Bundle 3 Grade 3 Language Arts

Transcription

EAST ALLEN COUNTY SCHOOLS
Bundle 3
Grade 3
Language Arts
Learning Life Lessons
From Others
Big Idea: Relationships
Enduring Understandings
Essential Questions
Literary Elements help us understand a story.
How can literature communicate ideas about one’s culture?
Traditional Literature is read for enjoyment and also allows us to better
understand cultures from around the world.
What life lessons can we learn from fictional stories?
How do characters affect other characters in a story and the story plot?
We can learn moral lessons through fables, legends, myths, folktales, fairytales,
and other fictional stories.
In what ways can we learn about solving our problems in the real world by
reading books?
Similar stories can be found throughout different cultures.
When do readers make text-to-text connections?
Word Choice and organization play an important part in helping a reader
visualize a story.
CC/Learning Targets
RL.1
RL.2
RL.3
RL.6
RL.7
RL.9
3.3.1
3.3.8
RF.3
3.1.1
W.3
W.4
3.4.4
L.1
L.2
L.4
L.5
3.1.1
3.1.4
SL.3
How do writers decide when to start a new paragraph or a new page in their
story?
Core Vocabulary
articles
comparative
compound sentence
dialogue
homophones
superlative
theme
Links to Technology
Toontastic (app) create a story
Scholastic Storia (app)
Bluster (app)
Build a Word Express (app)
A+ Spelling Test (app)
Spelling Test (app)
Bundle Performance Task(s)
The local librarian noticed that many students who visit the library don’t read a variety of fiction books (traditional literature, realistic fiction, fantasy). He/she is
asking for your help. He/she would like individuals and/or groups of students to create posters that show text-to-text connections between two books read recently.
He/she is asking that these posters be hung for others to view. The librarian is hoping others will be excited to search for connections in a variety of literature just
like the individuals who made the posters.
These posters should compare and contrast the themes/morals, character traits/motivations/feelings, settings, and plots of two similar fictional stories (e.g.,
stories by the same author about the same or similar characters, similar folktales that represent two different cultural perspectives). The librarian supplied example
planning sheets, if needed, to help you gather necessary information for your poster.
As an extension, students can read traditional literature stories from different cultures. Students could post morals/themes next to the country each story
represented. By doing this, students could see that people from around the world have a love for and learn similar lessons from literature. This extension could be
ongoing the remainder of the year.
Grade 3
LA Bundle 3
Quarter 2
Oct.-Dec.
From Others
Language Arts Bundle Performance Task 3
Poster Project
1st Story: ________________________________________________________________________________________
What is the theme/moral of the story?
___________________________________________________________________________________________
Why do you think that (use evidence from the text)?
____________________________________________________________________________________________
____________________________________________________________________________________________
What is the setting?
Time: _____________________________________ Place: __________________________________________
Plot:
What problem did the main character face?
___________________________________________________________________________________________
List three key events.
1. _________________________________________________________________________________________
2. _________________________________________________________________________________________
3. _________________________________________________________________________________________
How was the main character’s problem solved?
____________________________________________________________________________________________
____________________________________________________________________________________________
From Others
2nd Story: ________________________________________________________________________________________
What is the theme/moral of the story?
___________________________________________________________________________________________
Why do you think that (use evidence from the text)?
____________________________________________________________________________________________
____________________________________________________________________________________________
What is the setting?
Time: _____________________________________ Place: __________________________________________
Plot:
What problem did the main character face?
___________________________________________________________________________________________
List three key events.
4. _________________________________________________________________________________________
5. _________________________________________________________________________________________
6. _________________________________________________________________________________________
How was the main character’s problem solved?
____________________________________________________________________________________________
____________________________________________________________________________________________
Recommended Read-Alouds
G3 - Bundle 3
Title
Relates to…
Author
Hairy, Scary, Ordinary, What is an Adjective?
Brian Cleary
Adjectives
Many Luscious Lollipops
Heller
Adjectives
Things That are the Most in the World
Barrett
Adjectives
Pig, Pigger, Piggest
Rick Walton
Adjectives
Stop and Go, Yes and No: What’s an Antonym?
Brian Cleary
Antonyms
If You Were an Antonym
Loewen
Antonyms
Straight and Curvy, Meek and Nervy: More About Antonyms
Brian P. Cleary
Antonyms
The Boy Who Cried Fabulous
Leslea Newman
Antonyms, synonyms
Night Noises
Mem Fox
Antonyms, synonyms
Antonyms, Synonyms, & Homonyms
Kim Ravevsky
Antonyms, synonyms, homonyms
Duke Ellington
Andrea Pinkney and Brian Pinkney
Ask and answer questions
Owl Moon
Jane Yolen
Ask and answer questions
Scrambled States of America
Laurie Keller
Character traits
Dora’s Box
Ann Jeanette Campbell
Character traits
The Hundred Dresses
Eleanor Estes
Character traits
G3 - Bundle 3
The Chalk Box Kid
Clyde Robert Bulla
Character traits
The Jester Has Lost His Jingle
David Saltzman
Character traits
Mufaro’s Beautiful Daughters
John Steptoe
Character traits
Grammar Tales: When Comma Came to Town
Samantha Berger
Commas
Eats, Shoots,& Leaves
Lynne Truss
Commas
Red Riding Hood
James Marshall
Compare and contrast, traditional literature
Pretty Salma: A Little Red Riding Hood Story from Africa
Niki Daly
Little Red Cowboy Hat
Susan Lowell
Petite Rouge: A Cajun Red Riding Hood
Mike Artell
The Wolf’s Story: What Really Happened to Little Red Riding Hood
Toby Forward
Stellaluna
Janell Cannon
Context clues
But Excuse Me That is My Book
Lauren Child
Genre
Smoky Night
Eve Bunting
Genre
A Mink, A Fink, a Skating Rink, What is a Noun?
Brian Cleary
Nouns
Alice Ramsey’s Grand Adventure
Don Brown
Nouns
Once Upon a Cool Motorcycle Dude
Kevin O’Malley
Plot
My Name is Maria Isabel
Alma Flor Ada
Plot
G3 - Bundle 3
Ruby the Copycat
Peggy Rathmann
Plot
The Legend of the Indian Paintbrush
Tomie dePaola
Plot, traditional literature, fiction, message
The Amazing Greek Myths of Wonder and Blunders
Mike Townsend
Coyote and the Sky: How the Sun, Moon, and Stars Began
Emmett Garcia and Vitoria Pringle
Frederick’s Fables
Leo Lionni
The Great Kapok Tree
Lynne Cherry
Fables
Arnold Lobel
Point of view, speaker, narrator
The True Story of the Three Little Pigs
Jon Scieszka and Lane Smith
Roxaboxen
Alice Mclerran and Barbara Cooney
The Day Jimmy’s Boa Ate the Wash
Trinka Hakes Noble and Steven Kellogg
Pit Stop Prefixes
Michael Ruscoe
Prefixes
Come on, Rain!
Karen Hesse
Prefixes, suffixes, word analysis
Fortunately
Remy Charlip
Prefixes, suffixes, word analysis
Armadillo Tattletale
Helen Ketteman
Problem and solution
Kate and the Beanstalk
Mary Pope Osborne
Jim and the Beanstalk
Raymond Briggs
Jack and the Beanstalk
Richard Ketterman
G3 - Bundle 3
A Box of Friends
Pam Munoz Ryan
Produce writing
Grammar Tales: The No-Good, Rotten, Run-On Sentence
Liza Charlesworth
Sentences
Penny and the Punctuation Bee
Moira Donohue
Sentences, punctuation
Soccer Goal Suffixes
Michael Ruscoe
Suffixes
If You Were a Synonym
Dahl
Synonyms
Pitch and Throw, Grasp and Know: What is a Synonym?
Brian P. Cleary
Synonyms
Talking Eggs
Robert D. San Souci
Theme
Thesaurus Rex
Laya Steinberg
Thesaurus
Miss Alaineus: A Vocabulary Disaster
Debra Fransler
Thesaurus
Silent Letters Loud and Clear
Robin Pulver
Word families
The War Between the Vowels and the Consonants
Priscilla Turner
Word families
Twilight Comes Twice
Ralph Fletcher
Word relationships and nuances
All the Colors of the Earth
Sheila Hamanaka
Word relationships and nuances
Reading Workshop
G3 - Bundle 3
CC/Learning Targets
RL.1
Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers.
Resource of Ideas
Ask/Answer Questions
-Strategies That Work 2 pp. 81, 110 – 123, 140-141, 197
-Comprehending and Fluency pp. 23-24, 538
-The ComprehensionToolkit: Ask Questions Lessons 7 and 9
-The Café
Ask Questions pp. 160
-Duke Ellington by Andrea Pinkney and Brian Pinkney
-Owl Moon by Jane Yolen
-Any folktale, fable, or myth
-Any fiction picture book
-Questioning practice
Reading Wonders - Unit 2
-(WK 5) pp.T274 – T289, R/W Workshop Empanada Day pp. 166 - 169
-(WK5) pp. T289A – T293, Anthology The Inventor Thinks Up Helicopters
pp. 189 - 193
-(WK 5) pp.T274 – T289, R/W Workshop Empanada Day pp. 166 - 169
-(WK5) pp. T289A – T293, Anthology The Inventor Thinks Up Helicopters
pp. 189 - 193
RL.2
(3.3.2)
(3.3.4)
(3.3.7)
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.
Identify fairy tales as narratives
containing a far-fetched
sequence of events usually
containing an element of magic
Comprehend Plots of Myths, Folktales, etc.
-Strategies That Work 2 p. 94, 142
-Comprehending and Fluency pp. 147, 199, 201, 368-369
-Prompting Guide p. 7
-The ComprehensionToolkit: Monitor Comprehension Lesson 2
-The Café
Main Idea and Supporting Details pp. 165
-The Legend of the Indian Paintbrush by Tomie dePaola
Evidence of Learning
-Strategies That Work 2:
Assessing What We’ve Taught
pp. 123-129
-Reading Wonders assessments
-The ComprehensionToolkit: Ask
Questions Lesson 7 and 9
assessments, rubric and
checklists pp. 41-44
-Anecdotal records taken from
literature discussions
-Student-generated story question
-Interview
-Think-Pair-Share
-Play Jeopardy
-Research student-generated
science questions in nonfiction
books
-Conduct an experiment to find a
conclusion to a question
Comprehend Plots of Myths,
Folktales, etc.
pp. 105-108
-Readings Wonders assessments
-The ComprehensionToolkit:
Monitor Comprehension Lesson 2
assessment, rubric and checklist
Reading Workshop
or enchantment.
Identify myths as traditional
stories from the past that explain
something that could not be
explained through science.
Identify folktales as stories
passed on orally from one
generation to another.
Identify legends as stories about
real people usually with
exaggerated traits.
Identify fables as short tales that
teach
G3 - Bundle 3
-The Amazing Greek Myths of Wonder and Blunders by Mike Townsend
-Coyote and the Sky: How the Sun, Moon, and Stars Began by Emmett
Garcia and Victoria Pringle
-Frederick’s Fables by Leo Lionni
-The Great Kapok Tree by Lynne Cherry
-Myths from PBS.org
-Fabulous fables
-Tall tales written by third grade students
-Tall tales from the west written by third grade students
-Listen and respond to fables
-Online stories of different genres from starfall.com (click on the genre
and story of your choice)
-Online cinderella story with instruction on story elements (click on story
elements)
-(WK 1)(Folktale) pp. T14 – T25, R/W Workshop, Nail Soup pp. 262 - 265
-(WK1) pp. T25A – T29, Anthology The Real Story of Stone Soup pp. 278
– 299
-(WK 1)(Fairy Tale) pp. T14 – T25, R/W Workshop, Juanita and the
Beanstalk pp. 334 - 337
-(WK1) pp. T25A – T29, Anthology Clever Jack Takes the Cake pp. 366 389
-(WK 1)(Mythes, Drama) pp. T14 – T25, R/W Workshop, Athene and
Arachne pp. 406 - 409
-(WK1) pp. T25A – T29, Anthology King Midas and the Golden Touch pp.
462 - 481
Determine Theme
pp. 39-42
-Evidence in Reader’s Notebook
-Booktalks
-Create a reader’s theatre that
includes the basic plot of a
favorite
fairytale or folktale
-Compare and contrast plots of
stories using a graphic
organizer or thinking map
-Literature circle
-Think-Pair-Share
-Teacher observation when
discussing plot during read aloud
Determine Theme
pp. 105-108, 148-153
-The ComprehensionToolkit: Infer
Meaning Lesson 12 and 15
assessments, rubric and checklist
69-73
-Evidence from Reader’s
Notebook
-Booktalks
-Create a taxonomy of themes
found in stories
-Quiz
-Sort books by common themes or
by author’s purpose in writing the
story
-Think-Pair-Share
-Create a bulletin board or poster
Reading Workshop
G3 - Bundle 3
-Strategies That Work 2 p. 96, 142, 166
-Comprehending and Fluency pp. 243, 355-359, 365, 254-259
-The ComprehensionToolkit: Infer Meaning Lessons 12 and 15
-The ComprehensionToolkit: Summarize and Synthesize Lesson 23
-Talking Eggs by Robert D. San Souci
Compare/Contrast Same Stories
-Strategies That Work 2 p. 96
-Learning Structures: modules 8-13 Workbook by Ruby Payne p. 61
-Red Riding Hood by James Marshall
-Pretty Salma: A Little Red Riding Hood Story from Africa by Niki Daly
-Little Red Cowboy Hat by Susan Lowell
-Petite Rouge: A Cajun Red Riding Hood by Mike Artell
-The Wolf’s Story: What Really Happened to Little Red Riding Hood by
Toby Forward
RL.3
(3.3.3)
Describe characters in a story (e.g., their
traits, motivations, or feelings) and
explain how their actions contribute to
the sequence of events.
Identify Character Traits
-Comprehending and Fluency pp. 362 – 363
-The ComprehensionToolkit: Determine Importance Lesson 17
-The Continuum of Literacy Learning pp. 58-59
-Units of Study for Teaching Writing Book 4
-The Café
Cause and Effect pp.168
-Scrambled States of America by Laurie Keller
-Dora’s Box by Ann Jeanette Campbell
-The Hundred Dresses by Eleanor Estes
showing themes found in books
across the world
-Poetry Anthology
Summarize and Synthesize
Lesson 23 assessment, rubric
and checklist pp. 67-71
pp. 105-108
-Compare and contrast literary
elements of stories using a
graphic organizer or thinking map
-Literature circle
-Think-Pair-Share
-Teacher observation in literature
discussions
-Create a graphic organizer/
thinking map comparing and
contrasting two stories
Determine Importance Lesson 17
pp. 67-71
Notebook
-Booktalks
-Create a poem about a main
character
Reading Workshop
G3 - Bundle 3
-The Chalk Box Kid by Clyde Robert Bulla
-The Jester Has Lost His Jingle by David Saltzman
-Mufaro’s Beautiful Daughters by John Steptoe
-Inferences can be based on characters
-Create a character trading card to plan a story
RL.6
(3.3.6)
Distinguish their own point of view from
that of the narrator or those of the
characters.
-(WK 2) pp. T80 – T93, R/W Workshop, Jane’s Discovery pp. 198 - 203
-(WK2) pp. T93A – T97, Anthology, Finding Lincoln pp. 220 - 239
Identify the Speaker/Narrator
-Comprehending and Fluency pp. 243, 355, 357
-Units of Study for Teaching Writing Grades 3-5 Book 2
-Fables by Arnold Lobel
-The True Story of the Three Little Pigs by Jon Scieszka and Lane Smith
-Roxaboxen by Alice Mclerran and Barbara Cooney
-The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble and Steven
Kellogg
-Role play a character
-Use a Venn Diagram to compare
characters
-Create a taxonomy of character
traits found in stories
-Quiz
-Create a true/false quiz about a
main character
-Create a resume for a main
Character
Identify the Speaker/Narrator
-Highlight or write think-notes
of context clues that identify the
speaker or narrator
-Teacher observation from
literature discussions
-Short answer quiz
-Lesson on point of view
RL.7
(3.3.3)
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).
-(WK 2) pp. T78– T89, R/W Workshop, The Impossible Pet Show pp. 276
- 279
-(WK2) pp. T89A – T93, Anthology The Talented Clementine pp. 300325
-Comprehending and Fluency pp. 362 – 363
-The Café
Make a Picture or Mental Image pp. 159
Use the Pictures pp. 171
Determine Importance Lesson 17
pp. 67-71
Reading Workshop
G3 - Bundle 3
-Scrambled States of America by Laurie Keller
-Dora’s Box by Ann Jeanette Campbell
-The Hundred Dresses by Eleanor Estes
-The Chalk Box Kid by Clyde Robert Bulla
-http://www.teachingvision.org/resources/rw.html (click on TIME for Kids
graphic organizer, click on character traits chart)
-Inferences can be based on characters
-(WK 1) pp. T14 – T27, R/W Workshop, Bruno’s New Home pp. 22 - 27
-(WK1) pp. T27A – T31, Anthology Wolf! pp. 10 - 33
RL.9
Compare and contrast the themes,
settings, and plots of stories written by
the same author about the same or
similar characters (e.g., in books from a
series).
Compare Stories from a Series
-Strategies That Work 2 p. 96
-The Café
Compare and Contrast pp. 169
-Red Riding Hood by James Marshall
-Pretty Salma: A Little Red Riding Hood Story from Africa by Niki Daly
-Little Red Cowboy Hat by Susan Lowell
-Petite Rouge: A Cajun Red Riding Hood by Mike Artell
-The Wolf’s Story: What Really Happened to Little Red Riding Hood by
Toby Forward
graphic organizer, click on Venn Diagram)
Notebook
-Booktalks
-Create a poem about a main
character
-Role play a character
-Use a Venn Diagram to compare
characters
-Create a taxonomy of character
traits found in stories
-Quiz
-Create a true/false quiz about a
main character
-Create a resume for a main
character
Compare Stories from a Series
pp. 105-108
-Compare and contrast literary
elements of stories using a
graphic organizer or thinking map
-Literature circle
-Think-Pair-Share
-Teacher observation in literature
discussions
-Create a graphic organizer/
thinking map comparing and
contrasting two stories
Reading Workshop
3.3.1
3.3.8
G3 - Bundle 3
Recognize different common genres
(types) of literature, such as poetry,
drama, fiction, and nonfiction.
Determine the genre of a text by
identifying its literary and
structural features.
Describe how one topic is shown
differently in various genres.
Recognize Genres
-Comprehending and Fluency pp. 13-31,367-371
Identify the problem and solutions in a
story.
Identify the problem in a piece of
literature.
Define the solution as the way
the problem is resolved in
literature.
Find the solution to a problem in
a piece of literature.
Identify Problem/Solution
-Comprehending and Fluency pp. 354, 357, 361
-But Excuse Me That is My Book by Lauren Child
-Smoky Night by Eve Bunting
-Online stories of different genres from starfall.com (click on the genre
and story of your choice)
-Storyline online
-Children's storybooks online
-Listen to a story on bookpop.com
-Armadillo Tattletale by Helen Ketteman
-Kate and the Beanstalk by Mary Pope Osborne
-Jim and the Beanstalk by Raymond Briggs
-Jack and the Beanstalk by Richard Ketterman
graphic organizer, click on problem solution chart)
-Understanding setting, plot, and theme
-Problem and solution flow chart
-(WK 3) pp. T142 – T153, R/W Workshop, Rocketing Into Space pp. 434 437
-(WK3) pp. T153A – T157, Anthology Out of this World: The Ellen Ochoa
Story pp. 506 - 519
Recognize Genres
Notebook
-Booktalk
-Teacher observation during
Reader’s Workshop
-Create a tree thinking map
categorizing different common
genres
-Poetry Anthology
Identify Problem/Solution
-Student to student interviews to
get opinions on the best way for a
character to solve his/her problem
in the story. Then read on
in the story to analyze the
character’s actions to solve the
problem. Did anyone think the
same as the character?
-Write song lyrics that include the
problem and the solution in a
story
-Write a reflection about a
connection made to a story
because of a problem a character
encountered
-Quiz
Reading Workshop
RF.3
Know and apply grade-level phonics and
word analysis skills in decoding words.
(3.1.8)
a. Identify and know the meaning of the
most common prefixes and derivational
suffixes.
b. Decode words with common Latin
suffixes.
G3 - Bundle 3
Use Prefixes/Suffixes to Determine Meaning
-Word Study Lessons pp. 391-394, 419-430
-The Café
Flip the Sound pp. 174
Use the Beginning and Ending Sounds pp. 172
Chunk Letters and Sounds pp. 175
Practice Common Sight Words pp. 181
Use Word Parts pp. 187
-Continuum of Literacy Learning p. 211
-Word Matters Appendices 20-21
-Words Their Way pp. 230-231 (word sort), 243, 268, 270, 289 (games),
402 (word lists)
-Come On, Rain! By Karen Hesse
-Fortunately by Remy Charlip
-Pit Stop Prefixes by Michael Ruscoe
-Soccer Goal Suffixes by Michael Ruscoe
-Prefixes practice
-Practice using prefixes
-Suffixes practice
-Lesson using suffixes
-Understanding words
-Miss maggie short circuit game (go to language arts, click on Short
Circuit)
- Write Source pp. 437-439
-(WK 3) pp. T160 – T161
-(WK 1) pp. T26
Use Prefixes/Suffixes to
Determine Meaning
-Word Study Lessons Teaching
Resources p. 93
-Quiz
-Teacher observation of student
participation in games (Jeopardy,
Uno, Prefix Spin Activity)
Reading Workshop
3.1.1
Know and use more difficult word
families when reading unfamiliar words.
Find in reading texts spelling
patterns most commonly used in
English Language.
Use knowledge of these spelling
patterns as a strategy for figuring
out an unfamiliar word in the
context of authentic texts.
CC/Learning Targets
RI.1
RI.5
RI.7
RI.10
3.2.4
RL.5
RL.10
3.3.1
RF.3
RF.4
G3 - Bundle 3
Know and Use Word Families
-Launching the Writing Workshop pp. 45-47
-Continuum of Literacy Learning pp. 210-211
-Word Matters Appendix 15
-Prompting Guide pp. 7-9, 12-14, 33
-Words Their Way pp. 154-156 (pace & sequence), 170-179,
198-214, 244 (games), 384-392 (word lists)
-Word find puzzle maker
-Create a crossword puzzle
-Create your own rap with Shock's Beatbox
Teacher Notes
Resources pp. 121, 124
-Words Their Way pp. 170-179
-Buddy Spelling activities
-Anecdotal records from Guided
Reading
-Observation of students playing
word family games
Writing Workshop
CC/Learning Targets
W.3
(3.5.1)
Resource of Ideas
Write narratives to develop real or
imagined experiences or events using
effective technique, descriptive details,
and clear event sequences.
Write Narratives Developing Plot
-The Continuum of Literacy Learning pp. 80-81, 128-133
a. Establish a situation and introduce a
narrator and/or characters; organize an
event sequence that unfolds naturally.
-Once Upon a Cool Motorcycle Dude by Kevin O’Malley
-My Name is Maria Isabel by Alma Flor Ada
-Ruby the Copycat by Peggy Rathmann
b. Use dialogue and descriptions of
actions, thoughts, and feelings to
develop experiences and events or show
the response of characters to situations.
-Video Prompts for Writing
-Organizers for writing on writingfun.com
-Write a myth with Jane Yolen
-Forms of writing
c. Use temporal words and phrases to
signal event order.
-Write Source pp. 268-279
d. Provide a sense of closure.
W.4
(3.4.3)
(3.4.9)
G3 - Bundle 3
Write Narratives Developing
Plot
-Units of Study for Teaching
Writing Assessment Rubric
-ISTEP rubric or the 6+1Traits of
Writing rubric assessment
-Published writing sample
Reading Wonders – Unit 1
-(WK 6) (Narrative Text) pp. T352 – T363
+ Write using specific details that
develop character, plot, or setting
supporting readers in making a movie in
their minds.
Lucy Calkins eDocs
Unit 2: Raising the Quality of Narrative Writing pp. 30-40
Unit 3: Realistic Fiction pp. 41-57
With guidance and support from adults,
produce writing in which the development and
organization are appropriate to task and
purpose. (Grade-specific expectations for
writing types are defined in standards 1-3
above.)
Create Single Paragraphs
-A Box of Friends by Pam Munoz Ryan
-Tips for writing a paragraph
-How to write a paragraph
-Sandwich paragraph planner
-Write Source pp. 232- 243
Create Single Paragraphs
-Writing sample
-Highlight topic sentence in writing
sample
-Writing conferences
-Evidence from letters in Reader’s
Notebook
Organize Ideas
-Writing sample
Writing Workshop
G3 - Bundle 3
-(WK 5)(Paragraphs) R/W Workshop pp. 254 - 255
-(WK 1)(Paragraphs) pp. T32 – T33
-(WK 2) pp. T96 – T97
-Highlight topic sentence in writing
sample
-Rubric assessment
-Evidence from letters in Reader’s
Notebook
-Arrange sentences written on
sentence strips in logical order
Organize Ideas
-Tips for writing a paragraph
-How to write a paragraph
-Sandwich paragraph planner
-(WK 4)(Ideas) pp. T24 – T25
3.4.4
Use various reference materials (such as a
dictionary, thesaurus, atlas, encyclopedia
{guide words}, and online resources).
Use Reference Materials
-Thesaurus Rex by Laya Steinberg
-Miss Alaineus: A Vocabulary Disaster by Debra Fransler
-Using an encyclopedia to locate information
-Library media resources lesson
-Write Source pp. 300-303, 434, 436, 504
-(WK 1)(Ideas) pp. T34 – T35
Use Reference Materials
-Teacher observation of students
using resources to collect
information
-Notetaking
-Edited writing sample for word
choice and spelling
Writing Workshop
Correlating CC/Learning Targets
W.5
W.6
W.10
G3 - Bundle 3
Teacher Notes
Language and Word Study
CC/Learning Targets
L.1
(3.6.5)
(3.6.2)
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
b. Form and use regular and irregular
plural nouns.
g. Form and use comparative and
superlative adjectives and adverbs, and
choose between them depending on
what is to be modified
i. Produce simple, compound, and
complex sentences.
Write complete Declarative
sentences with final punctuation.
Write complete Interrogative
Write complete Imperative
Write complete Exclamatory
+Write using articles conventionally.
+ Define articles as words that can be
descriptors of a noun such as a, an, the.
G3 - Bundle 3
Resource of Ideas
Regular/Irregular Plural Nouns: Correctly Use Parts of Speech
-A Mink, A Fink, a Skating Rink, What is a Noun? By Brian Cleary
-Alice Ramsey’s Grand Adventure by Don Brown
-Grammar.ccc.commnet.edu
-Practice capitalizing proper nouns
-Capitalizing proper nouns lesson
-Capitalizing proper nouns game
-A landscape picture to locate nouns (use this picture to locate common
and proper nouns only)
-Studyzone for irregular plurals
-Write Source pp. 374, 476, 518 (Plural Nouns)
-Write Source pp. 388, 532 (Comparative/Superlative Adjectives)
-Write Source pp. 389, 534 (Adverbs)
-(WK 3) (Irregular Nouns) pp. T168 – T169, R/W Workshop pp. 481-486
-(WK 3)(Irregular Nouns) pp. T197, R/W Workshop pp. 481 – 486
Comparative/Superlative Adjectives/Adverbs: Correctly Use Parts of
Speech
-Word Matters Appendix 19, 22
-Comprehending and Fluency pp. 532-533
-6+1 Traits of Writing: Grades 3 and Up Chapter 5
-Hairy, Scary, Ordinary, What is an Adjective? by Brian Cleary
-Many Luscious Lollipops by Heller
-Things That are the Most in the World by Barrett
-Pig, Pigger, Piggest by Rick Walton
Regular/Irregular Plural Nouns:
Correctly Use Parts of Speech
-Identify and highlight in text
-Interactive edit
-Writing sample
-Fill in the blank quiz
-Evidence in writing sample
-Treasures Assessments
Comparative/Superlative
Adjectives/Adverbs:
Correctly Use Parts of Speech
Resources pp. 55. 61,91
-6+1 Traits of Writing: Grades 3
and Up pp. 145-158
-Describe qualities you possess
-Use sentence strips to write
sentences using comparative and
superlative adjectives
-Write an adjective poem
-Writing sample
-Quiz
-Sort, organize, or categorize
items. Label the items using
correct spelling (ex. small,
smaller, smallest)
Write Complete Sentences
-Comparative and superlative game (scroll down and click on The Good
Better Best Trampolini game)
-Write Source pp. 387-388, 530-533
-Treasures Unit 4 p. 145D “My Very Own Room”
(Comparative/Superlative)
-Treasures Unit 6 pp. 345I-345J “Wilbur’s Boast” (Adjectives that
Compare)
-(WK 2) (Comparative Adjective) pp. T98 – T99, R/W Workshop pp. 492
-(WK 2)(Adjectives that Compare) pp. T127
-(WK 3) (Adverbs) pp. T162 – T163, R/W Workshop pp. 493 - 494
-(WK 3)(Adverbs) pp. T191
-(WK 1) (Articles) pp. T34 – T35, R/W Workshop pp. 491
-(WK 1)(Adjectives that Compare) pp. T63
Write Complete Sentences
-Learning Structures: modules 8-13 Workbook by Ruby Payne pp.63-68
-6+1 Traits of Writing: Grades 3 and Up Chapter 6
-Prompting Guide pp. 21, 31
-Grammar Tales: The No-Good, Rotten, Run-On Sentence by Liza
Charlesworth
-Penny and the Punctuation Bee by Moira Donohue
G3 - Bundle 3
-6+1 Traits of Writing: Grades 3
and Up pp. 181-195
-Anecdotal records from student
writing samples
-Quiz
-Write complete sentences on
sentence strips. Cut the strips
apart between the complete
subject and complete predicate
-Brainstorm silly sentences
-Students write questions to
conduct an interview and record
answers in complete sentences
G3 - Bundle 3
-Lessons from geocity.com (click on six traits resources)
-Using exclamation points
-Grasslands punctuation game
-Write Source pp. 409
-Write Source pp. 394-413 (Writing Sentences)
-Write Source pp. 446-449 (Ending Punctuation)
-Write Source pp. 397-398 (Complete Predicate)
-(WK 5) pp. T298 – T299, R/W Workshop pp. 474 - 477
-(WK 5) pp. T327
L.2
(3.6.6)
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
c. Use commas and quotation marks in
dialogue.
Use Commas
-Prompting Guide p. 31
-The Café
Use Punctuation pp. 183
-Grammar Tales: When Comma Came to Town by Samantha Berger
-Eats, Shoots & Leaves by Lynne Truss
Use Commas
-Interactive edit
-Address envelopes to a pen pal
-Letter writing sample
-Journals
-Grammar.ccc.commnet.edu
-Write Source pp. 461 (Comma/Quotations in Dialogue)
-(WK 3) (Commas and Quotation Marks) pp. T163 – T35, R/W Workshop
pp. 504
L.4
(3.1.6)
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
Use Context to Find Meaning
-Strategies That Work 2 pp.139, 140-141
-Prompting Guide pp. 7, 9, 13, 14
Use Context to Find Meaning Strategies That Work 2:
pp. 148-153
strategies.
a. Use sentence-level context as a clue
to the meaning of a word or phrase.
-The Café
Use Word Parts pp. 187
Tune Into Interesting Words pp. 185
Use Prior Knowledge pp. 188
Use Pictures pp. 186
-The ComprehensionToolkit: Infer Meaning Lesson 10
-Stellaluna by Janell Cannon
-FunBrain
-Context clues millionaire game (click on play HTML version)
L.5
Demonstrate understanding of figurative
language, word relationships and
nuances in word meanings.
b. Identify real-life connections between
words and their use (e.g., describe
people who are friendly or helpful).
c. Distinguish shades of meaning among
related words that describe states of
mind or degrees of certainty (e.g., knew,
believed, suspected, heard, wondered).
3.1.1
Know and use more difficult word
families when reading unfamiliar words.
Find in reading texts spelling
patterns most commonly used in
English Language.
Use knowledge of these spelling
-Write Source pp. 435
Figurative Language
-Launching the Writing Workshop Grades 3 and Up pp. 75-77
-Guiding Readers and Writers pp. 398, 202, 412
-Comprehending and Fluency pp. 20, 22-23,136, 140, 534
-Twilight Comes Twice by Ralph Fletcher
-All the Colors of the Earth by Sheila Hamanaka
-(WK 1) pp. T16 – T25, R/W Workshop, Nail Soup pp. 262 - 265
-(WK 1)pp. T25A – T29, Anthology, The Real Story of Stone Soup pp.
T278 – T299
-Word Matters Appendix 15
-Prompting Guide pp. 7-9, 12-14, 33
-Words Their Way pp. 154-156 (pace & sequence), 170-179,
G3 - Bundle 3
-The Comprehension Toolkit: Infer
Meaning Lesson 10 assessment,
rubric and checklist pp. 69-73
Reading
-Think-Pair-Share to discuss
possible meanings of unknown
words
-Quiz
-Think-notes in the margin or on
post-it-notes for unknown words
-Cloze activities
-Guess the covered word
Figurative Language
-Create a character quilt
-Describe a partner using
descriptive words. Provide
evidence in complete sentences
as to why each word was used.
-Create a character report card
-Create a “Many shades of
meaning” chart
-Quiz over synonym triplets (NUA
strategy for teaching vocabulary)
-Word Study Lessons Teacher
Resources pp. 121, 124
-Words Their Way pp. 170-179
patterns as a strategy for figuring
out an unfamiliar word in the
context of authentic texts.
198-214, 244 (games), 384-392 (word lists)
-Word Study Lessons pp. 481-484
G3 - Bundle 3
Reading
-Observation of students playing
word family games
-Silent Letters Loud and Clear by Robin Pulver
-The War Between the Vowels and the Consonants by Priscilla Turner
-Word find puzzle maker
3.1.4
Determine the meanings of words using
knowledge of synonyms, antonyms,
homophones, and homographs.
Infer the meaning of synonyms,
antonyms, homophones, and
homographs by reading them in the
context of authentic text.
Synonyms/Antonyms
-Word Study Lessons pp. 261-264, 269-284
-Continuum of Literacy Learning p. 58-59, 210
-Word Matters Appendix 23-24
-Comprehending and Fluency pp. 531-532
-Words Their Way pp. 381 (word lists)
-Stop and Go, Yes and No: What’s an Antonym? by Brian Cleary
-The Boy Who Cried Fabulous by Leslea Newman
-Night Noises Mem Fox
-If You Were an Antonym by Loewen
-If You Were a Synonym by Dahl
-Straight and Curvy, Meek and Nervy: More About Antonyms by Brian P.
Cleary
-Antonyms, Synonyms & Homonyms by Kim Ravevsky
-Pitch and Throw, Grasp and Know: What Is a Synonym? By Brian P.
Cleary
-Word frog game for learning antonyms (click on word frog game, click
play game)
-Tooth tally game to learn about synonyms (click on tooth tally game,
click play game)
Synonyms/Antonyms
Resources pp. 57-58
-Identify and highlight in text
-Quiz (use of context clues to find
meaning)
-Interactive edit
-Writing sample (focus on revising
for word choice)
-Create a semantic web (Words
Their Way p. 280)
-Teacher observation of students
using synonyms from a thesaurus
-Vocabulary multiple choice quiz
-Student generated antonyms or
synonyms crossword (students
write the clues)
G3 - Bundle 3
- Write Source p. 436
-(WK Start Smart) (Antonyms/Synonyms) pp. S15– S1
-(WK 1)(Antonyms/Synonyms) pp. T26 - 27
SL.3
Ask and answer questions about information
from a speaker, offering appropriate
elaboration and detail.
Correlating CC/Learning Targets
L.1
L.2
L.3
L.4
L.6
3.1.1
3.1.4
3.6.4
3.1.3
3.6.1
SL.1
SL.2
SL.6
-Guiding Readers and Writers pp. 291-294, 471
-Strategies That Work 2 pp. 81, 110-121, 140-141,197
-Comprehending and Fluency pp. 23-24, 538
-The ComprehensionToolkit: Summarize and Synthesize Lesson 22
-The ComprehensionToolkit: Infer Meaning Lesson 11
Teacher Notes
-Participate in an interview as the
interviewer and the interviewee
-Participate in community circles
where questions are asked on a
particular topic by students and
answers are given
-Observation

Bundle 3 Grade 3 Language Arts

Transcription

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