The Connected Curriculum - DePaul University



The Connected Curriculum

GRADE 3

Curriculum Map

Standards-Based Scope and Sequence for Teaching and Assessment

with integrated principles and strategies of special education.

This guide was prepared by the DePaul Center for Urban Education

through support from the Polk Bros. Foundation Teacher Leadership Network.

Relevant resources for instruction, independent learning, and assessment:

.

Third Grade

Mid- and End-of Quarter Competencies to Assess

First Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 5 |Week 9 |Week 14 |Week 19 |

|Word Knowledge |Classify words singular, |Decode meaning when reading |Identify/ |Identify and explain |

|1A |plural; |with root, prefix, suffix |explain prefixes and suffixes |contractions, possessives |

| |provide examples of nouns, |Explain and give examples of | | |

| |proper nouns, verbs, |root, prefix, suffix | | |

| |adjectives. | | | |

| |Explain how and why to use | | | |

| |dictionary | | | |

| |Make own word book/chart | | | |

|Reading Strategies: |Read new story and list |Identify and infer traits, |explain reason for choice of |Locate and classify |

|I CAN . . . with a variety of |characters, traits, and |motive, sequence, cause-effect|words; |information; explain how to |

|texts |events. |with evidence |locate and classify |classify. |

| |infer traits, motive, |Map a story |information |Answer analytic and questions.|

| |sequence, cause-effect with | |Explain how different stories |Tell how to answer them. |

|Goals 1, 2 |evidence. | |can present same idea |Write about what you think |

| |Illustrate problem-solution. | | |based on what you read and |

| | | | |what you knew. |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with |

| |increased fluency. |increased fluency. |increased fluency. |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |Write/edit sentences |Complete paragraph |Write/edit paragraph, essay |write essay |

|GOALS 3, 4 |—correct punctuation and word |Topic Sentence |with clear focus, support, |write guide to Writing an |

| |choice. |Body |introduction, conclusion |essay |

| |Write own guide to Writing |Conclusion |Write rules for Writing | |

| |sentences. | |clearly | |

|Content |GEOGRAPHY |ECOLOGY |CULTURE |PHYSICS/ |

| |List, illustrate, explain |List, illustrate, describe |Explain culture with examples |TECHNOLOGY |

| |features of a city; diagram |features and explain |from Chicago. Identify ways |List, picture key |

| |relationships; |relationships; use terms |Chicago has changed. Give |terms/concepts; describe, |

| |Write own guide to city |correctly. |examples of values and their |illustrate and explain how |

| |including map and vocabulary |Make a chart/ |importance to Chicago. |simple machines work as part |

| |terms. |iagram/collage/book-let about | |of your life. |

| | |an environment. | | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program |Use math to describe |Use math to describe |Use math to describe |Use math to describe |

|you use. |situations and solve problems.|situations and solve problems.|situations and solve problems.|situations and solve problems.|

| | | | | |

Third Grade

Mid- and End-of Quarter Competencies to Assess

Second Semester

This chart provides assessment priorities for every five or four weeks.

| |Week 24 |Week 29 |Week 34 |Weeks 37-8 |

|Word Knowledge |paraphrase |Explain how to analyze a |Make a list of ways to figure |Choose and use favorite words |

| | |word—give examples. |out unfamiliar words when |of the year. |

|1A |Use sight words in sentences.|Use sight words in sentences.|reading. | |

| | | | | |

|Reading Strategies: |Simulate ISAT |Explain how to answer |Next Grade Prep |synthesize information |

|I CAN . . . with a variety of| |questions: literal, analytic,|Identify skills needed for |--apply to social studies and |

|texts |Analyze the questions. |inferential, evaluative |next grade. |science—what have I learned— |

| | | |Choose a topic for next five |Learning Yearbook |

| |Write guide to reading | |weeks of reading. | |

|Goals 1, 2 |non-fiction. | | |ILS 5A, 1B |

| | | | | |

| |Write test-taking guide | | | |

|Fluency |Students read aloud with |Students read aloud with |Students read aloud with |Students read aloud with |

| |increased fluency. |increased fluency. |increased fluency. |increased fluency. |

|ILS1B,4AB | | | | |

|Writing |Write guide to Writing |What did we learn from ISAT? |Make your own Writing |Learning Yearbook: expand |

|Goals 3, 4 |essays | |yearbook—What I have learned |it--what have I learned about |

| |3A, B | |about Writing. |Writing? |

| | | | |ILS 4BC |

|Content |ECONOMY |SCIENCE SYSTEMS |GOVERNMENT |DISCOVERIES |

| | | | | |

| |How does the Chicago economy |Write, illustrate, explain |How does the Chicago |What have I discovered about |

| |work? |science systems. |government work? |Chicago this year? |

| | | | | |

| | | | | |

|MATH |Make a math glossary, |Make a math glossary, |Make a math glossary, |Make a math glossary, |

|Insert the math skills and |guide/booklet. |guide/booklet. |guide/booklet. |guide/booklet. |

|strategies from the program |Use math to describe |Use math to describe |Use math to describe |Use math to describe |

|you use. |situations and solve |situations and solve |situations and solve problems.|situations and solve problems.|

| |problems. |problems. | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

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Third Grade: Weeks 1-5 Curriculum Map

| |Week 1 |Week 2 |Week 3 |Week 4 |Week 5 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Assess student phonics |Identify/ |Classify Verbs and verb |adjectives |Classify words singular, |

|1A | |classify singular and |tense |Use dictionary |plural; |

| |Set up word wall |plural nouns |Use dictionary |and alphabetize to 3rd |provide examples of nouns,|

| | | | |letter |proper nouns, verbs, |

| |Proper nouns | | | |adjectives. |

| | | | | |Explain how and why to use|

| | | | | |dictionary |

| | | | | |Make own word book/chart |

|Reading Strategies: |Read/listen to |Read/listen to |Read/listen to |Describe and illustrate |Read new story and list |

|I CAN . . . with a |identify/infer traits of |identify/infer sequence, |identify/infer motive |problem, solution—fiction |characters, traits, and |

|variety of texts |person/ |cause-effect with |1B,C, 2A |or non-fiction. |events. |

| |character |evidence | |1B |infer traits, motive, |

| |1B, 2A |1B,C, 2A | | |sequence, cause-effect |

|Goals 1, 2 |Follow 1, 2-step |Take reading interest | | |with evidence. |

| |directions (4A) |inventory. | | |Illustrate |

| | | | | |problem-solution. |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | | |increased fluency. |

|ILS1B,4AB | | | | | |

|Writing |Write complete sentences:|Add details to |Write sentences to |Write sentences to |Write/edit sentences |

|Goals 3, 4 |punctuation review |descriptive sentence; |describe places (relate |describe places |—correct punctuation and |

| | |correct punctuation |to geography) | |word choice. |

| | | | | |Write own guide to writing|

| | | | | |sentences. |

|Content |Location: Where are we? |Place: City places |Region: City areas |Movement: City |List, illustrate, explain |

|CITY |city |community |central |transportation |features of a city; |

|Geography |geography |government |downtown |east, north, river |diagram relationships; |

|Goal 17 A,B,C |key |map key |lake |south, travel, west |Write own guide to city |

|Research |map |mayor |lakeshore | |including map and |

|Goal 5 |school |people |location | |vocabulary terms. |

| | | |suburb | | |

|MATH | | | | |Make a math guide/booklet.|

|Insert the math | | | | |Use math to describe |

|skills and | | | | |situations and solve |

|strategies from the | | | | |problems. |

|program you use. | | | | | |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Third Grade: Weeks 6-9 Curriculum Map

| |Week 6 |Week 7 |Week 8 |Week 9 assess, clarify, expand |

|Word Knowledge |Identify/ |Identify use root and prefix. |Identify and use root and |Decode meaning when reading with|

|1A |analyze root words. | |suffix |root, prefix, suffix |

| | | | |Explain and give examples of |

| | | | |root, prefix, suffix |

|Reading Strategies: |Read/listen to |Read/listen to |Read/listen to |Identify and infer traits, |

|I CAN . . . with a |identify/infer traits of |identify/infer sequence, |identify/infer motive with |motive, sequence, cause-effect |

|variety of texts |person, character with evidence|cause-effect with evidence |evidence |with evidence |

| | |Infer prediction, confirm with| |Map a story |

| |Infer meaning from context |evidence |CAS 1A,C |Make predictions, confirm with |

|Goals 1, 2 |CAS 1A | | |evidence |

| | |CAS 1A,C | | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

| | | | |increased fluency. |

|ILS1B,4AB | | | | |

| | | | | |

|Writing |Write paragraph |Write paragraphs |Write paragraph with clear |Complete paragraph |

| |--focus (topic sentence) and |With substantial support/ |organization |Topic Sentence |

| |detail |elaboration | |Body |

|Goals 3 and 4 | | | |Conclusion |

|Content |Features of Chicago: |How plants grow here: |How animals live here: |List, illustrate, describe |

| |climate, community |fruit, leaf, pollen |breathe, earthworm, egg, hatch,|features and explain |

|Ecology |desert, environment |producer, root |hunt |relationships; use terms |

| |grassland, lake |seed coat, stem |rabbit, squirrel |correctly. |

|Research |lakeshore |vegetable |community environment food |Make a chart/diagram/ |

|Goal 5 |marine life, river |12A,B |chain |collage/booklet about Chicago’s |

| |12A | | |environment. |

| |Classify (chart)—5A |Compare/ |12A,B | |

| | |Contrast (Venn)—5A |diagram (5A) | |

|MATH | | | |Make a math guide/booklet. |

|Insert the math skills | | | |Use math to describe situations |

|and strategies from the | | | |and solve problems. |

|program you use. | | | | |

| | | | | |

| | | | | |

|Math Words | | | |Make a Math Glossary |

|List terms students will| | | | |

|use this week. | | | | |

| | | | | |

| | | | | |

| | | | | |

Third Grade: Weeks 10-14 Curriculum Map

| |Week 10 |Week 11 |Week 12 |Week 13 |Week 14 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Identify, use prefixes |Identify and use suffixes |Identify and use |Identify and construct |Identify, explain how |

|ILS 1A | | |prefixes and suffixes |compound words |prefixes and suffixes |

| | | | | |affect word meaning |

| | | | | |Identify compound words |

|Reading Strategies: |Re-read to find |Re-read to identify main |interpret author's |Identify examples of |explain reason for |

|I CAN . . . with a |information to support an |idea or theme |choice of words, relate |same topic or idea in |author’s choice of |

|variety of texts |idea | |to purpose |different stories |words—relate to purpose |

| | |Write about what you read | | |Locate and classify |

| |Write about what you read |and what you knew.1B |Write about what you |Write about what you |information |

|Goals 1, 2 |and what you knew. 1B | |read and what you knew. |read and what you knew. |Explain how different |

| | | |1B, 2A |1B, 2AB |stories can present same |

| | | | | |idea |

| | | | | |Identify and support main |

| | | | | |idea |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB | | | | |increased fluency. |

| | | | | |Students explain how to |

| | | | | |read with expression. |

|Writing |Write paragraph/essay with|Edit paragraph/essay for |Organize/Write paragraph|Organize/Write |Write/edit paragraph, |

|Goals 3, 4 |clear focus |focus and support 3B |/essay with focus, |paragraph/essay with |essay with clear focus, |

| |3B | |support and clear |focus, support, clear |support, introduction, |

| | | |introduction 3B |introduction and |conclusion |

| | | | |conclusion 3B |Write rules for Writing |

| | | | | |clearly |

|Content: |Read, contrast shelter |Read, write how people |Read, infer how and what|Infer and write about |Explain culture with |

| |(homes) people had in |traveled in the past |people communicated in |values of Chicago that |examples from Chicago. |

|Culture |Chicago in the past |16A, 5A |Chicago in the past 16A,|stayed the same or |Identify ways Chicago has |

| |16A, 5A |distance, route |5A |changed and how that |changed. Give examples of|

| |city, past, shelter |transportation |communicate |affects us today 18A, 5A|values and their |

| | |trip |history, idea, message | |importance to Chicago. |

|MATH | | | | |Make a math guide/booklet.|

|Insert the math | | | | |Use math to describe |

|skills and strategies| | | | |situations and solve |

|from the program you | | | | |problems. |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

Third Grade: Weeks 15-19 Curriculum Map

| |Week 15 |Week 16 |Week 17 |Week 18 |Week 19 assess, clarify, |

| | | | | |expand |

|Word Knowledge ILS|Explain contractions in |Explain contractions in |Explain possessives in |Contrast possessives |Identify and explain |

|1A |reading. |reading. |reading. |and contractions |contractions, possessives |

|Reading |Locate information in chart,|Identify and organize |Identify and organize |evaluate fact/ |Locate and classify |

|Strategies: |index, reference book; |information in charts |information in diagrams |opinion |information; explain how to|

|I CAN . . . with a|Classify information | | | |classify. |

|variety of texts |Ask/answer analytic |Ask/answer analytic |Ask/answer analytic |ask/answer evaluative |Answer analytic and |

| |questions |questions |questions |questions |questions. Tell how to |

| | |Write about what you think|Write about what you | |answer them. |

|Goals 1, 2 |Write about what you think |based on what you read and|think based on what you |Write about what you |Write about what you think |

| |based on what you read and |what you knew. |read and what you knew. |think based on what you|based on what you read and |

| |what you knew. |1B,C, 5A |1B,C, 5A |read and what you knew.|what you knew. |

| |1B,C, 5A | | |1B,C; 2A | |

|Fluency |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |This week’s read aloud:|Students read aloud with |

| | | | | |increased fluency. |

|ILS 1B, 4AB | | | | |Students explain how to |

| |Check reading rate and | | | |adjust rate to maintain |

| |comprehension—set target to | | | |fluency and comprehension. |

| |improve. | | | | |

|Writing |Outline, write essay, |Outline, write essay, |Outline and Write essay; |Outline, write news |write essay |

|Goals 3, 4 |emphasis on focus, support |emphasis on focus, support|emphasis on focus and |report--emphasis on |write guide to Writing an|

| |3B,C |3B,C |support |focus, support, |essay |

| | | |Transitions 3B,C |coherence 3B, C | |

|Content: |Read/experience/write/illust|Read/experience/write/ |Read/experience/write/ |Read/experience/write/ |List, picture key |

| |rate about: Simple machines:|illustrate about: Simple |illustrate about: motion,|illustrate about: |terms/concepts; describe, |

|Technology/ |effort, fulcrum, gravity, |machines: |pulley, wheel and axle |Simple machines |illustrate and explain how|

|Physics |inclined plane, lever, slope|balance, energy, force, |11,12D,5A |energy, focus, |simple machines work as |

| |11,12D,5A |friction, | |friction, |part of your life. |

| | |11, 12D, 5A | |wheel and axle | |

| | | | |11,12D,5A | |

| MATH | | | | |Make a math guide/booklet. |

|Insert the math | | | | |Use math to describe |

|skills and | | | | |situations and solve |

|strategies from | | | | |problems. |

|the program you | | | | | |

|use. | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms | | | | | |

|students will use | | | | | |

|this week. | | | | | |

Third Grade: Weeks 20-24 Curriculum Map

| |Week 20 |Week 21 |Week 22 |Week 23 |Week 24 assess, clarify,|

| | | | | |expand |

|Word Knowledge |Infer the meaning of a |Infer the meaning of a |Construct/answer |Construct/answer |Explain how to infer the|

|ILS 1A |word in a sentence. |word in a paragraph. |vocabulary questions |vocabulary questions |meaning of a word from |

| | | | | |context. |

| |Test-Prep words: |Test-Prep words: |Test Prep Words |Test Prep Words: | |

| | | | | | |

|Reading Strategies: |I can identify/make, |I can identify main |I can identify/ make, |I can identify/make, answer|Write guide to reading |

|I CAN . . . with a |answer literal and |idea, details |answer analytic questions |evaluative questions |non-fiction. |

|variety of texts |inferential questions |1B, 1C |fiction and |fiction and | |

| |fiction and non-fiction |Scan to find |nonfiction |nonfiction |Make test-taking guide |

| |Skim to preview |information |1B, 1C |1B, 1C | |

|Goals 1, 2 |1B, 1C |Simulate ISAT | | | |

| | |Discuss challenging | | | |

| | |items. | | | |

|Fluency |This week’s read aloud: |This week’s read aloud:|This week’s read aloud: |This week’s read aloud: |Students read aloud with|

|ILS 1B, 4AB | | | | |increased fluency. |

| | | | | | |

| |Check reading rate and | | | | |

| |comprehension | | | | |

| |—set target to improve. | | | | |

|Writing |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |EXTENDED RESPONSE: |Write guide to writing |

| |Write about what you are |Write about what you |write about what you are |write about what you are |an extended response |

| |reading 3B |are reading 3B |reading 3B |reading 3B |3 B |

|Content |Collect and use numbers |Read, illustrate, write|Read, illustrate, write |Read, illustrate, write |Write, draw, explain the|

|Economics |and words to tell about |about working in |about Chicago businesses. |about Chicago’s economy. |Chicago economy. |

|ILS 5A plus content |the Chicago economy. |Chicago. |ILS15ABC |ILS15ABCD | |

|goals |ILS15ABCD |ILS15ABC | | | |

|ILS15ABCD | | | | | |

|MATH |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |ISAT Prep Priorities: |Make a math |

|Insert the math | | | | |guide/booklet. |

|skills and | | | | |Use math to describe |

|strategies from the | | | | |situations and solve |

|program you use. | | | | |problems. |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

Third Grade: Weeks 25-29 Curriculum Map

| |Week 25 |Week 26 ISAT |Week 27 ISAT |Week 28 |Week 29 assess, clarify, |

| | | | | |expand |

|Word Knowledge |Make up vocabulary |Word structure: prefixes |Word structure: suffixes |Word structure: compound |Identify prefixes, |

|ILS 1A |questions | | |words |suffixes, compound words |

| | | | | | |

| | | | | | |

| | | | | | |

|Reading Strategies: |Make ISAT Reading |Analyze questions |Analyze questions |Ask, identify and respond |Explain how to identify |

|I CAN . . . with a |Guide—How to Think |1B |1B |to relevant questions at |and answer questions: |

|variety of texts |Well on ISAT | | |all levels with evidence. |literal, analytic, |

| | | | |Paraphrase |inferential, evaluative |

| | | | |1B |Explain how to paraphrase |

|Goals 1, 2 | | | | |what you read. |

|Fluency |This week’s read |This week’s read aloud: |This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB |aloud: | | | |increased fluency. |

| | | | | |Students explain how to |

| | | | | |adjust rate to maintain |

| | | | | |fluency and comprehension.|

| |Check reading rate and| | | | |

| |comprehension | | | | |

| |—set target to | | | | |

| |improve. | | | | |

|Writing |Write poem 3B |Write poem or letter 3ABC |Write persuasive |Write persuasive |Write persuasive writing |

|Persuasive | | |paragraphs 3B |paragraphs, essay 3B |guide-how to. |

|3A,B | | | | | |

|Content |Read, Illustrate, |Read, illustrate, write |Read, illustrate, write |Read, illustrate, write |Based on what you knew and|

|Systems |write about the ______|about the _____________ |about the _____________ |about the _____________ |what you learned, write |

| |system |system |system |system |and illustrate a guide |

| | | | | |abut systems |

|MATH |Make ISAT Math Test | | | |Make a math guide/booklet.|

|Insert the math |Success Guide—How to | | | |Use math to describe |

|skills and |Solve Problems Well | | | |situations and solve |

|strategies from the | | | | |problems. |

|program you use. | | | | | |

|Math Words |Use test-taking terms | | | |Make a Math Glossary |

|List terms students |as this week's math | | | | |

|will use this week. |words | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Third Grade: Weeks 30-34 Curriculum Map

| |Week 30 |Week 31 |Week 32 |Week 33 |Week 34 assess, clarify, |

| | | | | |expand |

|Word Knowledge |I can infer from context. 1A|I can use root words. |I can figure out | |Make a list of ways to |

| | |1A |unfamiliar words with | |figure out unfamiliar |

|ILS 1A | | |different strategies. | |words when reading. |

| | | |1A | | |

|Reading Strategies: |I can ask and answer |I can ask and answer |use full repertoire |use full repertoire |Next Grade Prep |

|I CAN . . . with a |different kinds of |different kinds of |with a variety of texts |with a variety of texts |Identify skills needed for|

|variety of texts |questions. |questions. | | |next grade. |

|ILS 1B | | | | |Choose a topic for next |

| |Write a guide to reading a |Write a guide to taking| | |five weeks of reading. |

| |story. | | | | |

|Goals 1, 2 | |a test. | | | |

| | | | | | |

| |ILS 1B,C | | | | |

| | |ILS 1B,C | | | |

|Fluency |This week’s read aloud: |This week’s read aloud:|This week’s read aloud: |This week’s read aloud: |Students read aloud with |

|ILS 1B, 4AB | | | | |increased fluency. |

| | | | | | |

| |Check reading rate and | | | |Students explain how to |

| |comprehension—set target to | | | |adjust rate to maintain |

| |improve. | | | |fluency and comprehension.|

|Writing |I can write a letter. |I can write a poem. |I can write a poem. |I can write a poem or |Make your own writing |

|emphasis: | | | |song. |yearbook— |

|creative | | | | |What I have learned about |

| |ILS 3A,B,C |ILS 3A,B,C |ILS 3A,B,C. |ILS 3A,B,C. |writing. |

|Content: |How goes city government |How does a city use its|What kinds of jobs does |How does government help |Write about Chicago’s |

|Government |work? 14A |resources? 14A |government do in the |people communicate, |government. |

| | | |city? |travel, and learn in the | |

| | | |15B |city? | |

| | | | |15B | |

|MATH | | | | |Make a math guide/booklet.|

|Insert the math | | | | |Use math to describe |

|skills and strategies| | | | |situations and solve |

|from the program you | | | | |problems. |

|use. | | | | | |

| | | | | | |

|Math Words | | | | |Make a Math Glossary |

|List terms students | | | | | |

|will use this week. | | | | | |

| | | | | | |

| | | | | | |

Third Grade: Weeks 35-38 Curriculum Map

| |Week 35 |Week 36 |Weeks 37-8 |

|Word Knowledge |The most important words we’ve learned |Classify the words of the year. |Celebrate Learning |

| |this year.. | | |

|ILS 1A | | | |

| | | | |

|Reading Strategies: |My favorite books—what I read that I |My favorite poem |Read Poems |

|I CAN . . . with a variety|like. | | |

|of texts | |ILS 1B, 2B | |

| |ILS 2A,B; 1C | | |

| | | | |

|Goals 1, 2 | | |celebrate learning |

|Fluency |This week’s read aloud: |This week’s read aloud: |Students read aloud with increased |

|ILS 1B, 4AB | | |fluency. |

| | | | |

| | | | |

|Writing |4th grade prep: |4th grade prep: interview 4th grader, |Celebrate learning |

| |how do you outline a topic? |take notes | |

|emphasis: | | | |

|creative | | | |

| |ILS 3B | |ILS 3C |

| | |ILS 3B | |

|Content: |How do people discover? |What have people invented? |What have I discovered about Chicago? |

|Discoveries | | | |

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|MATH | | |Make a math guide/booklet. |

|Insert the math skills and| | |Use math to describe situations and solve |

|strategies from the | | |problems. |

|program you use. | | | |

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|Math Words | | |Make a Math Glossary |

|List terms students will | | | |

|use this week. | | | |

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