Complimentary Sample The Balanced Literacy Approach to ...

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Complimentary Sample

The Balanced Literacy

Approach to Reading

and Writing:

Grades 3-5?

Developmentally appropriate, systematic, and comprehensive

literacy curriculum & instruction

Julie Allsworth, Literacy Consultant

Scope and Sequence Sample ? Grade 3 ELA

Week

Reading

1

2

9

Character Analysis: Character Traits & Dialogue

10

Character Analysis: Character Feelings & Thoughts

11 Informational Main Idea

12

Informational Main Idea & Details

13

Fiction Text Features

16

Cause & Effect

17

Narrative Main Idea

21

Compare & Contrast Plot

30

Informational:

Fact and Opinion

31 Narrative: Point of View

32

Narrative: Fact and

Opinion

33

Text Structure:

Compare & Contrast

Writing

Language Arts

First 20 Days of Reading and Writing Workshop

Journal/Diary

Abstract Nouns Pronouns

Magazine or Newspaper Article

Narrative Story Blog

Memoir

Book Review or Fictional Memoir

Possessive Nouns and Pronouns

Simple Verb Tense Noun-Verb-Antecedent

Agreement Comparative and Superlative Adverbs Simple, Compound, Complex Sentences

Letter or Speech

Figurative Language

Spelling

Short o pattern

Short u pattern Short u pattern

Shwa sound r-controlled Variant ball

oi, oo Long e patterns Long u patterns

Variant Vowels Variant Vowels

Commonly Misspelled Words

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Grade 3 Standards-Based Curriculum:

(Weeks 1-2 on the scope and sequence charts are lessons in the First 20 Days, so the following lessons begin with Week 3)

Read Aloud or Shared Reading ? Reader's Workshop Model:

CCSS.ELA-LITERACY.RF.3.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.3.1.B

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.3.1.C

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

CCSS.ELA-LITERACY.SL.3.1.D

Explain their own ideas and understanding in light of the discussion.

CCSS.ELA-LITERACY.SL.3.3

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.3.3.B

Recognize and observe differences between the conventions of spoken and written standard English.

CCSS.ELA-LITERACY.L.3.6

Acquire and use accurately grade-appropriate conversational, general academic, and

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domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

CCSS.ELA-LITERACY.RL.3.10

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

CCSS.ELA-LITERACY.RI.3.10

By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Week: Genre to Use:

Folktale 3

Fable

Myth 4

Journal/Diary

11

Speech

Website 12 Nonfiction Text

Magazine Article

Skill:

Retell Sequencing

Retell w/Story Elements Main Idea

Main Idea & Details

Scaffold/Strategy:

Standard/s:

S.T.P.

Who? What? Why?

B-M-E

5-Finger Retell

V.I.P. Nonfiction

Turn Headings into Questions

CCSS.ELA-LITERACY.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-LITERACY.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Language Arts - Weekly Lessons:

CCSS.ELA-LITERACY.L.3.3.B

Recognize and observe differences between the conventions of spoken and written standard English.

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.L.3.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-LITERACY.L.3.2.E

Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

CCSS.ELA-LITERACY.L.3.2.F

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

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Week:

Skill:

3-4

Dictionary Skills

5-7

Parts of Speech

13 14-15 16-17

Simple Verb Tense

Regular and Irregular Verbs Noun-Verb-Antecedent

Agreement

Standard:

CCSS.ELA-LITERACY.L.3.4.D Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. CCSS.ELA-LITERACY.L.3.2.G Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. CCSS.ELA-LITERACY.L.3.1.A Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. CCSS.ELA-LITERACY.L.3.1.E Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. CCSS.ELA-LITERACY.L.3.1.D Form and use regular and irregular verbs.

CCSS.ELA-LITERACY.L.3.1.F Ensure subject-verb and pronoun-antecedent agreement.*

Writing ? Writer's Workshop Model

CCSS.ELA-LITERACY.L.3.3

Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCSS.ELA-LITERACY.L.3.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-LITERACY.W.3.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-LITERACY.SL.3.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-LITERACY.SL.3.1.B

Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

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