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IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricu?lar sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs. How to Use the Literacy Curriculum Maps42005250Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction. Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world. Curriculum Maps, Grades 3-5Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big Idea” for the week. Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to a learning target in the center column. Note that Reading Anchor Standard 1 and Reading Anchor Standard 10 are not included in the curriculum maps but should be addressed every week, as students should consistently be reading rigorous grade-level texts and citing evidence when writing or speaking about the text: CCR Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the R Reading Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.Consult your Journeys Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.Plan your weekly and daily objectives, using the learning target statements to help.Study the suggested performance assessments in the right-hand column, and match them to your objectives.Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, reading foundational skills, language skills, and speaking and listening skills.Using your Journeys TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for small group instruction and literacy stations.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.TN DOE Curriculum StandardsLearning OutcomesContent & TasksWeek 1Reading SelectionBats: Creatures of the Night (Lexile Level: 510) (trade book)Crabs (Donyall Dickey, Complex Text, RI 3.9)Big Idea: Some animals are very unique and unusual.Reading Literature and Informational TextRI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI 3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RI. 3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. Related Science StandardsGLE 0307.3.1 Describe how animals use food to obtain energy and materials for growth and repair.Strategies and SkillsComprehension SkillMain IdeaUsing IllustrationsAnnotating textComprehension StrategySummarizeLearning Targets (I Can…)Gather information from a nonfiction text.Summarize information from an informational text.Cite evidence from the text to support my key points. .Locate connection words, like “but,” and explain how they affect the meaning of a text.Circle important words, underline key details, and note where I have questions when I am reading.Follow Instructional Guidelines and Close Reading Lesson for this text from: Conduct a Close Reading on pp. 4-17, using directions above.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task – OptionalWrite a one-paragraph summary of pp. 4-pare and contrast information you have learned about bats and crabs.Text-Dependent Questions:When do the bats come out? (key details)How is the vampire bat’s diet related to its name? (key details)How does the illustration on pp. 6 & 7 help you understand the meanings of “swoop” and “dart?” (vocabulary, author’s craft)Most of the book is written in the third person and using standard informational writing style, but on pages 14-15, the author uses a question-and-answer text structure and second person (you) point of view? Why do you think she did that? (opinion)You have read about two unusual and unique animals this week. Which of these do you think is the most unique, and why do you think so? (opinion, intertextual connections)Literacy Station ActivitiesComprehension Station-main idea graphic organizer, illustrate a piece of text, write a summary of a passage, read a paired selection about bats, comprehension activities from - Performance AssessmentsResponses to text-dependent questionsOpinion Writing (see full description under “Writing) WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI 3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingRead a simple illustrated text. Select the main idea from several illustrated statements. Select supporting details from several illustrated statements to create a main idea/ detail web. Read a simple illustrated text. Sort simple illustrated statements from the text into “main idea” and details”. Use the statements to create a main idea detail/ web. Read an illustrated text. Sort extended statements from the text into “main idea” and “details”. Use the statements to create a main idea/ detail web. Read leveled text with limited illustrations. Sort extended statements from the text into “main idea” and “details”. Use the statements to create a main idea/ detail web. Infer main ideas and details from a grade-level text with limited illustrations. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Strategies and SkillsPlurals with –s and –esStrategies for teaching multisyllable words and inflected endings – TnCore Summer Training 2013, Grade 3, unit 3 Learning Targets (I Can…)Identify correctly or incorrectly spelled words in context. Read and spell plural words with –s and -esRead grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and fluencyPlurals with –s and -esPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building adding plurals, word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-timed reading to practice pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas. - phonics and fluency activitiesWriting/ResearchW.3.1-Write opinion pieces on topics or texts, supporting a point of view with reasons.W.3.1b-Provide reasons that support the opinion. W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Strategies and SkillsSkillsOpinion WritingLinking WordsStrategy Modeled response to text Peer editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Use Linking words to connect my opinion to my reasons.Give between 4 to 5 reasons from the text that support my opinion. Form an opinion based on something I have read. Routine WritingForming a text-based opinionCiting evidence to support opinionUsing linking wordsWriting TaskAfter reading Joyce Milton’s Bats: Creatures of the Night, students will write an opinion paper in which they agree or disagree with the author’s assertion that bats are strange creatures. They should cite reasons and evidence from the text to support their opinions.Use scoring rubric from TNCore Speaking and ListeningSL.3.1a- 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. SL.3.1b-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). Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listeningL.3.3a- Choose words and phrases for effectL.3.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase. Strategies and SkillsSkillsHomophonesLinking WordsStrategyLearning grammar through writing and editingUsing context clues, including picture clues Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…)Blend and read homophones.Spell and write homophones.Use context as a clue to the meaning of a word or phrase.Use linking words to connect my opinion to a reason when I am writing.VocabularyContext cluesVocabulary for Explicit InstructionStrange, loft, swoop, dart, joined, spanDomain-specific word: echoLanguage ArtsLinking WordsLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatOpinion writing task (above)Week 2Reading Selections“Hibernating is Dangerous for Little Brown Bats” (Lexile Level: 640)“Bat News” (Lexile Level: 660)Big Idea: Bats are helpful to humans and need to be saved from extinction.Reading Literature and Informational TextRI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.RI.3.9-Compare and contrast the most important points and key details presented in two texts on the same topic.Strategies and SkillsComprehension SkillCause and EffectComparison and ContrastComprehension StrategyQuestionLearning Targets (I Can…)Discuss cause and pare and contrast information from texts.Use context to define new words.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task - OptionalComplete a graphic organizer to compare/contrast information from the two texts about how bats are helpful to humans.Text-Dependent QuestionsWhy is one baby bat a year not enough? (key details)What does the word “nocturnal” mean? (vocabulary)Why is saving bats important? (inference; intertextual connections)Literacy Station ActivitiesComprehension station-complete a Venn diagram comparing/contrasting information, complete a cause/effect graphic organizer, written summary of a text, comprehension activities from Note: The Text “Hibernating is Dangerous for Little Brown Bears” can be adjusted to a higher or lower Lexile level on the newsela website to make it accessible for small group or independent reading. WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadMatch words or phrases to events from informational text that has been read aloud or retold.Match phrases or simple sentences that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.Match sentences with specific content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.Match extended sentences with specific content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.Match paragraphs with technical or abstract content language that describe historical events, scientific ideas or concepts, or steps in technical procedures from informational text that has been read.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Strategies and SkillsPlurals with –ies and –vesStrategies for teaching multisyllable words and inflected endings – TnCore Summer Training 2013, Grade 3, unit 3 Learning Targets (I Can…)Identify correctly or incorrectly spelled words in context. Read and spell plural words with –ies and –ves.Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and fluencyPlurals with –ies and -vesPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building adding plurals, word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-Partner reading for pace and expression, performance readingSee Florida Center for Reading Research, Student Center Activities, for additional station ideas Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWrite a paragraph explaining why little brown bats are in danger.Use scoring rubric from TNCore: Writing TaskYou have read two articles about bats this week. Both articles tell how bats are helpful to humans. Write an essay explaining how bats help humans, and cite evidence from the texts to support your explanation.Speaking and ListeningSL.3.1a-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. SL.3.1b-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). Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listeningL.3.3a- Choose words and phrases for effectL.3.4- Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.Strategies and SkillsSkillsHomonymsLinking WordsStrategyLearning grammar through writing and editing Using context clues to derive meaning Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Targets (I Can…)Identify homonyms.Use context clues to find the meaning of homonyms.VocabularyContext cluesVocabulary for Explicit InstructionCauses, because, store (verb), treatmentDomain-specific word: hibernationLanguage ArtsLinking WordsLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 3-Lesson 6Reading Selections: “Bat Loves the Night” (Lexile Level 710) “A Bat Is Born” (Not rated for Lexile Level)Big Idea: Bats are interesting and useful.Reading Literature and Informational TextRI.3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4- Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.8 -Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).RL 3.4-Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Strategies and SkillsComprehension SkillSequence of EventsDomain-Specific VocabularyComprehension StrategyQuestionLearning Targets (I Can…)Identify sequential connections among sentences and paragraphs.Recognize time-order words that signal a series of events.Ask and answer questions while reading.Determine the meaning of domain-specific words in the text.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task-OptionalMake a list of domain-specific words and phrases about bats gathered from all the texts you have read about bats. With a partner, discuss the meanings of these words and phrases.Text-Dependent QuestionsWhy don’t bats need to see? (key details)Why do you think the author includes scientific facts along with the narrative about bat? (author’s craft)What does the word “nocturnal” mean? (vocabulary)How are bats helpful to people? (opinion)Literacy Station ActivitiesComprehension station-sequence graphic organizer, summarize a text using time-order words, use retelling cards to retell a story, Journeys flip chart, comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.8 -Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingTell the sequence of events from a simple text after oral modeling. Retell with transitional words from a word bank using the appropriate graphic organizerRetell a read, heard or viewed text with elaborated sentences, using transitional words from a word bank and the appropriate graphic organizer.Retell a read, heard or viewed text with elaborated sentences, and the appropriate graphic organizer.Retell a read, heard or viewed text using logical and cohesive transitional words. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect. Strategies and SkillsWords with the VCV patternStrategies for teaching syllable patterns– TnCore Summer Training 2013, Grade 3, unit 3 Learning Targets (I Can…)Identify correctly or incorrectly spelled words in context. Decode, read, and spell words with the VCV pattern.Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Apply phonics and word analysis skills effectively when reading and writing. Phonics and fluencyWords with the VCV patternPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understandingLiteracy Station ActivitiesPhonics/word study station-word building with VCV pattern, word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-partner reading for pace and expressionSee Florida Center for Reading Research, Student Center Activities, for additional ideas for phonics and fluency stations Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Synthesize information from a variety of texts.Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWriting to explainCiting evidence Using linking wordsHaving a clear topic sentenceWriting Task Write an explanation. Guide students to create a list of domain-specific words and phrases gathered from all the selections they have read about bats. Have them use these words to write an their explanation of how bats’ special abilities make them useful and interesting. They should cite evidence from at least two selections to support their explanation.Use scoring rubric from TNCore: Speaking and ListeningSL.3.1a- 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. SL.3.1b -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). SL 3.4-Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesBrief oral report on how bats are useful to humansLanguageL.3.1d- Form and use regular and irregular plural verbs. L.3.4a -Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b- Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c- Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).Strategies and Skills SkillsSuffixes –able, -ibleAction Verbs“Be” VerbsStrategyLearning grammar through writing and editingBuilding words using suffixes; cutting words apart to see roots and suffixesStrategies for teaching suffixes in TNCore 2013 Summer Training, Grade 3, Unit 4, section 1 Learning Targets (I Can…)Determine the meaning of words with suffixes –able and –ible.Correctly use the suffixes –able and –ible.VocabularySuffixes –able, -ibleVocabulary for Explicit InstructionSequence, over, under, between, through, beams (verb), nets (verb), climbs aboardDomain specific vocabulary: echolocationLanguage ArtsUsing Action and “Be” VerbsLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts using –able and –ible, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 4-Lesson 7Reading Selections: “What Do Illustrators Do?” (Lexile Level 490) “Jack Draws a Beanstalk” (Lexile Level 670)Big Idea: Pictures help tell a storyReading Literature and Informational TextRI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI.3.5- Use text features and search tools (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).RL.3.3-Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.5-Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.Strategies and SkillsComprehension SkillText and Graphic FeaturesSequence of EventsComprehension StrategyAnalyze/EvaluateLearning Targets (I Can…)Use text and graphic features to locate information and demonstrate understanding.Use sequence words to describe the sequence of events in a text.Cite evidence from the text to support my key points.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Tasks - OptionalMake a list detailing the events in “What Do Illustrators Do?”On page T 146, the text says, “A fairy tale is the type of traditional tale in which the characters face fantastic beasts or powerful villains. Magical event occur, and characters have amazing powers. Fairy tales often tell of good overcoming evil and have happy endings.” Based on this definition, would you consider the text “Jack Draws a Beanstalk” to be a fairy tale? Why or why not? Use evidence from the text to support your opinion.Text-Dependent QuestionsWhy does the illustrator need to fit everything into 32 pages? (key ideas)What does the word “scale” mean on page 250? (vocabulary)Why did the author put the words “point of view” in italics on page 249 and “giant” in all capital letters or page 251? (author’s craft)Why do you think the author uses a humorous tone in the dog’s and cat’s speech balloons and a serious tone in the main text? (inference, opinion)Literacy Station ActivitiesComprehension station-complete a sequence graphic organizer, use retelling cards to retell the story, write a story using text features, Journeys flip chart, comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RI.3.5- Use text features and search tools (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch to the text features using independent level text with support from illustrations, environmental print or an illustrated word bank. Identify text features from familiar text with a partner. Locate information using text features, and graphic organizers with a partnerLocate information relevant to a given topic using text features, and a graphic organizer. Locate information relevant to a given topic using text features. Connect the relationships of the parts using graphic organizers.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect.Strategies and SkillsThree-Letter Clusters (scr, spr, str, thr)Learning Targets (I Can…)Decode, read and spell words with three-letter clusters (scr, spr, str, thr).Spell and write words with three-letter clusters (scr, spr, str, thr).Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyThree-Letter Clusters (scr, spr, str, thr)Performance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with three-letter clusters, word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-Read aloud and pause appropriately using punctuation as a guide; time each other and graph resultsSee Florida Center for Reading Research, Student Center Activities, for ideas for phonics and fluency stations Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWriting to explainCiting evidence Using linking wordsHaving a clear topic sentenceWriting Task This week, we’ve talked about how illustrations are important to stories. Write a paper explaining why illustrations are important. Make sure to include clear topic sentences and to explain your answer and cite at least 4 different pieces of evidence from the texts to support your answer. (“What Do Illustrators Do?” and “Jack Draws a Beanstalk”)Use scoring rubric from TNCore: Speaking and ListeningSL.3.1a- 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. SL.3.1b -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). Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1e- Form and use the simple (e.g., I walked, I walk, I will walk (verb tenses)L.3.3a- Choose words and phrases for effect.L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.Strategies and SkillsSkillsSynonymsSimple Verb TensesStrategyLearning grammar through writing and editingSubstituting a synonym to verify meaningRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…)Identify and use synonyms.Generate synonyms. Discuss the qualities of each simple verb tenses. Identify each simple verb tense while reading. Explain the differences between the simple verb tenses. Ensure that I am writing with a consistent verb tense. Edit writing for capitalization errors and spelling errors.VocabularySynonymsVocabulary for Explicit InstructionBeats me, imagine, point of view, textures, bird’s eye view, sometimesDomain-specific words: dummy, sketchLanguage ArtsSimple Verb Tenses (past, present, and future) Literacy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts using synonyms, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatEditing writing for grammar and mechanicsWeek 5-Lesson 8Reading Selections:“The Harvest Birds” (Lexile Level 770)“The Treasure” (Lexile Level 650)Big Idea: Traditional tales give us insight into different cultures.Reading Literature and Informational TextRL.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.RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Related Social Studies Standards 3.14-Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)Strategies and SkillsComprehension SkillConclusionsLiteral and Non-literal MeaningsComprehension StrategyInfer/PredictLearning Targets (I Can…)Draw conclusions about the events and characters in a story.Use conclusions to predict and infer the message of a story.Determine the literal or nonliteral meanings of words and phrases in a text.Cite evidence from the text to support my key points.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task - OptionalCreate a Venn diagram comparing and contrasting the cultures depicted in the two stories.Text-Dependent QuestionsWhy didn’t Jan Zanate get any of his father’s land? (general understandings)What does the Juan mean when he says, “I learned to listen to the voice of nature?” (vocabulary)What is the lesson of “The Harvest Birds?” (inference)Literacy Station ActivitiesComprehension station-Comprehension station-complete a drawing conclusions graphic organizer, use retelling cards to retell the story, Journeys flip chart, use comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingMatch words and phrases from a text with illustrated representations of content words and expressions, including cognates while working with a partner.Sort words and phrases with illustrated representations from a text using general content words and expressions, including cognates in graphic organizers with a partner.Match nonliteral and literal language in a text to illustrations, using sentence level context to determine meaning. Classify nonliteral and literal content words in a text that include expressions with visual support and a partner.Interpret literal and nonliteral content words, including expressions, using patterned sentences with a partner.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c-Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c-Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Strategies and SkillsSilent letters kn, wrLearning Targets (I Can…)Decode, read, and spell words with silent letters kn, wr.Spell and write words with the silent letters kn, wr Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Read fluently with appropriate stress.Phonics and fluencySilent letters kn, wrPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with kn, wr; word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-partner reading for pace and expression; performance readingSee Florida Center for Reading Research, Student Center Activities, for ideas for phonics and fluency stations Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWriting to compare/contrastCiting evidence Using Linking WordsHaving a clear topic sentenceWriting a clear concluding statementWriting Task This week, we’ve read two traditional folk talks from different countries (Mexican and Jewish). Write a paper comparing and contrasting the cultures depicted in the two stories. Consider characters, clothing, and ways the main characters showed respect to others. Cite evidence from both texts as you make your comparison.Use scoring rubric from TNCore: Speaking and ListeningSL.3.1g-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.SL.3.1h-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).Strategies and SkillsAccountable talkAppropriate behaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.2b-Use commas in addresses. L.3.3-Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.3a- Choose words and phrases for effect.L.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.3.5- Demonstrate understanding of word relationships and nuances in word meanings. L.3.5a- Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).Strategies and SkillsContext cluesCommas in a seriesCommas in addressesStrategyLearning grammar through writing Using context clues Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…)Choose words and phrases to convey ideas precisely.Use context as a clue to the meaning of a word or phrase.Explain how to use a comma in series and to write addresses. Use commas correctly when writing a series and when writing addresses.Edit writing for comma, capitalization errors and spelling errors.VocabularyContext CluesVocabulary for Explicit InstructionOwn, some, work for free, squash (verb), crossed (to walk), now and then, pricelessLanguage ArtsCommas in SeriesCommas in AddressLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts using synonyms, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatEditing writing for grammar and mechanicsWeek 6-Lesson 9Reading Selections: “Kamishibai Man” (Lexile Level 610) “The True Story of Kamishibai” (Lexile Level 700)Big Idea: Individuals from all cultures have to respond to change.Reading Literature and Informational TextRL. 3.3- Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).RI. 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI. 3.7-Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).Related Social Studies Standards 3.14-Interpret different texts and primary sources to describe the major components of culture including language, clothing, food, art, beliefs, customs, and music. (C, H)Strategies and SkillsComprehension SkillCause and EffectAnalyze IllustrationsComprehension StrategyMonitor/ClarifyLearning Targets (I Can…)Identify actions and events that cause other events to happen in a story.Demonstrate understanding through monitoring and clarifying story events.Determine what a story is mostly about.Ask and answer questions to demonstrate understanding.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task - OptionalAfter reading both texts, think about the events that caused the lives of Kamishibai men to change over time. Use evidence from both texts to explain what happened. Text-Dependent QuestionsHow does Jiichan know that this is the same neighborhood he used to visit? (key details)What does the illustration on p. 341 tell you about the Japanese culture? (key details)How does the illustration on p. 329 help you determine the meaning of the word “clappers?” (vocabulary)How does the illustration on p. 331 help you understand the sequence of the story? (author’s craft)Why did Jiichan stop being a Kamishibai man when he was young? (inference)Literacy Station ActivitiesComprehension station-Comprehension station-complete a cause and effect graphic organizer, use retelling cards to retell the story, Journeys flip chart, comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.7- Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingAfter studying an illustration in a simple picture book, select words to describe a character or setting from an illustrated word bank. Select new words to describe character and setting after reading the text. Select illustrated statements that best describe the character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text. Select statements that best describe the character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled textMake statements that describe character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text using sentence starters and a word bank of academic language to support explanation. Make statements that describe the character, setting and mood after studying an illustration and again after reading a page from an appropriately leveled text using a word bank of academic language to support explanation. For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Strategies and SkillsVowel Diphthongs ow and ouLearning Targets (I Can…)Decode, read, and spell multisyllable words with the vowel dipthongs ow and ouRead with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyVowel Diphthongs ow and ouPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with ow and os; word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-Read aloud and pause appropriately using punctuation as a guide; time each other and graph resultsSee Florida Center for Reading Research, Student Center Activities, for ideas Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative/Explanatory WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWriting to explainCiting evidence Using linking wordsHaving a clear topic sentenceWriting a clear concluding statementWriting Task After reading both texts, think about the events that caused the lives of Kamishibai men to change over time. Write a paragraph explaining what happened to cause their lives to change. Use evidence from both texts to explain your key ideas.Use scoring rubric from TNCore: Speaking and ListeningSL.3.1g-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.SL.3.1h- 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).SL.3.6-Speak in complete sentences to provide detail or clarification.Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Identify behaviors that are appropriate for group activities.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesLanguageL.3.1c- Use abstract nouns (e.g., childhood)L.3.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.3.3- Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.3.4a- Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Strategies and SkillsSkillsDictionary/GlossaryAbstract NounsRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 StrategyLearning grammar through writing Learning Targets (I Can…)Use glossaries and print and digital dictionaries to determine or clarify word meanings and related information.Choose words and phrases to convey ideas precisely.Use context as a clue to the meaning of a word or phrase.Discuss the qualities of an abstract noun. Identify abstract nouns while reading. Ensure that I am using abstract nouns correctly when I write. Edit writing for capitalization errors and spelling errors.VocabularyDictionary/GlossaryVocabulary for Explicit InstructionRounds, panted, long, used to, old days, jerkyLanguage ArtsAbstract NounsLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 7-Lesson 10Reading Selections: “Young Thomas Edison” (Lexile Level 810) “Moving Pictures” (Lexile Level 740)The Hubble (Donyall Dickey, Complex Text, RI 3.4)Big Idea: Inventors need to be curious and persistent.Reading Literature and Informational TextRI.3.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.RI.3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI. 3.4-Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Related Science StandardsGLE 0307.T/E.2 -Recognize that new tools, technology, and inventions are always being developed.GLE 0307.T/E.4 Recognize the connection between scientific advances, new knowledge, and the availability of new tools and technologies. Strategies and SkillsComprehension SkillMain Idea and Supporting DetailsSequence of EventsAcademic vocabularyComprehension StrategySummarizeLearning Targets (I Can…)Identify and describe the main idea of a text.Identify and describe the supporting details of a text. Determine the sequence of events in a text.Use sequence words to identify the sequence of historical events.Use main idea and details to summarize the text.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Task - OptionalUse a graphic organizer to summarize the main events in Thomas Edison’s life, as indicated in the text. (See Donyall Dickey, Graphic Organizer for RI3.2)Close Reading on pp. 368-372Text-Dependent QuestionsHow did Young Al’s job as a paperboy help him become an inventor? (key details)What is the meaning of the word “phonograph” on p. 379? (vocabulary)You have read about several inventions this week. Which of these do you think was most important, and why? (opinion, intertextual connections)Literacy Station ActivitiesComprehension station-main idea/details and sequence of events graphic organizers, write a summary of a paragraph from the text, use retelling cards to retell/summarize the story, Journeys flip chart, see comprehension activities from Reading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect. Strategies and SkillsWords with au, aw, al, and oLearning Targets (I Can…)Decode, read and spell words with au, aw, al, and o.Spell and write Words with au, aw, al, and o.Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyWords with au, aw, al, and oPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with au, aw, al, and o; word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station-partner reading, timed reading, performance readingSee Florida Center for Reading Research, Student Center Activities, for ideas Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative WritingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingWrite to informCiting evidence Using linking wordsHaving a clear topic sentenceWriting a clear concluding statementWriting TaskWrite a summary of the story “Young Thomas Edison.” Be sure to include all key events from the story. Use the graphic organizer you completed to assist you. Use scoring rubric from TNCore: Speaking and ListeningSL.3.1g-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.SL.3.1h-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).Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.1f- Ensure subject-verb and pronoun-antecedent agreementL.3.5c-Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).Strategies and SkillsSkillsShades of MeaningPronoun and AntecedentsStrategyLearning Grammar through Writing Using context clues to determine shades of meaningRoutine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…)Distinguish shades of meaning among related wordsChoose words and phrases to convey ideas precisely.Use context as a clue to the meaning of a word or phrase.Discuss the qualities of both pronouns and antecedents.Identify pronouns and antecedents while reading. Ensure that I am using pronouns and antecedents correctly when I write. Edit writing for capitalization errors and spelling errors.VocabularyShades of MeaningVocabulary for Explicit InstructionEventually, usually, occasional, sometimes, unfortunately, in fact, sequenceLanguage ArtsPronounAntecedentLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts using synonyms/shades of meaning, vocabulary activities from the Florida Center for Reading Research Performance Assessments Teacher observationTeacher-made or district common assessments in testing formatWeek 8—Lesson 11Reading Selections: “Technology Wins the Game” (Lexile Level 760) “Science for Sports Fans” (Lexile Level 790)Big Idea: Inventions can help athletes.Reading Literature and Informational TextRI .3.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI. 3.5- Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.RI. 3.8- Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).Related Science StandardsGLE 0307.T/E.1 Describe how tools, technology, and inventions help to answer questions and solve problems.GLE 0307.T/E.2 Recognize that new tools, technology, and inventions are always being developed. Strategies and Skills Comprehension SkillSequence of EventsText and Graphic FeaturesComprehension StrategyQuestionLearning Targets (I Can…)Use charts, diagrams, and headings to make meaningDescribe the sequence of events in a text.Analyze and evaluate the content of an informational text.Use a variety of comprehension strategies before, during, and after reading.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Tasks - OptionalComplete a problem/solution graphic organizer to show how the author structured the text “Technology Wins the Game.”Create a Venn Diagram comparing and contrasting the most important points and ideas about sports-related science presented in both texts this week.Text-Dependent QuestionsHow has technology changed running shoes over history? (key details)In “Technology Wins the Game,” why did the author start the sections “Jump Higher” and “Run Faster” with questions? (author’s craft)Why is science important in the field of sports? Use evidence from both texts to support your response. (intertextual connections)Literacy Station ActivitiesComprehension station-problem/solution and sequence of events graphic organizers, write a summary of a paragraph from the text, use retelling cards to retell/summarize the story, Journeys flip chart, comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Ri.3.1-Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingAnswer simple oral questions about an informational text read aloud by selecting the correct picture with a partner.Answer oral questions with a modeled sentence structure about informational text read aloud by selecting the correct picture with a partner. Answer multi-part oral questions with simple compound sentences about informational text read aloud by selecting the correct picture with a partner and referencing the page where the answer is found. Answer multi-part oral questions containing technical language about informational text read aloud by choosing the correct paragraph with a partner and referencing the page where the answer is found. Answer multi-part oral questions containing technical language about informational text read aloud by choosing the correct paragraph with a partner and referencingthe page where the answer is found.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings RF.3.4c- Use context to confirm or self-correct word recognition that pertains to time, sequence, and cause/effect Strategies and SkillsVowel Diphthongs oi, oyLearning Targets (I Can…)Decode, read, and spell words with vowel diphthongs oi, oy.Read with fluency from a variety of texts (poetry, drama, current events, novels).Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyVowel Diphthongs oi, oyPerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with diphthongs oi, oy; word building with multi-syllabic words, review activities with phonics skills not yet masteredFluency station (optional)-Time a partner, read chorally, performance readingSee Florida Center for Reading Research, Student Center Activities, for ideas Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsInformative Writing-compare/contrastTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingInformative writing-compare/contrastCiting evidence Using linking wordsHaving a clear topic sentenceWriting a clear concluding statementWriting TaskYou just read two articles about the importance of science in sports-related fields. Write a paper comparing and contrasting the most important points about sports-related science from these two articles. Use science terms, such as force and energy, to develop your paper.Use scoring rubric from TNCore: Speaking and ListeningSL. 3.1g- 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.SL. 3.1h-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).Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Identify behaviors that are appropriate for group activities.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.1a- Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1b- Form and use regular and irregular plural nounsL.3.4a-Use sentence-level context as a clue to the meaning of a word or phrase.L.3.4b-Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).L.3.4c-Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).Strategies and SkillsSkillsSuffixes –less, -ful, -ousPlural NounsStrategyLearning grammar through writing Building words using suffixes; taking words apart to find roots Strategies for teaching suffixes in TNCore 2013 Summer Training, Grade 3, Unit 4, section 1 Learning Targets (I Can…)Identify and use words with the suffixes –less, -ful, -ous.Determine the meaning of words with the suffixes –less, -ful, -ous.Use context and prior knowledge of affixes to determine the meanings of unknown words.Discuss examples singular and plural nouns.Identify singular and plural nouns while reading. Explain the difference between singular and plural nouns.Revise writing for incorrectly written singular and plural nouns. Edit writing for capitalization errors and spelling errors.VocabularySuffixes –less, -ful, -ousVocabulary for Explicit InstructionUsed to, head (for a tennis racket), analyze, sequence, event, identifyLanguage ArtsPlural NounsLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, word sorts and word building using suffixes –less, -ful, -ous; vocabulary activities from the Florida Center for Reading Research Performance Assessments for bothTeacher observationTeacher-made or district common assessments in testing formatWeek 9-Lesson 12Reading Selections“Tops and Bottoms” (Lexile Level 620) “Goodness Grows in Gardens” (Lexile Level 860) or Grow Your Own Carrots (Donyall Dickey, Complex Text, RI 3.3)Big Idea: It is important to do things for yourself.Reading Literature and Informational TextRL. 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 textRL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.RI.3.2-Determine the main idea of a text; recount the key details and explain how they support the main idea.RI 3.3-Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.RI .3.6- Distinguish their own point of view from that of the author of a text.Strategies and SkillsComprehension SkillThemePoint of ViewComprehension StrategyVisualizeLearning Targets (I Can…)Determine the central message, or theme, of a story.Describe the main idea of an informational text.Distinguish among the points of view of the reader, narrator, and characters.Use a graphic organizer to describe what happens when seeds are planted (See Donyall Dickey, Graphic Organizer, 3.3a)Ask and answer questions to demonstrate understanding.Cite evidence from the text to support my key points. Create mental pictures to assist with comprehension.Performance AssessmentsJourneys Grab-and-Go AssessmentsJourneys Progress MonitoringJourneys Reader’s NotebookAnecdotal evidence from classroom discussionsPerformance Tasks - OptionalDiscuss with a partner whether or not you think Hare did the right thing when he tricked Bear. Support your response with evidence from the story.In the text “Goodness Grows in Gardens,” you see adults and children growing their own food crops. Make a list of the reasons why growing your own crops can be beneficial to you and to society.Text-Dependent QuestionsHow does Bear feel when he receives the tops of the crops on p. 439? (key details)How is Hare’s opinion about giving the tops of the crops to Bear different from Bear’s opinion? (key details)How do Hare’s and Bear’s actions help create a sequence of events in this story? (author’s craft)What is the theme (big idea) of this story? (opinions/inferences)What did you learn about growing crops from reading all three selections? (intertextual connections)Literacy Station ActivitiesComprehension station-draw a picture of the “big idea,” them graphic organizer, write a summary of a paragraph from the text, use retelling cards to retell/summarize the story, Journeys flip chart, comprehension activities from WIDA Standard 2: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.RL.3.6-Distinguish their own point of view from that of the narrator or those of the characters.Level 1 EnteringLevel 2 EmergingLevel 3: DevelopingLevel 4: ExpandingLevel 5: BridgingReadingSort illustrated written statements by a character into “agree” or “disagree” on a T-Chart with a partner..Sort written statements by a character into “agree” or “disagree” on a T-Chart with a partner.Identify statements about what a character believes (in a book at your independent reading level) and identify beliefs you agree with, using a teacher model from another text. Identify statements about what a character believes (in a book at your independent reading level), identify beliefs you agree with, and categorize evidence to show expanded related ideas.Draw conclusions about what a character believes (in a book at your independent reading level) using categorized evidence to show expanded related ideas.For additional information on scaffolding within the domains of Reading, Writing, Listening, and Speaking please see: North Carolina Livebinder on Transformed MPIs/ELAsReading Foundational SkillsRF.3.3a- Identify and know the meaning of the most common prefixes and derivational suffixes. RF.3.3 c- Decode multi-syllable words. RF.3.4a- Read on-level text with purpose and understanding. RF.3.4b-Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. .Strategies and SkillsHomophonesWords ending in –er and –leStrategies for teaching multisyllable words and suffixes – TnCore Summer Training 2013, Grade 3, unit 3 Learning Targets (I Can…)Blend and read homophonesSpell and write homophonesDecode, read, and spell multisyllable words ending in –er and -leRead with fluency from a variety of texts (poetry, drama, current events, novels) by practicing appropriate stress.Read grade level text with fluency, accuracy, expression and comprehension.Phonics and fluencyHomophonesWords ending in –er and -lePerformance assessmentsUse of learned phonics patterns to decode unfamiliar wordsOral reading fluency checks/running recordsFluency: Current goal of 61-81 WCPM with expression and understanding Literacy Station ActivitiesPhonics/word study station-word building with –er and –le words; word building with multi-syllabic words, review activities with phonics skills not yet mastered Fluency station (optional)-See Florida Center for Reading Research, Student Center Activities, for ideas Writing/ResearchW.3.2-Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.b. Develop the topic with facts, definitions, and details.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section.Strategies and SkillsSkillsExplanatory writingTopic sentencesLinking wordsConcluding statementStrategy Modeled response to text Peer editing for clear evidence in textSelf editing POW + TIDE mnemonic and graphic organizer Learning Targets (I Can…)Write my paragraphs always containing a clear topic sentence. Use evidence from the text to support my explanation.Routine WritingExplanatory writingCiting evidence Using linking wordsHaving a clear topic sentenceWriting a clear concluding statementWriting TaskThink about this week’s big idea: It is important to do things for yourself. Write a paper explaining why this is true, and cite evidence from both texts to support your key points.Use scoring rubric from TNCore: Speaking and ListeningSL.3.1gCome 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.SL.3.1h- 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).Strategies and SkillsAccountable TalkAppropriate BehaviorsLearning Targets (I Can…)Listen to fluent reading.Speak in complete sentences when retelling story events.Use accountable talk procedures to take turns.Use accountable talk procedures to show active listening skills while working in a group. Use accountable talk procedures to engage effectively in a discussion about literature and informational text. Identify behaviors that are appropriate for group activities.Prepare and present oral reports.Performance AssessmentsParticipating in and conducting discussions, read alouds, and q/a sessionsSpeaking in complete sentencesOral reportsLanguageL.3.2c- Use commas and quotation marks in dialogueL.3.4.a- use sentence-level context as a clue to the meaning of a word or phraseStrategies and SkillsSkillsIdiomsPunctuating Dialogue StrategyLearning Grammar through WritingIllustrating words and phrases (idioms)Routine for explicit vocabulary instruction, TNCore K-3 Yearlong Reading Course, Classes 5, 6 & 7, p. 19 Learning Targets (I Can…)Acquire and use vocabulary.Identify idioms as phrases that cannot be understood from the literal meanings of the words themselves.Determine the meanings of idioms.Choose words and phrases to convey ideas precisely.Use context as a clue to the meaning of a word or phrase.VocabularyIdiomsVocabulary for Explicit InstructionAlthough, “put their heads together,” “in this together,” “done deal,” explainLanguage ArtsPunctuating DialogueLiteracy Station ActivitiesVocabulary station-illustrate vocabulary words, write student-friendly definitions for vocabulary words, idiom booklet/illustrate common idioms; vocabulary activities from the Florida Center for Reading Research Performance Assessments for bothTeacher observationTeacher-made or district common assessments in testing format ................
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