● Identify a sentence as a group of words that tells a complete thought. 3.L.1

● Identify the subject and predicate of a sentence. 3.L.1

● Write sentences with subjects and predicates. 3.L.1

● Identify and utilize the four different types of sentences with correct punctuation. 3.L.1 3.L.2

● Recognize prepositional phrases in sentences and add them to make sentences more complete. 3.L.1

● Differentiate between complete and fragmented sentences; correct fragments. 3.L.1

● Develop sentences which give more information when using describing words or phrases. 3.L.3

● Combine sentences to form compound sentences. 3.L.1

● Identify run-on sentences and rewrite them correctly. 3.L.1

● Review the proofreading marks. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular those with short vowels, CVCE pattern, and words with long /a/, /o/, /i/. 3.L.2

In writing

● Write daily for a variety of reasons, including to express ideas, develop voice, and to respond to selections and prompts. 3.W.1 3.W.2 3.W.3

● Generate ideas for writing in a writer’s notebook. 3.W.4

● Introduce imagery and simile. 3.L.3 3.L.5

● Develop writing in a variety of modes, in particular, to complete a personal narrative, friendly letter, simple book review, an unrhymed poem, an acrostic poem and introduce writing a paragraph. 3.W.1 3.W.2 3.W.3

● Develop the writing process, starting with prewriting to publication. 3.W.5

● Write routinely over extended time frames for different purposes. 3.W.10

Interdisciplinary Standards

● Standard 9.1 -21st Century Life and career skills.

Students will demonstrate their creative skills in guided reading center projects, think critically when discussing literature in whole and small groups, and collaborate in mini center projects or literature circles.

● Standard 8.1 – Computer and information Literacy

Students gather information about Antarctica, and various locations around the world.

Activities may include:

● Read unit selections and self-selections and respond in a variety of ways.

● Reading stories and poetry from

● Practicing skills with

● Creating acrostic poem on materials/acrostic

● Develop a bar graph as a center on

● Practice skills with Practice O and G.U.M. workbooks.

● Review main idea on activity/book_buddy/rosie/skill_pre.html

● Listen to audio clips about animal habitats and/or penguins.

● menus/preview/trophies/preview.html go to “Grammar Gold” (review of sentences) and “Test Tutor” (story elements)

Writing Assignments may include the following:

● Personal narrative.

● Writer’s notebook to gather ideas and write reflections.

● Friendly letter.

● Acrostic poem and/or a free form poem.

● Simple book review on an independent book read in class.

● Respond to literature in a paragraph.

● Summarizing a story selection.

● Draw four settings and create a story based on one of them

Enrichment Activities may include the following:

● Investigate travel ads from print and electronic media sources. Students create a travel brochure for a real or imaginary place.

● Reader’s Theater from index.php?

● Research life in Antarctica or wildlife habitats, students sharing with a visual and/or an oral presentation.

● Create a foldable to describe character, setting, and plot.

● Develop a time line based on childhood events.

● Research Venice, Pompeii, Mt. Vesuvius, Paris, Alexandria, Athens, and the Acropolis mentioned in the G.U.M. grammar book. Select ways to share the information.

Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Think/pair/share

● Exit slips

● Journal reflection or response

● Center activities and projects

● Portfolio and writer’s notebook

● Weekly assessments, Unit tests

● DRA2/running records

● Anecdotal notes

● Classwork, independent work, and homework

● Observation, whiteboards

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● Various leveled trade books may include:

Mr. Putter and Tabby Pick the Pears by Arthur Howard

An Ant’s Day Off by Bonny Becker

Ramona Quimby by Beverly Clearly

● Various picture books such as:

Owl Moon by Jane Yolen (model imagery)

Important Thing by Margaret Wise Brown (teach main idea)

The Art Lesson by Tomie dePaola (main idea and supporting details)

Tuesday by David Wiesner (making predictions)

Snowflake Bentley by Jacqueline Briggs Martin (main idea) (narrative and informational writing)

Mufaros’s Beautiful Daughter by John Steptoe (analyze character)

Paper Bag Princess by Robert Munsch (analyze character)

Two Bad Ants by Chris Van Allsburg (analyze character)

Fireflies by Julie Brinckloe (setting that creates a mood or ending)

Shortcut by Donald Crews (personal narrative)

The Paper Boy by Dav Pilkney (personal narrative)

Salt Hands by Jane Chelsea Aragon (personal narrative)

Tar Beach by Faith Ringold (introduce similes)

Mailing May by Michael O. Tunnell (problem and solution and organization)

Dogteam by Gary Paulsen (sentence fluency)

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● DRA2

● Treasure’s reading workbook, Practice O, Macmillan/McGraw-Hill, 2007

Online Resources:

● Teacher webpage

● Online textbook resource

● Study Island

● Spelling City

● Story activities from

●

●

● Letter writing site for practice on

Unit 2: Investigations

Approximate Duration: 6 weeks

Essential Questions:

● Investigations help us learn about our world. What investigations would you make as a detective, scientist, or historian?

● How are the words “creative” and “inventive” similar? How are they different?

Upon completion of this unit students will be able to:

In reading

● Read selections in different genres that develop the theme of “investigations.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Apply a variety of reading strategies such as setting purposes for reading, making predictions, and monitoring comprehension before, during, and after reading. 3.RI.1 3.RI.2

● Generate questions while reading. 3.RL.1

● Demonstrate comprehension through retelling or summarizing ideas. 3.RL.2

● Differentiate between fact and opinion. 3.RI.8 3.RI.6 3.RL.6

● Identify author’s purpose or purpose of the text. 3.RL.1

● Recognize author’s point of view and opinions, as well as use of humor, sarcasm, and imagery. 3.RL.1 3.RL.4

● Differentiate between fantasy and reality. 3.RL.1 3.RL.2

● Define and identify antonyms. 3.RI.4

● Identify parts of a book. 3.RI.5

● Identify and understand photos with captions. 3.RI.7

● Recognize purposes for print conventions such as italics, pronunciation keys, boldface, and headings. 3.RI.5

● Reinforce reading aloud for fluency. 3.RF.4

● Continue to view images and create interpretations orally and written. 3.RI.7

● Continue to read longer texts and chapter books independently and silently. 3.RL.10

In speaking and listening

● Develop listening and speaking skills through making presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

In grammar

● Identify the four different types of sentences and apply correct ending punctuation. 3.L.2

● Define proper nouns and capitalize them correctly in sentences. 3.L.2

● Recognize and use initials and abbreviations in writing. 3.L.2

● Capitalize appropriate words in titles. 3.L.2

● Recognize the correct possessive form of nouns. 3.L.1

● Form and use contractions. 3.L.2

● Use commas in a series and after introductory words. 3.L.2

● Demonstrate the correct use of quotation marks. 3.L.2

● Reinforce the use of proofreading marks when checking written work. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular those with long /e/, /ch/, /th/, /wh/, /sh/, consonant blends, and words with silent letter combinations such as gn, kn, and wr. 3.L.2

● Spell grade appropriate plural nouns correctly. 3.L.2

In writing

● Continue to develop writer’s notebook. 3.W.4

● Write an opening and closing statement in a paragraph. 3.W.4

● Recognize and practice ways to restate a question, when responding to literature. 3.W.1

● Summarize a story selection. 3.W.2

● Introduce alliteration and review similes to enhance writing. 3.L.3

● Write a persuasive paragraph and/or letter. 3.W.1

● Create a persuasive poster on a given topic. 3.W.1

● Apply a variety of revision and editing skills in writing. 3.W.5

● Write a movie or television review. 3.W.1

● Develop the writing process, and publish one piece. 3.W.5 3.W.6

● Write routinely over extended time frames for a range of different purposes. 3.W.10

` Interdisciplinary Standards

● Standard 9.3 – Career Awareness, Exploration, and Preparation

Students will engage in the process of career awareness through literature.

● Standard 6.1 – U.S. History: America in the World

Students will acquire the knowledge to think about past inventions and how they shaped American heritage and life.

Activities may include:

● Read unit selections and self-selections and respond in a variety of ways.

● Practice skills with Practice O and G.U.M. workbooks.

● Select a poem and record reading it or reciting it to the class.

● Review fact and opinion with http:iq/24723.html

● Create a cartoon with appropriate dialogue between the characters. Use online comic maker site.

● After completion of unit 2, read Shark Lady: True Adventures of Eugenie Clark by Ann McGovern or Stone Fox by John Reynolds Gardiner, as a class novel.

Writing Assignments may include the following:

● Write a persuasive letter to a parent, requesting they make a favorite dessert or dinner.

● Produce a persuasive writing piece, a persuasive paragraph, or persuasive poster utilizing the writer’s process.

● Create a cover for their binder using Word Art or Microsoft Word for their published copies of writing pieces this year.

● Continue gathering ideas in Writer’s Notebook.

● Summarize a book in a letter to the teacher.

Enrichment activities may include the following:

● Research and create a poster of jobs dogs do for humans.

● Read some fables and share one with the class.

● Write a fable and add a watercolor for an illustration.

● Write an essay based on a collection of photos from home, complete with captions.

● Respond to a story with photo by answering questions from:



Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Weekly assessments,Unit test

● Classwork, independent work, and homework

● Center activities and projects

● Writer’s notebook and Writing portfolios

● Brain Pop

● Thumbs Up/Thumbs Down

● Journal reflection

● Oral presentation

● Poster/display

● Anecdotal notes

● DRA2/running records

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● Practice O workbook, Macmillan/McGraw-Hill, 2007

● Read Aloud Anthology MacMillan/McGraw-Hill

● Various trade books may include:

Why Do Birds Sing? by Joan Holub

Are Trees Alive? by Debbie S. Miller

Elephants Can Paint Too! by Katya Arnold

● Various picture books may include:

Stellaluna by Janell Cannon (fact and fantasy)

I’m in Charge of Celebrations by Byrd Baylor (generating ideas in writing)

Some Smug Slug by Pamela Duncan Edwards (alliteration)

Jumanji by Chris Van Allsburg (fantasy and reality and word choices)

I Wanna an Iguana by Karen Kaufman Orloff (persuasive writing)

Z was Zapped by Chris Van Allsburg (word choices)

Officer Buckle and Gloria by Peggy Rathmann (voice)

Chicken Sunday by Patricia Polacco (summarize)

The True Story of the Three Little Pigs by Jon Scieszka (dialogue)

Online Resources

● Online textbook resource

● Study Island

● Story activities from

● language.htm

Game Goo (antonyms)

Power Proofreading

Elements of a story

Aesop’s Fables

● Reader’s Theater

● Discovery Ed/United Streaming video

Unit 3: Discoveries

Approximate Duration: 6 weeks

Essential Questions:

● Have you ever made a discovery?

● What are some different kinds of discoveries?

● What new discoveries could help today?

Upon completion of this unit students will be able to:

In reading

● Read selections in different genres that develop the theme of “discoveries”. 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Analyze story/text structure. 3.RL.1

● Visualize while reading. 3.RL.7

● Make inferences. 3.RL.1

● Identify setting and plot. 3.RL.1

● Distinguish between cause and effect. 3.RL.1 3.RI.8

● Retell or summarize stories in proper sequence. 3.RI.8 3.RL.3

● Define and identify synonyms, homophones, and understand multiple meanings of words. 3.RF.3

● Use thesaurus to find synonyms. 3.L.4

● Use context clues to determine meaning of unfamiliar words. 3.L.4 3.RL.4

● Use a dictionary to look up unfamiliar words, homophones, and multiple meaning words. 3L.4

● Understand and use a variety of text features, in particular charts, directions, and interviews. 3.RI.7

● Reinforce reading aloud with fluency. 3.RF.4

● View and interpret images critically. 3.RI.7

● Develop study skills such as using the library and search tools to find information. 3.RI.5

In speaking and listening

● Develop listening and speaking skills through making presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

In grammar

● Identify nouns (common, proper, singular, and plural) and apply them correctly in sentences. 3.L.1

● Capitalize proper nouns. 3.L.2

● Identify and use different types of pronouns. 3.L.1

● Identify and use verbs (action, past tense, and linking verbs). 3.L.1

● Identify and use adjectives in sentences. 3.L.1

● Recognize words (and, but, or) to help join sentences to create a compound sentence. 3.L.1

● Reinforce the use of proofreading marks when checking written work. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular those with /ar/, /or/, /ar/, /ur/, /u/ and /oi/. 3.L.2

In writing

● Write a variety of descriptive settings. 3.W.3

● Use dialogue to develop experiences and events in a story. 3.W.3

● Build an awareness of the way authors use paragraphs. 3.RI.8

● Begin to develop proper paragraphing including indentation, topic, and closing sentences, organization, and supportive details. 3.W.1 3.W.2 3.W.3 3.W.4

● Write an entertaining fictional narrative. 3. W.3.

● Write a character sketch using description. 3.W.3

● Identify characteristics of a Haiku. 3.W.3

● Conduct a short research project that builds knowledge about a topic. 3.W.7

● Use a variety of revision and editing skills in writing. 3.W.5

● Write routinely over extended time frames for a range of different purposes. 3.W.10

Interdisciplinary Standards

● Standard 6.1 – U.S. History: America in the World

Students will acquire the knowledge to think about past inventions and how they shaped American heritage and life.

● Standard 8.1 – Computer and Information Literacy

Activities may include:

● Read and unit selections and respond in a variety of ways.

● Create a foldable to describe and show the differences between nouns, pronouns, verbs, and adjectives.

● Construct a classroom booklet about inventors and their inventions.

● Create a collage of nouns using magazines

● Reinforce common and proper nouns with activity/basketball/index.html

● Practice nouns and verbs with:

”Grammar Gorillas” on grammar/

teacher.activities/adventure/grammar1.htm#

● Create a word search or crossword puzzle with nouns, verbs, pronouns, and adjectives on:

● Write riddles for classmates to solve.

Writing Assignments may include the following:

● Write a fictional narrative using dialogue.

● Write a character sketch based on an imaginary person or animal.

● Create a Haiku poem using great word choices.

● Develop a scene for a play.

● Make a postcard.

● Develop a “seed” idea to a published copy.

● Read The Talking Egg by Robert D. San Souci. Select one event from the plot and share it with the class using a simple stick puppet.

● Write to a speculative writing prompt.

Enrichment activities may include the following:

● Think of a business to make money and create a business plan

● Research the history of money.

● Read an editorial from a local or school newspaper and find the author’s opinion. Underline persuasive parts of the editorial OR write an original editorial.

● Compare/contrast old kinds of transportation with new kinds of transportation. Write a paragraph comparing/contrasting the two.

● Research a famous person who is a hero to you. Write interview questions you would ask him or her.

● wordgirl/synonym_toast.htm (challenge game for synonyms)

Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Weekly assessments, Unit and Benchmark tests

● Classwork, homework, center activities, and projects

● Writer’s notebook, portfolio, and published pieces

● Smartboard lessons

● Listing two facts

● Thumbs up/Thumbs down

● Think/pair/share

● Oral presentation

● Reader response

● Observation/Anecdotal notes

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● Practice O workbook, Macmillan/McGraw-Hill, 2007

● Read Aloud Anthology MacMillan/McGraw-Hill

Various leveled trade books may include:

The First Strawberries: A Cherokee Story retold by Joseph Bruchac

Clever Beatrice by Margaret Willey and Heather Soloman

Elena’s Serenade by Campbell Geeslin

Various picture books may include:

Merry-Go-Round: A Book about Nouns by Ruth Heller

Mine, All Mine: A Book about Pronouns by Ruth Heller

Kites Sail High: A Book about Verbs by Ruth Heller

Many Luscious Lollipops: A Book about Adjectives by Ruth Heller

If a Chicken Stayed for Supper by Carrie Weston (verbs)

If You Give a Mouse a Cookie by Laura Joffe Numeroff (cause and effect)

Where the Wild Things Are by Maurice Sendak (inference)

The Gardener by Sarah Stewart (infer)

Aunt Isabel Tells a Good One by Kate Duke (story elements/story writing)

Online Resources:

● Online textbook resource

● Study Island and Spelling City

● Story activities from

● pop/89733.html and ba/41785.html ( inference games)

● Create a synonym poster using wordle after using a thesaurus.

● (researching inventors)

●

● (practice vocabulary words)

● http:readerstheater/index.html

● interactives/story/cinderella.html (elements of a story)

Unit 4: Determination

Approximate Duration: 6 weeks

Essential Questions:

● What goals do you have?

● What challenges do you face in meeting your goals?

● What helps you persevere when you get discouraged?

Upon completion of this unit students will be able to:

In reading

● Read and discuss selections in different genres that develop the theme of “our world.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Apply a variety of reading strategies such as setting purposes for reading, making predictions, and monitoring comprehension before, during, and after reading. 3.RI.1

● Make and confirm predictions 3.RI.1

● Make inferences and draw conclusions about characters, setting, and plot. 3.RL.1 3.RL.3

● Cite evidence from text to support conclusions. 3.RL.1 3.RL.7

● Retell or summarize stories in proper sequence. 3.RI.8 3.RL.3

● Compare and contrast characters in a story. 3.RL.3

● Identify the compare/contrast text structure. 3.RI.8

● Identify author’s purpose. 3.RL.1

● Identify literary elements used in poetry such as rhyme scheme, repetition, and refrain. 3.RL.4 3.RL.5

● Define idioms and differentiate between their literal and metaphorical meanings 3.RL.4

● Increase vocabulary by using a variety of vocabulary strategies. 3.RI.4 3.RL.4

● Use word parts to determine meaning of unfamiliar words. 3.RF.3

● Use context clues to determine meaning of unfamiliar words. 3.L.4 3.RL.4

● Use a dictionary to determine meaning of unfamiliar words. 3.L.4

● Use context clues and words to determine meaning of multiple-meaning words. 3.RF.3

● Understand and use a variety of text features, in particular diagrams, rules, guide words, headings, and captions. 3.RI.5 3.RI.7

● Reinforce reading aloud with fluency. 3.RF.4

In speaking and listening

● Make presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

● Develop listening and speaking skills by completing activities. 3.SL.1 3.SL.6

In grammar

● Use singular and plural subject pronouns to take the place of one or more nouns in the subject of a sentence 3.L.1

● Identify subject pronouns in context 3.L.1

● Use singular and plural subject pronouns in place of the noun subjects of sentences 3.L.1

● Use singular and plural object pronouns to take the place of one or more nouns that follow action verbs and words such as to, at, for, of, and with (prepositions) 3.L.1

● Identify object pronouns in context 3.L.1

● Name the other person first when talking about themselves and another person 3.L.1

● Use the pronouns I and me correctly when with another name 3.L.1

● Avoid using extra pronouns 3.L.1

● Use correct subject/verb agreement 3.L.1

● Determine whether the subject of a sentence is singular or plural 3.L.1

● Identify the correct present tense and past tense forms of the verb be for use with singular and plural subjects 3.L.1

● Discover that the tense of the verb helps to indicate time 3.L.1

● Identify past tense forms of regular verbs in context 3.L.1

● Rewrite present tense verbs in the past tense 3.L.1

● Avoid using double negatives 3.L.1

● Add -er to adjectives when comparing two persons, places, or things. 3.L.1

● Add -est to adjectives comparing three or more persons, places or things. 3.L.1

● Review the proofreading marks. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular those with /ô/, /ou/, soft /c/ and /g/, homophones, plurals 3.L.2

In writing

● Write daily for a variety of reasons, including to express ideas, develop voice, and to respond to selections and prompts. 3.W.1 3.W.2 3.W.3 3.W.10

● Generate ideas for writing in a writer’s notebook. 3.W.4 3.W.10

● Write to explain to examine a topic and convey ideas and information clearly. 3.W.2

● Write an expository piece that gives directions. 3.W.1 3.W.2 3.W.3

● Review proper paragraphing including a strong topic sentence and closing sentence. 3.W.5

● Organize writing in a logical sequence. 3.W.4

● Begin developing voice in writing. 3.W.4 3.W.5 3.L.3

● Create a poster that gives step-by-step directions. 3.W.2 3.W.4

● Use time-order words to show sequence and to enhance sentence fluency.

● Summarize a story selection. 3.W.2

● Introduce idioms to enhance writing. 3.L.3

● Write to an expository prompt. 3.W.2

● Develop the writing process, starting with prewriting to publication. 3.W.5

● Write routinely over extended time frames for different purposes. 3.W.10

Interdisciplinary Standards

● Standard 9.1 -21st Century Life and career skills.

Students will demonstrate their creative skills in guided reading center projects, think critically when discussing literature in whole and small groups, and collaborate in mini center projects or literature circles.

● Standard 8.1 – Computer and information Literacy

Students use computers to research various topics from readings

Activities may include:

● Read unit selections and self-selections and respond in a variety of ways.

● Read other examples of fractured fairy tales and compare/contrast with the originals.

● Listen to audio/video versions of fairy tales/fractured fairy tales

● Practice analyzing the compare/contrast structure using these worksheets

● Interpret meanings of various idioms using

● Make a poster illustrating both the literal and metaphorical meaning of an idiom. Create a class book.

● Compile a class list of homophones.

● Create a foldable forming and illustrating the simple tenses of regular verbs.

● Practice forming plurals at

● Practice avoiding double negatives

● Practice identifying author’s purpose with

● Analyze characters from books using

Writing Assignments may include the following:

● Generate ideas for writing in a writer’s notebook.

● Simple book review on an independent book read in class

● Respond to literature in a paragraph

● Summarize a story selection retelling events in the correct order and using time order words

● Write an explanatory writing piece on a topic of choice

● Write an expository writing piece giving step-by-step directions on how to make or do something.

● Respond to an expository writing prompt

● Write a paragraph about a time when you helped a person and/or community.

● Write a speech about the importance of protecting our natural resources and/or the environment.

Enrichment Activities may include the following:

● Research a scientist/athlete/celebrity whose determination helped him or her overcome obstacles to meet a goal. Students can take on the role of that person and share with the class how determination paid off.

● Explore other fractured fairy tales suggested on . Write an original fractured fairy tale and publish it on the scholastic site.

● Choose two fairy tales or fables from different countries, either different versions of the same story or different stories, and compare/contrast.

● Write an explanatory paragraph about why the natural resources air, water, sunlight, and soil are important.

● Make a poster about ways to protect natural resources/environment.

● Use the Internet or books to research oil spills and write a paragraph explaining what they are and why they are harmful.

● Create a project to help your school/community and make a plan to make it happen.

● Write a paragraph explaining the steps in the water cycle.

● Research humpback whales, eagles, elephants, buffalo, giant pandas, gorillas, wolves, and manatees as mentioned in the G.U.M. grammar book. Select ways to share the information.

● Research the similarities and differences of frogs and toads as mentioned in the G.U.M. grammar book. Select ways to share information.

Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Think/pair/share

● Exit slips

● Journal reflection or response

● Center activities and projects

● Portfolio and writer’s notebook

● Weekly assessments, Unit tests

● Writing rubrics

● DRA2/running records

● Classwork, independent work, and homework

● Observation, whiteboards

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● DRA2

● Treasure’s reading workbook, Practice O, Macmillan/McGraw-Hill, 2007

● Various leveled trade books may include:

Everest: Reaching for the Sky by Joy Masoff

Fly High! The Story of Bessie Coleman by Louise Borden and Mary Kay Kroeger

Recycle! by Gail Gibbons

● Various picture books such as:

Train to Somewhere by Eve Bunting (inferring about characters, character’s emotions, plot)

Smoky Night by Eve Bunting and David Diaz (inferring about characters, character’s emotions, plot)

My Rotten Red Headed Older Brother by Patricia Polacco (comparing/contrasting characters)

Miss Nelson is Missing (comparing/contrasting characters)

What’s the Difference Between an Alligator and a Crocodile? by Lisa Bullard (compare/contrast text structure)

How Much Can a Bare Bear Bare?: What are homonyms and homophones? by Brian P.

Clearly (homophones)

Chocolate Moose for Dinner by Fred Gwynne (homophones/homonyms)

The King Who Rained by Fred Gwynne( homophones/homonyms)

In a Pickle and Other Funny Idioms (idioms)

More Parts by Tedd Arnold (idioms)

Online Resources:

● Teacher webpage

● Online textbook resource

● Study Island

● Spelling City

● Story activities from

●

● (free audio files of children’s literature)

● Reader’s Theater Scripts

● Find articles written in the compare/contrast text structure at

Unit 5: Challenges

Approximate Duration: 6 weeks

Essential Questions:

● What kinds of challenges do you like?

● What hard challenges have you faced?

● Who are some people who have overcome great challenges?

Upon completion of this unit students will be able to:

In reading

● Read and discuss selections in different genres that develop the theme of “challenges.” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Apply a variety of reading strategies, in particular to make inferences, summarize, and monitor comprehension before, during, and after reading. 3.RI.2 3.RL.1

● Identify the sequence of events in a story. 3.RI.8

● Identify cause and effect 3.RI.3

● Differentiate between fact and opinion 3.RI.8 3.RI.6 3.RL.6

● Make and confirm predictions 3.RI.1

● Identify the description text structure 3.RI.8

● Compare and contrast readings to other texts read 3.RI.9

● Determine meaning of unfamiliar words by decoding using phonics principles 3.RF.3

● Use word parts to determine meaning of compound words. 3.RF.3

● Use word families to determine meaning of unfamiliar words. 3.RF.3

● Use context clues to determine meaning of unfamiliar words. 3.L.4 3.RL.4

● Use a dictionary to determine meaning of unfamiliar words. 3.L.4

● Distinguish between contractions and possessives. 3.L.2

● Understand and use a variety of text features, in particular calendars, editorials, and maps. 3.RI.5 3.RI.7

● Identify the characteristics of a limerick. 3.RL.2

● Define and identify examples of similes in text. 3.L.5 3.RL.4

● Reinforce reading aloud with fluency. 3.RF.4

● View and interpret images critically. 3.RI.7

In speaking and listening

● Make presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

● Develop listening and speaking skills by completing activities. 3.SL.1 3.SL.6

In grammar

● Differentiate between your and you’re 3.L.2

● Differentiate between their, they’re, and there 3.L.2

● Differentiate between its and it’s 3.L.2

● Identify the articles a and an and use them correctly 3.L.2

● Use better and worse correctly when they’re used to compare 3.L.1

● Form the past tense of the irregular verbs bring, sing, and ring correctly 3.L.1

● Form the past tense of the irregular verbs come and go correctly 3.L.1

● Differentiate between very and real and use them correctly 3.L.1

● Form the past tense of the irregular verbs give and take correctly 3.L.1

● Form the past tense of the irregular verbs sleep and eat correctly 3.L.1

● Use proofreading marks to edit a piece of writing. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular compound words, words with inflected endings, words with endings y to i, words with the VC/CV pattern, and words with the V/CV and VC/V pattern 3.L.2

In writing

● Write daily for a variety of reasons, including to express ideas, develop voice, and to respond to selections and prompts. 3.W.1 3.W.2 3.W.3 3.W.3

● Generate ideas for writing in a writer’s notebook. 3.W.4

● Review similes as a form of figurative language. 3.L.3

● Write a paragraph that compares and contrasts 3.W.2

● Write to describe. 3.W.2

● Write a speech. 3.W.1 3.W.2

● Create an informational brochure, brochure, speech, and a descriptive poem 3.W.1 3.W.2 3.W.3

● Write a descriptive poem. 3.L.3 3.W.3

● Develop the writing process, starting with prewriting to publication. 3.W.5

● Write routinely over extended time frames for different purposes. 3.W.10

Interdisciplinary Standards

● Standard 9.1 -21st Century Life and career skills.

Students will demonstrate their creative skills in guided reading center projects, think critically when discussing literature in whole and small groups, and collaborate in mini center projects or literature circles.

● Standard 8.1 – Computer and information Literacy

Students use computers to research various topics from readings

● Standard 8.2 - Technology Education

Students will acquire knowledge of how transportation has changed over time and the

history of carousels

Activities may include:

● Read unit selections and self-selections and respond in a variety of ways.

● View the movie “The Promise” and use a Venn diagram to compare/contrast with the reading selection Beatrice’s Goat

● Practice identifying cause/effect with

● Differentiate facts and opinions using online games found at

● Put a jumbled up poem/familiar story back into the correct order (sequencing)

● Students use a graphic organizer to summarize Boom Town by retelling the events in the correct order

● Students create their own cause/effect books using the following graphic organizer

● Compile a class list of irregular verbs.

● Read Eight, Ate: A Feast of Homonym Riddles by Marvin Terban and have students create and illustrate original homonym riddles.

● Practice skills with Practice O and G.U.M. workbooks.

● Listen to audio clips on nonfiction topics to identify main idea and details

Writing Assignments may include the following:

● Write a paragraph comparing and contrasting books or characters using

● Writer’s notebook to gather ideas and write reflections

● Write a descriptive paragraph describing a favorite place or favorite food using imagery and similes.

● Find a picture of a scene or setting and write a paragraph describing it.

● Write a speech introducing your favorite hero

● Simple book review on an independent book read in class

● Respond to literature in a paragraph

● Summarize a story selection retelling events in the correct order and using time order words

● Write a free-form or rhyming poem that uses imagery

● Write a limerick and illustrate

● Research one of the games mentioned in the G.U.M. book, or a game of choice, and create an informative brochure

● Respond to a prompt

Enrichment Activities may include the following:

● Think of a business idea and create a business plan. Use a calendar to set goals.

● Research the history of money.

● Read an editorial from a local or school newspaper and find the author’s opinion. Underline persuasive parts of the editorial OR write an original editorial.

● Compare/contrast old kinds of transportation with new kinds of transportation. Write a paragraph comparing/contrasting the two.

● Research a famous person who you consider a hero. Write interview questions you would ask him or her OR make a brochure about the person’s life.

● Research the California Gold Rush or life on the frontier and write a paragraph describing what life was like during that time.

● Read personal journals of people involved in the Gold Rush

● Watch a video about the Gold Rush

● Compare and contrast the life of a child in Uganda to the life of a child in the United States.

● Research the games Dominoes, Hoops, Mancala, puzzles, and Tangrams, bowling, mentioned in the G.U.M. grammar book. Select ways to share the information.

● Read Grandfather Tang's Story and ask students to recreate the tangrams that illustrate the story. Challenge students to create a story page with new tangrams for animals that could be added before the end of the story. Use virtual tangrams on

Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Think/pair/share

● Exit slips

● Rubrics

● Journal reflection or response

● Center activities and projects

● Portfolio and writer’s notebook

● Weekly assessments, Unit tests

● DRA2/running records

● Classwork, independent work, and homework

● Observation, whiteboards

● Anecdotal notes

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● Treasures Practice O workbook, Macmillan/McGraw-Hill, 2007

● Read Aloud Anthology MacMillan/McGraw-Hill

● DRA2

● Various leveled trade books may include:

The Babe & I by David A. Adler and Terry Widener

The Year of Miss Agnes by Kirkpatrick Hill

Amelia And Elanor Go For A Ride by Pam Munoz Ryan

● Various picture books such as:

Two Bad Ants by Chris Van Allsburg (cause/effect)

The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble (cause/effect)

Jumanji by Chris Van Allsburg (sequencing)

Alexander and the Horrible, Terrible, No Good, Very Bad Day by Judith Viorst (sequencing)

I Will Never Ever Not Eat A Tomato by Lauren Child (fact/opinion)

Stellaluna by Janell Cannon (compare/contrast)

When I Was Little: A Four-Year-Old's Memoir of Her Youth by Jamie Lee Curtis

(compare/contrast)

Life in a Coral Reef by Wendy Pfeffer (descriptive text structure)

From Seed to Dandelion by Ellen Weiss (descriptive text structure)

Moonstick: The Seasons of the Sioux by Eve Bunting (description/imagery)

The Whingdingdilly by Bill Peet (description)

Twilight Comes Twice by Ralph Fletcher (description/vivid verbs)

Two Bobbies: A True Story of Hurricane Katrina, Friendship, and Survival by Kirby Lawson

and Mary Nethery (theme of overcoming challenges/animals)

Hailstones and Halibut Bones by Mary O’Neill (descriptive poetry)

The Hopeful Trout and Other Limericks by John Ciardi (limericks)

Online Resources:

● Teacher webpage

● Online textbook resource

● Study Island

● Spelling City

● Story activities from

●

● Watch videos of celebrities reading picture books at

● Compare/contrast writing template

● Examples of Limericks (click on poetry and then limericks)

Unit 6: Achievements

Essential Questions:

● What have you achieved that you are proud of?

● What would you like to achieve while you are in school?

● What would you like to achieve as an adult?

Upon completion of this unit students will be able to:

In reading

● Read and discuss selections in different genres that develop the theme of “achievements” 3.RL.1 3.RL.2 3.RL.5 3.SL.1 3.RL.9

● Apply a variety of reading strategies, in particular to analyze story/text structure and monitor comprehension before, during, and after reading. 3.RI.1

● Analyze story structure. 3.RL.2

● Identify the theme of a piece of text. 3.RL.2

● Analyze the problem/solution text structure. 3.RI.3

● Understand and use a variety of text features, in particular features in a textbook (introductions, headings, boldface type, captions, and directions) 3.RI.5

● Identify and know the meaning of most common prefixes and suffixes to determine the meaning of unfamiliar words. 3.RF.3

● Use Greek roots to help determine meaning of unfamiliar words. 3.L.4

● Draw conclusions while reading using prior knowledge/experience and clues from the text. 3.RL.1

● Identify characteristics of free verse poems. 3.L.3 3.RL.5

● Identify characteristics of rhyming poems. 3.L.3 3.RL.5

● Introduce personification and assonance. 3.L.3 3.L.5

● Read aloud with fluency including proper phrasing, intonation, rhythm, flow, meter, and proper use of punctuation. 3.RF.4

● View images critically and create visual interpretations by completing activities. 3.RI.7

● Read longer texts and chapter books independently and silently. 3.RL.10

In speaking and listening

● Make presentations, listen, follow, and contribute to group discussions using grade appropriate strategies and techniques. 3.SL.1 3.SL.4

● Develop listening and speaking skills by completing activities. 3.SL.1 3.SL.6

In grammar

● Define and identify adverbs. 3.L.1

● Correctly form adverbs that tell “how”. 3.L.1

● Correctly form adverbs that tell “when” and “where”. 3.L.1

● Review the proofreading marks. 3.W.5

● Edit and revise writing pieces. 3.W.5

In spelling

● Decode and spell grade appropriate words, in particular those with final /əl/, prefixes re-, un-, dis-, pre-, final /ər/ sound, suffixes -ful, -less,-ly, and words with accented syllables 3.L.2

In writing

● Write daily for a variety of reasons, including to express ideas, develop voice, and to respond to selections and prompts. 3.W.1 3.W.2 3.W.3 3.W.3

● Generate ideas for writing in a writer’s notebook. 3.W.4

● Write a business letter. 3.W.1

● Write a news story/article. 3.W.1

● Write a short report. 3.W.7 3.W.8

● Write a magazine article. 3.W.1 3.W.2 3.W.3

● Conduct an interview. 3.SL.6

● Use precise adjectives for effect. 3.L.3

Interdisciplinary Standards

● Standard 9.1 -21st Century Life and career skills.

Students will demonstrate their creative skills in guided reading center projects, think critically when discussing literature in whole and small groups, and collaborate in mini center projects or literature circles.

● Standard 8.1 – Computer and information Literacy

Students gather information about rhinoceroses, or animal of choice, in order to write a

report

Activities may include:

● Read unit selections and self-selections and respond in a variety of ways.

● View Charlotte’s Web and compare/contrast movie with novel and/or reading selection from anthology.

● Read various non-fiction articles that have the problem/solution text structure.

● Practice identifying and using prefixes and suffixes using and other games at

● Review adverbs with this online game

Writing Assignments may include the following:

● Writer’s notebook to gather ideas and write reflections.

● Simple book review on an independent book read in class.

● Respond to literature in a paragraph.

● Summarizing a story selection.

● Write a business letter to a company from which you would like to get more information

● Use correct conventions for writing a business letter

● Write a news story/article about an event that happened at school or in the community.

● Research rhinos, use note cards to gather information, create an outline to organize information, and write a report.

● Evaluate sources for information.

● Interview an adult to gather information about their career. Write an article that summarizes information gathered from interview. Include at least one quotation.

● Write a magazine article about a science topic of interest.

● Write a rhyming poem

● Write a free verse poem

Enrichment Activities may include the following:

● Research different kinds of pigs. Make a list of the different kinds of pigs and their characteristics.

● Research the Wright brothers. Write an expository paragraph explaining who they were, what they invented, and why the invention was important.

● Match prefixes and suffixes with their meanings at

● Research a work animal and write a paragraph about the work the animal does.

● Write a story about a character who is a good citizen.

● Determine meaning of unfamiliar words using Greek roots at

● Write a poem about honey bees or butterflies.

● Use to record reading a loud and playback to evaluate reading fluency

Methods of Assessments/Evaluation may include:

● Study Island and Spelling City

● Think/pair/share

● Exit slips

● Journal reflection or response

● Center activities and projects

● Portfolio and writer’s notebook

● Weekly assessments, Unit tests, Benchmark Test

● DRA2/running records

● Classwork, independent work, and homework

● Observation, whiteboards

● Anecdotal notes

Resources:

● Treasures, a Reading/Language Arts Program, Macmillan/McGraw-Hill, 2007

● Treasure’s reading workbook, Practice O, Macmillan/McGraw-Hill, 2007

● G.U.M. Grammar, Usage, and Mechanics, by Zaner-Bloser

● DRA2

● Various leveled trade books may include:

Teddy Roosevelt: The People’s President by Sharon Gayle, Bob Dacey and Debra Bandelin

Roberto Clemente: Pride of the Pittsburgh Pirates by Jonah Winter

Eleanor by Barbara Cooney

● Various picture books such as:

A River Ran Wild: An Environmental History by Lynn Cherry (problem/solution text structure)

Cars and How They Go by Joanna Cole (problem/solution text structure)

If You Traveled on the Underground Railroad by Ellen Levine (problem/solution text structure)

A Bad Case of the Stripes by David Shannon (theme)

Pinduli by Janell Cannon (theme)

Click Clack Moo by Doreen Cronin (author’s purpose: persuade)

Dear Mrs. LaRue (author’s purpose: persuade)

The Secret Knowledge of Grownups by David Wisniewski (author’s purpose: entertain)

The Mary Celeste; A Mystery from History by Jane Yolen (author’s purpose: inform)

Online Resources:

● Teacher webpage

● Online textbook resource

● Study Island

● Spelling City

●

● (free audio books)

● Business letter writing template on

●

● (voice recorder)

Grammar Topics Reviewed/Introduced by 3rd Grade Curriculum

• Subjects/predicates

• Types of sentences

• Prepositional phrases

• Nouns, proper nouns, singular/plural nouns, and pronouns

• Action verbs, past tense verbs, linking verbs

• Adjectives and comparing with adjectives

• Conjunctions and, or, but

• Homophones (your/you’re, their/they’re/there, its/it’s)

• a/an

• Using better/worse

• Irregular verbs

• Subject/object pronouns

• Using I or me

• Subject/verb agreement

• Initials/abbreviations

• Book titles

• Showing ownership/possessives

• Contractions

• Commas in a series/after introductory words

• Writing quotations

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