Literary Indicator - Greenwood School District



|Literary Indicator |Informational Indicator |Complementary

Indicator/s &

Writing Workshop |Ongoing

Indicators |MAP

Mean (192-199)

| |Clarification of

Bloom’s Verb |Reading Mini-Lesson or Guided Reading Notes |Poetry Connections |Interactive Read Alouds |Testing as a Genre/ Testing Notes | |3rd Grade First Nine Weeks Row 1 | |3rd Grade First Nine Weeks Row 1 | |

|Third |3-1.5 Analyze the relationship among characters, setting, and plot in a given literary text. |Language Arts |3-1.3 Analyze the text to determine first person point of view. |

|Grade | | | |

|- |3-1.8 Classify works of fiction, including fables, tall tales, and folk tales and works of non-fiction including biographies by characteristics. | |3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text |

|First | |Social Studies | |

|Nine | |3-5.7 Rights |Writing Workshop |

|Weeks | |and |August/September |

| | |responsibilitie|Launching |

| | |s of SC schools| |

| | |and communities| |

| | |* planet | |

| | |* continent | |

| | |* country | |

| | |* state | |

| | |* community | |

| | | | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Earth Materials| |

|Third |3-1.2 Analyze a given literary text to make, revise, and confirm predictions and draw conclusions. |3-2.2 Analyze |3-2.6 Use graphic features including illustrations, graphs, charts, maps, diagrams, and graphic organizers as sources of information. |

|Grade | |informational | |

|- |3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues. |texts to draw | |

|First | |conclusions and|Writing Workshop |

|Nine |3-3.5 Use context clues to determine the relationship between two or more words. |make |September – Beginning of October |

|Weeks | |inferences. |Raising the Quality of Narrative Writing |

| | | | |

| | |Social Studies | |

| | |3-1.1 | |

| | |Physical | |

| | |features | |

| | |Landforms | |

| | |Cities | |

| | |Climate regions| |

| | |River systems | |

| | |* mountains | |

| | |* river | |

| | |systems | |

| | |* deciduous/ | |

| | |evergreen | |

| | |forest | |

| | | | |

| | |(Big Book: | |

| | |America’s | |

| | |Landforms, | |

| | |Newbridge) | |

| | | | |

| | |3-1.2 | |

| | |Thematic maps | |

| | | | |

| | |Science | |

| | |(for the nine | |

| | |weeks) | |

| | |Earth Materials| |

Third Grade - First Nine Weeks |3-1.1 Analyze the details that support the expression of the main idea in a given literary text. |3-2.1 Summarize evidence that supports the central idea of a given information text.

Social Studies

3-1.3 regions

* Blue Ridge

* Piedmont

* Midlands

* Sandhills

* inner Coastal

* Outer Coastal

3-1.4 Effects of human systems on landscape

* population distribution

* climate

* agriculture

* economic development

3-3.4 Structure of state government *branches of government.

Science

(for the nine weeks)

Earth Materials |3-2.5 Use headings, sub-headings, print styles, and chapter headings to gain information.

Writing Workshop

September – Beginning of October

Raising the Quality of Narrative Writing |3-1.11, 3-2.9 Read Independently for extended periods of time for pleasure and to gain information.

3-3.1 Generate the meaning of unfamiliar and multiple meaning words by using context clues.

3-3.2 Use base words and affixes to determine word meaning.

3-3.4 Read high frequency words in text.

3-3.5 Use context clues to determine the relationship between two or more words.

3-3.6-7 Spell high frequency words and other words correctly (blends, orthographic patterns, contractions, homonyms) see 3-3.7

3-1.7,3-2.4 Create responses to literary texts and informational texts through a variety of methods. |Summarizes information using supporting details

• Restates supporting idea and details

• Analyzes literary text to identify a title representing the main idea of literary text Summarizes informational texts

• Identifies the main idea in short informational texts

• Analyzes informational texts to identify a title representing the main idea

(Use stated main ideas rather than inferred in informational text the first cycle. )

| |Locate/Select

• Distinguish the detail that best supports the main idea.

• Identify, classify, organize, attribute

|Main Idea

☺Sketching illustrations (Richardson, p. 216)

☺Who and What ? (Richardson, p. 216)

☺VIP/external (Richardson, p. 216)

Central Idea

• Locating Important Details (Good Choice

T. Stead p. 77-78)

Use titles and headings

Use illustrations and photographs

Use bold face words (Richardson)

☺Classifying details as important or

interesting – how does it relate to the title?

(Richardson p. 217)

☺Two column notes: heading/details

(Richardson p. 218) (use text with

headings that are questions)

☺Identify key words within supporting details to create a bullet list. (Richardson p. 218-219) (Bulleted lists will be used in 2nd cycle)

☺ Deconstruct/Reconstruct (T. Stead, p. 34

Reality Checks )

|The Koala Bear by Patricia Walter

|☺ P is For Palmetto, Crane

• Net Numbers, Crane

• Charlie’s Columbia Backyard, Bennett

• Mr. Gator Hits the Beach, McLaughlin

• S is for South Carolina, Sullivan

• The Mysterious Tail of a Charleston Cat, Paterson

• Hungry Mr. Gator, McLaughlin

• Mr. Gator’s Up the Creek, McLaughlin

• The Hermit Crab Goes Shopping, Weathers

• Turtle Summer, Monroe

• One Tiny Turtle, Davies

• Cracker the Crab, Cogdill

• The Adventure Begins - Hermy the Hermit Crab, Weathers |Which detail best supports the main idea of the passage?

• This story is mainly about…,

• Which of these facts are located in the passage about ____? ( a character)

• What is another good title for this passage?

• What is the poem mostly about?

• Which detail is most important to the meaning of the poem?

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